Spatial abilities of expert clinical anatomists: comparison of abilities between novices, intermediates, and experts in anatomy

Spatial ability has been found to be a good predictor of success in learning anatomy. However, little research has explored whether spatial ability can be improved through anatomy education and experience. This study had two aims: (1) to determine if spatial ability is a learned or inherent facet in learning anatomy and (2) to ascertain if there is any difference in spatial ability between experts and novices in anatomy. Fifty participants were identified: 10 controls, 10 novices, 10 intermediates, and 20 experts. Participants completed four computerized spatial ability tasks, a visual mental rotation task, categorical spatial judgment task, metric spatial task, and an image-scanning task. The findings revealed that experts (P = 0.007) and intermediates (P = 0.016) were better in the metric spatial task than novices in terms of making more correct spatial judgments. Experts (P = 0.033), intermediates (P = 0.003), and novices (P = 0.004) were better in the categorical spatial task than controls in terms of speed of responses. These results suggest that certain spatial cognitive abilities are especially important and characteristic of work needed in clinical anatomy, and that education and experience contribute to further development of these abilities.     

Differences in the problem solving of stronger and weaker novices in physics: Knowledge,strategies, or knowledge structure?

This study investigates the extent to which differences in the problem-solving performance of stronger and weaker novices in physics arise from: (a) differences in amount of domain knowledge, (b) differences in how domain knowledge is organized, and (c) differences in the strategic application of domain knowledge. Ten first-year university physics students attempted to solve one easy and one difficult problem involving Newton's second law. Clear differences in the protocols of stronger and weaker students for the difficult problem, combined with successful performance by all students on the easy problem, were interpreted as evidence for differences in the organization of relevant knowledge held by more versus less successful first-year physics students. Some differences in procedural knowledge were also observed, but all students used the working forward strategy that had been presented to them in lectures.     

In the eyes of the beholder: How experts and novices interpret dynamic stimuli

Tasks with a complex, dynamic visual component require not only the acquisition of conceptual/procedural but also of perceptual/attentional skills. This study examined expertise differences in perceiving and interpreting complex, dynamic visual stimuli on a performance and on a process level, including perceptual and conceptual strategies. Performance, eye movement, and verbal report data were obtained from seven experts and 14 novices. Results show that experts compared to novices attend more to relevant aspects of the stimulus, use more heterogeneous task approaches, and use knowledge-based shortcuts. Implications for instructional design for the acquisition of perceptual skills are discussed.     

大学物理辅导教学探讨

无论哪种教学模式,辅导教学都是一个重要的教学环节。本文从多媒体、授课艺术、精选例题、教学内容这些角度出发,探讨了如何提高辅导教学的教学质量和教学效率,如何有效地调动学生学习的积极性,如何帮助学生正确求解习题,如何培养学生的综合能力等问题。以达到为学生提供高质量的辅导教学的目的。     

谚语与物理知识

生活中到处充满了物理知识，气候谚语中更不例外。气候谚语是中国劳动人民在长期的生产实践和生活中总结出来的，是劳动人民智慧的结晶，下面略举几例。     

A modified refutation text design: effects on instructional efficiency for experts and novices

Recently, cognitive load theory has been considered within conceptual change research. Although the effectiveness of refutation texts (RT) has been proven, the conceptual change process involved and the influencing factors remain unclear. To contribute to this research, we investigate the efficiency of pupils working with a modified RT design in which the alternative and scientific conceptions are not explicitly contrasted, and we examine the level of learner expertise as a possible influencing factor. We investigated the efficiency based on the scientific conceptions learned and the mental effort invested (reflecting cognitive load) during instruction (N = 195, 9th graders). Only pupils with high prior knowledge (experts) showed low efficiency and higher mental effort when dealing with alternative conceptions. Our results indicate that the experts did not profit from the mental effort they invested in the learning process, whereas the novices seemed to profit from their invested mental effort.     

前知识与物理教学

文章阐述了前知识形成的原因和特点,以及对物理教学的影响.分析了前知识在物理教学中有利与不利两个方面,以及在教学中如何纠正错误的前知识,而使其在物理教学中起到有利的作用.     

An investigation of the influence of emotional factors on learning in physics instruction

In a study of learning processes in 24 eighth grade physics classrooms in Germany, data were collected in respect to cognitive variables (prior knowledge, learning outcomes, use of learning strategies), cognitive-emotional variables (self-concept, interest), as well as emotional variables (anxiety, boredom, sense of well-being). Both quantitative and qualitative methods were used. Interest and emotional factors are further differentiated into situation-related and habitual (most likely biographically determined) components. In constructing the teaching unit (basic electricity) a learning oriented knowledge acquisition phase was followed by a more achievement oriented practice phase. Analysis shows that positive emotions are more important in the acquisition phase than in the practice phase. Anxieties play an ambiguous role in the practice phase. Additionally, the results provide indications that joy about learning in particular, and also interest are frequently linked to successful learning processes, and not merely to the nature of the subject matter.     

物理课堂教学中加强有效教学行为实施的探讨

有效教学行为的实施有利于促进学生的全面发展 .为了增强教学行为的有效性 ,教师在物理课堂教学中应该特别注意以下几点 :面向全体学生 ,注重学生全面发展 ;创设丰富、有效的物理教学情景 ,增强学生学习兴趣 ;培养学生自主学习的能力 ;注重多元评价 ,引导学生加强自我评价 .     

英语师范生教学知识掌握情况调查

教学知识是师范生职业技术的关键体现因素。本文对英语师范方向一年级和四年级学生教学知识掌握情况所做的一次调查,以剑桥教学知识测试(Cambridge Teaching Knowledge Test,下称TKT)为量具,对两个年级120名英语专业师范生进行了调查,然后使用测量学罗氏模型统计工具Winstep进行分析。目的在于了解师范生对英语教学知识的掌握情况,调查的结果旨在描述英语师范生对教学知识(teaching knowledge)方面的现状,并为师范生教育改革方向及课程设计提供一些思考和建议。     

An investigation of the relationship of beliefs,values and technological pedagogical content knowledge among teachers

ABSTRACT

The purpose of this study was to investigate the relationship among student-centred beliefs, technology value beliefs and technological pedagogical content knowledge (TPACK) in junior high school mathematics teachers. A survey was administered to 408 teachers in Taiwan. Regression analysis results showed that teachers’ student-centred beliefs and technology values were significantly correlated with TPACK. MANOVA results found that teachers with high student-centred pedagogical beliefs may not have high technology values, and teachers with lower student-centred pedagogical beliefs may not have lower TPACK. Implications for professional development and suggestions regarding teachers’ beliefs and TPACK are discussed.     

物理知识与物理能力的相关研究

学生拥有的物理知识与其具备的相应物理能力呈正相关关系 ,中学组的相关系数为 0 .33,大专组的相关系数为 0 .40 ,其相关程度属低度相关。     

Effects of subject-matter knowledge in the teaching of biology and physics

The aim of this study was to describe science teachers' knowledge of specific biology and physics topics and trace the effects of this knowledge on their planning for instruction and on simulated teaching. Six experienced secondary-school teachers — three specializing in physics and three in biology — participated in the study. Each teacher's knowledge of a biology topic and a physics topic was assessed using summary free recall, concept-map line labeling, and sorting tasks. A small number of schemata described each teacher's subject-matter knowledge. The teachers planned instruction in the biology and physics topics based on content in textbook chapters provided by the investigator. The planning took place in thinking-aloud sessions. The influence of the teachers' prior subject-matter knowledge was evident in their modifications of textbook subject-matter content and through their use of explanatory representations. Simulated teaching consisted of a critical-incidents technique. The effects of subject-matter knowledge were apparent here through the teachers' use of evaluative structures and responses to critical incidents.     

Investigating the relationship between pre-service physics teachers' professional knowledge,self-concept,and interest

This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education.     

An investigation of Grade 5 children's knowledge of the doubling rule in spelling

The goal of this study was to investigate Grade 5 children's knowledge of a common word pattern in English, to double the final consonant of a one‐syllable word when adding –ed. Significant correlations were found between –ed spelling and general spelling ability, as well as correct pronunciation of –ed words in isolated word reading and spelling. The correlation between –ed spelling and –ed word reading (r=0.31) is lower than one would expect to find in general spelling and reading ability. Individual interviews were conducted to assess children's explicit awareness of the doubling rule, followed by a measure of consistency in spelling a selected number of –ed words. Performance on an artificial grammar task indicated a correlation between implicit learning of nonsense letter strings and spelling ability. Overall results point to the unstable nature of children's knowledge of the doubling rule. Implications for instruction are discussed.     

An investigation into public perception and knowledge of science and technology in Nigeria

The study examined the perception and knowledge of two hundred and five adults from Port Harcourt metropolis in Rivers State on some issues related to science and technlogy. A questionnaire on public perception and knowledge of science and technology was the main data collecting instrument. Overall findings of the study showed; (1) that some adults are not well informed about science and technology; (2) major differences among respondents on the basis of gender; (3) lack of knowledge by adults on aspects of elementary science. These findings and implications for science and technological literacy were discussed.     

Correlation between performance in physics and prior mathematics knowledge

The final grade of 1403 students enrolled in the first semester of the introductory, pre-professional physics course has been correlated with performance on a precourse diagnostic test of mathematical skills. The students were from a total of eight different sections taught by six separate instructors over a three year time span. The student population has been separated into two groups, those who completed the course (913 students) and those who dropped (490 students). The drops were assigned a “projected final grade”based on performance up to date of withdrawal. The Pearson product-moment correlation for students who completed the course is 0.418 and correlation for the drops is 0.232. Both correlations are significant at the p < 0.001 level. This study suggests that prior mathematical ability is a primary influence on performance in the course, and has a secondary influence on the tendency to drop out of the course.     

An investigation of grapheme parsing and grapheme-phoneme knowledge in two children with dyslexia

The aim of this study was to understand the relationship between children’s knowledge of letter-sound rules (“grapheme-phoneme knowledge”) and their ability to identify separate graphemes (e.g., SH, OI) that comprise words (“grapheme parsing”). We used a single-case study approach with children with phonological dyslexia who were able to read words accurately via whole-word processes (“lexical reading”), but were not able to read using grapheme-phoneme knowledge (“non-lexical reading”). These children were able to correctly parse some graphemes without grapheme-phoneme knowledge for these graphemes. However, they were unable to correctly parse some graphemes for which they had grapheme-phoneme knowledge. This dissociation suggests that children may acquire grapheme-phoneme knowledge and phoneme parsing independently. We discuss the implications of these findings for cognitive models of word reading.     

Comparing primary student teachers’ attitudes,subject knowledge and pedagogical content knowledge needs in a physics activity

This research explores and compares primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students were more confident, but no more knowledgeable nor more secure in their PCK. We argue that confidence needs to be developed alongside knowledge. Teacher education programmes in physics should particularly concentrate on helping student teachers to teach difficult concepts in a meaningful and accessible way, developing positive attitudes alongside understanding and pedagogical skills.