Relationship between achievement and students' acceptance of evolution or creation in an upper‐level evolution course

Students often hold strong attitudes regarding topics they encounter during their studies, and many instructors feel that these attitudes can have strong effects on students' performance. We characterized students' attitudes toward evolution and investigated the influence of students' attitudes (pre‐course and post‐course) regarding evolution on their performance in an evolution course, measured as their final grade. We found our students to hold positive attitudes toward evolution; these attitudes became more positive following the course. The most significant change in attitude occurred in the group of students initially undecided toward evolution. We also found that attitudes prior to the course had little influence on later achievement; however, at the end of the course, students' attitudes were positively related to final grades, although the effect was small. We argue that pedagogical techniques directly addressing students' attitudes help reduce the influence of attitudes (especially prior attitudes) on achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 7–24, 2006     

传统教育评价与创造教育的理论冲突

合理的教育评价体系是创造教育发展的首要保证 ,而传统的教育评价体系从其内容、目的导向、测量等方面阻碍了创造教育的实施。本文从创造力固有的理论基础出发 ,深层揭示教育评价与创造教育在理念上的差异及冲突 ,以期为进一步建立与创造教育相适应的教育评价体系提供理论上的借鉴     

The role of education in driving conflict and building peace: The case of Rwanda

This article considers the relationship between education, conflict, and peacebuilding in Rwanda. First, it examines the role that education played in the lead-up to the 1994 genocide, discussing whether and how the low levels of educational attainment, inequalities of access, curricular content, and teaching methods contributed to the conditions for violence. It then looks at approaches to rebuilding the education sector since 1994. Despite significant progress, for example in widening access and achieving gender parity at primary level, three significant challenges remain. First, educational opportunity continues to be unequal in the post-primary sector, with disparities of access between rich and poor, a severe lack of alternative and non-formal educational opportunities, and some ethnic dimensions to the disparities. Second, tensions remain over history teaching due to government attempts to impose a single “official” narrative of Rwanda’s history. Finally, teaching methods remain largely teacher-centred, with little open debate and teaching of critical thinking skills. The article cautions that, despite progress, some dimensions of Rwanda’s current education policy and practice may continue to exacerbate tensions. It concludes by outlining some future priorities and urges the Rwandan government and its international development partners to more rigorously assess the potential impact of education policies on fragile social relations, and to embrace opportunities for education to play a more central role in peacebuilding in Rwanda.     

WTO与环境保护之冲突

在全球化进程中，人类生存环境日益恶化。多哈回合中有关环境与贸易问题之争引发了人们对于环境保护的性质、WTO本质的思考。WTO与各国国内环保法律存在冲突，也影响了某些国际环境保护公约和协议的效力。这是由WTO自身固有的本质和职能决定的，也是发达国家剥削落后国家、抢夺世界财富的结果。只有建立新的国际经济秩序才能使WTO在环境保护中真正发挥适当的作用。     

The conflict between science and religion: a discussion on the possibilities for settlement

In his article Skepticism, truth as coherence, and construtivist epistemology: grounds for resolving the discord between science and religion?, John Staver identifies what he considers to be the source of the conflicts between science and religion: the establishment of the relationship between truth and knowledge, from the perspective of those who see a correspondence between reality and knowledge, assumed in the realm of both contending fields. In the present work, although agreeing with the general principles of constructivism, I discuss Staver’s option of viewing truth as coherence and his proposal of renouncing the objective of knowing reality from both fields’ perspective. Three aspects of Staver’s article are commented and discussed here: the one referring to views of reality or of nature as shared by scientists; the one concerning the different forms of religious beliefs among scientists; and the one accounting for the impossibility, from the standpoint of constructivism, of determining limits to the objectives of science and religion. Also emphasized in this discussion is the importance of combining theoretical and methodological approaches in tune with the complexity of the theme under discussion, accounting for the need to preserve the freedom of thinking and of doing research.     

文学创作与翻译之异同

学创作与翻译，乍看属不同学科，因为两有不同的化、语言背景。但是，创作与再创作之间，则存在着极深的内在联系。本通过介绍学创作与学翻译的异同，主旨在说明只有相互借鉴，才能相得益彰。     

企业本质：组织租金的创造与分配

本文通过对现有企业理论中关于企业本质的逻辑梳理,在总结现有企业理论中关于企业本质研究的基础上,提出了组织租金的创造与分配才是企业的本质的观点。     

定积分与二重积分的互化

本文通过范例介绍了如何用二重积分解决定积分问题和如何用定积分解决二重积分问题,实现了两者在一定程度上的互化,为积分问题的计算和证明等提供了计算技巧,拓宽了解题途径。     

区域化的世界理论与地区冲突

本文介绍并分析了区域化世界理论 ,认为在冷战结束之后各个地区性的冲突又变得频繁和突出 ,愈来愈引起人们的关注。本文从区域化的世界理论的角度来分析这个问题 ,认为地区性的冲突既不是冷战留下的遗产 ,冷战也不是地区性冲突产生的原因 ,因而冷战的结束也不能很好地解决这个问题 ,并对地区性冲突的前景作了思考。     

Self-directed learning and retrieval practice: building a bridge through functional contextualism

ABSTRACT

While retrieval practice has been studied for over a century, it has gained a significant body of research within the past fifteen years in cognitive psychology and the learning sciences. However, there is little discussion in its study and application within topics of adult learning. In this article, we examine the historical and philosophical foundations of self-directed learning and retrieval practice and advocate for functional contextualism as a philosophy of science for self-directed learning research. Functional contextualism provides a synthesis between the norms of humanism and the scientific focus of cognitivism. Particularly, we look at retrieval practice as a potential area of research within self-directed learning, viewing it as an ‘act-in-context’. We hope this article reinvigorates research into self-directed learning, particularly the investigation of empirically-based self-guided learning strategies, the facilitation of metacognition for self-directed adult learners, and the adoption of a functional contextual approach to self-directed learning and other adult learning topics.     

一种透视文体形成的理论——“投射说”

“投射说”是雅各布逊在透视诗歌文体特征时提出的学说。该文将这一理论从诗歌推广到一般语篇的文体分析上 ,并进一步指出等价原则的关键作用。文章认为 ,在语篇生成的过程中 ,选择过程是对某个语言成分的纵向延伸 ,它的前提是聚合体内各个选项至少在一个方面是等价的 ;组合过程是对语言各个成分的横向排列 ,排列顺序不同 ,组合成的句子整体意义不同 ,但基本意义不变。文体风格的形成主要体现在纵向点的选择及横向组合顺序的选择上。     

Mainstreaming: the genesis of an idea

The origins of the mainstreaming movement are explored. Problems of definition are discussed and followed by a delineation of three major forces which induced the genesis of main‐streaming. The first is research based evidence dealing with the rationale for special classes, the efficacy of special class placement, philosophical attacks on special classes, the issues of labeling and classification, and criticisms from minority groups. Litigation which challenged long established practice is considered as the second major force. Court cases dealing with the right to education, assessment procedures, appropriate educational placement, and due process are reviewed. Finally, legislative mandates are a third force considered as bringing change to special education. Specifically, the ramifications of PL 94‐142 are explored. The analysis of antecedent events is considered important for appreciating the past, understanding the present, and aiding future planning.     

The bridge between the learning laboratory and the classroom: Discussion 1

This article uses theoretical concepts from self-efficacy theory, goal theory, expectancy value, and intrinsic motivation theory as a way to organize the vast and largely atheoretical literature on academic cheating. Specifically, it draws on 3 particular questions that students encounter when deciding whether to cheat: (a) What is my purpose?, (b) Can I do this task?, and (c) What are the costs associated with cheating? This article reviews both experimental and nonexperimental evidence related to each of these questions and offers suggestions for future research and instructional practices that will lessen the likelihood of cheating.     

Knowledge building: aligning education with needs for knowledge creation in the digital age

Educational technology research and development - This paper examines the alignment of education with the needs for knowledge creation in the digital age using the Knowledge Building model and...     

Creationism as a Misconception: Socio-cognitive conflict in the teaching of evolution

This position paper argues that students' understanding and acceptance of evolution may be supported, rather than hindered, by classroom discussion of creationism. Parallels are drawn between creationism and other scientific misconceptions, both of the scientific community in the past and of students in the present. Science teachers frequently handle their students' misconceptions as they arise by offering appropriate socio-cognitive conflict, which highlights reasons to disbelieve one idea and to believe another. It is argued that this way of working, rather than outlawing discussion, is more scientific and more honest. Scientific truth does not win the day by attempting to deny its opponents a voice but by engaging them with evidence. Teachers can be confident that evolution has nothing to fear from a free and frank discussion in which claims can be rebutted with evidence. Such an approach is accessible to children of all ages and is ultimately more likely to drive out pre-scientific superstitions. It also models the scientific process more authentically and develops students' ability to think critically.     

高校公共体育教学中师生冲突的研究

阐述高校公共体育教学中师生冲突的特点,教师的角色定位、学生逐渐增强独立、民主、平等、自由的意识和观念与教师的权限、师生之间结构的松散、教学评价制度这四方面是导致师生冲突产生的最主要的原因.     

创作理想与文本叙事逻辑的错位--重评《红旗谱》

梁斌的长篇小说《红旗谱》曾经被看仁是一部不可多得的“描绘农民革命斗争的壮丽史诗”，作品中的朱老忠历来被认为是一个成功的理想化的农民英雄的典型形象。但重读作品，就不难看出，文本的叙事逻辑与作家的创作理想发生了严重的错位，评论界对《红旗谱》的界定不过是用现成的流行的政治话语进行粘贴的标签。     

中西文化冲突与中国近代教育取向

近代中国人从盲目排外、西学中源、中体西用、全盘西化到融汇创新、洋为中用,走过了一条中西文化交流的艰辛之路。中国的新教育也伴随这一轨迹艰难起步,曲折发展,不断走向符合中国国情的现代化。     

Capacity building to bridge data use and instructional improvement through evidence on student thinking

While schools and systems across the globe promote data-driven decision making, teachers often struggle to use data, especially from external assessments, to inform daily instruction. In this paper, we examine teacher capacity building for a less typical form of data use - evidence on student thinking. We draw on data from a longitudinal, in-depth qualitative study involving middle school math teachers who were engaged in an instructional improvement project. Findings show that data use occurred when evidence from student thinking was introduced as part of the instructional planning process. This shift was facilitated by an instructional coach whose capacity building efforts with teachers focused on coherence, specifically planning high quality instruction and using data effectively, while also meeting district pacing and unit planning goals. When teachers put new strategies into practice, feedback from formative assessment data allowed teachers to identify and address misconceptions in student thinking. Learning how to use data as part of instruction helped teachers build capacity to reflect on their own practice. Implications for theory, practice, and research are discussed.