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161.
Christina V. Schwarz Jason Meyer Ajay Sharma 《Journal of Science Teacher Education》2007,18(2):243-269
This study infused computer modeling and simulation tools in a 1-semester undergraduate elementary science methods course
to advance preservice teachers’ understandings of computer software use in science teaching and to help them learn important
aspects of pedagogy and epistemology. Preservice teachers used computer modeling and simulation tools within their own science
investigations; discussed general technology issues; and explored, evaluated, and taught their peers about a particular modeling
tool. Preservice teachers expanded their vision of the software available and the role that software can play in science teaching,
but desired fun, easy-to-use software with scientifically accurate information within a clear, familiar learning task. Such
conflict provided a fruitful platform for discussion and for potentially advancing preservice teachers’ pedagogical and epistemological
understandings.
相似文献
Christina V. SchwarzEmail: |
162.
J. H. F. Meyer 《Higher Education》1995,29(2):201-215
This study explores the existence of structural gender differences in the learning behaviour of first-year students on entry to university, based on responses to an extended form of the Approaches to Studying Inventory. The focus is on underlying dimensions of variation, that distinguish between the manner in which male and female students recalled and reported on their most recent experience of studying Science in their final secondary school year. Such differences as emerge are only partially interperatble in terms of classic deep or strategic structures. It is argued that gender-sensitive sources of variation, as manifested, are worth of further investigation and are of potential strategic value to university departments insofar as they are able to locate difficulties that students bring with them early in their undergraduate studies. 相似文献
163.
Alexis C. Collier Joelle Mast Donald R. Meyer Carrie-Ellen Jacobs 《Learning & behavior》1979,7(4):514-520
Ten- and 15-day-old rat pups were trained with two procedures to approach an anesthetized mother, and then were punished for approaching. Both ages of subjects exhibited increased latencies to reapproach the mother, indicating passive inhibitions, but only the older pups retreated. All but one of the younger pups eventually reached the mother within 3 min after the punishment, while only half of the older pups did so. In a second experiment examining the development of locomotor avoidance reactions, 5- to 20-day-old rats were shocked without the mother present. Fifteen- and 20-day-old rats significantly decreased their activity patterns in reaction to shock and spent significantly less time in the shock area than either of the younger aged pups. These results suggest that flight reactions are components of a rat’s defensive repertoire that appear very rapidly between 10 and 15 days of age. 相似文献
164.
Maintaining balance is a central problem for new walkers. To examine how infants cope with the additional balance control problems induced by load carriage, 14-month-olds were loaded with 15% of their body weight in shoulder-packs. Both symmetrical and asymmetrical loads disrupted alternating gait patterns and caused less mature footfall patterns. Walking was most severely compromised by back loads. Infants with less walking experience, lower levels of walking proficiency, and chubbier body proportions were more adversely affected. In addition, infants displayed a unique postural response to asymmetrical loads. In contrast to older children and adults, infants leaned with loads rather than in the opposite direction to the loads. Findings are discussed in terms of development from accommodation to compensatory strategies. 相似文献
165.
Nalini Pather Phil Blyth Jamie A. Chapman Manisha R. Dayal Natasha A.M.S. Flack Quentin A. Fogg Rodney A. Green Anneliese K. Hulme Ian P. Johnson Amanda J. Meyer John W. Morley Peter J. Shortland Goran Štrkalj Mirjana Štrkalj Krisztina Valter Alexandra L. Webb Stephanie J. Woodley Michelle D. Lazarus 《Anatomical sciences education》2020,13(3):284-300
Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand. 相似文献
166.
While principal goal-setting has been shown to be an important leadership practice, there is little research examining principals’ goal-setting and goal-achievement. This research examined novice principals’ school improvement goals and factors affecting their achievement. Goals from 460 principals enrolled in a national induction programme were categorised revealing a strong emphasis on instructional and student-centred leadership. After 18 months, 258 of those principals, and their mentors, rated their achievement. Principals also rated five potential achievement predictors. Goal achievement tended to be high, with commitment, effort, learning and support serving as positive predictors of success. In contrast to what goal-setting theory suggests, goal challenge was a negative predictor of achievement. The analysis of two contrasting cases revealed possible explanations for this negative relationship. These included novice principals’ ability, self-efficacy and attributional processes. This study highlights the role of self-efficacy in the process of goal-setting and pursuit. It emphasises that consideration needs to be given to how novice principals’ self-efficacy can be developed and sustained. Implications for practice in the area of educational leadership and leadership development are discussed. 相似文献
167.
Dr. Michael Meyer 《Zeitschrift für Erziehungswissenschaft》2009,12(2):302-320
When education research speaks of category-building, a reference is usually made to “induction”. The empirical confirmation of existing laws would also occure inductively, as is the data also collected inductively. The ambiguous use of this term contradicts a unified understanding of the logic of research. With reference to the American philosopher Charles Sanders Pierce, an alternative theory of knowledge acquisition through “abduction” has been discussed recently. This paper contributes to this debate. A unified and (logic-)philosophically adequate reflexion of results of investigations from interpretative social research will be proffered using a structural look at the process of knowledge acquisition and securing knowledge. 相似文献
168.
For this study we used institutional web sites to examine the mission statements of 80 higher education institutions for messages
about diversity. Of the 80 institutions, 59 (75%) referenced diversity in their mission statements; but only 19% defined diversity
in racial or ethnic terms. In addition to mission statements, 52 (or 65%) of the 80 institutions had a separate diversity
statement; but only 18 of these were an official institutional statement. These treatments of diversity are interesting in
light of the changing demographics of the incoming college student population and the recognized need for greater cultural
development or awareness on campuses. If mission and diversity statements reflect the priorities of the institution, 35% of
the institutions in the sample said nothing about diversity. 相似文献
169.
170.
Sheldon L. Meyer 《Educational gerontology》2013,39(2):115-122
This article identifies the basic concepts and structures of pedagogy and andragogy as teaching‐learning strategies for aging adults. The distinguishing characteristics of andragogy are compared with the more traditional pedagogical processes. Andragogy is discussed as a relevant participatory adult education technique. The applicability of andragogy as a preretirement education process is explained and the task‐oriented training model of preretirement education is discussed. Aging adults are found to be competent, capable learners, and the andragogical process is one very effective way of assuring this end. 相似文献