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501.
Pinar Seda Cetin Nihal Dogan Ali Yigit Kutluca 《Journal of Science Teacher Education》2014,25(3):309-331
Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in J Biol Educ 38(1):7–12, 2003) while others do not (e.g. Zohar & Nemet in J Res Sci Teach 39:35–62, 2002). This study examined the possible relationship between pre-service science teachers’ (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. In the research, pre-service teachers were divided into groups according to the results of a conceptual understanding test on genetic cloning, and were categorized as high, middle and low achievers. After introducing three socio-scientific scenarios (relating to genetic cloning) with the intention of prompting lines of argumentation, the PSTs then participated in semi-structured interviews with the research team. It was revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning. Explanations for these results are discussed in light of the related literature and with reference to the interviews. 相似文献
502.
In an up-linkage replication, three experiments examined adult humans’ folk physics, i.e., their naturally occurring and spontaneous understanding of the physical world, using a violation of expectation (VOE) task and stimuli similar to those used to study chimpanzees’, monkeys’, and rooks’ folk physics. Unlike what has been reported with nonhuman primates, adult humans did not look longer at physically impossible than possible events, though they did rate the physically impossible events as more interesting and novel than the possible events. These results underscore that behavior during a VOE experiment has many possible causes, only one of which may be a subject’s folk physics. 相似文献
503.
This study investigates some of the differences and similarities between Kurdish-Persian bilinguals and Persian monolinguals with respect to the use of referring expressions in spoken narratives. The narratives were elicited from 36 participants, consisting of 24 bilinguals (Groups l and 2) and 12 monolinguals (Group 3) in the first four grades of primary school using picture narrative book. The results have revealed that Group 1 (bilinguals told the story in Kurdish) used definite noun phrases most frequently followed by zero anaphors, indefinite noun phrases, and pronouns. Group 2 who narrated the story in Persian produced definite nouns most frequently followed by pronouns, zero anaphors, and indefinite noun phrases. Group 3 (Persian monolinguals) employed definite noun phrases most frequently followed by zero anaphors, pronouns, and indefinite noun phrases. The significant difference between Groups 1 and 2 and Groups 2 and 3 has been in indefinite noun phrases and between Groups 1 and 3 in the use of pronouns. One reason is that children universally apply similar strategies regardless of their first language (L l). The conclusion is that some of the differences are due to the difference in the structure between Persian and the dialects of Kurdish. 相似文献
504.
Ali S. M. Al-Issa 《Educational Research for Policy and Practice》2014,13(1):25-44
The Sultanate of Oman is a developing country that has accepted the English language as a significant tool for modernization. This was best interpreted in the opening of Sultan Qaboos University (SQU) in 1986, which has delivered its different academic programmes totally or partially through the English language. One of the colleges of SQU has been the College of Law. It was opened in 1997 to help contribute to effective implementation of nationalisation and national development in the Sultanate of Oman, which English language proficiency is a part and parcel of. However, graduates exiting the College so far have been unable to fulfil this strategic aim due to policy-practice drawbacks. Evident weaknesses in their English language and legal knowledge have provoked repeated complaints from the employers in both sectors. Accordingly, a decision was made to introduce a bilingual programme through which approximately 30 % of the subjects at the College of Law would be taught in English. This study, therefore, researches the uses of English language in the Law job market in the Sultanate of Oman and its implications for policy-practice improvement. A questionnaire was designed and distributed to 182 graduates of the College of Law, SQU. Findings have shown that while the new programme has the potential to serve national development and Omanisation, the College faculties have a pivotal role to play in influencing a positive implementation of the plan. 相似文献
505.
Mst. Marium Begum Zakia Sultana Md. Ershad Ali Md. Safkath Ibne Jami Proma Khondkar Md. Masuduzzaman Khan Md. Mominul Haque 《Indian journal of clinical biochemistry : IJCB》2014,29(4):452-461
High blood glucose level, elevated level of liver enzyme, necrosis and shrinkage of islets of Langerhans has been implicated in the pathogenesis of type 2 diabetes. High blood glucose cause oxidative stress, production of free radical as well as elevated SGPT and SGOT level. Both glibenclamide and simvastatin in fixed dose used as antihyperglycemic antidyslipidemic and antioxidative agents for type 2 diabetes treatment. This study therefore aimed to evaluate the antihyperglycemic, antidyslipidemic and antioxidative effect of fixed dose combination of glibenclamide (0.6 mg/70 kg body weight) and simvastatin (5 mg/70 kg body weight) on long term alloxan induced diabetic rats with cardiovascular disease using various diagnostic kits as a parameter of phamacotherapeutic and pharmacological effect. The study was carried out using 96 Swiss Albino male rats weighing about 200–220 g. Combination therapy induced a significant decrease in blood glucose level in alloxan induced diabetic rats, from 33.75 ± 1.65 to 5.80 ± 0.07 mmol/l 2 h after last dose administration, after 4 weeks treatment. In case of dyslipidemic effect, combination therapy reduced total cholesterol (45 %), triglyceride (36 %) and low density lipoprotein-cholesterol (32 %) levels significantly and increased high density lipoprotein-cholesterol level (57 %) in comparison with their respective diabetic control groups. Results of this study showed that combination therapy effectively decreased SGPT (ALAT) (55 %) and SGOT (ASAT) (51 %) in comparison with diabetic control group. It was also observed that catalase and superoxide dismutase enzyme activity was increased by 58 and 91 % respectively in comparison with diabetic control group after 4 weeks treatment with combination of both drugs. In conclusion, these findings of combination therapy (glibenclamide and simvastatin) on alloxan induced diabetes in rats are significantly better than monotherapy using single drug. The results of the present study suggest that, combination of the fixed dose of glibenclamide and simvastatin might be efficacious in patients with diabetic dyslipidemia and increased oxidative stress. Furthermore, this combination therapy offer dosage convenience to the patients and by virtue of its dual mode of action might be a useful addition to the therapeutic armamentarium for patients with diabetic dyslipidemia and oxidative stress. 相似文献
506.
Abstract The aim of this study was to investigate the effect of ingesting a carbohydrate-electrolyte solution, during the 90-min Loughborough Intermittent Shuttle Test, on soccer skill performance. Seventeen male soccer players ingested either a 6.4% carbohydrate-electrolyte solution or placebo solution equivalent to 8 ml · kg?1 body mass before exercise and 3 ml · kg?1 body mass after every 15 min of exercise, in a double-blind randomized cross-over design, with the trials separated by 7 days. The evening before the main trial, the participants performed glycogen-reducing exercise on a cycle ergometer (80 min at 70%[Vdot]O2max) and were then fed a low-carbohydrate meal. After a 12-h overnight fast, they performed The Loughborough Soccer Passing Test before and after every 15 min of exercise. Analysis of the combined skill test data showed a significant time effect (P = 0.001) with differences between 0–45 and 75–90 min (P < 0.05). There was a 3% reduction in skill performance from before to after exercise in the carbohydrate-electrolyte trial, whereas in the placebo trial the decrease was 14% (P = 0.07). In conclusion, skill performance during the simulated soccer activity appeared to deteriorate in the last 15–30 min of exercise. However, providing 52 g · h?1 carbohydrate during exercise showed a tendency to better maintain soccer skill performance than a taste-matched placebo. 相似文献
507.
Abstract The aim of this study was to examine the effect of wearing graduated compression stockings on physiological and perceptual variables during and after intermittent (Experiment 1) and continuous (Experiment 2) running exercise. Fourteen recreational runners performed two multi-stage intermittent shuttle running tests with 1 h recovery between tests (Experiment 1). A further 14 participants performed a fast-paced continuous 10-km road run (Experiment 2). Participants wore commercially available knee-length graduated compression stockings (pressure at ankle 18 – 22 mmHg) beneath ankle-length sports socks (experimental trials) or just the latter (control trials) in a randomized counterbalanced design (for both experiments). No performance or physiological differences were observed between conditions during intermittent shuttle running. During the 10-km trials, there was a reduction in delayed-onset muscle soreness 24 h after exercise when wearing graduated compression stockings (P < 0.05). There was a marked difference in the frequency and location of soreness: two participants in the stockings trial but 13 participants in the control trial indicated soreness in the lower legs. Wearing graduated compression stockings during a 10-km road run appears to reduce delayed-onset muscle soreness after exercise in recreationally active men. 相似文献
508.
The primary purpose of this study was to investigate the combined and partial effects of the Integrated Reading/Study Strategy
and Conceptual Physics Approach on ninth grade private high school students’ achievement in and attitudes toward optics. The
Integrated Reading/Study Strategy is a new strategy which was developed by integrating previously existing reading strategies
of the KWL and SQ3R with classroom lecturing. The Conceptual Physics Approach is an instructional strategy developed on the
basis of Conceptual Physics suggested by Paul G. Hewitt. To investigate the partial and combined effects of methods, factorial
design was used. The study was conducted with 124 students from two private high schools in the ?ankaya district region of
Ankara, Turkey. Various teaching/learning materials were developed and used for the study. Two measuring tools, Achievement
Test about Optics and Attitude Scale about Optics were used as pre and post tests before and after instruction. The study
continued for a two-month treatment period. The results of the study showed that the combined effect of the Integrated Reading/Study
Strategy and Conceptual Physics Approach improved students’ achievement significantly compared to the separate individual
methods. Although the product of the Integrated Reading/Study Strategy and Conceptual Physics Approach increased students’
attitudes more compared to the remaining methods, the result is not statistically significant. 相似文献
509.
Ikram-ul- Haq Asif Ali Khan Iqrar Ahmad Khan Muhammad Abubakkar Azmat 《Journal of Zhejiang University. Science. B》2012,13(7):533-544
The okra germplasm was screened for salinity tolerance at the seedling stage and during plant ontogeny. Substantial variation existed in okra for salinity tolerance at the seedling stage. An 80 mmol/L NaCl concentration was suitable for discriminating tolerant and non-tolerant okra genotypes. The pooled ranking of the genotypes, based on individual rankings for each trait (root and shoot length, germination percentage, and relative Na+ and K+) in individual NaCl concentrations, was effective for selecting tolerant genotypes. Genotypes selected at the seedling stage maintained their tolerance to NaCl during plant ontogeny, suggesting that screening of the germplasm entries and advanced breeding materials for salt tolerance at the seedling stage is effective. Among 39 okra genotypes, five were identified as the most tolerant genotypes and showed potential for use in breeding programs that focus on the development of salt-tolerant, high-yield okra cultivars. 相似文献
510.
Sevinc Gelmez Burakgazi Ali Yildirim Noah Weeth Feinstein 《Journal of Science Education and Technology》2016,25(2):244-262
Rooted in science education and science communication studies, this study examines 4th and 5th grade students’ perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered through classroom observations and interviews in four Turkish elementary schools. Focus group interviews with 47 students and individual interviews with 17 teachers and 10 parents were conducted. Participants identified a wide range of SIS, including TV, magazines, newspapers, internet, peers, teachers, families, science centers/museums, science exhibitions, textbooks, science books, and science camps. Students reported using various SIS in school-based and non-school contexts to satisfy their cognitive, affective, personal, and social integrative needs. SIS were used for science courses, homework/project assignments, examination/test preparations, and individual science-related research. Students assessed SIS in terms of the perceived accessibility of the sources, the quality of the content, and the content presentation. In particular, some sources such as teachers, families, TV, science magazines, textbooks, and science centers/museums (“directive sources”) predictably led students to other sources such as teachers, families, internet, and science books (“directed sources”). A small number of sources crossed context boundaries, being useful in both school and out. Results shed light on the connection between science education and science communication in terms of promoting science learning. 相似文献