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241.
Anna Vikström 《Journal of Science Teacher Education》2008,19(3):211-233
Within the framework of variation theory, 7- to 12-year-old students’ ways of understanding cellular respiration and photosynthesis
were investigated against the background of their teachers’ teaching. Eighteen students were selected by the teachers and
interviewed by the researcher. Lessons were observed and video recorded, and stimulated-recall interviews with the teachers
were conducted. The students’ understanding of the function of oxygen and sugar in plants was described in four categories.
The study concludes that young students can develop complex understanding if opportunities to learn are presented. The opportunities
depended mainly on the language used by the teachers, such as metaphors, pointing out critical aspects of the object of learning.
The study has implications for the relationship between teachers’ competence and students’ learning. 相似文献
242.
Anat Zohar Anna Gershikov 《International Journal of Science and Mathematics Education》2008,6(4):677-693
This study investigates how the context of mathematical tasks affects the performance of young children (ages 5–11). Subjects
were 523 children from age 5 to 11. Three contexts of mathematical tasks (stereotypically boys’ contexts, stereotypically
girls’ contexts and neutral contexts) are examined in three age groups (young, medium, and old). Boys’ and girls’ mean scores
were compared for each age group in each of the three contexts. The data show that girls’ performance is affected by the context
of the task while boys’ performance is not. The comparison between boys and girls in the three different contexts showed that
in neutral contexts, the scores of boys and girls are similar. In (stereotypically) boys’ contexts, however, boys score significantly
higher than girls. In (stereotypically) girls’ contexts, a significant interaction is found between age and gender, showing
that the way girls are affected by such contexts depends on their age. The implications of these findings for gender-fair
mathematics learning are discussed. 相似文献
243.
Anna Marie Johnson 《图书馆管理杂志》2020,60(7):784-799
Abstract Reference, liaison, subject librarianship: all of these terms traditionally describe a combination of research assistance, instruction, and collection management. This study used structured interviews with 15 librarians at 14 geographically dispersed, medium to large academic institutions to investigate the current state of reference and liaison librarianship. Library administrators’ views are important to understanding the future of this work since they advocate for resources if they see the necessity. Findings included agreement on the goals of the work and the urgent need to communicate its value in the current higher education landscape; however, the specific means of communication and the types of work that being a partner could include varied. 相似文献
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Carolyn Medel-A?onuevo Anna Bernhardt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):57-68
This article gives an overview of the development of gender equality and women??s participation in adult learning and education in the history of the International Conferences on Adult Education (CONFINTEA). Though the equality of rights was highlighted throughout the various conferences, the first Global Report on Adult Learning and Education (GRALE) observed that a gender gap in the participation in adult learning and education still persisted in 2009. This is especially remarkable with regard to the impact of CONFINTEA V in 1997, because it focused on the issue of women??s participation and gender equality. A review of the CONFINTEA VI programme elements and the national reports prepared by UNESCO Member States in 2008 reveals that gender issues have to some extent moved from the centre of attention to the periphery. This article therefore tries to explore how gender principles are acknowledged in CONFINTEA VI and its follow-up. 相似文献
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