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Science &; Education - 相似文献
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Anton Johnston 《International Journal of Educational Development》1985,5(1):49-56
This article is intended to discuss and clarify certain issues raised by Dr Carr-Hill in his article: ‘Education Planning for Scientific Socialism in Mozambique: a View from the Left’ (published in the International Journal of Educational Development, Vol. 2, No. 3, 1982). It is argued that Dr Carr-Hill has misinterpreted some aspects of educational policy and planning to Mozambique, and has confused some practical education difficulties with the overall aims of Frelimo policy. 相似文献
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To test the hypothesis that cultural diversity contributes to the development of formal reasoning, samples of adolescents from three predominately white middle-class communities located in areas that varied in the extent to which they offered cultural diversity (i.e., rural, suburan homogeneous, suburban heterogeneous) were administered a test of formal reasoning and a test of analytical intelligence. Results showed significant differences in formal reasoning in favor of the suburban heterogeneous sample on complex reasoning items. The suburban groups showed equal performance (but superior to the rural Ss) on the test of analytical intelligence. On the less complex reasoning items and on one item embedded in a rural farming context, the rural Ss showed relatively better performance. Implications for using science instruction to promote formal reasoning are discussed. 相似文献
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Anton E. Lawson 《科学教学研究杂志》1992,29(7):729-741
Students in a large one-semester nonmajors college biology course were classified into one of three groups (intuitive—I, transitional—T, reflective—R) based upon a pretest of scientific reasoning ability. Laboratory teams of two students each then were formed, such that all possible combinations of reasoning abilities were represented (i.e., I-I, I-T, I-R, T-T, T-R, R-R). Students worked with their assigned partners during each of the course's 14 laboratory sessions. Gains in reasoning ability, laboratory achievement, and course achievement, as well as changes in students' opinions of their motivation, enjoyment of the laboratory, and their own and their partner's reasoning abilities were assessed at the end of the semester. Significant pre- to posttest gains in reasoning ability by the intuitive and transitional students were found, but these gains were not significantly related to the laboratory partner's reasoning ability. Also, course achievement was not significantly related to the laboratory partner's reasoning ability. Students were perceptive of others' reasoning ability; the more able reasoners were generally viewed as being more motivated, having better ideas, and being better at doing science. Additional results also indicated that course enjoyment and motivation was significantly decreased for the transitional students when they were paired with intuitive students. Apparently, for students in transition (i.e., not at an equilibrium state with regard to reasoning level), it is frustrating to work with a less able reasoner. However, some evidence was found to suggest that reflective students may benefit from working with a less able partner. 相似文献
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Anton De Grauwe Candy Lugaz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,2(1):613-638
THE DECENTRALISATION OF EDUCATION IN WESTERN FRANCOPHONE AFRICA: LOCAL-LEVEL REALITIES AND CHALLENGES – For some years now,
the process of decentralisation has been a popular means of reforming the way that public services are administrated. This
ambitious and complex means of reform has been embraced by a number of very different countries. However, questions have arisen
concerning the ability of the local authorities and schools – two of the main beneficiaries of this reform – to carry out
the administrative duties involved. Many doubt that its impact is far-reaching enough. As a result, the IIEP has coordinated
a research programme in Western Francophone Africa with the aim of gaining greater insight into the challenges facing local
authorities and schools in the context of decentralisation reforms. To a certain extent, the results are discouraging because
they show the limits facing those who attempt to implement a policy of decentralisation, although a number of successful examples
of innovation do give grounds for hope. For this reason, the results enable us to identify several principles for good practice. 相似文献
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Anton E. Lawson 《科学教学研究杂志》1983,20(4):347-356
To test the hypothesis that the basic “logic” utilized by individuals in scientific hypothesis testing is the biconditional (if and only if), and that the biconditional is a precondition for the development of formal operations, a sample of 387 students in grades eight, ten, twelve, and college were administered eight reasoning items. Five of the items involved the formal operational schemata of probability, proportions and correlations. Two of the items involved propositions and correlations. Two of the items involved propositional logic. One item involved the biconditional. Percentages of correct responses on most of the items increased with age. A principal-component analysis revealed three factors, two of which were identified as involving operational thought, one of which involved propositional logic. As predicted, the biconditional reasoning item loaded on one of the operational thought factors. A Guttman scale analysis of the items failed to reveal a unidimensional scale, yet the biconditional reasoning item ordered first supporting the hypothesis that it is a precondition for formal operational reasoning. Implications for teaching science students how to test hypotheses are discussed. 相似文献
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