Educational Studies in Mathematics - The give-n task is widely used in developmental psychology to indicate young children’s knowledge or use of the cardinality principle (CP): the last... 相似文献
Scientific competencies, as defined in the German competency framework, describe the ability to think independently and act scientifically which is a central component of medical education. This report describes integration of scientific competencies into anatomical teaching. Based on findings seen in two consecutive years of dissection courses, students worked on either a case report (n = 70) or an original research study (n = 6) in the format of a scientific poster while learning to use primary literature. Posters were evaluated by juror teams using standardized evaluation criteria. Student perception of the project was assessed by quantitative and qualitative data obtained from the faculty's course evaluation and an online-survey. Overall, students worked collaboratively and invested extra-time (median 3.0 hours) in poster creation. Primary literature was integrated in 90.8% of the posters. Overall poster quality was satisfactory (46.3 ± 8.5 [mean ± standard deviation] out of 72 points), but several insufficiencies were identified. Students integrated information gained from the donor's death certificate, post-mortem full-body computed tomography (CT) scan (22.4%), and histopathological workup (31.6%) in their case reports. Students responded positively about learning new scientific skills (median 4.0 on a six-point Likert scale), but free-text answers revealed that some students experienced the project as an extra burden in a demanding gross anatomy course. In summary, it was feasible to introduce students to scientific skills during the dissection course and to increase interest in science in approximately a third of the survey respondents. Further adjustments to ensure the posters' scientific quality might be necessary for the future. 相似文献
Although research suggests that the use of child-initiated vs. teacher-directed instructional practices in early childhood education has implications for learning and development, the precise nature of these effects remains unclear. Using data from the Midwest Child-Parent Center (CPC) Expansion Project, the present study examined the possibility that a blend of child- and teacher-directed practices best promotes school readiness among preschoolers experiencing high levels of sociodemographic risk and explored whether the optimal blend varies based on child characteristics. Sixty-two CPC preschool teachers reported their instructional practices throughout the year, using a newly developed questionnaire—the Classroom Activity Report (CAR). The average reported proportion of child-initiated instruction was examined in relation to students’ end-of-year performance on a routine school readiness assessment (N = 1289). Although there was no main effect of child-initiated instruction on school readiness, there was a significant interaction between instruction and student age. Four-year-olds’ school readiness generally improved as the proportion of child-initiated time increased, while 3-year-olds showed a U-shaped pattern. The present findings add to the evidence that child-initiated instruction might support preschoolers’ school readiness, although they also suggest this relation may not always be linear. They also point to the importance of examining instructional strategies in relation to student characteristics, in order to tailor strategies to the student population. The CAR has potential as a brief, practical measurement tool that can support program monitoring and professional development.
In this paper it is argued that virtual processes are dispensable fictions. The argument proceeds by a comparison with the phenomenon of quantum tunnelling. Building on an analysis of Lévy-Leblond and Balibar, it is argued that, although the phenomenon known as quantum tunnelling certainly occurs and is at the basis of many paradigmatic quantum effects, the implied conceptualization of it as a free particle burrowing through a potential barrier is flawed. An alpha particle, for example, does not exist as a free particle inside a uranium nucleus and then ??burrow through?? the massive potential barrier of the repulsive Coulomb potential: rather, it can be interpreted as existing in a bound state which gives it a corresponding (absolutely tiny, but) finite probability of appearing on the other side of the barrier. If the part of the state function representing the transmission through the barrier is conceived as representing a particle trajectory, the particle will have imaginary momentum and negative kinetic energy. A similar analysis then applies to virtual processes. For example, if (as in Hawking??s conception of black hole radiation) one imagines a pair of particles created at the Schwarzschild radius, one of which drops into the black hole, at its creation that particle will have imaginary momentum and negative kinetic energy; so will the pion that is imagined as mediating the nuclear exchange force on the standard model. In each case, it is argued, the phenomenon can be understood in terms of a finite probability of transmission predicted by quantum theory, without appealing to particle trajectories. The idea that a particle ??penetrates?? a barrier that it does not have the energy to surmount, or that a pair of particles is ??virtually?? produced one on either side of the Schwarzschild radius, in defiance of energy conservation, should be discarded as unphysical. 相似文献