科学博物馆与科学中心——演化路径与当代趋势

将科学博物馆、科学中心、探索中心等互动型科学博物馆与中心统称为科学博物馆与科学中心(简称为SMC)。在澄清SMC内涵的基础上,按SMC的展示理念变迁将其发展的三个历史阶段划分为:技术史展示阶段,展示现代科学和增强科学知识阶段,促进科学大众化与知识扩散阶段。并在公众与科学技术新的互动社会与环境下,指出SMC面临的挑战,提出SMC向第四个阶段,即注重科学技术与社会的关系和尊重公众的主动地位阶段演进的趋势。在科学与社会互动的语境中全面思考科学博物馆与科学中心的定位与演进趋势。     

A methodological morass? How we can improve quantitative research in distance education

This article is about the quantitative research practices and methodologies that are used in distance education (DE). It begins with an analysis and assessment of a segment of the DE research literature, DE/classroom comparison studies, based on a recently completed meta-analysis of that literature from 1985 to 2002. Overall, the 232 studies reviewed were judged to be of poor methodological quality and severely lacking in critical information about research practices. Studies of synchronous and asynchronous DE are discussed separately and recommendations are made for improving designs and measures within these patterns. Suggestions for future quantitative research areas are provided. In discussing these findings, we recognize that high-quality research is being conducted in the field and that qualitative forms of research contribute greatly to the mosaic of evidence that is the base of available knowledge about DE. Finally, three organizations, the What Works Clearinghouse (USA), EPPI-Centre (UK), and the Campbell Collaboration (international), all devoted to improving the quality of research and research synthesis in education, are described briefly; suggestions are made as to how their philosophies and approaches for judging the worthiness of research evidence can be used to improve DE research.     

A Practical Introduction to Authoring for Computer-Assisted Instruction Part 8: multi-media CAL

Until recently the majority of applications of the computer within conversational computer-assisted learning and computer-based training have utilized a keyboard/ cathode ray tube model of human/computer interaction. However, because of its greater scope, instructional designers are turning increasingly to the use of a workstation model of student interaction with computers. Such a model can lead to the implementation of didactic dialogue that is more natural, more exciting and far more flexible. In this paper we show how such a model forms the basic foundations for multi- media CAL. We then outline some case studies involving the use of this approach and summarize some author languages that have been designed for use in this area.     

Do Costs Differ Between For-Profit and Not-for-Profit Producers of Higher Education?

In theory, not-for-profit organizations will be characterized by higher production costs per unit of output than for-profit producers of otherwise-identical goods/services, since profit maximization implies cost minimization per unit of output; breaking even does not imply cost minimization and, indeed, may imply inflated costs. We explore the empirical validity of this hypothesis in the context of higher education. Using 1996 data, we estimate multiproduct cost functions for 1,450 public, 1,316 private, not-for-profit, and 176 private, for-profit institutions of higher education in the United States. We fail to find a statistically significant difference between for-profit and not-for-profit private providers, but do find a statistically significant difference between private, not-for-profit institutions and public institutions.     

Simulated learning for generic communication competency development: a case study of Australian post-graduate pharmacy students

Authentic workplace experience is becoming increasingly challenging to provide for students. Simulation represents an effective pedagogical strategy for communication competency development in preparation for, or in lieu of clinical placements/practicums. The case study represents an innovative approach to simulating aspects of a pharmacy practice when insufficient placements were available. Prior to undertaking a three-week placement, a cohort of Master of Pharmacy (MPharm) students (N?=?95) completed two four-hour simulated learning modules (SLMs). Each of the six SLMs addressed interpersonally challenging, commonly experienced pharmacy practice scenarios generated by pharmacists/pharmacy educators. Scenarios, underpinned by the Excellence in Cultural Experiential Learning and Leadership (EXCELL) model, included schemas called Social Interaction Maps (SIMs), and involved interacting with trained actors. EXCELL is an evidence-based, professional development resource centred on learning generic social competencies including participating in a team, refusing a request and giving feedback. Evaluations comprised students’ survey responses collected before, during and after SLM workshops and pharmacy placements, and reflections from workshop facilitators. Students reported significant improvements in their overall communication competencies post-workshops and post-placement. Facilitators rated SLMs as a useful strategy to improve students’ communication competence and workplace readiness. Future curriculum development could benefit from including discipline-specific, interpersonally challenging SLMs using SIMs and actors (where possible) to simulate workplace interactions.     

Post-questioning, concept mapping and feedback: a distance education field experiment

This study was designed to assess the instructional potential of two learning strategies—post-questioning and concept mapping—in the presence and absence of systematic instructional feedback. It is a first attempt to test combinations of these treatments experimentally in the context of a course in distance education. Five research questions, drawn from the literature of post-questioning, concept mapping and feedback, were formulated to guide the design and analysis. Substantial differences in achievement outcomes were found for four of the five questions. These results are discussed in relation to the existing literature on outcomes of learning strategies and their implication for practice in distance education.     

The relationship of teacher ratings of executive functions to emergent literacy in Head Start

Reading and Writing - The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy...