两种蕨类植物的新命名

 The fern genus Diplaziopsis C. Chr. of Index Filicum has long been considered as a monotypic one, with the sole species, D. javanica (B1.) C. Chr. from tropical Asia.  In 1906, H. Christ described a second species, Allantodia cavaleriana Christ (=D. cavale- riana C. Chr.) from Kweichow, West China, but this was since not fully recognized by fern students in general, being often considered as a variety of the first species.  This is certainly a mistake, as is shown by ample herbarium specimens today.  In the recent work on the genus, the writer has found among the herbarium material two additional new species from China, thus bringing the genus up to four species in Asia, mainly from China, where, as it is, the genus has its center of development from the long past.      Phylogenetically, Diplaziopsis C. Chr. represents one of the offshoots from the great stock of diplazioid ferns, of which the genus Diplazium Sw. constitutes the main body of the group and from which our genus differs chiefly in its leaves of a thin texture with reticulated venation, but not so much in its type of indusium as it has generally been emphasized by most botanists in the past, for, as it is, the type of indusium in Di- plaziopsis also prevails in many species of Diplazium, for which C. B. Clarke (Trans. Linn. Soc. ser. 2, Bot. I:495, 1880) created, but really superfluously, a subgenus Pseudal- lantodia, about which the writer will dwell in another paper in the near future.  Suffice it to say here that the indusium in Diplaziopsis as revealed by the species treated here is, indeed, typical of diplazioid ferns, only often, as it happens, with  its  adaxial  edge pressed so tight under the expanding sorus that it is unable to open freely along its upper free edge and, as a result, its thin vaulted back bursts open from the pressure of the ex- panding sorus underneath.      As a result of the present study, following four species of the genus have been re- cognized.      Diplaziopsis javanica (B1.) C. Chr. Ind. Fil. (1905) 227.      Wide spread in tropical Asia, northwardly to Bakbo and the southern part of Yun- nan, China.      D. cavaleriana (Christ) C. Chr. Ind. Fil. Suppl. I (1913) 25.      Ranges from West China through northern part of Fukien of East China to Japan.      D. intermedia Ching, sp. nov.      Endemic in West China:  Mt. Omei, Szechuan, and Kweichow.      D. hainanensis Ching, sp. nov.      In conclusion, it may be pointed out that with the modern plant taxonomy pursued in a more efficient manner than in the past, and especially by the introduction of the cytotaxonomic methods, the so-called “monotypic genera”, as conceived by the orthodox systematists, will continue to prove, to a great extent, to be lack of  enough  scientific ground.  The fact that the “monotypic genus” of Diplaziopsis C. Chr. is now found to be a genus of four well-defined species is once again an instance to illustrate the pointat issue.     

Getty Museum Family Room – Educational Issues on Scaffolding and Transfer of Learning

In order better to support children’s learning experiences, art museums have begun to establish interactive art exhibitions designed for family visitors. However, as more of these interactive exhibitions are established, some museum professionals are raising concerns about whether these exhibitions actually facilitate young visitors’ learning or impede them from engaging further with the art objects exhibited. Using the Family Room (FR) of the J. Paul Getty Museum in Los Angles as a case study, this research examines the educational principles considered and the challenges encountered when conceptualising and implementing its interactive exhibition. My research shows that the FR project team emphasised three educational principles to be integrated into the exhibition design: (1) interactive learning, (2) family as a learning unit, and (3) enhance the learning of basic artistic elements. The FR’s overarching educational objective is to encourage transfer of learning between the FR to the Getty traditional art galleries. My research concludes with three suggestions to be considered in future practices of art museum education (1) the limits and potentials of interactives, (2) the interactive exhibition design and scaffolding, and (3) transfer of learning between galleries.     

Teachers' pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons

In this study, we observed and interviewed six teachers from two Singapore primary school classrooms. The schools were reportedly achieving high levels of computer integration as reflected in a nationwide questionnaire survey. Out of the 18 lessons that we observed, 14 lessons have incorporated some elements of constructivist teaching. However, closer examination revealed that the underlying orientation of the lessons was inclined towards information acquisition and regurgitation. Five out of the six teachers we interviewed were reportedly inclined towards constructivist notion of teaching. The teachers accounted for the inconsistency between their espoused beliefs and the teacher-centric teaching practice as due to contextual constraints. The teachers expressed that the need to complete the syllabi according to stipulated schedules so as to get the students ready for examination was the main barriers that prevented them from engaging in more constructivist teaching. This case study therefore highlights that although it is necessary for teachers to hold pedagogical beliefs that are compatible with the constructivist notion of teaching and learning, this is an insufficient condition to shift traditional teaching practice. Changes in assessment systems and substantial professional development are further conditions that have to be addressed.     

Students’ judgments on different cyberbullying incidents: the relationship between moral philosophy and intention to engage

European Journal of Psychology of Education - This article draws on moral theory to explore how 415 adolescents made decisions when confronted with cyberbullying events and further examines whether...     

The mediating effects of needs satisfaction on the relationships between prior knowledge and self-regulated learning through artificial intelligence chatbot

The anthropomorphic characteristics of artificial intelligence (AI) can provide a positive environment for self-regulated learning (SRL). The factors affecting adolescents' SRL through AI technologies remain unclear. Limited AI and disciplinary knowledge may affect the students' motivations, as explained by self-determination theory (SDT). In this study, we examine the mediating effects of needs satisfaction in SDT on the relationship between students' previous technical (AI) and disciplinary (English) knowledge and SRL, using an AI conversational chatbot. Data were collected from 323 9th Grade students through a questionnaire and a test. The students completed an AI basic unit and then learned English with a conversational chatbot for 5 days. Confidence intervals were calculated to investigate the mediating effects. We found that students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot, and that satisfying the need for autonomy and competence mediated the relationships between both knowledge (AI and English) and SRL, but relatedness did not. The self-directed nature of SRL requires heavy cognitive learning and satisfying the need for autonomy and competence may more effectively engage young children in this type of learning. The findings also revealed that current chatbot technologies may not benefit students with relatively lower levels of English proficiency. We suggest that teachers can use conversational chatbots for knowledge consolidation purposes, but not in SRL explorations.

Practitioner notes

What is already known about this topic

• Artificial intelligence (AI) technologies can potentially support students' self-regulated learning (SRL) of disciplinary knowledge through chatbots.
• Needs satisfaction in Self-determination theory (SDT) can explain the directive process required for SRL.
• Technical and disciplinary knowledge would affect SRL with technologies.

What this paper adds

• This study examines the mediating effects of needs satisfaction in SDT on the relationship between students' previous AI (technical) and English (disciplinary) knowledge and SRL, using an AI conversational chatbot.
• Students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot.
• Autonomy and competence were mediators, but relatedness was not.

Implications for practice and/or policy

• Teachers should use chatbots for knowledge consolidation rather than exploration.
• Teachers should support students' competence and autonomy, as these were found to be the factors that directly predicted SRL.
• School leaders and teacher educators should include the mediating effects of needs satisfaction in professional development programmes for digital education.

     

Interaction in asynchronous discussion boards: a campus-wide analysis to better understand regular and substantive interaction

Education and Information Technologies - Discussion boards can provide a glimpse into the regular and substantive interaction required in online courses. Advances in technology and an increased...