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161.
Florence Chang Gisele Crawford Diane Early Donna Bryant Carollee Howes Margaret Burchinal 《Early education and development》2013,24(2):243-269
The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language. 相似文献
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Carla Zembal-Saul Danusa Munford Barbara Crawford Patricia Friedrichsen Susan Land 《Research in Science Education》2002,32(4):437-463
In this qualitative case study, preservice science teachers (PSTs) enrolled in their advanced methods course participated in a complex, data-rich investigation based on an adapted version of the Struggle for Survival curriculum. Fundamental to the investigation was the use of the Galapagos Finches software and an emphasis on giving priority to evidence and constructing evidence-based arguments. The questions that guided the research were: (1) What is the nature of the scientific arguments developed by PSTs? (2) How do PSTs go about constructing scientific arguments (emphasis on processes and strategies)? (3) In what ways do the scaffolds embedded in the Galapagos Finches software influence the development of PSTs arguments? Two pairs of PSTs were selected for in-depth examination. The primary sources of data were the electronic artifacts generated in the Galapagos Finches software environment and the videotaped interactions of both pairs as they investigated the data set, constructed and revised their arguments, engaged in peer review sessions, and presented their arguments to the class at the end of the unit. Four major patterns emerged through analysis of the data. First, using the software, PSTs consistently constructed claims that were linked to evidence from the investigation. Second, although PSTs consistently grounded their arguments in evidence, they still exhibited a number of limitations reported in the literature. Third, the software served as a powerful vehicle for revealing PSTs knowledge of evolution and natural selection. Finally, the PSTs approach to the task had a strong influence on the way they used the software. 相似文献
165.
The purpose of this study was to explicate the impact of an 8‐week science apprenticeship program on a group of high‐ability secondary students' understandings of the nature of science and scientific inquiry. Ten volunteers (Grades 10–11) completed a modified version of the Views of Nature of Science, Form B both before and after their apprenticeship to assess their conceptions of key aspects of the nature of science and scientific inquiry. Semistructured exit interviews provided an opportunity for students to describe the nature of their apprenticeship experiences and elaborate on their written questionnaire responses. Semistructured exit interviews were also conducted with the scientists who served as mentors for each of the science apprentices. For the most part, students held conceptions about the nature of science and scientific inquiry that were inconsistent with those described in current reforms. Participating science mentors held strong convictions that their apprentices had learned much about the scientific enterprise in the course of doing the science in their apprenticeship. Although most students did appear to gain knowledge about the processes of scientific inquiry, their conceptions about key aspects of the nature of science remained virtually unchanged. Epistemic demand and reflection appeared to be crucial components in the single case where a participant experienced substantial gains in her understandings of the nature of science and inquiry. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 487–509, 2003 相似文献
166.
Barbara A. Crawford Carla Zembal‐Saul Danusa Munford Patricia Friedrichsen 《科学教学研究杂志》2005,42(6):613-637
This study addresses the need for research in three areas: (1) teachers' understandings of scientific inquiry; (2) conceptual understandings of evolutionary processes; and (3) technology‐enhanced instruction using an inquiry approach. The purpose of this study was to determine in what ways The Galapagos Finches software–based materials created a context for learning and teaching about the nature of scientific knowledge and evolutionary concepts. The research used a design experiment in which researchers significantly modified a secondary science methods course. The multiple data sources included: audiotaped conversations of two focus pairs of participants as they interacted with the software; written pre‐ and posttests on concepts of natural selection of the 21 prospective teachers; written pre‐ and posttests on views of the nature of science; three e‐mail journal questions; and videotaped class discussions. Findings indicate that prospective teachers initially demonstrated alternative understandings of evolutionary concepts; there were uninformed understandings of the nature of scientific inquiry; there was little correlation between understandings and disciplines; and even the prospective teachers with research experience failed to understand the diverse methods used by scientists. Following the module there was evidence of enhanced understandings through metacognition, and the potential for interactive software to provide promising context for enhancing content understandings. © 2005 Wiley Periodicals, Inc. 相似文献
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Conceptions of mathematics and how it is learned: The perspectives of students entering university 总被引:3,自引:0,他引:3
This paper reports results from an investigation to identify the conceptions of mathematics held by beginning university students and their approaches to the study of mathematics. Phenomenographic techniques were used to analyze responses to a questionnaire administered to approximately 300 students. An analysis of the results identified a structural relationship between students' conceptions of mathematics and their approaches to learning it, with the majority of students viewing mathematics as a necessary set of rules and procedures to be learned by rote. The results of this research have implications for the ways in which teaching and learning are constituted within universities. 相似文献
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Family literacy has come of age during the past quarter of a century. This article provides a brief review of family literacy history and components. Pedagogical implications for teachers of primary grade students are considered, and suggestions given for increasing home–school literacy involvement through the following types of initiatives: sharing information, increasing access to materials, and implementing strategies that invite family involvement. 相似文献