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141.
This paper describes an investigation of concepts that various groups hold about food and nutrition. Groups investigated were
students in Years 4 and 8, university students in a BEd (primary) program and parents of the Year 4 students. It was found
that for many important concepts relating to food selection, the basic ideas of each group were surprisingly consistent, despite
the influence of formal education. In particular, misconception about energy and its role in nutrition and particular food
groups was an important finding. Implications for school and community education are drawn from the results.
Specialization: science curricula. 相似文献
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Doug Hill 《Research in Science Education》1988,18(1):290-297
Conclusion The responses and the reasons given for those responses suggest that many of these first year students were not able to read
and interpret diagrams in a critical manner and recognise their limitations. Rather, they depend on a qualitative global appreciation
of the relationships involved and do not distinguish between the diagram and the model it represents.
The overall pattern of responses on the test was consistent with the common errors identified in textbook diagrams. Such diagrams
(see those which appear below) are notably qualitative and do not attempt to accurately portray relationships quantitatively.
It appears as if such diagrams represent reality for many students. This finding has important implications for science teaching
because it is known that the conceptual model held by a learner influences subsequent learning. 相似文献
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Tertiary Education and Management - As a result of policy changes, nearly all university colleges in the UK have been redesignated as universities. This transition was studied in one such... 相似文献
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Koray Özpolat Yuwen Chen Doug Hales Degan Yu Mehmet G. Yalcin 《Decision Sciences Journal of Innovative Education》2014,12(4):269-285
Business students appreciate working on classroom projects that are both enjoyable and useful in preparing them for future careers. Promoting competition among project teams is also used as a method to motivate students. The Humanitarian Logistics Project (HLP) teaches undergraduate students the logistical implications of unsolicited material donations in disaster relief. To encourage competition, students are organized into teams of three and tasked with designing humanitarian public service announcements (PSAs) that improve their understanding of humanitarian issues in the general public. These announcements are then submitted to the national PSAid (Public Service Announcements for International Disasters) contest for American college students. The exercise is rigorous because it requires students to collect logistical data and use it to communicate the principle of smart compassion to the public in a creative fashion. Moreover, not only do students learn about topics related to humanitarian logistics by competing with other college students nation‐wide, but also do they make a socially responsible contribution to the public. Analysis of survey data shows that students’ learning outcomes from the HLP are significantly greater than those for other supply chain topics covered in class, and that student satisfaction with the HLP is high. 相似文献