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51.
Emily E. Scott Jack Cerchiara Jenny L. McFarland Mary Pat Wenderoth Jennifer H. Doherty 《科学教学研究杂志》2023,60(1):63-99
In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry. 相似文献
52.
The present study investigated relations between proactive and reactive functions of physical and relational aggression and functional impairment across early childhood. It was hypothesized that reactive functions of aggression would be associated with functional impairment. Hypotheses with regard to proactive functions of aggression were exploratory. Participants were 36 children (22 girls) from a longitudinal study. At Time 1 (M = 50.31 months old, SD = 10.97), observations of aggressive behavior were collected during preschool free-play. At Time 2 (M = 73.33 months old, SD = 10.88), parent-report of functional impairment was collected. Reactive physical aggression was a significant and unique predictor of future impairment when controlling for gender and all other types of aggression. Implications of these findings are discussed from a developmental perspective. 相似文献
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56.
S. Andrew Garbacz Tom Cariveau Emily Barrett 《Journal of educational and psychological consultation》2016,26(2):200-211
The present article explores the utility and feasibility of treatment validation consultation (TVC). Although evidence exists for behavioral consultation, few findings have been reported for TVC. TVC is based on core components of behavioral consultation, but has several unique characteristics. In this article, TVC is situated within the behavioral consultation literature; one case study is used to demonstrate TVC’s utility and feasibility; and considerations for future TVC research are explored. 相似文献
57.
Emily Vardell Kimberly Loper Vedana Vaidhyanathan 《Medical reference services quarterly》2013,32(2):159-170
Reference departments track patron interactions to illustrate the type and number of services provided as well as to tailor librarians’ time and expertise to the interest and needs of their patrons. Until 2010 the Reference, Education, and Community Engagement Department at the Calder Memorial Library tracked statistics using a complicated system of paper tic sheets and two Excel? spreadsheets. After considering different electronic systems, the department decided to employ an electronic form created with SurveyMonkey? to track patron interactions. After the system had been in place for three months, the authors administered a satisfaction and use survey to collect faculty and staff feedback on the new system. Seven months later the authors undertook usability testing to collect further evaluative data on the electronic form. The patron interaction form continues to be used to collect statistics, provide data for annual reviews, and recognize the contributions of all faculty and staff at the library. 相似文献
58.
Christiana Butera Priscilla Ring John Sideris Aditya Jayashankar Emily Kilroy Laura Harrison Sharon Cermak Lisa Aziz‐Zadeh 《Mind, Brain, and Education》2020,14(3):243-254
Difficulty processing sensory information may impede progress in school for students with autism spectrum disorder (ASD). We explore the relationship between sensory processing and school performance in 26 high‐functioning youths with ASD and 26 controls (age 8–14) using measures of sensory, social, cognitive, and academic functioning. In the ASD group, bivariate Pearson correlations indicated a significant positive relationship between intelligence quotient (IQ) and the School Competence Scale (SCS) of the Child Behavior Checklist (CBCL), and a significant negative relationship between Dunn's Sensory Processing Framework and SCS scores. Final hierarchical multiple linear regression model accounting for SCS scores in ASD included IQ, ADHD symptoms, and sensory features. An interaction between increased sensory sensitivity with reduced sensory avoidance behaviors explained the greatest amount of variance in SCS, meaning school performance is lowest for children with greater hypersensitivity and fewer avoidance behaviors. Results indicate a strong impact of sensory processing on school performance in ASD. 相似文献
59.
In this paper we critically review recent developments in policies, practices and philosophies pertaining to the mediation
between science and the public within the EU and the UK, focusing in particular on the current paradigm of Public Understanding
of Science and Technology (PEST) which seeks to depart from the science information-transmission associated with previous
paradigms, and enact a deliberative democracy model. We first outline the features of the current crisis in democracy and
discuss deliberative democracy as a response to this crisis. We then map out and critically review the broad outlines of recent
policy developments in public-science mediation in the EU and UK contexts, focusing on the shift towards the deliberative-democratic
model. We conclude with some critical thoughts on the complex interrelationships between democracy, equality, science and
informal pedagogies in public-science mediations. We argue that science and democracy operate within distinct value-spheres
that are not necessarily consonant with each other. We also problematize the now common dismissal of information-transmission
of science as inimical to democratic engagement, and argue for a reassessment of the role and importance of informal science
learning for the “lay” public, provided within the framework of a deliberative democracy that is not reducible to consensus
building or the mere expression of opinions rooted in social and cultural givens. This, we argue, can be delivered by a model
of PEST that is creative and experimental, with both educational and democratic functions. 相似文献
60.
Emily Coyne Lee Farrington‐Flint Jean Underwood James Stiller 《Journal of Research in Reading》2012,35(4):393-410
The current work examines children's sensitivity to rime unit spelling–sound correspondences within the context of early word reading as a way of assessing word‐specific influences on early word‐reading strategies. Sixty 6–7‐year‐olds participated in an experimental reading task that comprised word items that shared either frequent or infrequent rime unit correspondences. Retrospective self‐reports were taken as measures of strategy choice. The results showed that the children were more accurate in identifying word items that shared a common rime unit (consistent items) when compared with those containing infrequent rime units (unique and exception items). Moreover, while nonlexical (phonological) attempts were most frequently applied across all word types, these resulted in lower levels of accuracy, especially for the exception word items. The current data support the argument that children are increasingly sensitive to rime unit sound–spelling correspondences during the early stages of their word reading and the nature of these word‐specific orthographic representations shape their reliance on using particular lexical or non‐lexical‐based word‐reading strategies. 相似文献