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71.
Constantine Skordoulis Theodore Vitsas Vassilis Dafermos Eugenia Koleza 《International Journal of Science and Mathematics Education》2009,7(2):253-272
The concept of dimension, one of the most fundamental ideas in mathematics, is firmly rooted in the basis of the school geometry
in such a way that mathematics teachers rarely feel the need to mention anything about it. However, the concept of dimension
is far from being fully understood by students, even at the college level. In this paper, we examine whether the Cartesian
x-y plane is responsible for student difficulty in estimating the value of the dimension of an object, or is it only students
misconceptions about dimension that lead them to a false estimation of the value of the dimension of various objects. A second
question discussed in this paper examines whether the system of coordinates acts as an epistemological obstacle or whether
it has only a didactical character. 相似文献
72.
Eugenia Proctor Gerdes 《Innovative Higher Education》2003,27(4):253-275
An open-ended question requesting advice for women students and women beginning careers in higher education was distributed to senior women faculty and administrators who began their careers around 1970. Responses were obtained from 94 women, averaging about three different pieces of advice per respondent. This advice was then categorized as background information, cautions, facts of life, life choices, coping strategies, or personal wisdom. Overall, these successful women exhibited optimism about women's progress, which they themselves are positioned to facilitate. 相似文献
73.
This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program.
As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject
matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties
reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence
to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning
a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on
one’s learning should be an integral part of teachers’ professional development experiences. 相似文献
74.
Karin K. Coyle Pamela M. Anderson Heather M. Franks Jill Glassman James D. Walker Vignetta Eugenia Charles 《Sex education》2014,14(5):582-596
Romantic relationships are central in the lives of young people. This paper uses data on romantic relationships from urban youth in the USA to illustrate how using a relationships perspective in HIV/STI and pregnancy prevention programmes broadens the skills and content covered, and contextualises the learning to enhance relevance and use. Self-report survey data were collected using electronic handheld devices for a school-based randomised trial. The survey sample includes 911 young people (mean age = 12.4 years) representative of their schools. Logistic regressions explored associations between selected sexual behaviours and relationship characteristics. For all participants, having more boy/girlfriends, dating alone, ever touching and ever having had oral sex were associated with an increased likelihood of having vaginal sex. Among young people with current partners, having a partner three or more years older, length of relationship and ever having oral sex were associated with an increased likelihood of having vaginal sex. The study data confirm the importance of accounting for relationships in sexual risk reduction programmes, and provide avenues for enhancing the relevancy of typical school-based prevention programmes. 相似文献