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151.
Hands-on history of physics 总被引:2,自引:0,他引:2
152.
Jennifer Cole Wright Trisha Sedlock Jenny West Kelly Saulpaugh Michelle Hopkins 《Journal of moral education》2016,45(3):308-323
One important socio-cultural medium through which young children’s moral understanding is cultivated is parent/child discourse. Of particular interest to us was young children’s use of basic (‘thin’) evaluative concepts (good, bad, right and wrong), which are ubiquitous in everyday discourse and serve as a potential bridge from the non-moral to the moral domain. We investigated 14 2–5-year-old children’s (and their parents’) use of thin evaluative concepts and found that while they frequently used good and bad to morally evaluate other people’s and their own psychological/dispositional states and behaviors—as well as, less frequently, to highlight relevant standards, expectations and rules—they did not use right and wrong. In contrast, a sample of US written and spoken public conversation revealed that adults did. Reasons for this are discussed, along with the frequency of different types of moral evaluations, differences between children and their parents, and age-related trends. 相似文献
153.
Phrenologists believed that specific brain regions corresponded to certain character traits. In addition, the size of each
brain region was believed to determine the strength of the respective trait. Phrenology originated in Austria with Franz Josef
Gall and was popularized and commercialized in America at the end of the 19th century by Orson Squire Fowler. In this project,
we conducted a replication of Fowler’s phrenology in order to better understand the specificity of the manualized methodology,
the extent to which the methodology allowed for positive versus negative analyses, and the implications for the scientific
rejection and public acceptance of phrenology. The results of our replication revealed that the subjective judgments and biases
of the examiner strongly influence the results of phrenological analyses.
This project originated as a class assignment in the Spring of 2003 (Tweney, this issue). See Tweney (2004) for general information on historical replication.
Kelly Trevino received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders. 相似文献
Kelly M. TrevinoEmail: |
Kelly Trevino received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders. 相似文献
154.
Animations of molecular structure and dynamics are often used to help students understand the abstract ideas of chemistry.
This qualitative study investigated how the features of two different styles of molecular-level animation affected students’
explanations of how sodium chloride dissolves in water. In small group sessions 18 college-level general chemistry students
dissolved table salt in water, after which they individually viewed two animations of salt dissolution. Before and after viewing
each animation the participants provided pictorial, written, and oral explanations of the process at the macroscopic and molecular
levels. The students then discussed the animations as a group. An analysis of the data showed that students incorporated some
of the microscopic structural and functional features from the animations into their explanations. However, oral explanations
revealed that in many cases, participants who drew or wrote correct explanations did not comprehend their meanings. Students’
drawings may have reflected only what they had seen, rather than a cohesive understanding. Students’ explanations given after
viewing the animations improved, but some prior misconceptions were retained and in some cases, new misconceptions appeared.
Students reported that they found the animations useful in learning; however, they sometimes missed essential features when
they watched the animation alone. 相似文献
155.
The purpose of this study was to discover if grouping students in the laboratory on the basis of their formal reasoning ability affected (1) their science content achievement, (2) their formal reasoning ability, (3) the learning environment in the laboratory, and (4) the relationships between individuals in a particular group. The laboratory groups for three physical science classes for preservice elementary teachers were arranged as follows: (1) one class with students of unequal reasoning ability grouped together, i.e., one highly developed formal reasoner per group (the heterogeneous group), (2) one class with students of similar reasoning ability grouped together (the homogeneous group), and (3) one class arranged in groups according to the desires of the class members (the student choice group). The three classes were compared using pre-and post-scores on content and formal reasoning instruments and scores for classroom environment and social relationships. Results indicated that the groupings as described had significantly different effects on science content achievement but not on any of the other questions posed above. The students in the class with laboratory teams grouped by student choice had significantly lower science content scores than the students in the classes with teams formed using either the heterogeneous or homogeneous grouping procedures. The difference between the heterogeneously and homogeneously grouped classes was not significant at the 0.05 level. 相似文献
156.
Cluster analysis was used to identify groups defined by the patterning of fathers' and mothers' sources of knowledge about adolescents' experiences in a sample of 179 families with adolescents (M = 16.5 years). Three clusters emerged for fathers (relational, relies on spouse, relies on others) and mothers (relational, questioners, relies on others). Cluster membership was associated with socioeconomic status, work hours, personal characteristics, and parent-child relationship quality. Longitudinal path analyses revealed that knowledge sources predicted levels of knowledge, which in turn predicted risky behavior 1 year later, indirect paths that were more consistent for fathers than for mothers. Although direct associations between sources of knowledge and subsequent risky behavior were scant, when fathers relied on spouses, youth engaged in less risky behavior. 相似文献
157.
AbstractMany teacher preparation programs offering dual certification have engaged in program redesign to establish greater integration between general education and special education. This article presents findings from an exploratory case study that examined the perspectives of former preservice teacher candidates and school personnel regarding an integrated yearlong dual certification internship. Findings indicated research participants (a) placed value on the breadth and authenticity of the experience; (b) built deep relationships with students and staff that contributed to building confidence; and (c) felt the structure and impact of the model yielded positive outcomes for both the school and for preservice teacher candidates. Implications for practice include suggestions for how teacher preparation programs might move toward integrated models of dual certification teacher preparation and explore the importance of clinically rich partnerships that benefit both preservice teacher candidates and field sites. 相似文献
158.
A comparison of the levels of difficulty experienced by students in the use of Minitab through its menu interface and its command language showed no advantavge in using the menus. 相似文献
159.
Despite a large body of research demonstrating the kinds of categories to which infants respond, few studies have directly assessed how infants' categorization unfolds over time. Four experiments used a visual familiarization task to evaluate 10-month-old infants' (N = 98) learning of exemplars characterized by commonalities in appearance or function. When learning exemplars with a common function, infants initially responded to the common feature, apparently forming a category, and only learned the individual features with more extensive familiarization. When learning exemplars with a common appearance, infants initially learned the individual features and apparently only formed a category with more extensive familiarization. The results are discussed in terms of models of category learning. 相似文献
160.
The Use of Reflective Journals in Initial Teacher Training 总被引:2,自引:0,他引:2
The intention of this article is to examine the role of reflective journals in Initial Teacher Training courses, and, in particular, how they can enable students to develop critical independence for professional self-appraisal. It explores the value of journal writing in the process of learning about teaching by reproducing an edited extract of one PGCE (Post-Graduate Certificate in Education) student's course journal, and by offering both a student's and a tutor's perspective of the significance of the journal. 相似文献