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92.
93.
Wilson CD Anderson CW Heidemann M Merrill JE Merritt BW Richmond G Sibley DF Parker JM 《CBE life sciences education》2006,5(4):323-331
College-level biology courses contain many complex processes that are often taught and learned as detailed narratives. These processes can be better understood by perceiving them as dynamic systems that are governed by common fundamental principles. Conservation of matter is such a principle, and thus tracing matter is an essential step in learning to reason about biological processes. We present here multiple-choice questions that measure students' ability and inclination to trace matter through photosynthesis and cellular respiration. Data associated with each question come from students in a large undergraduate biology course that was undergoing a shift in instructional strategy toward making fundamental principles (such as tracing matter) a central theme. We also present findings from interviews with students in the course. Our data indicate that 1) many students are not using tracing matter as a tool to reason about biological processes, 2) students have particular difficulties tracing matter between systems and have a persistent tendency to interconvert matter and energy, and 3) instructional changes seem to be effective in promoting application of the tracing matter principle. Using these items as diagnostic tools allows instructors to be proactive in addressing students' misconceptions and ineffective reasoning. 相似文献
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95.
关于数学教育的历史知识可以帮助我们找出每一代新的教育家都必须回答、但其背景却不断变化的关键问题。只有通过对数学教育的历史研究,我们才能认识并正视那些影响教育制度变革的重大而充满活力的问题。 相似文献
97.
飞机是否飞得太高了?这个不必回答、只是为了加强印象的反问句表明这样一种关切:今天飞机的航线并不象从前的商业和旅行的非常大的交通干线——沙漠和海洋——一样,也许不会对航线通过的国家的民族和文化产生相对来说较深远的影响。诚然,飞机用于空中运输正在不断地使地球变小,而飞机用于空中作业,创造了许多人道主义的或科学上的奇迹。“但是”,作者问道,“飞机是否深入到了人的内心世界?是否改变了人的心理活动或丰富了人的文化生活?” 相似文献
98.
Webb SJ Jones EJ Merkle K Venema K Greenson J Murias M Dawson G 《Child development》2011,82(6):1868-1886
Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development. 相似文献
99.
The authors used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) to estimate kindergarten children's academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)--as well as those of other groups of children--were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than nondisabled children. However, and over the subsequent 5 years of elementary school, only children with SLI lagged increasingly behind nondisabled peers in their reading skills growth. The authors observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind nondisabled children in their mathematics skills growth. The authors also observed some consistency in "poor-get-poorer" effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socioeconomic status families, who were African American, and who more frequently displayed learning-related behavior problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than a compensatory cycle of achievement growth. 相似文献
100.
Bennett S Ward M Moreau K Fortin G King J Mackay M Plint A 《Child abuse & neglect》2011,35(11):930-936