Student difficulties in science learning are frequently attributed to misconceptions about scientific concepts. We argue that domain‐general perceptual processes may also influence students' ability to learn and demonstrate mastery of difficult science concepts. Using the concept of center of gravity (CoG), we show how student difficulty in applying CoG to an object such as a baseball bat can be accounted for, at least in part, by general principles of perception (i.e., not exclusively physics‐based) that make perceiving the CoG of some objects more difficult than others. In particular, it is perceptually difficult to locate the CoG of objects with asymmetric‐extended properties. The basic perceptual features of objects must be taken into account when assessing students' classroom performance and developing effective science, technology, engineering, and mathematics (STEM) teaching methods. 相似文献
This study employs issue ownership theory to examine the partisan dynamics surrounding the idea of American exceptionalism in presidential discourse. We conducted a content analysis of invocations of American exceptionalism in all major U.S. presidential addresses—domestic and foreign—from the end of World War II through Trump’s 1st year in office. We find that even though Republicans have traditionally claimed ownership of American exceptionalism, patterns in presidential discourse tell a very different story. Specifically, our results show (a) in domestic contexts, Republican and Democratic presidents were very similar in their invocations of American exceptionalism during the Cold War but that Democrats have held a substantial advantage over Republicans throughout the post–Cold War era, including on issue areas that Republicans are perceived to “own” (e.g. national security); (b) in foreign contexts, Democrats have been much more outspoken in their embrace of American exceptionalism throughout both the Cold War and post–Cold War; and (c) President Trump has diverged significantly, both in substance and frequency, from his Democratic and Republican predecessors in his invocation of American exceptionalism. We reflect on the implications of these findings on our broader understanding of issue—and trait—ownership, presidential discourse, and American exceptionalism in American politics. 相似文献
Homemade PowerPoint games are a low-tech alternative for using game design in classrooms. To date, much of the research examining the games has not shown an improvement in performance. This has led some to question whether the games are properly aligned with the instructional strategies researchers have used as justifications to support using them. This study examined how increasing the structure of the game design project affected student performance when compared to control groups, as well as those who created games in previous iterations of the study. In addition, we examined the effects of student performance when two of the instructional strategies (microtheme writing and question writing) were tested in isolation. Most of the comparisons showed no statistical difference in performance; however, results from the final iteration yielded significant gains when compared to the control group. 相似文献
The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation—academic teaching staff. This paper aims to highlight the impact of academic workload allocations, an often silent barrier to the uptake of TEL strategies in higher education. We will discuss the effects of academic identity and culture, preferential time allocation to associative activities, academic technological capacity, university policies and workload and funding models on the uptake, and implementation on TEL in higher education. Our aim is to highlight the risks to staff, students and institutions should these concerns not be addressed and to propose a model for utilisation by all staff responsible for implementing flexible workload models supportive of further implementation of TEL strategies across the sector. 相似文献
Perceptions about teacher progression among Jamaica's primary schoolteachers should force society to stop and ask itself several questions. Are these perceptions accurate? If not, how did these perceptions emerge and what can national leaders and those in positions of authority do to ‘manage’ if not resolve these perceptions? If there is any truth to them, a different set of questions need to be asked. How did things come to be like this? How can the perception of corruption and mistrust be minimised? What will be done differently going forward? Either way, there is a more fundamental question: Do the current perceptions among teachers mirror perceptions in other areas of public service? The answers to these questions are not easy. The main aim of this small-scale qualitative exploratory study was to identify and understand the perceptions of primary schoolteachers in Jamaica as regards progression to the rank of principal. The findings point to a number of perceived barriers including religious affiliation, political affiliation, ministry- and school-level politicking, social connections and predetermined outcomes. This study concludes that promotion on any basis other than merit is problematic and does not promote trust, openness and transparency, nor does it build confidence in those who are part of the system but themselves do not have such connections and/or affiliations. 相似文献
Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.
The Urban Review - Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and... 相似文献