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161.
Joanne Edmondston Vaille Dawson Renato Schibeci 《International Journal of Science and Mathematics Education》2010,8(6):1091-1108
Public concerns about biotechnology have resulted in greater attention being paid to the mechanisms by which biotechnology
is communicated with non-scientists, including the provision of science communication training. As undergraduate and postgraduate
courses form the foundation of the biotechnology sector by providing a pipeline of university graduates entering into the
profession, it has been proposed that formal science communication training be introduced at this early stage of career development.
Using an Australian biotechnology degree course as a case study, this paper examines science communication training within
this course and the views of past and present students towards this training. Interviews were undertaken with 22 stakeholders
in the case, including undergraduate lecturers (who also supervise postgraduate research students), doctoral candidates and
biotechnologists recently graduated from the course. Few of the students felt the course provided them with any form of science
communication training, let alone training in how to engage non-scientists. Many were unaware of the training available to
them and few of the lecturers were able to identify where communication skills are taught within the course. A previous study
of this case has also shown that biotechnology undergraduates taking this course do not value communication with non-scientists.
Clearly, the current state of science communication training for these students needs to be improved if they are to enter
the biotechnology workforce as able civic scientists. The findings of this study may be useful for other university biotechnology courses which have yet to integrate science
communication training into their curriculum. 相似文献
162.
Handwriting: Evolution and evaluation 总被引:1,自引:1,他引:0
Handwriting, “everyone’s art,” is an indispensable skill. The roots of our present forms of penmanship are traced. When and
which initial style to teach children, especially the dyslexic or learning disabled, are discussed.
The need for a good instrument to evaluate handwriting to prevent perpetuation of illegibilities or to determine if speed
is rapid enough to meet the writer’s purpose is paramount. A new diagnostic tool, the Children’s Handwriting Evaluation Scale
(CHES) and its college counterpart are detailed. The CHES also provides a projective scoring key based on graphoanalytic interpretations. 相似文献
163.
Theories of reading consider efficient world recognition a necessary if not sufficient condition for comprehension of texts; however, most studies of the word reading of reading disable (RD) studients have focused on accuracy, not speed. This paper reviews studies of the word-reading of RD or dyslexic students that include measures of reading speed. The results of the 17 studies are presented according to whether the RD students were matched with groups of the same chronological-age, or both. Overall, the results indicate that, regardless of the comparison group, RD students are slower at naming words and nonwords. The results of lexical decision tasks are les consistent, in part because of variations in methodology. Recommendations for effective measurement of word reading speed are given. 相似文献
164.
A research-based framework for teaching science is a heuristic tool used to help preservice teachers conceptualize many
complexities of teaching while making explicit the strategy to use a research-based body of professional knowledge to inform
instructional decision-making (Clough, 2003, Paper presented at the annual meeting of the Association for the Education of Teachers in Science, St. Louis, MO). Elementary
preservice teachers frequently struggle to apply this knowledge to classroom decisions (Madsen, 2002, Paper presented at the annual meeting of the North Central Association for the Education of Teachers of Science, Bettendorf,
IA). This study examined the effects of using a video case-analysis within an elementary science methods course focused on
the development of a research-based framework. Students in two course sections completed a unit plan, and students in one
section completed the video analysis. Video analysis students’ performance on an oral defense with the instructor was compared
with oral defense performance from students in the unit plan group. Video analysis students outperformed their peers on questions
related to how learning theories influence decisions of selecting content, explaining the use of questioning, and the use
of self assessment strategies. Despite these differences, students in both groups still perceive teaching as primarily accomplished
through activities and have difficulties understanding the critical role of the teacher in promoting student goals. This study
raises issues regarding teachers’ knowledge development during preservice experiences. 相似文献
165.
Joanne E. Marciano 《The Urban Review》2017,49(1):169-187
This paper analyzes how and why ten Black and Latina/o youth attending an urban public high school engage culturally relevant peer interactions (Knight and Marciano in College ready: preparing Black and Latina/o youth for higher education—a culturally relevant approach. Teachers College Press, New York, 2013) in preparing for, applying to, and/or enrolling in college. The study reconsiders culturally relevant pedagogy (Ladson-Billings in The dreamkeepers: successful teachers of African American children. Jossey-Bass, San Francisco, 1994) as an analytic tool for exploring youth’s culturally relevant peer interactions as supportive of their college-going processes (Tierney and Colyar in Preparing for college: nine elements of effective outreach. SUNY Press, Albany, 2005) and new media literacy practices (Ito et al. in Living and learning with new media: summary of findings from the Digital Youth Project. The MacArthur Foundation, Chicago, 2008. http://www.macfound.org/media/article_pdfs/DML_ETHNOG_WHITEPAPER.PDF). Research findings include: new understandings of the reciprocal nature of youth’s culturally relevant peer interactions; and new enactments of youth’s college-going new media literacy practices. Recommendations for educational policy, practice, and research supportive of students’ college readiness and access are discussed. 相似文献
166.
167.
Laura Scholes Joanne Lunn Brownlee Susan Walker Eva Johansson 《International Journal of Inclusive Education》2017,21(10):991-1010
While there is growing understanding about children’s moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children’s decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female?=?85, male?=?87), between the ages of six and seven and 155 children (female?=?78, male?=?79) who were interviewed again in Year 2. The children’s responses to scenarios regarding inclusion or exclusion of an aggressive child (who is bossy and pushes others around) in their play at school demonstrated that they were more likely to include an aggressive child in their play in Year 2 than in Year 1 of elementary school. They were also more likely in Year 2 to provide justifications that demonstrated a deeper understanding of the reasons for children’s aggressive behaviour at school. These data suggest that children’s school experiences may contribute to their ability to access multiple perspectives when reasoning about inclusion of others. Findings suggest the need to consider more closely how contextual experiences influence young children’s moral reasoning. 相似文献
168.
The Urban Review - In this paper, we consider how teachers and teacher educators may foreground relationships, experiences, pasts, and possibilities to more fully recognize and extend... 相似文献
169.
Setting the Record Straight for the Rights of the Child Summit 总被引:1,自引:0,他引:1
Joanne Evans 《档案与原稿》2017,45(3):247-252
170.
This investigation explores Latin study as a possible route to superior spelling proficiency. The spelling ability of two groups of academically able eleventh graders — students of Latin and students of other second languages — is compared. It was found that the Latin students were superior in general spelling ability and were particularly proficient at spelling words of Latin origin. In addition, analysis of the spelling of derivatives for which knowledge of Latin could either facilitate or mislead the speller shows that Latin students were differentially affected by the two types of derivatives. In contrast, students of other second languages, lacking the knowledge of Latinate derivatives, simply made more errors on both types of words. Thus, it appears that Latin study does have an effect on spelling performance. Whether it can fully account for the superior spelling proficiency of the Latin students, however, remains a question to be answered by a prospective longitudinal investigation. Implications for instruction drawn from the present study are discussed. 相似文献