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381.
Yehudit Judy Dori 《Journal of Science Education and Technology》2007,16(4):279-281
This issue is the first of two special issues that present a diverse collection of studies which describe and discuss innovative
approaches to science and technology teaching and learning at MIT. This issue focuses on advancing and evaluating technology-based
projects on-campus, while the second one will focus mainly on off-campus technology-based projects. 相似文献
382.
ABSTRACTIn England, ‘Virtual Schools’ oversee and support the educational progress of children in care. This paper reports on the analysis of 16 interviews with Virtual School headteachers that were part of two mixed methods research projects on the educational progress of children in care. These interviews explored their role; the types of support they offer young people in care; what they see as the key factors about a young person’s individual characteristics and care experiences that influence their educational outcomes; how schools support young people in care; and the influence of the foster carer/residential staff on the educational outcomes of these children. The interviews were analysed using NVivo and emerging themes were identified informed by the literature on the education of children in care. The paper draws out the main findings which explore the status and role of Virtual Schools in England, their functions, strategies, and what they see as their contribution to improving the educational outcomes of children in care. 相似文献
383.
Judy Beck 《Journal of Science Teacher Education》2007,18(3):423-430
The purpose of this study was to look at the use of the case method approach in relation to the preferred learning style of
students in an elementary science methods course. Ninety-seven students enrolled in an elementary and elementary/middle level
science methods course at Midwest university participated in this study. Participants completed a Barsch Learning Styles Inventory
to determine learning style preference. At the end of the semester, students were asked to rate the eight identified teaching
methods utilized throughout the semester as to their effectiveness. This research shows that pre-service teachers found the
use of case studies as potentially useful in helping them learn and process course content no matter what learning style preference
the pre-service teacher has. 相似文献
384.
Hannah Sevian Yehudit Judy Dori Ilka Parchmann 《International Journal of Science Education》2018,40(10):1095-1107
ABSTRACTContext-based learning (CBL) has influenced teaching and learning science in many countries over the past decades. Twelve years ago, a special issue on CBL was published in this Journal, focusing on CBL curriculum development. Seven papers in this current special issue on CBL now address the question of how a context influences the learning process. The papers focus on the stimulation of learning STEM subjects within contexts, how the learning process occurs and is enhanced, and the application of contexts in different settings. The approaches, results, and implications of the papers are located in a larger view that considers the question of what must be the case if a student not only engages in the tasks of learning but also succeeds at them. Concerning willingness and effort by learners, the papers draw conclusions about which STEM-related interests of students endure and are ephemeral across a decade, design criteria for maximising students’ situational interest, and students’ engagement with content and context simultaneously. Focusing on the opportunity to teach and learn, the papers reveal how a professional development approach functions to support STEM teachers to develop CBL materials, and how specific scaffolding acts in teaching bring students to more complex reasoning. Regarding good teaching, insights are offered on how metacognitive prompts improve teaching. Centring on the social surround that supports teaching and learning, a comparison of two contexts for teaching the same content reveals which aspects of the contexts move student learning forward. From this mapping, paths toward future research are projected. 相似文献
385.
Within the School of Computer Science and Software Engineering of Monash University concerns have been raised about the prevalence of cheating amongst the IT students. Many isolated reports from staff of different cheating incidents collectively present a view of a problem that is widespread and multifaceted. Although indications are that these practices exist across all year levels in both undergraduate and graduate programmes, the actual extent of the problem, and whether any particular groups of students are more inclined to cheating behaviours, is difficult to gauge. Many studies have investigated undergraduate cheating; however, there have been very few studies of graduate students. Furthermore, there is a scarcity of studies of the cheating behaviour of information technology students. In some reporting of student cheating there is a tendency to take a general view of the problem, and preventative or educative measures to address this problem do not differentiate between undergraduate and graduate students. It is of concern that strategies that do not focus on attitudes or behaviours that are exhibited by a particular group are not as effective as they could be. The results of the study reported here show that there are differences between the undergraduate and graduate IT students in regard to their attitudes towards cheating and practice of cheating. The study hypothesises a relationship between maturity and motivation, and cheating behaviour. The possible reasons for this are explored and implications for the design of future education programmes are presented. 相似文献
386.
To use a symbol to solve a problem, children must achieve representational insight; they must realize that the symbol stands for its referent. Moreover, they must keep this relation in mind as they attempt to use the symbol. The present studies investigated the achievement and maintenance of representational insight. 3-year-olds were asked to use a scale model of a room to find a toy hidden in the room. In Study 1a, children first watched as a small toy was hidden in the model. They then waited either 20 sec, 2 min, or 5 min before attempting to find a similar, larger toy that was hidden in the corresponding place in the room. All children experienced all delay intervals; three groups experienced the delays in different orders. There was a dramatic effect of delay order. The children who experienced the 20-sec delay on their first trial generally performed well throughout the 6 trials, but the children who experienced a 5-min delay first almost always failed to find the toy in the room, even on subsequent trials with shorter delays. Additional studies revealed that the negative effects of the initial long delay could be overcome by providing reminders of the model and its relevance (Studies 2 and 3) or by giving children prior experience in using the model (Study 4). The results indicate that keeping a symbol-referent relation in mind can be difficult for 3.0-year-old children. This research is discussed in terms of the importance of maintaining representational insight. 相似文献
387.
Abstract A series of studies was carried out in four upper primary classes to determine the effect on pupil reading behaviour of the class‐teacher modelling silent reading during class reading periods. In every primary class studied pupil attention to text increased substantially when teacher modelling was practised and declined when this was discontinued. A further study showed that this effect was only partly accounted for by the reduction in teacher distractions (moving around the room, listening to pupils read) concomitant with teacher modelling of silent reading. 相似文献
388.
How Much Have They Retained? Making Unseen Concepts Seen in a Freshman Electromagnetism Course at MIT 总被引:4,自引:4,他引:0
Yehudit Judy Dori Erin Hult Lori Breslow John W. Belcher 《Journal of Science Education and Technology》2007,16(4):299-323
The introductory freshmen electromagnetism course at MIT has been taught since 2000 using a studio physics format entitled
TEAL—Technology Enabled Active Learning. TEAL has created a collaborative, hands-on environment where students carry out desktop
experiments, submit web-based assignments, and have access to a host of visualizations and simulations. These learning tools
help them visualize unseen electromagnetic concepts and develop stronger intuition about related phenomena. A previous study
has shown that students who took the course in the TEAL format (the experimental group) gained significantly better conceptual
understanding than those who took it in the traditional lecture-recitation format (the control group). The present longitudinal
study focuses on the extent to which these two research groups (experimental and control) retain conceptual understanding
about a year to 18 months after finishing the course. It also examines students attitudes about whether the teaching format
(TEAL or traditional) contributes to their learning in advanced courses. Our research has indicated that the long-term effect
of the TEAL course on students’ retention of concepts was significantly stronger than that of the traditional course. This
research is significant because it documents the long-term cognitive and affective impact of the TEAL studio physics format
on learning outcomes of MIT students.
相似文献
Yehudit Judy DoriEmail: |
389.
Abhijnhan A Surcheva Z Wright J Adams CE 《Health information and libraries journal》2007,24(3):200-203
BACKGROUND: The University of Sofia, Bulgaria, disseminates local biomedical literature (1994 to present) through a free online database, ABS. OBJECTIVES: Our objectives were to systematically search ABS, identify citations to controlled trials and discover what proportion of these studies are to be found on medline. METHODS: We searched using Bulgarian and English phrases; manually selected citations of controlled trials and sought these citations on medline. Results: Using the two languages, we found a total of 628 unique citations, 47 of which seem to be relevant controlled trials (precision 7.48%, 13% of ABS citations were found on medline). The trials in ABS commonly focused on evaluation of care for people with cardiovascular or urological problems. DISCUSSION: ABS is another source of easily accessed trials not readily available elsewhere. 相似文献
390.
Using data collected up to age 26 in the Chicago Longitudinal Study, this cost-benefit analysis of the Child-Parent Centers (CPC) is the first for a sustained publicly funded early intervention. The program provides services for low-income families beginning at age 3 in 20 school sites. Kindergarten and school-age services are provided up to age 9 (third grade). Findings from a complete cohort of over 1,400 program and comparison group participants indicated that the CPCs had economic benefits in 2007 dollars that exceeded costs. The preschool program provided a total return to society of $10.83 per dollar invested (18% annual return). The primary sources of benefits were increased earnings and tax revenues and averted criminal justice system costs. The school-age program had a societal return of $3.97 per dollar invested (10% annual return). The extended intervention program (4-6 years) had a societal return of $8.24 (18% annual return). Estimates were robust across a wide range of analyses including Monte Carlo simulations. Males, 1-year preschool participants, and children from higher risk families derived greater benefits. Findings provide strong evidence that sustained programs can contribute to well-being for individuals and society. 相似文献