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131.
132.
Two theories of assessing function knowledge were compared for intuitive physics. The choice assessment theory, derived from Piaget, presents subjects with two physical situations, each specified by the values of two physical variables; subjects choose the situation which will yield the greater value of a dependent variable. Functional measurement presents subjects with a single physical situation; subjects make a quantitative estimate of the dependent variable. Forty subjects made both choice and functional measurement responses for two situations of intuitive physics. The choice theory showed substantial frequencies of stepwise rules, implying that subjects failed to integrate the two given physical variables. Functional measurement, in contrast, showed that most subjects integrated the two variables, following exact addition or multiplication rules. It is concluded that functional measurement gives a more correct assessment of function knowledge and should be useful in science instruction. J Res Sci Teach 34: 359–376, 1997. 相似文献
133.
Michael Anderson 《Curator: The Museum Journal》2000,43(4):343-355
Abstract James Perry Wilson transformed the subjective methodology of diorama background painting into a more objective practice by replacing an emotional and interpretive model with one based on the science of optics and other supportable references. He also succeeded in creating an overall mood in each of his diorama paintings. This article documents the step by step process of Wilson's methods. Wilson's two methods for documenting the site chosen for the diorama were: a plein air field painting, and panoramic photographs. At the museum, he created a complete scale model of the diorama and its background, accurate in all aspects, though miniature. On the full‐scale diorama background, a charcoal underdrawing preceded the painting. The sky was painted first, next the horizon, then the mid‐range distances, and finally the foreground. Each stage increased in colorvalue contrast and in resolution of detail. Wilson's mastery is most evident in the “tie‐up,” where the painted background meets the three‐dimensional foreground. 相似文献
134.
This case study illustrates instruction in an urban 6th‐grade classroom in which students were learning about mass, volume, and density by attempting to layer (stack) three miscible solutions with differing densities atop one another. The study examines classroom discourse and interaction on the basis of four teaching goals: (a) reaching consensus about which stacks were possible, (b) developing persuasive arguments that separated data from noise, (c) establishing social norms for collective inquiry, and (d) appreciating the epistemological status of scientific knowledge. The study traces the fate of three stacks that students claimed were possible after initial investigations with the solutions. These claims underwent a process of collective validation in which consensus without coercion was the goal, which illustrates emergent standards for backing claims with evidence, as well as for replicability, among the students. Students were successful in achieving three of the four goals, with some qualifications. In relation to Goal 3, which required generalization to other situations, somewhat less success is reported. Limitations in the current standards, difficulties of time allotment in current curricula, and establishing classroom cultures of inquiry are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 179–199, 1999 相似文献
135.
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137.
In this article we explore the level of job satisfaction and the sources of job dissatisfaction for 210 secondary school teachers in southwest England and compare our results with the results from a similar study published in 1962. Using anonymous questionnaires, we asked 210 secondary teachers in southwest England (63% female) to rate their level of job satisfaction and to rate 16 sources of job dissatisfaction that we adapted from the 1962 study. Teachers in 2007 rated their job satisfaction significantly lower and ordered the sources of job dissatisfaction significantly differently than did teachers in 1962. Whereas teachers in 1962 were most concerned with external sources of job dissatisfaction (e.g. salary, condition of buildings and equipment and poor human relations), teachers in 2007 expressed the most concern about factors relating to teaching itself (e.g. time demands and pupils' behaviour). The changes in sources of dissatisfaction hold true for male and female teachers, with no difference in rankings according to years of teaching experience. 相似文献
138.
Bradford D. Martin Donna Thorpe Victoria Merenda Brian Finch Wendy Anderson‐Smith Zane Consiglio‐Lahti 《Anatomical sciences education》2010,3(1):25-32
Almost 12 years since the publishing of Terminologia Anatomica (TA) by the Federative Committee on Anatomical Terminology (FCAT), there has yet to be a unified adoption of FCAT‐recommended anatomical terms by North American anatomists. A survey was sent to members of the Human Anatomy & Physiology Society (HAPS) to compare the frequency of FCAT term usage with a previous study involving the American Association of Anatomists (AAA). The HAPS differed from AAA in being composed mostly of biologists (56.5%) who teach anatomy with only 18.3% of respondents having terminal degrees in anatomy. The survey included the same 25 sets of synonymic names for selected gross anatomical structures or related terms used for the AAA survey. Overall results indicate that the FCAT preferred term had the highest frequency of usage in only 40.0% of the survey questions, demonstrating 4% lower compliance than AAA respondents. Compliance with FCAT preferred terms ranged from 92.2% to 1.7% usage. When compared with AAA anatomists, there were reversals in predominant usage between FCAT and non‐FCAT terms for six sets of anatomical structures: HAPS respondents predominantly used non‐FCAT terms for adrenal gland (88.7%), antecubital fossa (57.4%), patellar tendon (65.2%), ligamentum capitis femoris (36.5%), while preferring the FCAT anterior circumflex humeral artery (45.2%) and anterior/posterior preferred over ventral/dorsal (41.7%). Almost 54% of HAPS anatomists were not familiar with the FCAT, nearly 21% higher than the AAA. Anat Sci Educ 3:25–32, 2010. © 2009 American Association of Anatomists. 相似文献
139.
Larry D. Yore John O. Anderson Mei-Hung Chiu 《International Journal of Science and Mathematics Education》2010,8(3):593-609
Evidence-based policies, decisions, and practices are highly valued and underachieved in the international mathematics and
science education reforms. Many in the mathematics and science education research communities lament the lack of influence
that research results have on the education profession, schools, and teaching. Academic research done in isolation of end-users—with
the faint hope that teachers, politicians, and bureaucrats will access and utilise these results to inform curriculum, assessment,
and instruction and to influence public policy—has not worked. Some funding agencies require dissemination of research and
development results to the broader political and education communities; therefore, applicants agree to these requirements
without fully realizing the breadth of these demands. However, to achieve such knowledge transfer requirements, researchers
need to become more (a) aware of the needs, players, and processes of ‘speaking truth to power’; (b) active in knowledge transfer
and influencing public policy; and (c) alert to values and normative premises of the policy makers. This article outlines
the essential principles, barriers within the academic community, international efforts, and future considerations for knowledge
transfer regarding international assessments. Specific articles on PISA 2000, 2003, and 2006 included in this special issue
are used to illustrate these insights into verification of curricular influences, educational opportunity and equality, regional
comparisons, and direct influence on policy. 相似文献
140.
John O. Anderson Mei-Hung Chiu Larry D. Yore 《International Journal of Science and Mathematics Education》2010,8(3):373-388
This special edition of IJMSE focuses on the Programme of International Student Assessment (PISA) project now that it has
completed a full cycle of administration—reading, mathematics, and science—to look at ways in which PISA has been used in
participating countries and with what consequences, and to identify potential research and policy directions emanating from
this initiative. Articles were invited to (a) reflect international perspectives on the uses and consequences of PISA to date
and (b) speculate on future directions for research, curriculum, and policy using the PISA datasets. The introductory article
provides a brief overview of common aspects of PISA: Evolving definitions of reading literacy, mathematics literacy, and science
literacy; technical design of the instruments and data analysis procedures; the changing emphasis of administrations; and
recent research using the datasets. PISA, unlike other international assessments in reading, mathematics, and science, has
provided a fresh perspective on ‘what might be’ by decoupling the assessment from mandated curricula to focus on literacies
needed for a 21st century economy. This unique feature of PISA brings with it possibilities and cautions for policy makers. 相似文献