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Piasta Shayne B. Soto Ramirez Pamela Farley Kristin S. Justice Laura M. Park Somin 《Reading and writing》2020,33(6):1399-1422
Reading and Writing - Educators’ content knowledge is considered a key determinant of classroom practices and thus children’s learning. In this study, we examine the nature of... 相似文献
383.
Sebastian T. Opitz Ute Harms Knut Neumann Kristin Kowalzik Arne Frank 《Research in Science Education》2015,45(5):691-715
Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students’ progression in understanding the energy concept in biological contexts at the transition from primary to lower secondary school by employing a quantitative, cross-sectional study in grades 3–6 (N?=?540) using complex multiple-choice items. Based on a model developed in a previous study, energy concepts were assessed along four aspects of energy: (1) forms and sources of energy, (2) transfer and transformation, (3) degradation and dissipation, and (4) energy conservation. Two parallel test forms (A and B) indicated energy concept scores to increase significantly by a factor of 2.3 (A)/1.7 (B) from grade 3 to grade 6. Students were observed to progress in their understanding of all four aspects of the concept and scored highest on items for energy forms. The lowest scores and the smallest gain across grades were found for energy conservation. Based on our results, we argue that despite numerous learning opportunities, students lack a more integrated understanding of energy at this stage, underlining the requirement of a more explicit approach to teaching energy to young learners. Likewise, more interdisciplinary links for energy learning between relevant contexts in each science discipline may enable older students to more efficiently use energy as a tool and crosscutting concept with which to analyze complex content. 相似文献
384.
Kristin M. Perrone Stephen L. Wright Tracy M. Ksiazak Amy L. Crane Aarika Vannatter 《Roeper Review》2013,35(2):127-139
The purpose of this study was to learn about gifted adults' experiences in advanced classes and attitudes about advanced classes or gifted programs for their children. Participants were 88 adults (33 men and 55 women) who have been participating in a longitudinal study of academically talented individuals since their high-school graduation in 1988. Participants responded to open-ended questions via mailed surveys. Eighty-five percent of participants described their academic experiences in advanced classes as positive, whereas slightly fewer participants (59%) described their interpersonal experiences in advanced classes as positive. Seventy-five percent of participants with children described signs of giftedness in their children, and 88% of participants indicated that they would support advanced placement for their children if it were recommended by the school. Implications of the findings were discussed and directions for future research were provided. 相似文献
385.
When you shouldn't do what you want to do: young children's understanding of desires, rules, and emotions 总被引:2,自引:0,他引:2
Lagattuta KH 《Child development》2005,76(3):713-733
This research investigated 4- through 7-year-olds' and adults' (n = 64) concepts about the emotional consequences of desire fulfillment versus desire inhibition in situations where people's desires conflict with prohibitive rules. Results revealed developmental increases in attributing positive or mixed emotions to story characters that make willpower decisions and negative or mixed emotions to characters that transgress. These developmental changes in emotion predictions were accompanied by age-related differences in emotion explanations. Whereas 4- and 5-year-olds largely explained emotions in relation to the characters' goals, 7-year-olds and adults further explained how rules and future consequences influence emotions. Results are discussed in relation to connections among children's psychological, deontic, and future-oriented reasoning about emotions as well as the development of self-control. 相似文献
386.
Jiang Shiyan Shen Ji Smith Blaine E. Kibler Kristin Watson 《Educational technology research and development : ETR & D》2020,68(6):3187-3212
Educational technology research and development - Science identity has been widely discussed in recent years; however, research on its development in multimodal composing environments, especially... 相似文献
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An undergraduate teaching assistant (UTA) training course was developed using existing best practices and Bloom’s taxonomy of educational objectives as a framework. Course goals included developing assistants’ content knowledge, procedural knowledge, and metacognition regarding teaching. Across three semesters, UTAs’ (N?=?68) pre- and post-test responses showed significant increases in their teaching-related knowledge, confidence in their skills, consideration of a teaching-related career, and perceived benefits of being a UTA. The course provides an efficient method by which assistants learn to support students and faculty in a range of undergraduate courses, serving as a potential model for other teaching assistantship programs. 相似文献
389.
This paper develops a framework to assess the text-based public information provided on program level government agency Web sites. The framework informs the larger e-government question of how, or whether, state administrative agencies are using Web sites in a transformative capacity—to change relationships between citizens and government. It focuses on assessing the degree to which text information provided on government Web sites could facilitate various relationships between government agencies and citizens. The framework incorporates four views of government information obligations stemming from different assumptions about citizen–government relationships in a democracy: the private citizen view, the attentive citizen view, the deliberative citizen view, and the citizen–publisher view. Each view suggests inclusion of different types of information on government agency web sites. The framework is employed to assess state Web sites containing information about chronic wasting disease, a disease effecting deer and elk in numerous U.S. states and Canada. 相似文献
390.