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Twenty-three second graders and 20 fifth graders were interviewed about how gears move on a gearboard and work in commonplace machines. Questions focused on transmission of motion; direction, plane, and speed of turning; and mechanical advantage. Several children believed that meshed gears turn in the same direction and at the same speed. Many second graders provided very incomplete explanations of transmission of motion. Most children confused mechanical advantage with speed. Yet as the interview proceeded, several fifth graders generalized conceptions about transmission of motion into a rule about turning direction. They increasingly justified their ideas about gear speed by referring to ratio. Children's reasoning became more general, formal, and mathematical as problem complexity increased, suggesting that mathematical forms of reasoning may develop when they provide a clear advantage over simple causal generalizations. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 3-25, 1998. 相似文献
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The article draws on findings from the PhD Examination Project at the SORTI Research Centre of The University of Newcastle, Australia. It focuses on an analysis of the roles of examiner and supervisor, in relation to the candidate, as seen through the lens of Habermas's ‘Ways of Knowing’ theory. On the basis of this, it has been postulated that the dominant text in the PhD examination process may work to constrain the generation of new knowledge rather than encourage it. The paper explores practical implications for research training and questions the current well being of the doctoral regime. 相似文献
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ANALYSIS OF CONTENTS,CONTRIBUTORS, AND RESEARCH DIRECTIONS: MAPPING PUBLICATION ROUTES IN THE JOURNAL 总被引:1,自引:1,他引:0
Leona M. English Mario O. D'Souza Leon Chartrand 《Religious education (Chicago, Ill.)》2013,108(1):6-19
A content analysis of the journal Religious Education: An Interfaith Journal of Spirituality, Growth and Transformation was conducted for a 10-year period between 1993–2002 (Volume 88, 1–Volume 97, 4). A total of 325 articles (277 authors) were analyzed into 3 primary research directions (theoretical, qualitative, and quantitative). Author institutional affiliation, religious identity, position, geographic location, and number of contributions were also computed. Implications for the Journal and the field of religious education are discussed. 相似文献
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Of Twirling Dervishes and Daring New Directions: Collaborative and Practitioner Research 总被引:1,自引:1,他引:0
Leona M. English 《Religious education (Chicago, Ill.)》2013,108(2):153-156
In recent years the educational programs of the Church of Jesus Christ of Latter-day Saints (LDS) have received praise for their role in the high rates of religiosity and denominational retention among their youth. This study offers a historical summary of the efforts of LDS to develop the most effective methods of engaging their youth in religious education. It tracks the development of LDS religious education from its origins in the United States, to its efforts on the global stage. Ultimately, LDS educators adopted a flexible approach utilizing volunteer teachers to meet the needs of this growing global faith. 相似文献
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David Holbrook 《Higher Education Quarterly》1971,25(4):393-407
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