Waxworks and the performance of anatomy in mid-18th-century Italy

Anatomical waxworks lay at the centre of a composite world of social interaction in mid-18th-century Bologna. Sponsored by Pope Benedict XIV and included among Grand Tour attractions, they earned fame and authority for wax-modellers such as Anna Morandi, Giovanni Manzolini and Ercole Lelli. By dissecting bodies, making waxwork models of them and demonstrating their anatomical collections, these artificers became protagonists of the world of anatomy. Offering representations of the inner body some thought more faithful than the real thing, their collections gave expression to a new set of relations between the role of artefacts in the production and communication of knowledge, the emergence of new apparatuses for viewing and investigating the human body, the legacy of codified visual conventions and the authenticating power of natural spectacle.     

Exploration of the Relative Contributions of Domain Knowledge and Search Expertise for Conducting Internet Searches

The relative contributions of expertise in search skills and domain knowledge were examined when using the Internet to find information. Four conditions were compared: expert searchers/high domain knowledge; expert searchers/low domain knowledge; novice searchers/high domain knowledge; and novice searchers/low domain knowledge. Search outcomes and verbal protocols were analyzed. The combination of search expertise and high domain knowledge yielded the most efficient searches. Higher search expertise yielded access to sites rated more accurate and credible. High domain knowledge yielded sites rated more thorough. Verbal protocols depicted searching as a complex decision process. Findings have implications for instructional support.     

Chinese feminist epistemology： Studies of Chinese mothers＇ experiences in immigration and education

This paper examines theoretical frameworks with which to study newly-immigrated mothers from China and calls for the need to make Chinese mothers become knowers and agents of knowledge. Although there are black and Chicana feminist epistemologies, currently there is no comparable discourse in the study of Chinese feminist epistemology, particularly on newly-immigrated Chinese mothers in the USA. By examining Chinese mothers＇ experiences immigrating to the United States and educating their children in the transnational context, the paper agrees that both endarkened feminist epistemology and transnational feminism cannot fully interpret and address newly-immigrated Chinese mothers＇ experiences. Drawing the research data directly from Chinese mothers, the paper describes different challenges Chinese mothers faced in immigrating and their children＇s education due to various factors, such as language, historical and cultural roots, to highlight Chinese mothers＇ various experiences in immigration and their children＇s education in the transnational context.     

Epistemic metacognition in context: evaluating and learning online information

This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online information searching on the Web, and whether it was related to prior knowledge on the topic, study approach, and domain-specific beliefs about science. In addition, we investigated whether Internet-based learning was influenced by epistemic metacognition and the individual differences examined. Seventy 8th grade students were interviewed retrospectively after searching for online information about the scientifically controversial topic of dinosaur extinction. Both qualitative and quantitative analyses were performed. Findings showed that participants expressed reflections about the simplicity/complexity, certainty/uncertainty, source, and justification of knowledge at different levels of sophistication, according to three patterns of epistemic metacognition. Prior knowledge was not related to epistemic metacognition in the search context, while study approach and epistemic beliefs about science were associated significantly, although modestly, with aspects of online knowledge evaluation. Moreover, findings revealed that Internet-based learning was influenced by overall science-related epistemic beliefs. Learning from Internet sources was also affected by study approach and epistemic reflections about the justification of online knowledge, as well as by the interaction between beliefs about the justification of scientific knowledge and beliefs about the justification of the knowledge accessed concerning the topic.     

旅行的意义

2010年1月1日在柬埔寨暹粒享受鱼足疗 来自澳大利亚布里斯本的22岁餐厅服务生莉齐·波特和她19岁的弟弟迈克尔。“我一直住在伦敦。回澳途中,我坐火车沿跨蒙古铁路途经了俄罗斯、蒙古和中国。我和弟弟在胡志明市碰头,然后从那里去了柬埔寨。在暹粒的主要旅游街道上有一些各不相同的小鱼疗温泉。     

Distinguishing between knowledge and beliefs: students’ epistemic criteria for differentiating

“I believe that he/she is telling the truth”, “I know about the solar system”: what epistemic criteria do students use to distinguish between knowledge and beliefs? If knowing and believing are conceptually distinguishable, do students of different grade levels use the same criteria to differentiate the two constructs? How do students understand the relationship between the two constructs? This study involved 219 students (116 girls and 103 boys); 114 were in 8th grade and 105 in 13th grade. Students had to (a) choose which of 5 graphic representations outlined better the relationship between the two constructs and to justify their choice; (b) rate a list of factual/validated, non-factual/non-validated and ambiguous statements as either knowledge or belief, and indicate for each statement their degree of truthfulness, acceptance and on which sources their views were based. Qualitative and quantitative analysis were performed. The data showed how students distinguish knowledge from belief conceptually and justify their understanding of the relationship between the two constructs. Although most students assigned a higher epistemic status to knowledge, school grade significantly differentiated the epistemic criteria used to distinguish the two constructs. The study indicates the educational importance of considering the notions of knowledge and belief that students bring into the learning situation.     

Social inequality in education and the use of extramural support services: access and parental experiences in disadvantaged families

European Journal of Psychology of Education - As low socioeconomic status (SES) and ethnic minority students often experience barriers during their school career, increased levels of referral of...