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Nancy W. Brickhouse Zoubeida R. Dagher William J. Letts IV Harry L. Shipman 《科学教学研究杂志》2000,37(4):340-362
Arguments for teaching about the nature of science have been made for several decades. The most recent science education policy documents continue to assert the need for students to understand the nature of science. However, little research actually explores how students develop these understandings in the context of a specific course. We examine the growth in students' understanding about the nature of astronomy in a one‐semester college course. In addition to student work collected for 340 students in the course, we also interviewed focus students three times during the course. In this article we briefly describe class data and discuss in detail how five students developed their ideas throughout the course. In particular, we show the ways in which students respond to instruction with respect to the extent to which they (a) demand and examine evidence used for justifying claims, (b) integrate scientific and religious views, and (c) distinguish between scientific and nonscientific theories. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 340–362, 2000. 相似文献
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Michael Arthur Nancy Butterfield David H. McKinnon 《International Journal of Disability, Development & Education》1998,45(1):97-115
This paper reports on the evaluation of a professional development program designed for communication partners of students with severe disability. The program aimed to facilitate the translation of reported best practice in the area of communication to classroom practice. A model of case application was used to enhance partner acquisition of targeted skills and knowledge, thereby addressing perceived concerns in this area. Participants including teachers, teacher aides, and speech pathologists completed pre‐ and post‐intervention questionnaires measuring skills, knowledge, and concerns. Data were analysed on the basis of participant role to determine the significance of change between groups. Results suggest that the professional development program was effective. Teachers and teacher aides reported increased skills and knowledge, accompanied by reduced concerns. Speech pathologists indicated minimal change in either area. These findings are explored in the context of the current research literature on partner training in communication intervention. 相似文献
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This study assessed unique contributions of learning, study, and test-taking strategies; students' attitudes about college; and ACT scores, and linked them to college GPA and to retention. Although several variables contributed significantly to GPA, only GPA made a significant unique contribution to attrition and retention. This suggests that learning and study strategies and students' college attitudes affect attrition indirectly through GPA. 相似文献
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Nancy J. Nishimura 《Journal of College Counseling》1998,1(1):45-53
This is a preliminary study that focuses on multiracial college students' attitudes regarding the challenges they experience on campus. Results of this study highlight counseling issues that affect multiracial college students, and how college counselors' perceptions of diversity need to be broadened in order to accommodate the rapidly growing multiracial and multiethnic student population. 相似文献
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This article describes a unique partnership between a university and an urban school district. University students complete a one-year internship. Major stakeholders provided evaluation data which are shared in this article. The data from this investigation confirmed our belief in the value of an immersion program in a fully inclusive urban setting. The authors describe extended research efforts as well as make recommendations for future partnership investigations. 相似文献
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