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121.
122.
Journal of Science Teacher Education - 相似文献
123.
Precursors of metamemory in young children: the role of theory of mind and metacognitive vocabulary 总被引:1,自引:0,他引:1
This paper describes findings of a longitudinal study that was carried out to examine relationships among different aspects
of young children's cognitive development, namely, theory of mind, metacognitive vocabulary, and metamemory, which seem theoretically
connected but so far have not been studied simultaneously. In total, 174 children were included in the present analyses who
were about 4;6 years of age at the first measurement point. Children were tested at four time points, separated by a testing
interval of approximately half a year. At the first time of testing, children completed a set of theory of mind tasks. At
each of the following measurement points, measures of metacognitive vocabulary and general vocabulary as well as metamemory
were given. Overall, the findings show that theory of mind performance assessed at the age of 4;6 predicts metacognitive knowledge
assessed about one and a half years later. Furthermore, they point to a reciprocal relationship between metacognitive vocabulary
and metamemory in that comprehension of metacognitive vocabulary predicted later metamemory and, conversely, metamemory significantly
predicted later comprehension of metacognitive verbs.
This research was supported by a grant from the German Research Foundation (SCHN 315 /20–7) to the German Research Group on
Cognitive Development. 相似文献
124.
Simonsmeier Bianca A. Peiffer Henrike Flaig Maja Schneider Michael 《Research in higher education》2020,61(6):706-724
Research in Higher Education - Peer feedback has been shown to be an effective strategy to improve academic achievement. However, little evidence is available about the effects of peer feedback on... 相似文献
125.
Adele Eskeles Gottfried Kathleen Suzanne Johnson Preston Allen W. Gottfried Pamella H. Oliver Danielle E. Delany Sirena M. Ibrahim 《International Journal of Science Education》2016,38(12):1972-1995
Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children’s involvement in science. This longitudinal study examined pathways from parental stimulation of children’s curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children’s curiosity as related to SA via science intrinsic motivation and science achievement. The Fullerton Longitudinal Study provided data spanning school entry through high school (N?=?118). Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children’s curiosity in facilitating trajectories into science, and relevance to science education is discussed. 相似文献
126.
Esther Thelen Daniela Corbetta Kathi Kamm John P. Spencer Klaus Schneider Ronald F. Zernicke 《Child development》1993,64(4):1058-1098
The onset of directed reaching demarks the emergence of a qualitatively new skill. In this study we asked how intentional reaching arises from infants' ongoing, intrinsic movement dynamics, and how first reaches become successively adapted to the task. We observed 4 infants weekly in a standard reaching task and identified the week of first arm-extended reach, and the 2 weeks before and after onset. The infants first reached at ages ranging from 12 to 22 weeks, and they used different strategies to get the toy. 2 infants, whose spontaneous movements were large and vigorous, damped down their fast, forceful movements. The 2 quieter infants generated faster and more energetic movements to lift their arms. The infants modulated reaches in task-appropriate ways in the weeks following onset. Reaching emerges when infants can intentionally adjust the force and compliance of the arm, often using muscle coactivation. These results suggest that the infant central nervous system does not contain programs that detail hand trajectory, joint coordination, and muscle activation patterns. Rather, these patterns are the consequences of the natural dynamics of the system and the active exploration of the match between those dynamics and the task. 相似文献
127.
Thirteen doctoral students, 7 Caucasians and 6 Hispanics, participated over 3 semesters of practicum/internship in a qualitative research project exploring the experience of becoming supervisors. A follow‐up study with 5 different doctoral students confirmed and refined findings 1½ years later. The research team of 2 female faculty members and 1 male research assistant (the authors) identified 6 themes emerging from individual and group interviews with supervisors‐in‐training regarding the process of becoming a supervisor: (a) learning, (b) supervisee growth, (c) individual uniqueness, (d) reflection, (e) connections, and (f) putting it all together. 相似文献
128.
A recent review of handwriting research in Literacy concluded that current curricula of handwriting education focus too much on writing style and neatness and neglect the aspect of handwriting automaticity. This conclusion is supported by evidence in the field of graphonomic research, where a range of experiments have been used to investigate this issue from a movement perspective. The present article offers a brief introduction to a graphonomic approach to handwriting analysis and the findings of graphonomic research about handwriting automaticity. These findings indicate that attentional control to any characteristic of the writing process (e.g. direction, lexical status, movement, style) results in an impairment of handwriting automaticity. These findings support and add a new dimension to previous conclusions. 相似文献
129.
Hanna Dumont Ulrich Trautwein Oliver Lüdtke Marko Neumann Alois Niggli Inge Schnyder 《Contemporary educational psychology》2012
This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N = 1274 and N = 1911) described their parents’ involvement in the homework process were reanalyzed via structural equation modeling. Perceived parental homework interference and perceived homework-related conflict were negatively related to students’ academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes. Although there were small associations between some aspects of parental homework involvement and family background variables, parental homework involvement did not mediate the relationship between family background and educational outcomes. Findings highlight the need for differentiated conceptualizations of parental homework involvement as well as detailed analyses of the processes underlying the association between family background and educational outcomes. 相似文献
130.
Ying Tao Mary Oliver Grady Venville 《International Journal of Science and Mathematics Education》2012,10(6):1269-1302
The purpose of this research was to explore the long-term outcomes of either participating or not participating in early childhood science education on grade 6 students?? conceptual understanding of science. The research is situated in a conceptual framework that evokes Piagetian developmental levels as both potential curriculum constraints and potential models of efficacy. The research design was a multiple case study of grade 6 children from 3 schools in China (n?=?140) who started formal science education in the third grade and grade 6 children from 3 matched schools in Australia (n?=?105) who started learning science in kindergarten. The students?? understanding was assessed by a science quiz and an in-depth interview. The data showed that participating children from the high socioeconomic schools in China and Australia had similar understandings of science. Divergence between the medium and low socioeconomic schools, however, indicated that the grounding in early childhood science education in Australia may have placed these children at an advantage. Alternative explanations for the divergence, including the nature of classroom instruction in the two countries, are discussed. 相似文献