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Science & Education - Learning science in the context of socio-scientific issues (SSI) can promote scientific literacy that links science to everyday life and society. In this position paper,... 相似文献
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Fara P 《Endeavour》2005,29(3):101-103
With their mythical creatures and arcane symbolism, coats of arms seem to have little connection with modern science. Yet despite its chivalric origins, the ancient language of heraldry has long fascinated famous scientists. Although this idiosyncratic tradition was parodied by Victorian geologists, who laughingly replaced unicorns and griffins with images of dinosaurs that they had recently discovered, it has been perpetuated since by Ernest Rutherford, who liked to present himself as a new alchemist. 相似文献
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Patricia R. Krysinski 《Journal of Personnel Evaluation in Education》1990,3(3):239-260
This article is based on a paper prepared for presentation at the Annual Meeting of the American Educational Research Association, April 5–9, 1988, New Orleans. 相似文献
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Charles F. Flaherty Patricia S. Grigson Cynthia Coppotelli Colin Mitchell 《Learning & behavior》1996,24(1):68-81
Intake of a 0.15% saccharin solution was suppressed when it was followed by a 32% sucrose solution in brief daily pairings. With equal access durations to the two solutions, intervals of intermediate duration (2 or 3 min) produced a larger contrast than more extreme intervals (1 or 10 min). There was no evidence of inhibition of delay with the 10-min interval (Experiments 1A and 1B). When access times were asymmetrical, longer access time to the first solution reduced contrast, whereas longer access time to the second solution enhanced contrast (Experiment 2). Contrast was greater when the two solutions were presented at consistent and separate spatial locations than when location was changed randomly or when both solutions were presented in sequence at the same location. However, a degree of contrast occurred in all conditions (Experiment 3). Experiment 4, conducted with the solutions in opposite arms of a T-maze, showed that anticipatory approach to the location correlated with the 32% sucrose solution developed prior to lick suppression on the saccharin solution. However, within daily sessions, there was a reliable increase in contrast without correlated changes in anticipatory-approach behavior. Access-time effects were attributed to altered reward values, whereas spatial-separation effects suggest that goal-directed responses contribute to, but do not cause, anticipatory contrast. 相似文献
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Individual and Peer Characteristics in Predicting Boys' Early Onset of Substance Abuse: A Seven-Year Longitudinal Study 总被引:1,自引:0,他引:1
Patricia L. Dobkin Richard E. Tremblay Louise C. Mâsse Frank Vitaro 《Child development》1995,66(4):1198-1214
Early onset of substance abuse is a clear marker for future maladjustment in adolescents. The present study employed data originating from 755 6-year-old boys from low SES neighborhoods, who were followed through age 13, to predict this marker. 3 models were tested using LISREL analyses to determine whether individual characteristics and/or peer influences were linked to subsequent substance abuse. Individual characteristics consisted of fighting, hyperactivity, oppositional behaviors, and likability. Peer influences referred to mutual friends' characteristics (aggressiveness and likability). Data were obtained from 3 different sources: teacher ratings, peer ratings, and self-reports. Results were replicated at ages 10, 11, and 12 years with 3 subsamples of the original sample and indicated that individual characteristics, more than friends' deviance, are pivotal in the development of substance abuse. This finding is consistent with results from other longitudinal studies involving children from a variety of cultural backgrounds. It suggests that prevention programs should target individual characteristics and begin at an early age. 相似文献
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Patricia A. Crawford Sherron Killingsworth Roberts Vicky Zygouris-Coe 《Journal of Early Childhood Teacher Education》2019,40(1):44-56
ABSTRACTTeacher educators might consider using high-quality picturebooks as partners to help teacher candidates understand and navigate today’s painful world realities. From a critical perspective, these books also have the potential to reflect and shape empathy and action in regard to these difficult situations. This piece includes a rationale for using picturebooks to address human crises, findings related to a study of 21st-century representations of crises in picturebooks, and implications for sharing these books as pedagogical partners to engage with teacher candidates. To this end, we conducted a content analysis of recent 21st-century fictional picturebooks depicting human crises. Topics related to refugee status, poverty, homelessness, and hunger were analyzed to reveal common themes across these books related to persistence, courage, caring, and hope. Teacher educators who are eager to address 21st-century disasters, many of which are presented in sensitive and accessible ways in recent touchstone picturebooks, can find a ready and capable partner in these powerful picturebooks to help readers understand and navigate these human crises. 相似文献