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Science & Education - 相似文献
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Yuen Mantak Chung Y. B. Lee Queenie A. Y. Lau Patrick S. Y. Chan Raymond M. C. Gysbers Norman C. Shea Peter M. K. 《International Journal for Educational and Vocational Guidance》2020,20(3):653-676
International Journal for Educational and Vocational Guidance - This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data... 相似文献
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Little research has considered whether prenatal experience contributes to executive function (EF) development above and beyond postnatal experience. This study tests direct, mediated, and moderated associations between prenatal risk factors and preschool EF and IQ in a longitudinal sample of 1,292 children from the Family Life Project. A composite of prenatal risk factors (i.e., low birth weight, prematurity, maternal emotional problems, maternal prepregnancy obesity, and obstetric complications) significantly predicted EF and IQ at age 3, above quality of the postnatal environment. This relationship was indirect, mediated through infant general cognitive abilities. Quality of the postnatal home and child-care environments did not moderate the cascade model. These findings highlight the role of prenatal experience as a contributor to individual differences in cognitive development. 相似文献
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Peffer Melanie E. Renken Maggie Enderle Patrick Cohen Jonathan 《Research in Science Education》2021,51(5):1365-1389
Research in Science Education - Young children can struggle to learn difficult disciplinary content and important skills for practicing science. Problem-based learning (PBL) may be useful for... 相似文献
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Some philosophers of education think that there is a pedagogically informative concept of training that can be gleaned from Wittgenstein's later writings: training as initiation into a form of life. Stickney, in ' Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley' takes me to task for ignoring this concept. In this essay I argue that there is no such concept to be ignored. I start by noting recent developments in Wittgenstein scholarship that raise serious issues about how we should handle the translation of Arbrichtung and arbrichten. I then concentrate on the substantive philosophical issues about the very idea that training can have a pedagogically productive role in education. I show that what work training does is a function of the prior skill set of the trainee. This means that we have to endorse some form of rationalism and acknowledge that the learner can only respond to training if they already possess sufficient mental equipment to generate the appropriate responses. 相似文献
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Brown MF Knight-Green MB Lorek EJ Packard C Shallcross WL Wifall T Price T Schumann E 《Learning & behavior》2008,36(4):327-340
In two experiments using a radial-arm maze, pairs of rats made choices among eight maze locations, each containing a large
quantity of one of two food types. The choices made by 1 rat affected the choices made by the other rat. Under most conditions,
visits by 1 rat increased the tendency of the other rat to subsequently choose that maze location. However, the effect depended
on the quality of the food available in a particular location. When it was possible for the rats to observe each other on
the maze arms and a rat had experienced that a location contained the less preferred food type, a previous visit to that location
by the foraging partner decreased the tendency to visit that location. These effects are attributed to working memory for
the spatial choices of another rat, and they indicate that memory produced by a rat’s own visit to a maze location is integrated
with memory for the behavior of another rat to determine spatial choice 相似文献
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This paper presents comparative questionnaire data from three different samples of Australian high school students in an attempt to see if anything has changed in relation to how they perceive the science they experience in the compulsory years of secondary school (grades 7–10). Questionnaire data were obtained from 1,585 high school students in 2011 and 2,016 students in 2005 and findings are compared with those reported in a national report (Goodrum et al. 2001). Results show significant increases in the frequency with which students report that their science teacher takes notice of their ideas and in the use of computers and the Internet. There have also been changes regarding the rapid provision of feedback, the use of understandable language by teachers and the contextualisation of the new work in terms of work already covered. Little appears to have changed, however, in relation to the teacher-directed pedagogies employed to teach science where there appears to be a higher incidence of copying notes and fewer opportunities for students to investigate topics in which they are interested. The findings suggest that while there have been some positive changes, there are still many students who indicate that the science they experience in secondary school is irrelevant to their everyday life and to their future. It seems that the curiosity and wonder one would hope is associated with studying science is missing for a large proportion of students. It is clear that further actions need to be undertaken to transform this continuing situation. 相似文献