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Summaries

English

A special cognitive‐preference inventory dealing with agriculture was developed, validated and administered to 943 middle‐school students and their teachers. This is the first reported study of cognitive preferences of 7th and 8th grade (12 to 13 year‐old) students. The inventory was found to be a valid and reliable measure of cognitive preferences related to agricultural topics studied in Israeli schools.

Preference for application (A) was found to be negatively correlated in different students with either recall (R) or principles (P) or critical questioning (Q).

Studying the ‘new’ agriculture compared with the ‘old’, resulted in a lower preference for R and a higher preference for A. Female students had, on the average, a higher preference for R and P while males tended to prefer A and Q. Children whose fathers were simple workers had the highest preference for R while children whose fathers were academics had the lowest preference for R. Teachers, when compared with their students, had a much higher preference for P and a much lower preference for R. A close correspondence was found between reported emphasis in classroom tests and the cognitive‐preference modes of teachers.

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Responses of close to 2000 twelfth grade biology majors in Israel were analysed with special reference to their ability to distinguish between causal and teleological explanation. Ability to make the distinction was found to be dependent on the context, namely the knowledge base of the students and the extent to which the teleological explanations resemble everyday common sense logic. Inability to distinguish between causal and teleological explanations is considered to be the reason of students misconceptions peculiar to learning of biology. Special attention of teachers to this problem in terms of opportunties provided for students to make the distinctions while studying pertinent topics is highly recommended. There are indications that the ability to distinguish between causal and teleological explanations can be acquired with relatively little effort by students who comprehend concepts and principles commonly taught in biology classes.  相似文献   
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In this essay, Yuli Tamir argues that the growing interest in public education in the developed world in general and in the United States in particular is grounded in a fear of losing global hegemony. The most rational approach to slowing down these hegemonic shifts is to empower public education and allow the neglected human capital vested in presently excluded communities to flourish. However, moves to improve public education are met by the unspoken though persistent resentment of those who fear the transformative power of education and would like to preserve the present social order. Here Tamir reviews some of the moves commonly taken to preserve these “social gaps” and concludes by suggesting that alongside vocal public support for school reforms promoting equal opportunities, silent yet very effective social strategies have developed that undo the benefits of such reforms and maintain the present social gaps.  相似文献   
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