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991.
Hsiao-Ching?SheEmail author 《International Journal of Science and Mathematics Education》2005,3(4):609-624
This study investigates the potential of enhancing students' learning of difficult science concepts by exploring the interaction
between teachers' four different instructional approaches and students' four different learning preference styles. Students'
immediate performance and their retention for learning of buoyancy concepts serve to examine the effects, using the concept
of “buoyancy,” which has been classified as a difficult concept because it is at a higher hierarchical level and involves
the understanding of both matter and process. Results indicate that students' post-test scores were significantly affected
by both the types of instruction and students' learning preference styles; while students' retention test scores were significantly
affected by the types of instructions. Moreover, this study does not support that matching teaching style with students' learning
preference would make students' learning more effective. Nevertheless, because procedural learning preference styles (QB-learning
preference) students performed better on the retention test than other learning preference styles students, it indicates the
possibility that procedural learners are more efficient than others for learning such higher hierarchical and difficult concepts,
regardless of the types of instruction students receive. 相似文献
992.
The purpose of this study is to demonstrate that dynamic assessment based instruction increases children’s learning by using
a quasi-experimental research design in Korea. In this study, dynamic assessment is defined as a measurement method of the
zone of proximal development (ZPD) as well as the qualitative and quantitative diagnostic information for individual children.
In addition, dynamic assessment based instruction is defined as a teaching method using the diagnostic information types in
order to increase children’s learning. In this study, 59 children between the ages of 4 and 5 participated. Three types of
number concept achievement tests (pre-test, parallel test, and post-test) for each age group were developed and the content
validity, face validity, and split-half reliability were examined. After conducting the pre-test, the children of each age
group were divided into an experimental group and a control group. Dynamic assessment based instruction regarding number concepts
was undertaken only with the experimental group for 4 weeks. Both groups took a post-test after completing the 4 weeks of
classes. The ANCOVA technique wa ls used for data analysis. The result of this study shows that dynamic assessment based instruction
has a significant effect on children’s learning of number concepts (in the case of 4-year-old children, F = 12.34, p<0.01;
5-year-old children, F = 20.03, P<0.01). Therefore, dynamic assessment based instruction should be used widely for children’s
cognitive learning. 相似文献
993.
In this article, I illustrate how the dominant Black–White binary paradigm of race in the United States situates Indigenous
women as either racialized Others or White Others in the context of a predominantly White university. Race and racism are
thus salient in the lives of Indigenous students in multiple and complex ways—ways which are rarely elaborated upon in the
current research literature.
Angelina E. Castagno is a PhD Candidate in the Department of Educational Policy Studies, University of Wisconsin-Madison. 相似文献
994.
Two experiments were conducted to examine the effects of redundant and relevant visual cues on spatial pattern learning. Rats searched for hidden food items on the tops of poles that formed a square (Experiment 1) or a checkerboard (Experiment 2) pattern. The experimental groups were trained with visual cues that specified the locations of the baited poles. All groups were tested without visual cues so that any overshadowing or facilitation of spatial pattern learning by visual cues could be detected. Spatial choices were controlled by the spatial pattern and by the visual cues in both experiments. However, there was no evidence of overshadowing or facilitation of spatial pattern learning by visual cues in either experiment. The results are consistent with the idea that the representation of the spatial pattern that guides choices is not controlled by the same learning processes as those that produce associations between visual cues and food locations. 相似文献
995.
During a school year, samples of words written by three groups of children of successive ages were collected. Two groups of children were in first and second year of Kindergarten (4 and 5 years of age), when alphabetic rules were not taught in a systematic way. The third group was in first year of Primary School (6 years of age), and was being taught to read and spell in a systematic way. After classifying the words written by the children, seven categories of spelling were obtained, which may represent different stages in their learning process. Their analysis showed that they are related to different types of knowledge and processes, mainly phonological ones. The results show that the development of spelling in Spanish does not qualitatively differ from that of children who learn to spell in opaque writing systems. The differences mainly involve the time it takes to learn, and the rate of acquisition. 相似文献
996.
仅仅阐释经典、繁琐考证是治学的误区 ,是埋葬天才的坟墓。这正是中国传统学术文化的悲剧所在。“第三种批评方法”倡导独立的思想和学术品格 ,可谓医治传统痼疾的良药 相似文献
997.
This paper presents the findings of a research that examines students perception of the change in the Singapore Education System and how that impacts on their satisfaction and outlook. Analysis of the data obtained through a questionnaire and face-to-face interviews shows that the more favourable the perception of change amongst students, the more favourable is their satisfaction and outlook. The implication for education leaders is that it is important to understand student perception of change because they are the ultimate beneficiary of change. 相似文献
998.
999.
The growth in science understanding and reasoning of 12 children is being traced through their primary school years. The paper reports findings concerning children’s growing understandings of evaporation, and their changing responses to exploration activities, that show the complexity and coherence of learning pathways. Children’s responses to identical explorations of flight, separated by two years, are used to explore the interactions between conceptual knowledge and scientific reasoning, and the manner in which they change over this time. The paper discusses the particular insights afforded by a longitudinal study design, and some attendant methodological issues. 相似文献
1000.
The aim of this paper is to discuss the prospects of Latin American public universities. Its main assertion is that universities
could become important actors of development in Latin America, but prevailing trends point in another direction. The paper
focuses on the interactions between, on the one hand, specific traditions and social contexts, and, on the other hand, global
trends concerning the role of knowledge and academic changes. The specific traits of the evolution of Higher Education in
Latin America are discussed, in order to describe the emergence of an original ‘idea of University’. Changes and continuities
during the last decades of the 20th century are summarized. Similarities and differences between developed countries and Latin
America concerning current trends in Higher Education are analyzed. Particular attention is given to the interactions between
what is happening in Latin American universities and the new insertion of the continent in the global economy. A prospective
analysis is attempted, focusing on the social commitment of universities. 相似文献