Kinecting Physics: Conceptualization of Motion Through Visualization and Embodiment

The purpose of this work was to share our findings in using the Kinect technology to facilitate the understanding of basic kinematics with middle school science classrooms. This study marks the first three iterations of this design-based research that examines the pedagogical potential of using the Kinect technology. To this end, we explored the impact of using the Kinect in conjunction with an SDK Physical Virtual Graphing program on students’ understanding of displacement, velocity and acceleration compared to students who conducted more traditional inquiry of the same concepts. Results of this study show that, while there may be some affordances to be gained from integrating this technology, there is a need for a scaffolded approach that helps students to understand the “messiness” of the data collected. Further, meta-cognitive activities, such as reflective opportunities, should be integrated into the inquiry experiences in order to scaffold student learning and reinforce concepts being presented. While the Kinect did work to generate large-scale visualization and embodied interactions that served as a mechanism for student understanding, this study also suggests that a complementary approach that includes both the use of hands-on inquiry and the use of the Kinect sensor, with each activity informing the other, could be a powerful technique for supporting students’ learning of kinematics.     

Exploring Developmental Appropriateness of Multitouch Tables in Prekindergarten: A Video Analysis

This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality undermined children's autonomous control. The researchers observed numerous instances of issues with control of the medium, including height of the table, sensitivity to multiple types of touch, and limited instructions and prompts. Implications for future research and practice are discussed.     

Test Takers and the Validity of Score Interpretations

This article argues that test takers are as integral to determining validity of test scores as defining target content and conditioning inferences on test use. A principled sustained attention to how students interact with assessment opportunities is essential, as is a principled sustained evaluation of evidence confirming the validity or calling into question the inferences for individual students. Three innovative assessment systems are highlighted to illustrate where and how the developers might handle diverse test taker needs and learning characteristics. ONPAR measures challenging content using multisemiotic methods and novel item types, designing items to handle multiple profiles so they are accessible for most students. Dynamic Learning Maps has built an innovative network of learning maps, and multiple pathways designed to model how diverse students acquire knowledge. To support their assessments, the National Center and State Collaborative has built an exemplary web of educator resources such as content modules and guides in order to support differentiated learning.     

Students’ perceptions of vocabulary knowledge and learning in a middle school science classroom

This study investigated eighth-grade science students’ (13–14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students’ perceptions of vocabulary knowledge, students’ perceptions of vocabulary and reading strategies surveys, and a content achievement test. Students’ perceptions of vocabulary knowledge were compared before and after instruction to see whether students believed they gained knowledge and the ability to explain categories of technical science terms. Students’ perceptions of vocabulary knowledge increased as a result of instruction. The participants had favorable views of the vocabulary and reading strategies implemented and believed the literacy approaches were important for their developing science knowledge. In addition, students’ content achievement was compared to a national data set. Students in this study outperformed a national data set on all content knowledge items assessed. Students’ perceptions of their knowledge and vocabulary and reading strategies were congruent with their content achievement. This study is one of the first to highlight the pivotal role students’ perception of vocabulary knowledge and vocabulary and reading strategies plays in science content learning.     

Teacher Consultation to Enhance Implementation of School-Based Restorative Justice

ABSTRACT

Restorative justice (RJ) is an alternative approach to school discipline that has been gaining recognition in the public and academic spheres as a way to engage students who misbehave in school. RJ has promise to address racial/ethnic, gender, and disability disproportionality in school discipline. One aspect of school-based RJ that has received almost no attention in the literature is the professional development and ongoing support of teachers in schools using RJ. This article provides a review of extant literature on school-based RJ, teacher training, and consultation methods. Integrating the empirical literature on school consultation and teacher professional development, we argue that schools should implement a multitiered model of professional development to build teacher competency in RJ, specifically including the use of targeted teacher consultation. The proposed model is complementary to an RJ framework, systematic, and capable of evaluation; future research is needed to evaluate its effectiveness in practice.     

A Cross-Age Study of the Understanding of Three Genetic Concepts: How Do They Image the Gene, DNA and Chromosome?

The study was carried out with 175 Turkish students by using drawings at different ages understanding of gene, DNA and chromosome concepts. Students from 8th, 9th, 11th grades and, science and biology student teachers were simply asked to draw the structure of gene, DNA and chromosome in a cell and also to give explanations about these three concepts. Differences in understanding between the age groups were found to be significant for the concepts of gene and DNA. None of the groups exhibit sound understanding and regardless of the age levels, students in all groups had alternative ideas about the three concepts investigated.     

Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill

Currently, there is a practical demand and necessity for research on how English-as-a-second language (ESL) learners acquire literacy skills, such as spelling. One important issue of this research agenda is how ESL learners apply first-language knowledge to learning to spell in English. Twenty-seven studies were reviewed that investigated the influence of the first language on ESL learners’ development of English spelling skill. Evidence was found for both positive and negative transfer of first-language knowledge and processes to ESL learners’ English spelling. These results are in agreement with theoretical propositions about the interdependence between first- and second-language academic skills [e.g., Cummins, J. (1981). In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3–49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University, Los Angeles]. The findings are discussed in relation to the ESL learner’s first-language proficiency level and distance between first language and English. Comparisons are drawn between ESL learners’ and English monolinguals’ spelling development and suggestions for future research are provided.     

青年实验教师业务能力及素质的培养与提高措施

针对普通高等教育工科院校的青年教师业务能力及素质的培养与提高问题,提出了具体地教学改革措施。教学实践证明,该措施是行之有效的;教学改革措施不但对普通高等教育工科院校的青年教师能力及素质的培养与提高可以起到极大的促进作用;同时,对普通高等教育理科及其它工科院校的青年教师业务能力及素质的培养与提高也有借鉴作用。     

大学计算机基础与高中信息技术课程教学内容适切性讨论

随着高中信息技术课程的普及,高校计算机基础教育原来从"零起点"开展教学的模式已不再适应所有新生的要求.为此,文章在分析高中信息技术课程与大学计算机基础教学内容的基础上,根据对大一新生和大学毕业生的问卷调查,适时调整大学计算机基础的教学内容,使大学计算机基础与高中信息技术在教学内容方面做到适切性.     

Stimuli that signal the absence of reinforcement are paid more attention than are irrelevant stimuli

According to established theories of attention (e.g., Mackintosh, 1975; Sutherland & Mackintosh, 1971), simple discriminations of the form AX+ BX- result in an increase in attention to stimuli A and B, which are relevant to the outcome that follows them, at the expense of X, which is irrelevant. Experiments that have apparently shown such changes in attention have failed to determine whether attention is enhanced to both A and B, which signal reinforcement and nonreinforcement, respectively, or just to A. In Experiments 1 and 2, pigeons were trained with a number of discriminations of the kind AX+ BX-, before compounds that had been consistently nonreinforced were involved in a subsequent discrimination. Both experiments provided support for theories that propose that more attention is paid to stimuli that consistently signal nonreinforcement than to irrelevant stimuli in simple discriminations.