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991.
The purpose of this study was to examine the relationships between (a) novelty and exploratory behavior, (b) novelty and cognitive learning, and (c) exploratory behavior and cognitive learning in science museums. Sixty-four sixth-grade public school students participated in a posttest-only control group design. The control group received a treatment designed to decrease the novelty of a field trip setting through a vicarious exposure while the placebo group received an informative but not novelty-reducing treatment. Both groups then visited the field site where they were videotaped. Statistical analyses were conducted on both dependent variables with socioeconomic status and academic achievement as covariates, novelty-reducing preparation as the independent variable, and gender as moderator variable. Exploratory behavior was shown to be positively correlated with cognitive learning. Significant differences were detected for exploratory behavior. For both dependent variables, gender by treatment group interaction was significant with novelty-reducing preparation shown to be highly effective on boys but having no effect on girls. 相似文献
992.
Roger Johnson Charlotte Brooker James Stutzman Donald Hultman David W. Johnson 《科学教学研究杂志》1985,22(3):197-205
The effects of cooperative-controversy, cooperative-concurrence seeking, and individualistic learning were compared on motivation, achievement, and attitudes toward the science subject being studied. Eighty-four fifth-grade students were assigned to conditions on a stratified random basis controlling for sex and reading ability. In all three conditions students studied whether wolves should or should not be a protected species. The results indicate that cooperative-controversy resulted in the highest achievement, greatest motivation to learn more about wolves, more positive attitudes toward the wolf, and more positive attitudes toward controversy. 相似文献
993.
994.
Online distance learning (ODL) is now recognised as a mainstream teaching method for undergraduate and postgraduate students around the world. However, differences in learner characteristics such as help-seeking behaviour between transnational students and home students may impact on student attainment. 64 students undertaking an online master of public health programme in the UK completed a survey which explored students’ access of learner support resources, their experience of technical difficulties, demographic characteristics and learner characteristics. We collected data on the geographic region in which students were currently living and their geographical region of origin. Students whose region of origin was outside the UK/EU accessed a greater number of support resources than students based within the UK/EU and students whose region of residence was outside the UK/EU experienced a greater number of technical difficulties than students from within the UK/EU. Thus transnational students access more support resources than home students despite having to overcome more technical difficulties in order to do so. The classification of students based on fee-paying status was unable to detect these differences and may not be appropriate for ODL courses. 相似文献
995.
Roger Azevedo Jennifer G. Cromley Fielding I. Winters Daniel C. Moos Jeffrey A. Greene 《Instructional Science》2005,33(5-6):381-412
This study examines the effectiveness of three scaffolding conditions on adolescents’ learning about the circulatory system
with a hypermedia learning environment. One hundred and eleven adolescents (n = 111) were randomly assigned to one of three scaffolding conditions (adaptive scaffolding (AS), fixed scaffolding (FS),
or no scaffolding (NS)) and were trained to use a hypermedia environment to learn about the circulatory system. Pretest and
posttest data were collected to measure the qualitative changes in students’ mental models of the topic and quantitative changes
in their declarative knowledge. Verbal protocols were collected during the 40-minute learning task to examine how each condition
affected the way in which students regulated their learning. Findings revealed that learners in both the AS and NS conditions
gained significantly more declarative knowledge than did those in the FS condition. Also, the AS condition was associated
with shift in learners’ mental models significantly more than the other conditions. Associated with these significant shifts
in their mental models, learners in the AS condition regulated their learning by planning and activating prior knowledge,
monitoring their cognitive activities and their progress toward learning goals, using several effective strategies, and engaging
in adaptive help-seeking. By contrast, those in the NS condition used fewer effective strategies, while those in the FS regulated
their learning by using several regulatory processes which seemed to impede their learning. Implications for the design of
scaffolds for fostering students’ self-regulated learning with hypermedia are presented. 相似文献
996.
Roger Slee 《Cambridge Journal of Education》2001,31(3):385-397
This paper takes up Touraine's (2000) call for situating schools at the front of social democratisation to place inclusive schooling as a conceptual and strategic subset of the broader democratic project. In this respect the work of Bernstein (1996) and Knight (2000) become particularly helpful in providing a conceptual platform for critique of traditional forms of special education as hindrances to the extension of democratic schooling to that profoundly dispossessed people who are captured within the discursive net of special educational needs . 相似文献
997.
998.
Facilitating Preschool Learning and Movement through Dance 总被引:1,自引:0,他引:1
Riolama Lorenzo-Lasa Roger I Ideishi Siobhan K Ideishi 《Early Childhood Education Journal》2007,35(1):25-31
A preschool movement through dance program is a way to open the door to numerous cultural benefits and opportunities, and
preschool skill facilitation. Creating new contexts for learning enrich young children and offer them different opportunities
to understand and negotiate the world. Inclusive curricular integration and parent and community participation are important
components of a cultural arts experience that deepen the children’s repertoire of behavior and responses to the world. Early
childhood education practitioners are encouraged to creatively explore their community and develop rich cultural learning
experiences for children. 相似文献
999.
Evolution in secondary school biology textbooks of the PRC,the USA,and the latter stages of the USSR
The presentations of evolutionary theory in 13 prominent, secondary-school biology textbooks—3 Chinese, 8 American, and 2 Soviet—were examined using the methods of content analysis. For each book, the amount of text devoted to each of 80 evolutionary topics was assessed. Such word counts were enumerated not only for the main narrative, but also for eight supplemental components (illustrations, marginal information, appendixes, etc.). Pronounced differences in topic emphasis among the 13 textbooks and systematic trends between countries are discussed. The strong emphasis on evolution in the USSR textbooks is impressive, but these textbooks also neglect some major themes, and they devote considerable text to certain concepts of an erroneous or dubious nature. The PRC (People's Republic of China) textbooks fail to introduce a considerable number of topics that are prominent in the other two systems. The eight USA textbooks exhibit great diversity in terms of total evolutionary content, number of themes treated, and which topics are emphasized. Unlike the USSR and PRC textbooks, the USA books position a vast amount of evolutionary content (26.5%-55.8%) within components outside the main narrative. The evolutionary text of USA editions is dispersed throughout and is presented surprisingly early. Several individual themes that proved particularly revealing are examined, including human evolution, law of recapitulation, evolution and religion, evidences of evolution, punctuated equilibria, and artificial selection. 相似文献
1000.
With the student body across Europe becoming more diverse, the issue of religious education in schools has come to receive greater attention. In the context of the specific historical and institutional context of the Irish primary educational system, this paper addresses aspects of the religious and moral formation of primary school children. The methodology employed in this study is qualitative: it is based on in-depth interviews with school principals, teachers and parents, and focus groups with students in five case-study schools. The paper examines the role of both home and school in the development of religious and secular beliefs. It also examines the way children are active agents in their own moral development, specifically how they mediate and interpret three sets of influences, namely formal school-based religious instruction, the broader school climate, and the implicit values and beliefs communicated by school, parents and the wider family. 相似文献