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Hui Jin Hayat Hokayem Sasha Wang Xin Wei 《International Journal of Science and Mathematics Education》2016,14(6):1037-1057
As China and the United States become the top two carbon emitters in the world, it is crucial for citizens in both countries to construct a sophisticated understanding of energy consumption issues. This interview study examines how U.S. and Chinese students compare in explaining and arguing about two critical energy consumption issues: burning fossil fuels and using electricity. In particular, we focused on using scientific knowledge to explain and argue about these issues. Based on relevant literature and our previous research, we developed a model to guide separate assessment and evaluation of students’ argumentation and explanation. We conducted clinical interviews with 40 biology majors, including 20 U.S. students and 20 Chinese students. This study generated several important findings. First, Chinese students tended to be less consistent across explanations and argumentation, and their levels of argumentation were lower than their levels of explanation. Second, in comparison to their Chinese counterparts, U.S. students provided more scientific arguments but many fewer scientific explanations. Finally, although all participants were college students and had completed at least one introductory level science course before the interviews, some of their explanations and arguments were based on informal ideas rather than matter and energy. We discuss the possible interpretations of these findings and their implications for teaching and learning of scientific explanation and argumentation in both countries. 相似文献
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Stephen Houghton Annemaree Carroll Corinne Zadow Emma Sanders O’connor John Hattie Sasha Lynn 《Emotional and Behavioural Difficulties》2017,22(4):350-364
Children with early-onset conduct problems (EOCP) and callous–unemotional (CU) traits are highly resistant to treatment and cost society significantly more than their healthy counterparts. Employing a multiple baseline design, 13 males (9.0–10.2 years of age) with a history of school suspensions were sequentially introduced to KooLKIDS, a school-based interactive multimedia intervention for young children with EOCP and CU. Teacher and child self-report data revealed significant reductions for the group in proactive and reactive aggression, and antisocial traits. Significant changes in the desired direction were also found on measures of emotion regulation. When the data were analyzed for each individual child, however, the magnitude of any effects for behaviour change varied greatly. KooLKIDS offers potential for treating children with EOCP and CU and hence preventing progression towards more serious antisocial behaviour. 相似文献
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Making learning fun: Quest Atlantis, a game without guns 总被引:18,自引:0,他引:18
Sasha Barab Michael Thomas Tyler Dodge Robert Carteaux Hakan Tuzun 《Educational technology research and development : ETR & D》2005,53(1):86-107
This article describes the Quest Atlantis (QA) project, a learning and teaching project that employs a multiuser, virtual
environment to immerse children, ages 9–12, in educational tasks. QA combines strategies used in commercial gaming environments
with lessons from educational research on learning and motivation. It allows users at participating elementary schools and
after-school centers to travel through virtual spaces to perform educational activities, talk with other users and mentors,
and build virtual personae. Our work has involved an agenda and process that may be called socially-responsive design, which
involves building sociotechnical structures that engage with and potentially transform individuals and their contexts of participation.
This work sits at the intersection of education, entertainment, and social commitment and suggests an expansive focus for
instructional designers. The focus is on engaging classroom culture and relevant aspects of student life to inspire participation
consistent with social commitments and educational goals interpreted locally.
This research was supported in part by a CAREER Grant from the National Science Foundation, REC-9980081 and by the National
Science Foundation Grant #0092831. 相似文献
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Ada L. Sinacore Sasha Lerner 《International Journal for Educational and Vocational Guidance》2013,13(1):67-85
The diversity of Canadian society and the significance of education for occupational mobility have prompted investigations into immigrant’s educational attainment, yet little research examines immigrant post-secondary students. This phenomenological study illuminates the institutional, societal, educational, and psychosocial barriers facing immigrant undergraduates in Quebec, and examines their mentoring and career counselling needs. Recommendations for career counselling and university programming are discussed. 相似文献
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Sasha A. Barab Troy D. Sadler Conan Heiselt Daniel Hickey Steven Zuiker 《Journal of Science Education and Technology》2010,19(4):387-407
In this paper we describe our research using a multi-user virtual environment, Quest Atlantis, to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich
inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment
gaming engine to establish a virtual world through which students learned about science inquiry, water quality concepts, and
the challenges in balancing scientific and socio-economic factors. Overall, students were clearly engaged, participated in
rich scientific discourse, submitted quality work, and learned science content. Further, through participation in this narrative,
students developed a rich perceptual, conceptual, and ethical understanding of science. This study suggests that multi-user
virtual worlds can be effectively leveraged to support academic content learning. 相似文献
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Abstract: The purpose of this paper is to synthesize literature related to apprenticeship learning, the sociology of science, and K‐12 science education to develop a set of characteristics for designing/evaluating participatory science learning experiences. Following this discussion, we further clarify and illuminate the value of these characteristics for science educators by using them as evaluative criteria for characterizing the experiences of 24 middle school learners who embarked on a 2‐week long camp with “real” scientists engaged in “real” research. We also describe how middle school science teachers supported both reflection‐in‐practice and reflection‐on‐practice during the camp, and how an electronic notebook was also leveraged to support both types of reflection. Implications of these characteristics for science education more generally are discussed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 70–102, 2001 相似文献
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Grounded constructions and how technology can help 总被引:1,自引:0,他引:1