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101.
Yew-Jin Lee Mijung Kim Hye-Gyoung Yoon 《International Journal of Science Education》2013,35(13):2193-2213
While there has been a remarkable worldwide convergence in the emphases of primary science curricula over the last four decades, the cognitive and knowledge demands that they make on learners have not been well-researched. Without knowing what these intellectual or epistemic requirements are when learning science in school, issues concerning curricular alignment and access to abstract disciplinary knowledge are also likely to occur. To highlight the value of such forms of analyses, we examine the intended primary science curricula from Korea and Singapore using revised Bloom's taxonomy, as well as describe some of their general features for teaching. The results contribute insights into the complexities of the science curriculum among two similar yet different educational systems that have performed well in international science achievement tests at primary levels. 相似文献
102.
According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content knowledge. More importantly, teachers’ limited conceptual understanding of the core ideas automatically leads to a lack of pedagogical content knowledge. This mixed methods study aims to explore the ways in which current secondary schooling, especially the small numbers of highly qualified ESS teachers in the USA, might influence students’ learning of the discipline. To gain a better understanding of the current conditions of ESS education in secondary schools, in the first phase, we qualitatively examined a sample middle and high school ESS textbook to explore how the big ideas of ESS, particularly geological time, are represented. In the second phase, we quantitatively analyzed the participating college students’ conceptual understanding of geological time by comparing those who had said they had had secondary school ESS learning experience with those who did not. Additionally, college students’ perceptions on learning and teaching ESS are discussed. Findings from both the qualitative and quantitative phases indicate participating students’ ESS learning experience in their secondary schools seemed to have limited or little influence on their conceptual understandings of the discipline. We believe that these results reflect the current ESS education status, connected with the declining numbers of highly qualified ESS teachers in secondary schools. 相似文献
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104.
This study addresses the communication apprehension of the non‐native English speaker in the U.S. Previous studies which have examined the implications of communication apprehension (CA) for bilingual, non‐native communicators have generated results which indicate that trait‐like CA is consistent across first and second language‐speaking situations. However, none of these studies have probed the cause of the cross‐linguistic consistency of CA. This research is designed to provide a scientific explanation for the etiology of CA by applying the communibiological paradigm to CA theory and research. By selecting the situational constraints of international students, this study tests a theory based on proposition 4 of the communibiological paradigm (Beatty & McCroskey w/Valencic, 2001, p. 128): “Environment or ‘situation’ has only a negligible effect on interpersonal behavior.” The results of this study replicate the strong relationship previously observed between CA in a first language and CA in a second language. It also found that the genetic markers employed (Eysenck's Big 3 temperament variables) predicted first and second language CA approximately equally. The results indicate that, although both first and second languages are learned, the CA associated with them most likely is not. 相似文献
105.
Private organizations and public sector regarding child welfare services have been two main actors in improving the quality of children ’s lives. In this paper, the author examines two cases of childre... 相似文献
106.
Anderman EM Eccles JS Yoon KS Roeser R Wigfield A Blumenfeld P 《Contemporary educational psychology》2001,26(1):76-95
Changes in students' achievement values in mathematics and reading were examined in a sample of children and early adolescents. Hierarchical linear modeling techniques were used to account for both classroom- and student-level effects. At the student level, positive changes in students' achievement values were associated positively with self-concept of ability and the previous year's achievement values in both reading and math. Measures of teachers' mastery- and performance-oriented instructional practices were included in the full HLM model. Students experienced decrements in achievement values, after controlling for other student and classroom-level variables, in classrooms where performance-oriented instructional practices were used. In the full model, self-concept of ability was related positively to increases in achievement values, whereas gender was unrelated to changes in achievement values. Copyright 2001 Academic Press. 相似文献
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108.
Many disciplines within the social sciences have a dynamic culture of sharing and reusing data. Because social science data differ from data in the hard sciences, it is necessary to explicitly examine social science data reuse. This study explores the data reuse behaviors of social scientists in order to better understand both the factors that influence those social scientists' intentions to reuse data and the extent to which those factors influence actual data reuse. Using an integrated theoretical model developed from the theory of planned behavior (TPB) and the technology acceptance model (TAM), this study provides a broad explanation of the relationships among factors influencing social scientists' data reuse. A total of 292 survey responses were analyzed using structural equation modeling. Findings suggest that social scientists' data reuse intentions are directly influenced by the subjective norm of data reuse, attitudes toward data reuse, and perceived effort involved in data reuse. Attitude toward data reuse mediated social scientists' intentions to reuse data, leading to the indirect influence of the perceived usefulness and perceived concern of data reuse, as well as the indirect influence of the subjective norm of data reuse. Finally, the availability of a data repository indirectly influenced social scientists' intentions to reuse data by reducing the perceived effort involved. 相似文献
109.
This study explored an expanded definition and motivations for binge-watching behavior. In addition to the number of episodes, the amount of time, frequency, and engagement in binge-watched programs were considered for the binge-watching definition. Study findings revealed that over half of the respondents of this study were light binge viewers. In addition, among a total of seven motivations identified in literature, only the entertainment motivation is a significant predictor of binge watching for those with a low level of binge watching, while both passing time and entertainment were found to be significant predictors for those with a high level of binge watching. 相似文献
110.
The development of search filters for adverse effects of surgical interventions in medline and Embase 下载免费PDF全文