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51.
Konstantinos Ravanis Dimitris Koliopoulos Jean-Marie Boilevin 《Research in Science Education》2008,38(4):421-434
The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about
cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object
that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention,
and post-test. Two teaching strategies were compared: one inspired by Piaget’s theory (Piagetian approach) and one inspired
by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between
the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate
teaching framework compared to the Piagetian one. 相似文献
52.
Dimitris P. Papayannakos 《Science & Education》2008,17(6):573-611
The structure of David’s Bloor argument for the Strong Programme (SP) in Science Studies is criticized from the philosophical
perspective of anti-skeptical, scientific realism. The paper transforms the common criticism of SP—that the symmetry principle
of SP implies an untenable form of cognitive relativism—into the␣clear philosophical issue of naturalism versus Platonism.
It is also argued that the concrete patterns of SP’s interest-explanations and its sociological definition of knowledge involve
philosophical skepticism. It is claimed, then, that the most problematic elements of SP reside primarily in philosophical
skepticism. It is also claimed that this sort of criticism can be directed against other more radical, versions of constructivism
in science and science education studies. 相似文献
53.
This article describes the architecture of a generic platform for building distributed locational systems over stand-alone applications. The proposed platform integrates ideas and technology from areas such as distributed and parallel databases, transaction processing systems, and workflow management. The main contribution of this research effort is to propose a “kernel” locational system providing the essentials for distributed processing and to show the important role database technology may play in supporting such functionality of workflow management. These include a powerful process management environment using the principles of the Problem Structuring Methodology (PSM), which it created as a generalization of workflow ideas and incorporated transactional notions such as spheres of isolation, atomicity, and persistence and a transactional engine enforcing these “quality guarantees” based on the nested and multi-level models. It also includes a tool kit providing externalized database functionality enabling physical database design over heterogeneous data repositories. 相似文献
54.
Dimitris K. Psillos Odisseas Valassiadis Peter F. W. Preece Donald A. Bligh 《International Journal of Science Education》2013,35(2):179-183
The idea that chemical knowledge can be represented in three main ways: macro, submicro, and symbolic (chemistry triplet) has become paradigmatic in chemistry and science education. It has served both as the base of theoretical frameworks that guide research in chemical education and as a central idea in various curriculum projects. However, this triplet relationship has been the subject of different adaptations and reinterpretations that sometimes lead to confusion and misunderstanding, which complicates the analysis of the triplet’s nature and scope. Thus, the central goal of this paper is to describe some of the existing views of the triplet relationship in chemistry and science education and critically analyse their underlying assumptions. We also propose a general structure of our chemistry knowledge intended to better situate the chemistry triplet in relationship with the different types, scales, dimensions, and approaches that seem to characterise such knowledge. Our proposed model may be useful in the analysis, evaluation, and reflection of educational research results and teaching practices centred on the triplet relationship. 相似文献
55.
This article presents the results of a research project that investigated the extent to which the use of the historical episode
of the Millikan-Ehrenhaft dispute over the existence of the elementary electric charge can improve students’ conceptions of
specific aspects of the Nature of Science (NOS). A teaching programme containing seven hourly teaching units was designed
and implemented. The teaching intervention was designed on the basis of an explicit form of teaching that was integrated into
the scientific content and through the use of short stories. Students’ conceptions of specific aspects of NOS were documented
in a questionnaire distributed before and after the class. The results showed that there was a significant statistical improvement
in students’ conceptions of the aspects of NOS that had been selected for teaching. 相似文献