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141.
One of the main objectives of many science educators is to enroll students into science majors and careers. Researchers have investigated students' views of science in terms of factors and influences that guide students to choose science as a career. However, few investigations exist that have studied the forms of language culture makes available for articulating possible careers generally or the ways of grounding (justifying) these possibilities particularly. The purpose of this study is to investigate ways of using language for supporting justifications of career choices in an interview situation. Thirteen high school biology students were interviewed about their career choices. Drawing on discursive psychology as theory and method, we identify four interpretative repertoires that are deployed during the interviews: the (a) formative, (b) performative, (c) consequent, and (d) potential repertoires. These interpretative repertoires do not merely characterize the discourse about different science‐related professions but in fact co‐articulate different science‐related identities. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1114–1136, 2009 相似文献
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Chung-Yuan Hsu Meng-Jung Tsai Huei-Tse Hou Chin-Chung Tsai 《Journal of Science Education and Technology》2014,23(3):471-480
Online information searching tasks are usually implemented in a technology-enhanced science curriculum or merged in an inquiry-based science curriculum. The purpose of this study was to examine the role students’ different levels of scientific epistemic beliefs (SEBs) play in their online information searching strategies and behaviors. Based on the measurement of an SEB survey, 42 undergraduate and graduate students in Taiwan were recruited from a pool of 240 students and were divided into sophisticated and naïve SEB groups. The students’ self-perceived online searching strategies were evaluated by the Online Information Searching Strategies Inventory, and their search behaviors were recorded by screen-capture videos. A sequential analysis was further used to analyze the students’ searching behavioral patterns. The results showed that those students with more sophisticated SEBs tended to employ more advanced online searching strategies and to demonstrate a more metacognitive searching pattern. 相似文献
145.
Hsu Ying-Shao Yen Miao-Hsuan Chang Wen-Hua Wang Chia-Yu Chen Sufen 《International Journal of Science and Mathematics Education》2014,12(1):1-23
In this study, we investigated the impact of teaming school-based instructional coaches with science or mathematics middle school teachers to build a community of practice around inquiry instruction. This professional development model began with a 2-week summer institute and continued with four follow-up sessions during the academic school year for the teacher and instructional coach participants. The teachers’ participation in this professional development program with (1) content instruction through inquiry lessons, (2) practice teaching to middle school students, and (3) coach-led reflection improved their understanding of inquiry-based practices and the quality of their classroom inquiry implementation. Professional development experiences that prepare teachers and coaches simultaneously in inquiry and content may help build a shared language for reform and accelerate inquiry instructional changes. 相似文献
146.
碎裂QRS波对急性心肌梗死患者的短期预后评估(英文)简 总被引:2,自引:1,他引:1
Qin-hui SHENG Chih-Chi HSU Jian-ping LI Tao HONG Yong HUO 《Journal of Zhejiang University. Science. B》2014,15(1):67-74
This study is aimed to investigate the clinical significance and the short-term prognostic value of frag- mented QRS (fQRS) for patients with acute myocardial infarction (AMI). Three hundred patients with AMI were tested with retrospective analysis on the patients' clinical information, hospitalized treatment, fQRS onset time, location of lesions, and other relevant data, in order to assess the relationship between the presence of fQRS and its prognosis. The rates of malignant cardiac arrhythmia, left ventricular systolic dysfunction (LVSD), and mortality in the positive fQRS group were 13.6%, 29.2%, and 23.7%, respectively, with all showing a p value 〈0.05. For the ST segment elevation myocardial infarction (STEMI) subgroup, all the rates showed significant differences with a p value 〈0.01, while for the non-STEMI (NSTEMI) subgroup showed no significant differences. In patients with a positive fQRS, there were no differences in malignant cardiac arrhythmia between patients with and without percutaneous coronary in- tervention (PCI) (p〉0.05). As for the LVSD and mortality, the p values between patients with and without PCI were 0.031 and 0.000, respectively, suggesting statistical significance. The results imply that AMI patients with positive fQRS especially for the patients with STEMI had higher rates of malignant cardiac arrhythmia, LVSD, and mortality than the non-fQRS group. Patients of AMI with positive fQRS, who underwent early revascularization, could lower the incidence of the cardiovascular event. In addition, the presence of fQRS could be used as an indication of early in- tervention treatment for patients. 相似文献
147.
In this article, we examine key dilemmas childbirth educators experienced as they made crucial decisions about the content and format of their classes in the current U.S. maternity-care context. This ethnographic study demonstrates that childbirth education is a cultural phenomenon with deeply embedded values regarding the nature and importance of information, scientific evidence, and consumer choice. Articulating how culture shapes the presentation, content, and format of childbirth classes is an important step in understanding and increasing the relevance of this experience for birthing women. 相似文献
148.
This study reveals students’ unauthorised downloading of e-books in higher education. In-person surveys were administered at four university campuses in Taiwan. The 422 valid samples were made up of both undergraduate and graduate students. Students in the more legitimate segment illegally downloaded 0.26 e-books per month on average. Shockingly, students in the less legitimate segment illegally downloaded 18.50 e-books per month on average. Respondents in the less legitimate segment would definitely search for unauthorised e-books if they could not locate those in digital libraries, and they would use software to download. This study examined unauthorised downloading of e-books by students in higher education in hopes of bringing much needed attention to this area. The contributions from this study are not merely to fill a gap in the literature, but to provide a baseline for further research. 相似文献
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Li-Hong Leo Hsu 《Physical Education & Sport Pedagogy》2015,20(5):474-489
Background: For some time the Olympics have enjoyed a relatively cosy, and quite unsurprising, relationship with Physical Education and its practitioners. Yet, as academics continue their critiques of all matters Olympic, this seemingly symbiotic partnership is being placed under much closer scrutiny. The debates are typically orientated around several key concerns, namely, the vagaries of Olympic discourse, the implicit assumptions that align Olympic idealism with ‘good’ moral education, the relevance of Olympic values in young peoples' lives, the Olympic industry's politicizing/colonizing of educational domains, and the utility of Olympic ideals for affecting social, cultural, and (physical) educational change. One other discussion thread, which we add to in this paper, has been the (in)congruencies between Olympic idealism and non-Western cultural contexts and educational frameworks. Combined, the scholarly voices essentially encourage theorists and practitioners to approach the relationship between education and the Olympics with care.Context and curriculum overview: Cognizant of these contentions, this paper exhibits an Olympic education curriculum for first-year undergraduate students enrolled within a provincial Taiwanese University's Liberal Arts programme. We detail three tentative themes around which an Olympic education curriculum might be constructed: Peace, Multiculturalism, and Global sensibilities. These particular themes are concomitant with Olympic idealism, but also align with contemporary East Asian Liberal Arts frameworks. In our curriculum design, the emphasis is on developing an Olympic education that not only introduces students to broader global ideas (e.g. universality and cosmopolitan citizenry), but that respects and reflects national/localized specificities (e.g. Asian philosophical traditions and their legacies in educational institutions).Considerations: The paper stresses the need to further Olympic debates outside the traditional domains of sport and Physical Education, and continue the challenge to Western-orientated sport pedagogies. Our intention is to create a strong cross-cultural study Olympic-inspired Liberal Arts programme that may better link tertiary students in Taiwan with key sport institutions in East Asia, and also throughout the wider communities around the world. We envision aspects of our course material may hopefully serve as a useful reference for other teachers and provide a blueprint for future curricula that might challenge Western-Olympic education orientations. 相似文献