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231.
Ralph W. Cooke 《Religious education (Chicago, Ill.)》2013,108(5):515-517
The lived experience of persons with disabilities necessarily challenges our understandings of religious education. In this article, the author reviews how the marginalized lives of persons with disabilities might lead us to re-envision how religious education is defined and embodied in Western Christian communities. Based on this, suggestions are made as to how we might begin to alter our religious education programs more broadly and inclusively. Literature shows that, for persons with “disabilities,” our programs should be more empowering, interdependent, affirming, and intentional with the religious symbols that they use. Religious educators are therefore invited to embody such expressions. 相似文献
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Two lick suppression experiments using rats were conducted to determine whether extinction of a punctate excitor in a particular
context would result in that context becoming a conditioned inhibitor, as defined by passing both summation and retardation
tests. The role of extinction trial spacing was investigated as a possible determinant of whether the extinction context would
become inhibitory. Experiment 1 demonstrated that, although inhibition was evident using either massed or spaced extinction trials, spaced trials reduced
measurable inhibition as assessed by the summation test, but trial spacing had no influence on retardation test performance.
Experiment 2 confirmed Experiment 1’s conclusions while controlling for the influence of latent inhibition on the retardation test. In Experiment 2, the context proved inhibitory only following massed extinction trials. These data suggest that, at least with select parameters,
an extinction context can become inhibitory. 相似文献
235.
Ralph Levinson 《Cultural Studies of Science Education》2013,8(3):643-648
While Ester Aflalo’s conclusions for teaching the nature of science seem uncontentious her analysis of degree of religiosity and its relationship to perceptions of the nature of science among Palestinian Muslim and Jewish Israelis fails to take into account complex affiliations to religion such as history, the nature of identity and resistance to political oppression. My response is that the focus on religion and science, while important, can obscure subtle relationships between worldviews and perceptions of the nature of science. Analysis of this latter relationship may be more fruitful in supporting transformative science teaching. 相似文献
236.
Ralph Levinson 《International Journal of Science Education》2013,35(10):1201-1224
This paper develops a conceptual basis for a model on the teaching of socio‐scientific controversial issues for secondary or high school students. I argue that the teaching of controversial issues needs a stronger theoretical base. Drawing on a liberal democratic conception of possible sources of conflict, three strands are developed that provide a framework for teachers when teaching socio‐scientific issues: these are categories of reasonable disagreement, the communicative virtues, and modes of thought. Examples are given to illustrate how the framework can be used by teachers in which the features of controversy are made explicit to students. 相似文献
237.
David Fortus Joseph Krajcik Ralph Charles Dershimer Ronald W. Marx Rachel Mamlok‐Naaman 《International Journal of Science Education》2013,35(7):855-879
Design‐based science (DBS) is a science pedagogy in which new scientific knowledge and problem‐solving skills are constructed in the context of designing artifacts. This paper examines whether the enactment of a DBS unit supported students’ efforts to construct and transfer new science knowledge and ‘designerly’ problem‐solving skills to the solution of a new real‐world design problem in a real‐world setting. One hundred and forty‐nine students participated in the enactment of a DBS unit. Their understanding of the curricular content was assessed by identical pre‐instructional and post‐instructional written tests. They were then given a new design problem as a transfer task. There was a statistically significant increase on scores from pre‐test to post‐test with an effect size of 1.8. There was a stronger correlation between the scores of the transfer task and those of the post‐test than with those of the pre‐test; we use this finding to suggest that the knowledge that was constructed during the unit enactment supported the solution of the transfer task. This has implications for the development of science curricula that aim to lead to the construction of knowledge and skills that may be useful in extra‐classroom settings. Whether participation in consecutive enactments of different DBS units increases transfer remains to be investigated in more depth. 相似文献
239.
SOCIAL‐CULTURAL ASPECTS OF MENTAL RETARDATION edited by H. Carl Haywood. New York: Appleton‐Century‐Crofts, 1970. xvii + 798 pp. $8.00. LUDVIG HOLBERG'S MEMOIRS: AN EIGHTEENTH CENTURY DANISH CONTRIBUTION TO INTERNATIONAL UNDERSTANDING edited by Stewart E. Fraser. Leiden, The Netherlands: E.J. Brill, 1970. Volume I, 289 pp. Volume II, 33 pp. portfolio containing 33 engravings. $36.50 (Limited supply available at $23.00 from the International Center, George Peabody College for Teachers, Nashville, Tennessee 37203.) HANDBOOK ON FORMATIVE AND SUMMATIVE EVALUATION OF STUDENT LEARNING by Benjamine S. Bloom, J. Thomas Hastings, and George F. Madaus. New York: McGraw‐Hill Book Company, 1971. xi+923 pp. $11.95. TEACHING AND LEARNING: AN INTRODUCTION TO NEW METHODS AND RESOURCES IN HIGHER EDUCATION by Norman MacKenzie, Michael Eraut, and Hywel C. Jones. Unesco and the International Association of Universities, 1970, distributed by Unipub. Inc., P.O. Box 433, New York 10016. 209 pp. $3.50. A CHANCE TO GO TO COLLEGE. New York: College Entrance Examination Board, 1971. A‐46 + 248 pp. $3.00. PARAMETERS OF LEARNING: PERSPECTIVES IN HIGHER EDUCATION TODAY by William James McKeefery. Carbondale: Southern Illinois University Press, 1970. xix + 169pp. $6.95. 相似文献
240.