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161.
162.
The much-lamented gap between theory and practice in education cannot be filled by practical knowledge alone or by explanatory knowledge alone. Principled practical knowledge (PPK) is a type of knowledge that has characteristics of both practical know-how and scientific theory. Like basic scientific theory, PPK meets standards of explanatory coherence. However, its main function is not explanation or prediction but practical guidance. PPK grows out of efforts to solve practical problems, but it requires additional effort invested in producing knowledge that goes beyond what is required for the task at hand yet not so far beyond as to be unusable by practitioners. The Wright brothers’ construction of PPK to address problems of flight control is used as a model for building such knowledge in the learning sciences. Design-based research in the learning sciences may motivate research into basic theoretical questions, but it is unlikely to contribute directly to answering them. Extending design-based research to the creation of PPK can, however, increase the generalizability of knowledge produced through design work and provide a ladder leading to sometimes radical design improvement. 相似文献
163.
ABSTRACTThis article presents a large-scale evaluation study of over 3000 9–14-year-old students who participated in an engineering workshop during their school fieldtrips. Student perceptions right before and after, as well as two weeks after the workshop were captured and examined. Before the workshop, younger students and boys, generally exhibited higher interest, higher self-efficacy, and less negative stereotypes for engineering than their counterparts. Also, Caucasian students had higher self-efficacy and lower negative stereotypes than Hispanic students. Students’ interest, self-efficacy, negative stereotype, and utility perceptions of engineering were significantly improved right after the workshop, and improved perceptions were maintained at the delayed-post (follow-up) survey. The results indicate that fieldtrips can significantly improve students’ perceptions towards engineering and improved perceptions are not limited to the workshop day, but persist afterwards. The gender and ethnic differences in engineering perceptions in the youngest age group indicate that outreach interventions should begin in elementary school. 相似文献
164.
Thomas W. Jones Barbara A. Price Cindy H. Randall 《Decision Sciences Journal of Innovative Education》2011,9(3):379-394
A study was conducted at a southern university in sophomore level production classes to assess skills such as the order of arithmetic operations, decimal and percent conversion, solving of algebraic expressions, and evaluation of formulas. The study was replicated using business statistics and quantitative analysis classes at a southeastern university. The intent of the study was to determine math deficiencies among college students and to ascertain whether or not these deficiencies impact grades. Data analyses compared students’ test results and grades from the different classes at the two universities and identified surprising patterns across classes, universities, and professors.These results support the need for curriculum modifications to address the identified deficiencies. 相似文献
165.
Zohar Snapir Catherine Eberbach Cindy Hmelo-Silver Jaklin Tripto 《International Journal of Science Education》2013,35(15):2092-2127
ABSTRACTScience education today has become increasingly focused on research into complex natural, social and technological systems. In this study, we examined the development of high-school biology students’ systems understanding of the human body, in a three-year longitudinal study. The development of the students’ system understanding was evaluated using the Components Mechanisms Phenomena (CMP) framework for conceptual representation. We coded and analysed the repertory grid personal constructs of 67 high-school biology students at 4 points throughout the study. Our data analysis builds on the assumption that systems understanding entails a perception of all the system categories, including structures within the system (its Components), specific processes and interactions at the macro and micro levels (Mechanisms), and the Phenomena that present the macro scale of processes and patterns within a system. Our findings suggest that as the learning process progressed, the systems understanding of our students became more advanced, moving forward within each of the major CMP categories. Moreover, there was an increase in the mechanism complexity presented by the students, manifested by more students describing mechanisms at the molecular level. Thus, the ‘mechanism’ category and the micro level are critical components that enable students to understand system-level phenomena such as homeostasis. 相似文献
166.
Cindy Elmore 《Media History》2013,19(3):301-317
Stars and Stripes is a unique newspaper with a distinctive mission, ownership and journalistic staff unlike any in the USA. Despite its parentage in the US Department of Defense, directives give the newspaper editorial independence. Still, military commanders and Pentagon overseers have challenged and interfered with those rights since the newspaper's First World War beginnings in Europe. This study examines the published accounts of that struggle, finding that despite the newspaper's journalistic successes, the military has periodically engaged in control and interference, particularly because of the newspaper's logistical dependence upon the Department of Defense. Stars and Stripes' achievements have largely been dependent upon having the support of various military commanders in charge of US overseas military forces, having military editors or publishers who were resolute against military intrusion, or having the involvement of Congressional oversight committees and other news media willing to expose military news management at the newspaper. 相似文献
167.
Cindy Guyer 《Legal Reference Services Quarterly》2013,32(3):161-182
The American Bar Association requires that all law students receive “substantial instruction” in legal research. This article discusses a unique legal research program that meets this requirement by focusing on experiential learning. Two components of experiential learning, context and connections, are explained pedagogically and specifically as to legal research curriculum. 相似文献
168.
Cindy Chateignier Marion Dutrévis Armelle Nugier Peggy Chekroun 《European Journal of Psychology of Education - EJPE》2009,24(2):219-234
Stigmatized group membership leads to deleterious consequences for individuals. More specifically, according to stereotype
threat literature, the awareness of negative intellectual stereotypes can impair stereotyped group members’ performance. Based
on this framework, two studies were designed to explain the lower grades obtained by French-Arab students, compared to French
students. An Implicit Association Test (Study 1) revealed that native French students automatically expressed a negative stereotype
regarding French-Arab students’ intellectual abilities. The second study (Study 2) examined whether this negative stereotype
could alter French-Arab students’ intellectual performance in a threatening context. As expected, French-Arab students underperformed
when the verbal task was presented as a measure of intellectual ability, compared to French students. When the task was presented
as non-diagnostic, their performance equaled that of French students. The discussion herein addressed implications of these
results in terms of discrimination against the French-Arab population. 相似文献
169.
Fish Swim,Rocks Sit,and Lungs Breathe: Expert-Novice Understanding of Complex Systems 总被引:1,自引:0,他引:1
Understanding complex systems is fundamental to understanding science. The complexity of such systems makes them very difficult to understand because they are composed of multiple interrelated levels that interact in dynamic ways. The goal of this study was to understand how experts and novices differed in their understanding of two complex systems, the human respiratory system and an aquarium ecosystem. In particular, we examined how a representation of complex systems, Structure-Behavior-Function theory (SBF), might account for these differences. SBF is particularly relevant in understanding biological systems because an important domain principle is the relation between form, function, and mechanism. Our results demonstrated that there were minimal differences between the expert and novice groups on structures, but that the locus of the difference was on understanding causal behaviors and functions, the least salient elements of the systems. Mental model analysis provided largely convergent results. We also found differences between the two different kinds of experts in each domain. These results suggest that SBF does capture expert-novice differences and may have implications for instruction. 相似文献
170.
Predicting the Wind 预测风向To sell their energy, wind-farm operators need to predict when they can deliver the power, but wind is skittish(多变的)and unpredictable. Researchers are hoping that artificial-intelligence techniques will make wind-energy forecasts more accurate. A method developed at Northern Ireland' s University of Ulster assesses past wind-flow patterns to predict 相似文献