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In this companion to Marc Schwartz and Kurt Fischer's article, Patricia King and JoNes VanHecke describe how student affairs educators can help students become sophisticated thinkers. 相似文献
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Kruit Patricia Oostdam Ron van den Berg Ed Schuitema Jaap 《Research in Science Education》2020,50(3):1093-1117
Research in Science Education - Information on students’ development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate... 相似文献
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Patricia S. Moyer 《Educational Studies in Mathematics》2001,47(2):175-197
Teachers often comment that using manipulatives to teach mathematics is ‘fun!’ Embedded in the word ‘fun’ are important notions
about how and why teachers use manipulatives in the teaching of mathematics. Over the course of one academic year, this study
examined 10 middle grades teachers’ uses of manipulatives for teaching mathematics using interviews and observations to explore
how and why the teachers used the manipulatives as they did. An examination of the participants’ statements and behaviors
indicated that using manipulatives was little more than a diversion in classrooms where teachers were not able to represent
mathematics concepts themselves. The teachers communicated that the manipulatives were fun, but not necessary, for teaching
and learning mathematics.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Catherine P. Prinsell Philip H. Ramsey Patricia P. Ramsey 《Journal of Educational Measurement》1994,31(4):327-337
Six undergraduate and three graduate classes were given multiple-choice tests with subsequent evaluation of answer changes. The 300 students were tested twice, once before and once after instruction on answer changing. After each test, students were asked to complete two forms. The forms evaluated attitude toward answer changing, reasons for changing, and confidence in final answers. Students showed a significant increase in favorability toward answer changing after instruction. No significant change was found in number of answers changed. Psychology students were found to change significantly more items than were business students. Mean gain score did not change significantly after instruction. It was concluded that although instruction does lead to a change in attitude in answer changing, the number of changes and overall gain due to answer changing do not change. It was also determined that students continue to make significant gains even when their confidence in the final answer is less than 50 on a 100-point scale. 相似文献