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81.
TM Andrews RM Price LS Mead TL McElhinny A Thanukos KE Perez CF Herreid DR Terry PP Lemons 《CBE life sciences education》2012,11(3):248-259
This study explores biology undergraduates' misconceptions about genetic drift. We use qualitative and quantitative methods to describe students' definitions, identify common misconceptions, and examine differences before and after instruction on genetic drift. We identify and describe five overarching categories that include 16 distinct misconceptions about genetic drift. The accuracy of students' conceptions ranges considerably, from responses indicating only superficial, if any, knowledge of any aspect of evolution to responses indicating knowledge of genetic drift but confusion about the nuances of genetic drift. After instruction, a significantly greater number of responses indicate some knowledge of genetic drift (p = 0.005), but 74.6% of responses still contain at least one misconception. We conclude by presenting a framework that organizes how students' conceptions of genetic drift change with instruction. We also articulate three hypotheses regarding undergraduates' conceptions of evolution in general and genetic drift in particular. We propose that: 1) students begin with undeveloped conceptions of evolution that do not recognize different mechanisms of change; 2) students develop more complex, but still inaccurate, conceptual frameworks that reflect experience with vocabulary but still lack deep understanding; and 3) some new misconceptions about genetic drift emerge as students comprehend more about evolution. 相似文献
82.
Kevin Hayes 《Teaching Statistics》2012,34(2):65-67
This article provides an easy derivation of updating formulae for the sample covariance and, by extension, for the Pearson product–moment correlation coefficient. 相似文献
83.
The development of response inhibition was investigated using a computerized go/no‐go task, in a lagged sequential design where 376 preschool children were assessed repeatedly between 3.0 and 5.25 years of age. Growth curve modeling was used to examine change in performance and predictors of individual differences. The most pronounced change was observed between 3 and 3.75 years. Better working memory and general cognitive ability were related to more accurate performance at all ages, but relations with speed changed with age, where better cognitive skills were initially related to slower responding, but faster responding at later ages. Boys responded more quickly and were more accurate on go trials, whereas girls were better able to withhold responding on no‐go trials. 相似文献
84.
Ann Skilling Andrews 《College Teaching》2013,61(1):61-66
A Flawed Effort in a Good Cause: College of Character By Warren Bryan Martin San Francisco: Josey-Bass, 1982, 215 pages, $15.95. Reviewed by Michael P. Zuckert 相似文献
85.
James R. Andrews 《Communication Studies》2013,64(4):253-261
In this study the British reaction to the seizure of Mason and Slidell from on board the Trent is examined in order to suggest characteristics of coercive rhetorical strategy. It is hypothesized that the strategy grew directly out of the context which brought together conviction of opinion and ability to use force successfully against an intransigent opponent. The coercive strategy is one of compliance, bringing into play a repertoire of suitable tactics. 相似文献
86.
87.
Irene Carter Thecla Damianakis Sharon Munro Hannah Skinner Sumaiya Matin Tanya Nash Andrews 《Journal of Teaching in Social Work》2013,33(5):486-503
Agency group work has increased, but opportunities for social work group practice in educational settings have not kept pace. One option in response is technology-based learning, and students appear to have positive perceptions of online group project work. Online courses appear to have outcomes comparable to those that occur with in-person groups but require careful monitoring of group processes and group-based technologies. The authors discuss the factors involved in developing and implementing online and blended course delivery in teaching group work. 相似文献
88.
Michael T. Hayes Gina Mikel Petrie 《International journal of qualitative studies in education》2013,26(4):499-517
In this article the authors present their analysis of preservice teachers’ video production. Twenty‐eight students in the first authors’ Social Foundations of the Elementary Curriculum course produced a 5‐ to 10‐minute video as the major assignment for the class, interviews were conducted with six of the seven video production groups and the videos were analyzed with regard to the interviews and theories of visual culture. The authors suggest that in the video products and in the production process the students exhibited a cultural logic of media imagery. The particular logics of audience and entertainment served as a concealed organizing principle for how the students thought about their videos and the processes involved in making them. Embedded in this logic was an overarching concern that their work occupy a public space, thus troubling the boundaries of consumption and production that frame how we consider the role media culture plays in the processes of human meaning‐making. 相似文献
89.
Lynda Fender Hayes Dorene Doerre Ross 《International journal of qualitative studies in education》2013,26(4):335-350
As teacher educators have worked to encourage teachers to become more reflective, they have noted the important role that school context plays in supporting or constraining reflection in action. This study describes one kindergarten teacher's experiences in two contrasting school contexts. The study documents the leadership styles, school organizational structures and resources, faculty‐administration communication processes, and curriculum decision‐making practices that promoted or hindered the teacher's ability to reflect. Data analysis revealed striking contrasts between the two schools. These differences had an impact on the curriculum provided by the teacher, her ability and willingness to accept responsibility for her professional decisions, and her self‐confidence and job satisfaction. The study concludes with suggestions for teacher educators interested in helping their graduates find and maintain contexts supportive of reflective practice. 相似文献
90.