探究教学的认知理论

本文选用多学科教学实例来说明教师如何运用探究教学的十种策略促使学生解决各种问题。在这一过程中,学生既学习知识领域的具体理论,又学习各种推理技能,包括构建假设、验证假设、提出预测、选择验证理论的合适的案例、提出反例和假设案例、区别必要条件和充分条件、考虑不同的假设、熟悉规则或理论可能的形式、知道提问的策略等。在某种意义上,探究法为学生展示了一个造就科学家的模拟过程。这种教学模式对学生的学习有特别的激励作用。     

Understanding practitioners' characteristics and perspectives prior to the dissemination of an evidence-based intervention

OBJECTIVES: To describe the characteristics and repertoires of community practitioners serving families involved in child physical abuse that may inform training and treatment dissemination efforts. The aims are to: (a) describe the background characteristics of these clinicians; (b) document their most common intervention techniques; (c) examine clinicians' attitudes toward manualized treatment; and (d) understand the organizational climate of community agencies. METHOD: Practitioners from nine different agencies who have worked with cases in which there was child physical abuse (n=77) completed focus group discussions and three self-report questionnaires. Qualitative and quantitative analyses were conducted in tandem. RESULTS: Practitioners reported that they most often focused on family issues and employed family therapy techniques. Although treatment manuals were important, it was difficult to determine how practitioners used or would use these materials with families. An almost equal number of concerns and benefits were raised regarding using manuals in treatment. There was moderate agreement in how practitioners perceived their work environments. Age and attainment of a graduate degree were positively related to greater caring and job satisfaction, respectively, while length of time at a given agency was positively related to greater reports of emotional exhaustion on a measure of organizational climate. CONCLUSIONS: Given the promising benefits of evidence-based treatments for child abuse, it is important that researchers begin to form partnerships with community agencies that will lead to the dissemination and evaluation of effective treatment strategies.     

The role of planning in outdoor adventure decision-making

ABSTRACT

This article explores the influential role of planning on recognition-primed decision-making. Considerable prior thinking occurs and there is a need to trace and account for the cognitive processes that precede and guide decisions in dynamic outdoor environments. Seven expert leaders from four countries were interviewed about memorable decisions made on outdoor journeys with an educational focus on land, sea and ice. Four stages of planning were identified: (1) long-term preparation; (2) formal leadership meetings; (3) day-by-day planning on route and (4) thinking immediately prior to the event. The stages sequentially capture the planning progression, illuminating the cognitive processes at each stage to culminate in option selection. In each decision situation, planned goals and actions were implemented through the creation and re-creation of micro-plans. As windows of opportunity presented themselves, the flexible execution of plans was a key feature. Planning provided the solid bedrock upon which decisions were made.     

Estimation of Controlled Direct Effects in the Presence of Exposure-Induced Confounding and Latent Variables

Estimation of the direct effect of an exposure on an outcome requires adjustment for confounders of the exposure–outcome and mediator–outcome relationships. When some of the latter confounders have been affected by the exposure, then standard regression adjustment is prone to possibly severe bias. The use of inverse probability weighting under so-called marginal structural models has recently been suggested as a solution in the psychological literature. In this article, we show how progress can alternatively be made via G-estimation. We show that this estimation method can be easily embedded within the structural equation modeling framework and could in particular be used for estimating direct effects in the presence of latent variables. Moreover, by avoiding inverse probability weighting, it accommodates the typical problem of unstable weights in the alternative estimation approaches based on marginal structural models. We illustrate the approach both by simulations and by the analysis of a longitudinal study in individiduals who ended a romantic relationship. In this example we explore whether the effect of attachment anxiety during the relationship on mental distress 2 years after the breakup is mediated by rumination or not.     

Explaining Method Effects Associated With Negatively Worded Items in Trait and State Global and Domain-Specific Self-Esteem Scales

Several investigators have interpreted method effects associated with negatively worded items in a substantive way. This research extends those studies in different ways: (a) it establishes the presence of methods effects in further populations and particular scales, and (b) it examines the possible relations between a method factor associated with negatively worded items and several covariates. Two samples were assessed: 592 high school students from Valencia (Spain), and 285 batterers from the same city. The self-esteem scales used were Rosenberg's Self-Esteem Scale, the State Self-Esteem Scale, and Self-Esteem 17. Anxiety was also assessed with the State-Trait Anxiety Inventory, and gender and educational level were taken into account. The models were conducted using a multiple indicators and multiple causes (MIMIC) model framework. The evidence in this research pointed out that method effects were present across the different measures of self-esteem. Moreover, a significant and negative effect of anxiety on method effects was present across scales and samples, whereas no effects of age or educational level where found.     

Personal inquiry learning trajectories in geography: technological support across contexts

Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to the complexity of scientific inquiry and the diversity of pupils' and teachers' knowledge and abilities. To address this, the Personal Inquiry project has designed a tool kit that includes nQuire, a Web-based tool to support students through the inquiry process. Here, we identify when, across five lessons comprising an inquiry into microclimates, nQuire was used by a teacher and a case study group of her 12 to 13-year-old students, and the ways in which they adopted nQuire as a tool to facilitate the creation of a coherent and cumulative inquiry learning experience over time. We found that students' use of nQuire supported them in capturing and representing their evolving understanding of inquiry, in defining and supporting their progression through the process of inquiry and in resourcing their cognitive engagement in data interpretation and representation. nQuire supported the students in accumulating and integrating new understandings across contexts and over time. In this way, nQuire successfully resourced and supported the students' learning journeys or trajectories. We conclude that nQuire can be an effective tool for supporting teachers' and students' understanding of the nature of inquiry and how to design and implement inquiries of their own.     

俄罗斯方块的心理效应

Shapes fall from the sky,all you have to do is to control how they fall and fit within each other.A simple premise,but added with an annoyingly addictive electronica (电子音乐) soundtrack (based on a Russian folk tune) and you have a revolution in entertainment. Fascinating Tetris 令人着迷的俄罗斯方块 Since Tetris was launched on the world in 1986,millions of hours have been lost through playing this simple game.Since then,we've seen games consoles(便携型游戏机)grow in power,andwith it the appearance of everything from Call of Duty(游戏名,"使命的召唤")to World of Warcraft(游戏名,"魔兽世界").Yet block and puzzle games like Tetris still have a special place in our hearts.Why are they so compelling?