Conceptual Ecology of the Evolution Acceptance among Greek Education Students: Knowledge,religious practices and social influences

In this study, we explored some of the factors related to the acceptance of evolution theory among Greek university students training to be teachers in early childhood education, using conceptual ecology for biological evolution as a theoretical framework. We examined the acceptance of evolution theory and we also looked into the relationship between the acceptance and parents' education level, thinking dispositions and frequency of religious practice as independent variables. Students' moderate acceptance of evolution theory is positively correlated with the frequency of religious practices and thinking dispositions. Our findings indicate that studying a controversial issue such as the acceptance of evolution theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. They also indicate the differences that exist between societies and how socio-cultural factors such as the nature of religion, as part of the conceptual ecology, influence acceptance of evolution and have an influence on evolution education.     

Science Teachers and Science‐Related Attitudes

Summaries

English

Science teachers’ perceptions of affective‐domainobjectives were gathered through interview procedures. A sample of teachers in Western Australian high schools were the subjects of the study.

For the purpose of analysis, a distinction is drawn between attitudes to science (such as ‘enjoyment of science lessons’ and ‘interest in science') and scientific attitudes (such as ‘honesty in reporting data’and ‘tolerance of the views of others').

Analysis of teachers’ views revealed confusion and lack of clarity regarding these science‐related attitudes. However, it is argued that curriculum writers are no clearer in their views.

It is suggested that a much clearer, more explicit justification for attitude objectives (of both kinds) needs to be made by curriculum writers. Science teachers need to be provided with greater assistance in clarifying the role of these attitude objectives, as well as assistance with techniques for their assessment.     

Towards a Complete Commonsense Theory of Motion: The interaction of dimensions in children's predictions of natural object motion

Events involving motion in fall are differentiated psychologically from events involving horizontal motion. Do children associate motion down inclines more with motion along horizontals or more with motion in fall, or do they even treat it as an integration of the two? The question was raised over 20 years ago but never satisfactorily answered, so the principal aim of the reported research was to take matters forward. Children (n?=?144) aged 5–11 years were assessed while predicting natural dynamic events along a horizontal, in fall and down an incline. They were required to make predictions of speed with heavy and light balls and under changes in incline heights. The results show that, consistent with previous work, faster horizontal motion was associated with the light ball across all ages, whereas faster fall was associated with the heavy ball. However, while the younger children predicted faster incline motion for the lighter ball, there was a shift in this conception towards older children predicting faster motion for the heavier ball. Understanding of how changes in incline height affect speed was generally good, with this aspect of the study helping to establish how children perceive diagonal dimensions. How supported horizontal motion and unsupported fall motion may affect children's changing understanding of incline motion is discussed, thus providing more complete insight into children's understanding of natural object motion than has been established so far.     

Enhancing scientific discovery learning through metacognitive support

Using a virtual physics lab, we analyzed the impact of metacognitive support on simulation-based scientific discovery learning (SDL). The dependent variables for learning outcome were the immediate conceptual knowledge gain and the retained conceptual knowledge three weeks later. Additional dependent variables were the actual use of a domain-specific cognitive strategy, motivation, emotions, and cognitive load. To contrast the effects of metacognitive support with possible effects of goal specificity, the experimental study followed a 2 × 2 design with a sample of N = 129 ninth grade students and with metacognitive support (yes vs. no) and learning goals (specific vs. nonspecific) as factors. The results showed positive effects of metacognitive support on learning outcome, on actual cognitive strategy use, and on learning emotions. No interaction effect of metacognitive support and goal specificity on learning outcome was observed.     

“测验连接”概念框架演变述评

测验连接是心理与教育测量研究中一个重要的领域,是通过统计方法将一个测验的分数以另一个测验的分数单位表示,或者将两个测验的分数表示在共同的分数量尺上。虽然测验连接有较长的研究历史,但是不同学者对其有不同分类。其中有些分类术语别无二致,但其定义却大相径庭,这使研究者和实践者产生了极大混乱。鉴于此,有必要从历史的角度梳理连接的概念框架及其变化,以便更好地理解和应用测验连接。     

概念模型方法在高校环境教育中的应用

为了解决环境教育教学过程中知识面广、知识点杂以及授课学时短的矛盾,应用概念模型方法（自然本底-环境效应模型、源汇模型、DPSRC模型以及系统工程模型）来架构课程的知识框架以及知识点之间的逻辑联系,取得了较好的效果。并以＂环境科学概论＂课程为例进行了介绍。     

概念隐喻在日常话语与推理中的认知功能

在传统隐喻理论中,隐喻被看作一种语言现象。在新的隐喻理论框架内,概念隐喻至少具有三种认知功能:建构概念系统;通过相对熟知的经验使抽象概念概念化;提供理解经验的新视角。     

Towards a useful classification of learning objects

The learning object remains an ill-defined concept, despite numerous and extensive discussion in the literature. This paper attempts to address this problem by providing a classification that potentially brings together various perspectives of what a learning object may be. Six unique types of learning objects are proposed and discussed: presentation, practice, simulation, conceptual models, information and contextual representation objects. The common characteristics of each are synthesized in a proposal that a learning object is best described as a representation designed to afford uses in different educational contexts. The classification of learning objects proposed could be useful as a framework for designers of digital resources and for those engaged in use of these resources in educational contexts. Examples of learning objects are available for preview at http://www.learnactivity.com/lo/     

Discussion, debate and dialog: changing minds about conceptual change research in science education

This paper provides a critical commentary on a suite of eight papers, which focus on conceptual change research in science education. Responses by Mercer, Smardon and Wells to a paper by Treagust and Duit are observed to reflect the backgrounds of the three authors with Wells focusing on issues of ontology and the affective domain. Mercer and Smardon focus on issues of identity and the role of dialog. Hewson’s, Vosniadou’s and Tiberghien’s responses to Roth, Lee and Hwang offer robust critique of what appear to be exploratory ideas. To what extent the authors of the response papers enter into dialog with the papers is discussed. How far research into learning in science has progressed since the 1980s is examined.

广义的技术概念与典型的写作技术

对技术概念的广义理解是确认写作技术存在的前提。在广义的技术概念下，写作技术应被视为为完成特定的目标而采取的方法、手段和规则的集合，这也是写作活动本身的功用趋向、角色承担和写作研究思维方式转换的必然要求写作技术可以从纵向和横向两方面归纳与整合。纵向写作技术对各类写作活动具有普适性，横向写作技术在不同文体写作中有不同的侧重。应用写作中蕴含着典型的写作技术，这是我们系统研究写作技术理论时应先期选择的突破口。