The Comparative Effects of Prediction/Discussion‐Based Learning Cycle,Conceptual Change Text,and Traditional Instructions on Student Understanding of Genetics

The present study examined the comparative effects of a prediction/discussion‐based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi‐experimental research design of the pre‐test–post‐test non‐equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion‐based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). Participants completed the genetics concept test as pre‐test, post‐test, and delayed post‐test to examine the effects of instructional strategies on their genetics understanding and retention. While the dependent variable of this study was students' understanding of genetics, the independent variables were time (Time 1, Time 2, and Time 3) and mode of instruction. The mixed between‐within subjects analysis of variance revealed that students in both prediction/discussion‐based learning cycle and CCT groups understood the genetics concepts and retained their knowledge significantly better than students in the traditional instruction group.     

What do Children Aged Four to Seven Know about the Digestive System and the Respiratory System of the Human Being and of Other Animals?

The object of this paper is to learn what little children know about the inside of their bodies before they have studied these particular aspects at school. The data for our project were collected by means of drawings made by 342 Spanish children aged four to seven. They were required to depict where the food, drink, and air which enter their bodies go. In addition to this, we intend to study how the ideas of children evolve during three consecutive years. For this purpose, a group of 32 subjects was monitored. Our findings show that the children recognise specific organs in their own bodies which they associate with the intake of food and air. Furthermore, they usually extrapolate those organs to other animals they are familiar with. Their ideas about the digestive system are more adequate than the ones about the respiratory system, though their ideas improve as they become older, above all those concerning the digestive system. Taking these findings as a basis, this paper suggests some points to be taken into consideration for teaching purposes.     

The Use of Criteria in Argumentation and the Construction of Environmental Concepts: A university case study

We have analysed the processes of argumentation of three university student groups (A: six students, C: five students, and J: seven students) while making a decision about an environmental problem (selection of a heating system). The discussions took place in three 1½‐hour sessions that were audio‐taped and transcribed. For the analysis of the oral discussions, on the one hand, we have taken into account some of the dimensions characterising the quality of this decision‐making process, including the number and variety of criteria utilised, whether criteria, which did not favour the selected option, were considered and whether priorities were established among criteria, and, on the other hand, the use of environmental concepts such as renewable and sustainability as well as the meanings that were constructed for both concepts. We have determined that the students in this study proposed and utilised, both explicitly and implicitly, a high number and great variety of criteria to support their choices, although they were rarely able to consider contradictory evidence; that is, those that demonstrated disadvantages of the option selected. In terms of the construction of knowledge, we observed that in some groups the proposed task favoured the construction of a concept of sustainability that took the future into consideration and which was utilised as the most important justification in their selection. In terms of the concept of renewable, we found that they did not relate depletion of resources to economic consequences. We discuss the implications for the educational competence development.     

Personal Context and Continuity of Human Thought as Recurrent Themes in a Longitudinal Study

The present study of personal context and continuity in 23 students' thinking builds upon data from a longitudinal study of the students' conceptualisations of ecological processes. Each student was interviewed 11 times from age 9-15 about these processes. At the ages of 15 and 19, the students listened to what they said at the age of 11 and 15, respectively, and described how they thought their understanding had developed. The occurrence of charac teristic individual elements in the students' conceptions can be followed as themes in the interviews year by year. The students could, as 15- and 19-year-olds, often reveal concrete experiences from an early age that they referred to repeatedly in the interviews. Even if there was a substantial conceptual development, there was also a very strong element of personal continuity. Conceptions that had developed at an early age seemed to be important for future conceptual development.     

电子文件证据性概念模型研究

本文对电子文件"四性"与电子证据"三性"进行系统分析与映射,深入探讨上述概念在文件管理语境和证据法学语境中的内涵与外延、差异与关联,在对概念进行拆解与重塑的基础上构建了电子文件证据性概念模型.该模型包含对应电子证据"三性"的三个圈层,以及真实性、可靠性、完好性、齐全性、可用性、安全性、保密性、合法合规性八项属性.     

概念整合视阈下的文学经典重构——以巴塞尔姆的《白雪公主后传》为例

文章基于概念整合理论的基本概念整合网络模型运作机制,以唐纳德·巴塞尔姆的《白雪公主后传》为例,对该作品中展现出来的反童话主题进行认知分析,以期证实概念整合理论对此类经典重构的文学作品的解释力,同时为读者理解和品析美国其他后现代文学作品提供新借鉴.     

Climate change by the numbers: Leveraging mathematical skills for science learning online

The purpose of this preregistered study was to test an online intervention that presents participants with novel numbers about climate change after they estimate those numbers. An experimental study design was used to investigate the impact of the intervention on undergraduate students’ climate change understanding and perceptions that human caused climate change is plausible. Findings revealed that posttest climate change knowledge and plausibility perceptions were higher among those randomly assigned to use the intervention compared with those assigned to a control condition, and that supplementing this experience with numeracy instruction was linked with the use of more explicit estimation strategies and greater learning gains for people with adaptive epistemic dispositions. Findings from this study replicate and extend prior research, support the idea that novel data can support knowledge revision, identify estimation strategies used in this context, and offer an open-source online intervention for sharing surprising data with students and teachers.     

信息聚合概念的构成与聚合模式研究

信息聚合正成为信息组织与检索领域的研究热点。在对现有信息聚合相关概念进行阐释的基础上,本研究提出以情景、关系和对象作为信息聚合概念的主要构成,并依此对当前国内外信息聚合的典型应用和研究前沿进行梳理,依据聚合的情景、关系和信息粒度大小,将现有研究和实践中相关聚合模式归纳为情景聚合、语义聚合、引用聚合、社会网络聚合和粒度聚合五种主要模式和十二种表现形式;在此基础上提出多模式综合的深度聚合发展趋势:情景是决定关系和粒度等其他聚合要素的依据,情景的细化和深入研究势必带来多模式的综合应用,概念和实体、引用和社会网络等关系正被综合运用,而对不同粒度信息对象的聚合则是情景和关系聚合的落脚点。图1。参考文献96。     

经济英语中的隐喻分类研究

隐喻表达在经济类英语语篇中极为普遍,隐喻思维的建立有利于学习者的学习效果。本文在概念隐喻理论的基础上。通过广泛阅读,将经济类英语语篇中的概念隐喻分为十类,并一一讨论分析其认知基础。从而为培养经济类专门用途荚语学习者的概念隐喻思维提供了一条可能的途径。     

Effectiveness of Conceptual Change Text-oriented Instruction on Students’ Understanding of Energy in Chemical Reactions

The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different classes and taught by the same teacher. One of the classes was randomly selected as the experimental group in which CCT instruction was applied, and the other as the control group in which traditional teaching method was used. The data were obtained through the use of Energy Concept Test (ECT), the Attitude Scale towards Chemistry (ASC) and Science Process Skill Test (SPST). In order to find out the effect of the conceptual change text on students’ learning of energy concept, independent sample t-tests, ANCOVA (analysis of covariance) and ANOVA (analysis of variance) were used. Results revealed that there was a statistically significant mean difference between the experimental and control group in terms of students’ ECT total mean scores; however, there was no statistically significant difference between the experimental and control group in terms of students’ attitude towards chemistry. These findings suggest that conceptual change text instruction enhances the understanding and achievement.