Data‐driven refinements of a genetics learning progression

Learning progressions are theoretical models that describe learning of scientific ideas and practices over time. These hypothetical progressions need to be tested and refined in order to productively inform instruction and assessment. In this paper, we report our attempts to revise a learning progression in genetics. In particular, we focused on two constructs that embody core ideas in classical genetics and one molecular construct. The revisions are based on analysis of pre‐ and postinterview data obtained from sixty 11th grade students before and after they engaged in a 10‐week unit that addressed these concepts. We found that while many of the students held ideas that aligned with the progression, there were several distinct dimensions of student reasoning that were not captured and led to substantial revisions of the constructs including: (a) the splitting of the construct dealing with meiosis (E) into two subconstructs (E1‐physical passage of genetic information and E2 – the role of sex cells), (b) the addition of new levels to constructs dealing with the universal nature and organization of the genetic code (A) and construct (F). For Construct A, the lower levels were expanded to include ideas about the localization of DNA in cells and to include ideas about the composition of DNA that were not captured in the progression. Revisions to Construct F included the expansion of existing levels and the addition of modes of inheritance such as codominance and incomplete dominance. The research we present offers insights about a methodological approach that can be used to test and refine progressions, as well as insights about student learning in genetics as we further describe and expand the stepping‐stone ideas in the progression and discuss further the multidimensional nature of learning progressions.     

联盟伙伴视角下产学研联盟稳定性提升路径——理论框架与实证分析

适宜的联盟伙伴对产学研联盟的稳定发展至关重要。本文从联盟伙伴角度出发,运用话语分析和理论假设分析构建出提升产学研联盟稳定性路径的理论框架,并通过投影寻踪和多重中介模型对上述理论框架中的提升联盟稳定性的作用路径进行了实证分析,结果表明:联盟伙伴特征越明显越有利于产学研联盟的稳定发展;同时,联盟伙伴还可以通过行为整合和界面管理间接影响产学研联盟的稳定性,行为整合和界面管理起部分中介作用,且二者的中介效应存在差异,行为整合的中介效应要比界面管理的大。     

三年制与五年制高职学生在校行为表现差异比较研究——以江苏商贸职业学院为例

在三年制与五年制两种不同学制的高等职业教育背景下,学生在校行为表现有显著区别,究其原因是学生身心阶段、身经阅历及价值判断等方面存在差异。教育工作者应极力避免冲突,强调互补,发挥融合优势,提高学校育人实效。     

医学遗传学国际化课程建设与适用型医学人才培养探索

针对医学遗传学国际化课程建设及适用型人才培养的问题,本文以河北北方学院医学遗传学课程为例,从课程目标和课程内容的优化、教学模式的优化及考核方式的优化三方面进行了探讨,并提出了改进性的意见,这将有利于进一步促进医学遗传学国际化课程建设,满足人才培养的需求。     

有效市场假说的学说简史

有效市场假说领导创立四十周年之际，其能否成立是新古典金融学与行为金融学论战的焦点。本文回顾了自1900年以来有效市场假说的主要文献，研究了随机游走理论和有效市场理论产生和发展的学说史，同时评述了1970年以后有效市场理论的最新进展。本文厘清了有效市场假说与行为金融争论，提出套利限制是由制度性因素还是投资者心理因素是两者论战的实质，同时指明有效市场假说适用于一般均衡，而行为金融的更适用于局部均衡。     

Keiyo Cattle Raiding, Kechui Mathematics and Science Education: What do They Have in Common?

In the context of globalization, indigenous educational systems of endangered cultures are faced with extinction. Biologists recognize that biodiversity is dependent upon sustaining and promoting knowledge and values of indigenous cultures. Education researchers have a similar responsibility — to promulgate educational diversity before several thousand years of valuable educational knowledge is extirpated. This paper presents the Keiyo of Kenya who have a rich educational system. Its focus is on an indigenous game, Kechui (using calculations to sharpen your mind), based on cattle raiding, and the Keiyos' use of the game for learning mixed strategy-based probabilistic problem solving. Kechui may also have international potential for teaching probabilistic problem solving in contemporary mathematics and science, especially genetics.     

基于行为序列的学习行为模式识别与教学干预

课堂环境下的学习行为是学习者进行知识学习的外在表现形式,对学习行为模式的识别有助于教师把握不同学习群体的特征规律,从而设计差异化教学干预方案,以改善学生的学习成效。在文献分析的基础上,文章首先以苏南某地区J中学的初中生为调查对象进行了问卷调查,并基于分析结果对课堂学习行为进行分类与编码;随后,文章采用聚类分析法对不同学习行为进行序列转换分析,并设计了基于课堂表现数据的学习行为模式识别模型;最后,文章采用滞后序列分析法对不同类型学习者的学习行为序列转换进行分析,挖掘了不同类型学习者存在的问题学习行为,在此基础上设计了基于问题学习行为的教学干预机制,以帮助学习者转换学习行为模式,进而提高学习效果。     

遗传学发展的轨迹及其启示

从遗传学产生和发展的四个主要阶段———遗传学的诞生、细胞遗传学的建立、分子遗传学的形成、分子遗传学的发展 ,以遗传学研究的思想发展和认识历程为主线 ,阐述了遗传学百余年来的发展轨迹 ,并分析了遗传学的发展给予我们的若干启示     

委托代理理论视野下职业教育第三方评价:潜在风险、行为博弈与应对策略

职业教育第三方评价中存在“套层式”的委托代理关系。由于客观存在的评价者与评价对象之间的信息不对称,主观层面二者的评价目标冲突,以及评价机构和评价者之间的非平等博弈行为取向,从而引发了道德风险和逆向选择风险。要解决上述问题,建议采取以下措施:形成和完善满足多样化评价需求的评价导向与标准,建立以激发评价双方合规行为为目的的约束与激励机制,健全以第三方机构为主体的“代理人市场”,完善以尊重与保护相关者利益为前提的多主体参与机制,优化“质”与“量”有机结合的评价过程与方法等。     

人类STR标记的研究进展

STR是由1～6个核苷酸的串联重复片段构成的,均匀分布于人类基因组中的简单重复序列,由于重复单位的重复次数在个体间呈高度变异性并且数量丰富、分布广且均匀、多态信息含量高、检测快速方便等特点,因此目前被广泛应用于人类基因定位、连锁分析、血缘关系鉴定、群体遗传学、系统发生树构建、遗传做图等方面.