Assessing schematic knowledge of introductory probability theory

The ability to identify schematic knowledge is an important goal for both assessment and instruction. In the current paper, schematic knowledge of statistical probability theory is explored from the declarative-procedural framework using multiple methods of assessment. A sample of 90 undergraduate introductory statistics students was required to classify 10 pairs of probability problems as similar or different; to identify whether 15 problems contained sufficient, irrelevant, or missing information (text-edit); and to solve 10 additional problems. The complexity of the schema on which the problems were based was also manipulated. Detailed analyses compared text-editing and solution accuracy as a function of text-editing category and schema complexity. Results showed that text-editing tends to be easier than solution and differentially sensitive to schema complexity. While text-editing and classification were correlated with solution, only text-editing problems with missing information uniquely predicted success. In light of previous research these results suggest that text-editing is suitable for supplementing the assessment of schematic knowledge in development.     

Unstated and unjust: juggling relational requirements of professional experience for pre-service teachers

Overarching tasks faced by initial teacher education (ITE) students comprise a multitude of factors, not least learning to marry theoretical learning with practical application. Part of this learning is the gradual construction of relationships with learners and colleagues. Another, less exposed, challenge arises from a disparity of outlook that can extend to differences in beliefs, values and openness to others. This study focussed on failing final year pre-service teachers. Using a phenomenological method, these student voices were interpreted to reveal instances of discrimination and silencing that emerged during their mandated professional experience. Accounts of inequity, bias and injustice illuminated some contradictions inbuilt into this period as poor relationships and inappropriate power relations became counterproductive in what is presumed to be a developmental and non-negotiable ITE activity. Results highlight some of the unspoken and unquestioned practices in schools and the corresponding agency employed by pre-service teachers as they seek acknowledgement and inclusion.     

太平天国运动失败原因探析

太平天国运动是中国历史上规模最大的一次农民运动,它提出了完整的革命纲领,建立了严密的革命武装和完备的革命政权,但最终仍然逃脱不了失败的命运.它之所以没能推翻清王朝,取得改朝换代的胜利,是与其本身的严重错误分不开的.     

从英汉问候语差异谈语用能力的培养

本文在简要介绍问候语定义及其重要性的基础上 ,用大量的实例论述了英汉问候语的差异 ,接着又从语言和语用等方面具体分析语用失误出现的原因 ,从而提出了大学英语教学中语用能力培养的途径。     

试论网络伦理规约的或然性特征

面对网络社会中出现的大量道德失范现象 ,人们寻求从各方面对其进行规范与约束 ,这是符合人类理性原则的。然而 ,规范从本质上说是对人的自由的一种限制 ,因而规范是需要理由的 ,也是需要论证的。借助于传统伦理学理论的研究成果与伦理智慧 ,实事求是地分析网络社会道德关系的现状 ,我们就不难发现网络伦理规约实则是一种或然性的存在 ,在许多情况下它是不确定的。因而我们只有从或然性的视角出发来考虑事物 ,才能迈向通往科学、合理的网络伦理规约的正确道路。     

燃烧热测定实验失败原因的剖析

该文根据氧弹热量计的构造剖析了“燃烧热测定”实验失败的因素.主要从氧弹电极短路、点火丝与电极间存在较大的接触电阻、点火丝与样品接触不良等不易察觉的隐患着手,探讨了这些因素存在的原因以及对实验成功率的影响,找到了消除导致实验失败的不利因素的方法.     

从社会文化角度看明治维新与戊戌变法成败之原因

从中日两国文化的心理传统来看，日本是无我为中心型，中国则是以我为中心型。从两国文化的历史传统来看，日本外向型开放型，中国则是内向封闭型。从两国文化的基本形态来看，日本是并存型，中国则是单一型。从两国文化的摄取形态来看，日本是全面摄取型，中国则是部分摄取型。从两国社会的协作形态来看，日本是非亲族协作型（忠），中国则是亲族协作型（孝）。从两国社会的教育形态来看，日本是普及，提高能力型，中国则是选拔，达到目的型。由于中日两国各自独特文化形态的差异，决定了日本明治维新的成功和中国戊戌变法的失败。     

Simulating the particle size distribution of rockfill materials based on its statistical regularity

1. Introduction Rockfill has excellent engineering characteristics, such as good compactness, better seepage ability, high density, low sedimentation, high shear strength and so on. So it is widely used in dams, bed of railway and deep foundations[1-2]. Two types of rockfill are commonly used in constructions, that is inartificial rockfill such as gravel and scree, and blasted rockfill, e.g. fragmental stone, macadam and moraine soil. Both types are hetero-geneous mixture composed of numerous …     

概率计算中应区分的三类概念

通过对“有放回”与“无放回”、“排列”与“组合”、“相同”与“不同”三类概念区别的分析,避免了在概率计算中概念的混淆     

浅谈经济类高等院校中的概率统计分级教学

对经济类高等院校的概率统计分级教学情况进行了分析,简述了概率统计分级教学的具体实施方法,并强调该方法要在实践中加以完善。