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Brian Byrne Stefan Samuelsson Sally Wadsworth Jacqueline Hulslander Robin Corley John C. DeFries Peter Quain Erik G. Willcutt Richard K. Olson 《Reading and writing》2007,20(1-2):77-102
Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in
a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and
spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high
nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected
by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading
comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling
in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten
to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared
with Colorado, consistent with the mean differences between the two countries, means that more of the genes are “online” sooner
in Australia because of accelerated overall reading development. 相似文献
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“It’s the X and Y Thing”: Cross-sectional and Longitudinal Changes in Children’s Understanding of Genes 总被引:1,自引:0,他引:1
Studies from different theoretical traditions investigating children’s inheritance and genetics concepts have adopted a cross-sectional
method. This paper is the first to examine both cross-sectional and longitudinal changes in children’s basic genetic concepts.
It forms part of a larger investigation into the development of intuitive inheritance and genetics concepts in childhood.
Four age cohorts (4–5 years, 7–8 years, 10–11 years, 14–15 years) were interviewed individually at two measurement occasions
(T1, N = 182; T2, N = 164) separated by a 1-year interval. Cross-sectional analyses revealed an increase in children’s knowledge of genetics
by 10 years. Between 10 and 14 years, there were fewer changes in the content of children’s knowledge, especially at the level
of scientific genetic understanding. There was little evidence of longitudinal changes over the 1-year period. Overall, children
may hold an understanding of genetics that is tied to knowledge of inheritance within families. This may pose challenges for
acquiring more abstract and formal concepts of genes. 相似文献
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通过对遗传学一题多解,探讨解题的思路和方法,以利于学生巩固和融会贯通所学知识,全面掌握遗传学的基本概念、规律、理论和基本研究方法,培养学生分析问题和解决问题的能力。 相似文献
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Vesta T. Silva 《传播与批判/文化研究》2013,10(1):22-40
The discourses of wrongful birth lawsuits can provide important insights into the ways in which genetic models of health and responsibility are manifesting themselves in the twenty-first century. These lawsuits emphasize the concept of individual choice in ways that largely elide a significant narrowing in our understandings of what it means to be healthy. By placing the focus on the individual, the discussions of disability and the lack of social support for those with disability disappears from the conversation, making abortion seem like the only moral, and responsible, choice for families facing the possibility of a disabled child. 相似文献
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Celeste M. Condit 《Quarterly Journal of Speech》2013,99(4):383-406
Prevailing idealist and materialist theories of rhetoric fail to account for the continual circulation and recirculation of “racism” as a scientific discourse. An alternative theory of modal materialism addresses this problem by suggesting that the properties of all being are constituted through three distinguishable forms of matter that include the “physical,” the “biological,” and the “symbolic.” A sufficiently lush and nimble conceptualization of human action requires consideration of the interaction of all three modes in theory and in practice. The theory of modal materialism is illustrated through a consideration of the discourse of race and genetics as it was recirculated and modified in 2005 and 2006 by publications in the journal Science, and which were amplified for a larger reading public through circulation in the New York Times. 相似文献
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In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the
individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural
perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and
interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning
making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact
while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning
making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments,
and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics
concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
Anniken FurbergEmail: |
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
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