Methods for studying family visitors in art museums: A cross-disciplinary review of current research

This paper examines current trends in family studies research, details the methodological and topical perspectives that are emerging, and reflects on how these findings could be integrated to provide a more coherent approach to researching the leisure, learning and recreational aspects of family visitors to art museums. Research findings from disciplines such as sociology, ethnography, education, design and marketing are of interest to the field of visitor studies, and this paper contributes to the wider research agenda by providing an overview of family research methods from a range of other disciplines, as well as those used within visitor studies.Over the last decade, there has been a growth of research in family learning in science museums, leading to an emerging disciplinary matrix, whilst many aspects of family visits to art museums remain relatively unexplored. The paper discusses the problems of gathering meaningful data from adults and children in family groups, and concludes by suggesting that a challenge for art museums is to learn from what is happening in other areas of cultural research into families, and to develop a framework for research which builds on the methodological strengths and practical experience of robust studies.     

The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement,Science Process Skills,and Attitudes Toward Science

The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design was used to investigate the treatment effect. There were 162 students in the experimental group and 142 students in the control group. Both the experimental and control group students took the Achievement Test in Reproduction, Development, and Growth in Living Things (RDGLT), Science Process Skills Test, and Attitudes Toward Science Questionnaire, as pre-test and post-test. Repeated analysis of variance design was used in analyzing the data. Both the experimental and control group students were taught in RDGLT units for 22 class hours. The results indicated the positive effect of guided-inquiry approach on the Turkish students' cognitive as well as affective characteristics. The guided inquiry enhanced the experimental group students' understandings of the science concepts as well as the inquiry skills more than the control group students. Similarly, the experimental group students improved their attitudes toward science more than the control group students as a result of treatment. The guided inquiry seems a transition between traditional teaching method and student-centred activities in the Turkish schools.     

The Effects of Mindful Movement Intervention on Academic and Cognitive Abilities Among Kindergarten Children

Early Childhood Education Journal - Evidence suggests that acting mindfully, that is, by stressing the purpose of the action and monitoring its current state, may benefit health, wellbeing, and...     

远程学习环境下的学生辅导对在学率的影响

以色列开放大学（OUI）是一所以远程学习及自学为主的免试入学的高等学院。对所有高等教育机构,尤其是对远程开放教育机构来说,学生的在学率问题是最被关注的。为应对这一问题,OUI决定实施一项保证在学率的项目,其目的是帮助新生解决在学习第一门课程中遇到的困难。新生和高年级的学生组成对子,由高年级的学生在第一学期作为辅导员帮助他们解决困难。本论文介绍了此项目实施情况并展示了接受辅导的学生的学习情况、就学情况、沟通情况以及他们在远程学习环境中的辅导情况。     

Cognitive Neuroscience Perspectives on Motivation and Learning: Revisiting Self‐Determination Theory

The Self‐Determination Theory of motivation (SDT) has significantly guided educational policy and research. It maintains that learning succeeds when brought about by autonomous rather than controlled motivation, and that extrinsic reward motivation cannot engender effective learning. We present an alternative approach, rooted in recent insights from the neurobiology of memory. In exploring environments to reap rewards, people pursue interrogative goals, accompanied by dopamine‐based hippocampus activation, leading to the formation of rich relational memories. In contrast, seeking to avoid punishment or loss involves imperative goals, with amygdala activation driving the perirhinal cortex to form disjoint item memories. We suggest that structuring learning and evaluation to diminish failure and increase repeated opportunities for successful performance, as in gamification, may engender effective learning incorporating broad perspectives and rich associations. This may occur even in the absence of intrinsic motivation to master a particular subject. Employing this insight in instructional design may benefit many educational frameworks.