第三辑（中）

11.Achievement after Failure: The Role of Achievement Goals and

 Negative Self-Related Thoughts

Author(s): Dickhauser, Claudia; Buch, Susanne R.; Dickhauser, Oliver

Source: Learning and Instruction, 2011, 21(1)

Abstract: Theory on achievement goals favours a trichotomous model encompassing learning goals, performance-approach, and performance-avoidance goals. Performance-avoidance goals are associated with lower achievement compared to performance-approach and learning goals. The present study investigated the predictions of this model as regards achievement after failure. Low achievement of participants with performance-avoidance goals was expected to be mediated by a high degree of negative self-related thoughts. Before manipulating achievement goals, achievement on verbal analogies was assessed. After manipulating achievement goals for an anagram task, all participants (N=87) were exposed to failure. Subsequently, achievement on a parallel version of the verbal analogies task was assessed. Participants in the performance-avoidance goals condition showed low achievement after failure, mediated by a high degree of negative self-related thoughts. (Contains 2 tables and 1 figure.)

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12.

Influencing antecedents of adolescent risk-taking behaviour in elementary school: results of a 4-year quasi-experimental controlled trial

Author(s): K. Maruska*, M. Morgenstern, B. Isensee and R. Hanewinkel

Source: Health Education Research, 2010, 25 (6)

Abstract: Effects of the life skills programme ‘Eigenständig werden’ (Becoming independent) on life skills and on identified antecedents of adolescent health risk behaviour, childhood internalizing and externalizing behaviour were tested in an elementary school setting. A quasi-experimental controlled trial with five repeated measures was conducted. Participants were 919 students from 50 elementary schools in Saxony, Germany. Outcomes were assessed by teachers’ ratings. Growth-curve models revealed that the rate of decline in internalizing and externalizing behaviour was significantly higher in the intervention group—especially for students with high baseline levels of externalizing behaviour (P < 0.01). No general programme effects on the development of skills could be found (P = 0.22). The current study provides evidence that life skills programmes in elementary school may be an effective strategy in reducing antecedents of adolescent risk-taking behaviour.

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13.

The enhancement of simulation based learning exercises through formalised reflection, focus groups and group presentation

Author(s): M. Mawdesley, G. Long , , S. Al-jibouri and D. Scott

Source: Computers & Education, 2011, 56(1)

Abstract: Computer based simulations and games can be useful tools in teaching aspects of construction project management that are not easily transmitted through traditional lecture based approaches. However, it can be difficult to quantify their utility and it is essential to ensure that students are achieving the learning outcomes required rather than just learning to play a game. Maintaining engagement and encouraging reflection are critical elements in ensuring that effective learning is occurring.

Recent work using simulation games for teaching construction project planning and control is described with reference to a range of methods employed by the authors. The paper focuses on a teaching module at the University of Nottingham employing simulation games as the primary source of instruction in a self-directed learning exercise. This style of teaching is not suited to all students and current work to extend the learning experience to suit a wider audience is described.

Preliminary findings from the work are given along with discussion of plans for further development.

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 and International Trends

Author(s): Alexander W. Wiseman

Source: REVIEW OF RESEARCH IN EDUCATION , 2010 , 34( 1)

Abstract: In the past 150 years, educational systems have expanded and become integrally linked with economic, political, and social status in modern nation-states (see Kamens, Meyer, & Benavot, 1996). As the stakes for education have risen, so has the call for more and improved use of scientific evidence as a basis for educational policymaking (Luke, 2003; Slavin, 2002). The rise in the use of scientific evidence for educational policymaking rests on two common beliefs: One is the belief that school knowledge is abstract and universal, and the other is the belief that empirical evidence is an efficient indicator of knowledge and learning. As a result, there are serious educational policymaking consequences for individuals and schools tied to evidence (Olson, 2006).

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Author(s): Randy Yerrick, Jennifer Schiller, Jennifer Reisfeld

Source: Journal of Research in Science Teaching, 2011, 48(1)

Abstract: The purpose of this study was to construct an interpretation of lower track science students' notions of expertise in science teaching. Data were collected and transcribed from focus groups, teacher journals, classrooms events, and student artifacts. Students responded to focus group prompts over the course of a years regarding how and why they chose to learn science from their teachers based on affective attributes, advocacy/impedance, and identity. Results showed that lower track science students closely associate affective teacher attributes with effective teaching strategies. In addition, students identified advocacy or impedance in academic success based on personal experience rather than other more overt characteristics such as race or gender as a major determinant for their successful science learning. Implications for research and teacher education in diverse settings are discussed.

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Author(s): Anna Emilia Berti; Laura Toneatti; Veronica Rosati

Source: Journal of the Learning Sciences, 2010, 19(4)

Abstract: Investigations of people's understanding of the evolution of species have focused mainly on secondary school and university students. Very few investigations have taken into consideration younger students, and none have related children's ideas about the origin of species to formal instruction on this topic. To help fill this gap, the present study examines the effect of this instruction in elementary school children by comparing Italian second graders (n = 21; age = 7 years, 1 month, to 8 years, 7 months) with third graders (n = 18; age = 8 years, 1 month, to 9 years, 4 months) who had been taught about “the earth before humans” for several months in keeping with the Italian National Syllabus for this grade level. Semistructured interviews were used to examine children's thoughts about speciation. The majority of second graders used a creationist framework, whereas most third graders used a mixed framework (referring to both creation and evolution) or an evolutionary framework. However, children did not know about the mechanism of evolution and considered it to be the result of the passage of time, the use and disuse of body parts, or the need to adapt to a changing environment, as suggested by their teacher and textbooks.

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Author(s): Paolo Brenni

Source: Science & Education，2010, Online First

Abstract: At the beginning of the nineteenth century, the core of a typical teaching collection was composed by apparatus, which were very similar to the ones proposed in the eighteenth century by ‘s Gravesande, Nollet, Desaguliers and others lecturer demonstrators and makers. Since 1820 circa, new didactic instruments were introduced. Most of them concerned the fast developing branches of physics such as wave optics, electromagnetisms and acoustics. Instrument makers (and many scientists as well) were extremely prolific in inventing new devices for better demonstrating all the laws of physics and for clearly visualizing all its phenomena. Therefore, around 1900 all the most important German, French and British makers proposed in their thick catalogues thousands of didactic apparatus. But were all these instrument really used? Probably not. Many of them were acquired by schools and universities because they were considered “status symbol” marking the importance and the completeness of a collection. Others were simply shown as “tri-dimensional” illustrations. For various reasons, during the first decade of the twentieth century the number of available didactic instruments was drastically reduced. The introduction of student training laboratory, the increasing cost of labour and of materials after WWI, the needs of a more standardized production, the progresses of physics not only eliminated from the trade catalogues many of the classical but old fashioned instruments but also stimulated the use of modular and simpler didactic apparatus.

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18.Using History to Teach Mathematics: The Case of Logarithms

Author(s): Evangelos N. Panagiotou

Source: Science & Education，2011, 20(1)

Abstract: Many authors have discussed the question why we should use the history of mathematics to mathematics education. For example, Fauvel (For Learn Math, 11(2): 3–6, 1991) mentions at least fifteen arguments for applying the history of mathematics in teaching and learning mathematics. Knowing how to introduce history into mathematics lessons is a more difficult step. We found, however, that only a limited number of articles contain instructions on how to use the material, as opposed to numerous general articles suggesting the use of the history of mathematics as a didactical tool. The present article focuses on converting the history of logarithms into material appropriate for teaching students of 11th grade, without any knowledge of calculus. History uncovers that logarithms were invented prior of the exponential function and shows that the logarithms are not an arbitrary product, as is the case when we leap straight in the definition given in all modern textbooks, but they are a response to a problem. We describe step by step the historical evolution of the concept, in a way appropriate for use in class, until the definition of the logarithm as area under the hyperbola. Next, we present the formal development of the theory and define the exponential function. The teaching sequence has been successfully undertaken in two high school classrooms.

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19.Knowing How to Know: Building Meaningful Relationships Through Instruction That Meets the Needs of Students Learning English

Author(s): Robert T. Jiménez, Brian C. Rose

Source: Journal of Teacher Education , 2010 , 61(5)

Abstract: A growing body of literature highlights the need for teachers to know their students better, especially students from linguistically diverse backgrounds. The authors argue that teachers need to build healthy relationships with students and find ways to provide them with more effective instruction. Accordingly, they present a synopsis of what scholars know about helping preservice teachers learn about their students and what the literature reveals concerning what teachers need to be able to do to teach these young people more effectively. Finally, the authors provide some specific exercises that they have employed to help preservice teachers move in the direction of learning about and developing more meaningful relationships with students. They conclude with some challenges and directions for future research that targets ways to provide future teachers with the necessary tools, resources, and skills needed to access the cultural and linguistic strengths of their English-learning students.

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20.Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education: From Compliance to Inquiry

Author(s): Charles A. Peck, Chrysan Gallucci, Tine Sloan

Source: Journal of Teacher Education , 2010 , 61(5)

Abstract: Teacher education programs in the United States face a variety of new accountability policies at both the federal and the state level. Many of these policies carry high-stakes implications for students and programs and involve some of the same challenges for implementation as they have in the P-12 arena. Serious dilemmas for teacher educators arise in these contexts, as compliance with prescriptive state mandates is often interpreted by faculty to signify a demoralizing loss of program autonomy and integrity, whereas noncompliance may result in loss of program accreditation. The authors describe how one teacher education program negotiated these dilemmas in a fashion responsive to local values and concerns while also meeting state requirements. Results are discussed in terms of tensions between (a) policy goals seeking alignment and coherence across institutions of higher education and (b) motivational conditions likely to engage faculty in the difficult work of programmatic renewal and change in teacher education.