Elementary school teachers' beliefs about and perceptions of elementary school science, science reading, science textbooks, and supportive instructional factors

Shymansky, James A.; Yore, Larry D.; Good, Ronald G.

doi:10.1002/tea.3660280507

Cited by 58 publications

(38 citation statements)

References 6 publications

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“…It is important to understand how purposefully prepared engineering literature presented in the format of picture book children's stories impacts learning in emergent readers. The influence of literature on children's thinking about engineering and the connection children make between science and engineering can be observed through illustrative data and feedback after exposure to engineering literature [4][5][6][7][8].…”

Section: Early Engineering Literacymentioning

confidence: 99%

“…As a mentor, a graduate student has much to offer an undergraduate who is interested in engineering research such as encouragement, guidance, and support. In various studies across fields, being mentored has consistently been linked with academic and professional achievement [2][3][4][5]. WTAMU undergraduates also receive numerous benefits from the transitional program.…”

Section: Mentoringmentioning

confidence: 99%

See 1 more Smart Citation

Mechanical Engineering Education: Preschool to Graduate School

Hunt¹,

Lockwood-Cooke²,

Pantoya³

2012

Mechanical Engineering

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Section: Early Engineering Literacymentioning

confidence: 99%

Section: Mentoringmentioning

confidence: 99%

Mechanical Engineering Education: Preschool to Graduate School

Hunt¹,

Lockwood-Cooke²,

Pantoya³

2012

Mechanical Engineering

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“…La interacción dinámica entre el que aprende, el texto y el contexto puede cambiar significativamente como una función del dominio científico de estudio. Esta interacción es a veces ignorada por los profesores (Shimansky, Yore y Good, 1991). describen las distintas dimensiones que afectan a la comprensión y, además, presentan una teoría sobre cómo esa comprensión cambia en el curso de nuestra educación.…”

Section: Marco Teórico Y Problema De La In-vestigaciónunclassified

Corriente de desplazamiento : su presentación en textos y su comprensión por parte de los estudiantes

Pocoví¹,

Hoyos²

2011

ensciencias

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Resumen. Se presenta un estudio de caso genérico (Merriam, 1998) que consta de dos partes. En la primera, se analiza la presentación de la corriente de desplazamiento en los textos de electromagnetismo de nivel universitario básico. El protocolo de análisis se elaboró desde el marco teórico de Alexander y Kulikowich (1994). Los resultados muestran que, en muchos textos: a) la traducción del sistema simbólico al lingüístico es escueta o imprecisa, b) la igualdad entre la corriente de desplazamiento y la de conducción se plantea sin aclarar su validez y c) algunos ejemplos plantean un campo eléctrico que varía linealmente con el tiempo, situación que no se estudia previamente en los libros de este nivel. La segunda parte analiza la comprensión que alumnos universitarios avanzados logran acerca de la corriente de desplazamiento a partir de los textos. Se concluye que existen graves deficiencias en la interpretación de las lecturas seleccionadas.Palabras clave. Corriente de desplazamiento, comprensión de textos, alumnos avanzados. Displacement Current: its presentation in textbooks and students̓ understanding of itSummary. A generic case study as that defined by (Merriam, 1998) is presented here. In the first part of the work, an analysis of how college-level textbooks address the concept of displacement current was carried out. The analysis was guided by Alexander's and Kulikowich's (1994). The results show that in most textbooks: a) the translation between the symbolic and the linguistic system is very limited or not sufficiently precise, b) when the equality between the Displacement Current and the Conduction Current is set, its validity is not stated, and c) some examples of work with an electric field that has a linear variation in time while this case has not been previously treated. The second part of this work deals with the understanding that college students acquire about Displacement Current from different textbooks. This work shows that serious deficiencies can be detected in their interpretation of the selected texts.

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“…Regardless, inferring authors' intentions is a narrow view of reading, and not the wider view that is the ideal towards which the reading field should strive. Even in content area reading, such as of science and mathematics, there is a growing recognition that the provision of prior definitions and formula, perceived from the god's eye view to be prerequisite to understanding subsequent material, does not serve the purpose, unless students can use the definitions and formula in constructing their interpretations (Shymansky, Yore, & Good, 1991). Therefore, if the reader is responsible for constructing (rather than reconstructing) meaning, then the relevance of a reader's knowledge to interpreting a specific text cannot be prespecified.…”

Section: Knowledge Relevance Is Createdmentioning

confidence: 99%

The Relevance of a Reader's Knowledge within a Perspectival View of Reading

Norris

Phillips

1994

Journal of Reading Behavior

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The widely endorsed practice of activating relevant knowledge 1 prior to reading is challenged in this paper. It is argued that the endorsement is derived from a god's eye point of view that fails to acknowledge that relevance can be determined only by readers with respect to and in the course of making their own interpretations. To sustain this conclusion, the paper first outlines a perspectival (perspective-relative) view of reading that includes theoretical positions on the relation of reading to inferring meaning, on the importance of understanding firstperson intentionality, on the intelligibility of the concept of text information, on the distinction between literal and inferential interpretations, on what it means for readers to integrate their knowledge with text information, and on why the concept of interpretation is more suitable than the concept of comprehension for theorizing about reading. This perspectival view of reading provides a means to make coherent sense of interpretations, at one and the same time, being justifiably relative to readers' different beliefs and purposes for reading, and also con-1. We are using the term "knowledge" as it is used in the reading field. According to this usage, some pieces of a reader's knowledge may be false. On certain philosophical accounts of knowledge, in order for a proposition to form a part of someone's knowledge, it must be true. If a reader holds to a proposition that is false, the proposition would be considered part of the reader's system of beliefs, but not part of the reader's knowledge. That is, within philosophy, to ascribe knowledge to someone is to make an epistemic judgment. Either "knowledge" as used in the reading field, or "belief as used in the philosophy field captures all that readers rely on. However, in failing to make the distinction as made in philosophy, the terminology used in the reading field creates the awkward position of having to distinguish between reader's knowledge that is true and reader's knowledge that is false, which can be counterintuitive. Fenstermacher (1994) has discussed this issue in greater detail. 392Journal of Reading Behavior strained by universal interpretive standards of adequacy. The paper thence proceeds to show that, as a consequence of the nature of inference, the relevance of a reader's knowledge to a text interpretation is founded on a relation that is created as part of the interpretative act, and is not something to be sought in its own right. The paper concludes by arguing that having specific knowledge is not the main desideratum in interpreting texts. Rather, the main desideratum is using effectively the knowledge one has.Much has been learned over the last 30 years about the role of readers' knowledge in reading. In particular, theories developed within that time have examined more closely the connection between readers' knowledge and such factors as the social and political contexts of reading, readers' intentionality, and the construction of multiple meanings for the same text. In some...

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Elementary school teachers' beliefs about and perceptions of elementary school science, science reading, science textbooks, and supportive instructional factors

Cited by 58 publications

References 6 publications

Mechanical Engineering Education: Preschool to Graduate School

Mechanical Engineering Education: Preschool to Graduate School

Corriente de desplazamiento : su presentación en textos y su comprensión por parte de los estudiantes

The Relevance of a Reader's Knowledge within a Perspectival View of Reading

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