Pub Date : 2018-05-31DOI: 10.18541/ser.2018.05.17.2.5
Eun Song, Dongsun Yim
송 은.임동선. 부모교육을 통한 이야기책 읽기 중재가 어휘발달지연 아동과 부모의 상호작용 및 발 화에 미치는 영향. 특수교육, 2018, 제17권, 제2호, 5-33. Purpose: Children with language delay have thought to go through delayed development of emergent literacy skills, which implies the possibility of having reading disorder as with growth. The purpose of this study is to find the effectiveness of the intervention of parent education through shared book reading for children with delayed vocabulary development. Method: 13 vocabulary delay children and 8 normal development children at 3-6 years old and their parents were enrolled. Researcher collected language samples during child-parent shared book reading for pre-test. Following pre-test, five rounds of parent education were given. After the program, parent-child interactive reading activity was evaluated in the same form of pre-test. Results: For both vocabulary delayed and normal children, average time for reading, the number of turn-takings per minute, parents’ using reading strategy, inferred speech, children’s speech per minute and story related initiation have shown to have increased. In post-test, the score of literal level story comprehensibility of children with vocabulary delay was higher than that of normal development children. Conclusion: Parent education through shared storybook reading is effective in using language strategies and higher level of linguistic ability such as inferencing and the interaction between parents and children have changed in positive aspect.
{"title":"The Effect of Parent Education During Shared Storybook Reading on Utterances and Communication Skills of Children with Vocabulary Delay and Their Parents","authors":"Eun Song, Dongsun Yim","doi":"10.18541/ser.2018.05.17.2.5","DOIUrl":"https://doi.org/10.18541/ser.2018.05.17.2.5","url":null,"abstract":"송 은.임동선. 부모교육을 통한 이야기책 읽기 중재가 어휘발달지연 아동과 부모의 상호작용 및 발 화에 미치는 영향. 특수교육, 2018, 제17권, 제2호, 5-33. Purpose: Children with language delay have thought to go through delayed development of emergent literacy skills, which implies the possibility of having reading disorder as with growth. The purpose of this study is to find the effectiveness of the intervention of parent education through shared book reading for children with delayed vocabulary development. Method: 13 vocabulary delay children and 8 normal development children at 3-6 years old and their parents were enrolled. Researcher collected language samples during child-parent shared book reading for pre-test. Following pre-test, five rounds of parent education were given. After the program, parent-child interactive reading activity was evaluated in the same form of pre-test. Results: For both vocabulary delayed and normal children, average time for reading, the number of turn-takings per minute, parents’ using reading strategy, inferred speech, children’s speech per minute and story related initiation have shown to have increased. In post-test, the score of literal level story comprehensibility of children with vocabulary delay was higher than that of normal development children. Conclusion: Parent education through shared storybook reading is effective in using language strategies and higher level of linguistic ability such as inferencing and the interaction between parents and children have changed in positive aspect.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85975057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-31DOI: 10.18541/SER.2018.05.17.2.63
Dae-young Jeong, Sunghee Lim, Chang-wan Ha
{"title":"Effect of FIE-B(EM) Program on Emotional Intelligence and Social Skills of Children with Borderline Intellectual Functioning","authors":"Dae-young Jeong, Sunghee Lim, Chang-wan Ha","doi":"10.18541/SER.2018.05.17.2.63","DOIUrl":"https://doi.org/10.18541/SER.2018.05.17.2.63","url":null,"abstract":"","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80553389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-08-02DOI: 10.1103/PHYSREVPHYSEDUCRES.13.020104
B. Gregorcic, G. Planinšič, E. Etkina
In this paper, we investigate some of the ways in which students, when given the opportunity and an appropriate learning environment, spontaneously engage in collaborative inquiry. We studied small ...
在本文中，我们调查了学生在给予机会和适当的学习环境时自发参与协作探究的一些方式。我们研究了小……
{"title":"Doing science by waving hands : Talk, symbiotic gesture, and interaction with digital content as resources in student inquiry","authors":"B. Gregorcic, G. Planinšič, E. Etkina","doi":"10.1103/PHYSREVPHYSEDUCRES.13.020104","DOIUrl":"https://doi.org/10.1103/PHYSREVPHYSEDUCRES.13.020104","url":null,"abstract":"In this paper, we investigate some of the ways in which students, when given the opportunity and an appropriate learning environment, spontaneously engage in collaborative inquiry. We studied small ...","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78471118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-04-10DOI: 10.1103/PHYSREVPHYSEDUCRES.13.010115
Andreas Lichtenberger, Clemens Wagner, S. Hofer, Elsbeth Stern, A. Vaterlaus
The kinematics concept test (KCT) is a multiple-choice test designed to evaluate students' conceptual understanding of kinematics at the high school level. The test comprises 49 multiple-choice items about velocity and acceleration, which are based on seven kinematic concepts and which make use of three different representations. In the first part of this article we describe the development and the validation process of the KCT. We applied the KCT to 338 Swiss high school students who attended traditional teaching in kinematics. We analyzed the response data to provide the psychometric properties of the test. In the second part we present the results of a structural analysis of the test. An exploratory factor analysis of 664 student answers finally uncovered the seven kinematics concepts as factors. However, the analysis revealed a hierarchical structure of concepts. At the higher level, mathematical concepts group together, and then split up into physics concepts at the lower level. Furthermore, students who seem to understand a concept in one representation have difficulties transferring the concept to similar problems in another representation. Both results have implications for teaching kinematics. First, teaching mathematical concepts beforehand might be beneficial for learning kinematics. Second, instructions have to be designed to teach students the change between different representations.
{"title":"Validation and structural analysis of the kinematics concept test","authors":"Andreas Lichtenberger, Clemens Wagner, S. Hofer, Elsbeth Stern, A. Vaterlaus","doi":"10.1103/PHYSREVPHYSEDUCRES.13.010115","DOIUrl":"https://doi.org/10.1103/PHYSREVPHYSEDUCRES.13.010115","url":null,"abstract":"The kinematics concept test (KCT) is a multiple-choice test designed to evaluate students' conceptual understanding of kinematics at the high school level. The test comprises 49 multiple-choice items about velocity and acceleration, which are based on seven kinematic concepts and which make use of three different representations. In the first part of this article we describe the development and the validation process of the KCT. We applied the KCT to 338 Swiss high school students who attended traditional teaching in kinematics. We analyzed the response data to provide the psychometric properties of the test. In the second part we present the results of a structural analysis of the test. An exploratory factor analysis of 664 student answers finally uncovered the seven kinematics concepts as factors. However, the analysis revealed a hierarchical structure of concepts. At the higher level, mathematical concepts group together, and then split up into physics concepts at the lower level. Furthermore, students who seem to understand a concept in one representation have difficulties transferring the concept to similar problems in another representation. Both results have implications for teaching kinematics. First, teaching mathematical concepts beforehand might be beneficial for learning kinematics. Second, instructions have to be designed to teach students the change between different representations.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"8 1","pages":"010115"},"PeriodicalIF":0.0,"publicationDate":"2017-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87231022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-30DOI: 10.1103/PHYSREVPHYSEDUCRES.13.010107
E. Etkina, B. Gregorcic, S. Vokos
Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills ...
{"title":"Organizing Physics Teacher Professional Education around Productive Habit Development: A Way to Meet Reform Challenges.","authors":"E. Etkina, B. Gregorcic, S. Vokos","doi":"10.1103/PHYSREVPHYSEDUCRES.13.010107","DOIUrl":"https://doi.org/10.1103/PHYSREVPHYSEDUCRES.13.010107","url":null,"abstract":"Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills ...","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"40 1","pages":"010107"},"PeriodicalIF":0.0,"publicationDate":"2017-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87542716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-19DOI: 10.1103/PHYSREVPHYSEDUCRES.12.020134
L. Bollen, P. V. Kampen, C. Baily, M. Cock
Undergraduate physics majors have difficulties relating the mathematical representations of fields in terms of divergence and curl to field diagrams.
物理学本科专业的学生很难将场的散度和旋度的数学表示与场图联系起来。
{"title":"Qualitative investigation into students' use of divergence and curl in electromagnetism","authors":"L. Bollen, P. V. Kampen, C. Baily, M. Cock","doi":"10.1103/PHYSREVPHYSEDUCRES.12.020134","DOIUrl":"https://doi.org/10.1103/PHYSREVPHYSEDUCRES.12.020134","url":null,"abstract":"Undergraduate physics majors have difficulties relating the mathematical representations of fields in terms of divergence and curl to field diagrams.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"33 1","pages":"020134"},"PeriodicalIF":0.0,"publicationDate":"2016-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75068806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-08-02DOI: 10.1103/PHYSREVPHYSEDUCRES.12.020121
P. Coppens, J. V. D. Bossche, M. Cock
Laboratories are an important part of science and engineering education, especially in the field of electronics. Yet very little research into the benefits of such labs to student learning exists. In particular, it is not well known what students do and, even more importantly, think during electronics laboratories. Therefore, we conducted a study based on video observation of second year students at 3 university campuses in Belgium during a traditional lab on first order RC filters. In this laboratory, students spent the majority of their time performing measurements, while very little time was spent processing or discussing the results. This in turn resulted in hardly any time spent talking about content knowledge. Based on those observations, a new laboratory was designed that includes a preparation with a virtual oscilloscope, a black box approach during the lab session itself, and a form of quick reporting at the end of the lab. This adjusted laboratory was evaluated using the same methodology and was more successful in the sense that the students spent less time gathering measurements and more time processing and analyzing them, resulting in more content-based discussion.
{"title":"Video Observation as a Tool to Analyze and Modify an Electronics Laboratory.","authors":"P. Coppens, J. V. D. Bossche, M. Cock","doi":"10.1103/PHYSREVPHYSEDUCRES.12.020121","DOIUrl":"https://doi.org/10.1103/PHYSREVPHYSEDUCRES.12.020121","url":null,"abstract":"Laboratories are an important part of science and engineering education, especially in the field of electronics. Yet very little research into the benefits of such labs to student learning exists. In particular, it is not well known what students do and, even more importantly, think during electronics laboratories. Therefore, we conducted a study based on video observation of second year students at 3 university campuses in Belgium during a traditional lab on first order RC filters. In this laboratory, students spent the majority of their time performing measurements, while very little time was spent processing or discussing the results. This in turn resulted in hardly any time spent talking about content knowledge. Based on those observations, a new laboratory was designed that includes a preparation with a virtual oscilloscope, a black box approach during the lab session itself, and a form of quick reporting at the end of the lab. This adjusted laboratory was evaluated using the same methodology and was more successful in the sense that the students spent less time gathering measurements and more time processing and analyzing them, resulting in more content-based discussion.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"41 1","pages":"020121"},"PeriodicalIF":0.0,"publicationDate":"2016-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86429883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines","authors":"Sarah L. Eddy, S. Brownell","doi":"10.15781/T2ST7FC2D","DOIUrl":"https://doi.org/10.15781/T2ST7FC2D","url":null,"abstract":"","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"23 1","pages":"020106"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82537540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-08-01DOI: 10.1103/PHYSREVPHYSEDUCRES.12.020112
Staffan Andersson, A. Johansson
This study of a gender gap in course grades on a third-semester electromagnetism course at a Swedish research university was motivated by instructor concerns about gender inequalities. Quantitative analysis showed a significant difference in course grades between female and male students for the period of Fall 2007 to Spring 2013. Dynamics behind this gap was explored through interpretative discourse analysis on interviews of 21 students who had recently passed the course. A recurring pattern was identified in the interviews. Students described studying Electromagnetism as either studying to pass or studying to learn. Their choice of practice was influenced by the significance recognized in the course, which primarily was discussed in relation to program affiliation. Students stressed that perceived differences, in their study context, were larger between students affiliated with different programs than between male and female students on the same program. This was supported by quantitative analysis of course grades in relation to study programs, where female and male students on the same program mostly achieved similar grades. The gender gap found for the whole course was a result of different achievements on different programs. Programs further from the discipline of physics had lower mean grades and also enrolled a larger fraction of female students. Society-wide gender-differences in interest and study-choice are reflected in the grades on this single course. These results displace the achievement gap from the level of individual to that of programs, and the gender gap from a difference in achievement to a difference in study choice. We discuss the implications of this shift of perspective in relation to gender differences for both research and teaching.
{"title":"Gender gap or program gap? : Students’ negotiations of study practice in a course in electromagnetism","authors":"Staffan Andersson, A. Johansson","doi":"10.1103/PHYSREVPHYSEDUCRES.12.020112","DOIUrl":"https://doi.org/10.1103/PHYSREVPHYSEDUCRES.12.020112","url":null,"abstract":"This study of a gender gap in course grades on a third-semester electromagnetism course at a Swedish research university was motivated by instructor concerns about gender inequalities. Quantitative analysis showed a significant difference in course grades between female and male students for the period of Fall 2007 to Spring 2013. Dynamics behind this gap was explored through interpretative discourse analysis on interviews of 21 students who had recently passed the course. A recurring pattern was identified in the interviews. Students described studying Electromagnetism as either studying to pass or studying to learn. Their choice of practice was influenced by the significance recognized in the course, which primarily was discussed in relation to program affiliation. Students stressed that perceived differences, in their study context, were larger between students affiliated with different programs than between male and female students on the same program. This was supported by quantitative analysis of course grades in relation to study programs, where female and male students on the same program mostly achieved similar grades. The gender gap found for the whole course was a result of different achievements on different programs. Programs further from the discipline of physics had lower mean grades and also enrolled a larger fraction of female students. Society-wide gender-differences in interest and study-choice are reflected in the grades on this single course. These results displace the achievement gap from the level of individual to that of programs, and the gender gap from a difference in achievement to a difference in study choice. We discuss the implications of this shift of perspective in relation to gender differences for both research and teaching.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88274505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-08-01DOI: 10.1103/PHYSREVPHYSEDUCRES.12.020120
Allison J. Gonsalves, A. Danielsson, H. Pettersson
[This paper is part of the Focused Collection on Gender in Physics.] This article analyzes masculinity and experimental practices within three different physics communities. This work is premised o ...
{"title":"Masculinities and experimental practices in physics: The view from three case studies","authors":"Allison J. Gonsalves, A. Danielsson, H. Pettersson","doi":"10.1103/PHYSREVPHYSEDUCRES.12.020120","DOIUrl":"https://doi.org/10.1103/PHYSREVPHYSEDUCRES.12.020120","url":null,"abstract":"[This paper is part of the Focused Collection on Gender in Physics.] This article analyzes masculinity and experimental practices within three different physics communities. This work is premised o ...","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"15 1","pages":"020120"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72590916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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