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Snia Maria Pallaoro Moojen Hosana Alves Gonalves Ana Bassa Ana Luiza Navas Graciela de Jou Emlio Snchez Miguel 《Annals of dyslexia》2020,70(1):115-140
The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2) whether these individuals can compensate for the effects of persistent core deficits when reading complex academic texts; (3) which cognitive resources, such as reading strategies, are used as compensatory mechanisms; and (4) whether quality of life is affected in these individuals. These questions were examined in a sample of 28 adults with dyslexia (DG) and 28 control participants (CG) paired by sex, age, education, and occupation, with a mean of 15 years of formal education. Participants completed measures of phonological awareness; decoding of syllables, words, and pseudowords; writing; reading comprehension (inferential and literal questions, recall, and sensitivity to the rhetorical structure of the target text); and quality of life. Results showed that (1) core deficits associated with dyslexia persisted into adulthood: participants with dyslexia performed worse than control subjects at all levels of phonological awareness, reading (except word reading accuracy), and spelling; (2) the groups did not differ on any measures of reading comprehension, suggesting a compensation of core deficits; (3) three compensatory mechanisms were identified: slower reading, use of text structure, and verbal ability; (4) participants with dyslexia required more family support and professional help throughout their educational careers, and had more depressive symptoms than control subjects. 相似文献
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Thaís Cyrino de Mello Forato Roberto de Andrade Martins Maurício Pietrocola 《Science & Education》2012,21(5):657-682
This article presents the main results of a research examining the didactic transposition of history and philosophy of science
in high school level. The adaptation of history of science to this particular level, addressing some aspects of the nature
of science aiming at the students’ critical engagement, was analyzed by examining both the historiographic requirements of
history of science and the pedagogical recommendations of science teaching. The research included the elaboration of a pilot
course on the history of optics, with historical texts and educational activities, and its application in a high school. We
used three episodes of the history of optics, addressing some epistemological points, especially criticizing the naive empirical-inductive
view of science. It was possible to identify a series of obstacles in using history of science and conveying philosophical
views. Their analysis resulted in devising strategies to surmount or to circumvent them. We implemented those strategies in
the classroom and analyzed the data that was obtained. As a result, we substantiated several of our proposals and found that
some solutions require improvement. We suggest some generalizations, which can be understood as initial parameters for guiding
the use of history and philosophy of science in science teaching. We used a qualitative methodology of educational research
to plan, to collect and to analyze the data, examining the interaction between students, teacher and knowledge. 相似文献
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This study examined how types of tasks influenced student activities/thinking and defined the role of Seatwork in mathematics lessons. It used 60 lessons from the TIMSS videotaped Study. These data indicated that practice was the most prevalent form of tasks in the U.S. In Germany, students completed mathematical calculations after a complex problem-solving segment. In Japan, teachers combined practice of routine procedures in Seatwork with opportunities to prepare material, think about problems, and explore concepts. Findings expand our understanding of how tasks organize learning opportunities and effect how students come to understand mathematics. 相似文献
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We develop a theory of human capital investment to study the effects of school quality on student choices of education, and to understand its effect on economic growth. In a dynamic general equilibrium closed economy, primary education is mandatory but there is an opportunity to continue to secondary education and beyond. High-quality education increases the returns to schooling, and hence the incentives to accumulate human capital. This is caused by two different channels: higher quality makes education accessible to more people (extensive margin), and once individuals decide to participate in higher education, higher-quality increases the investment made per individual (intensive margin). Furthermore, educational quality determines human capital composition and growth. Cross-country data evidence shows that the proposed channels are quantitatively important and that the effect of the quality and quantity of education on growth depends on the stage of development. 相似文献
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Rafael Martínez-Planell Ana Carmen Gonzalez Gladys DiCristina Vanessa Acevedo 《Educational Studies in Mathematics》2012,81(2):235-249
This is a report of a study of students’ understanding of infinite series. It has a three-fold purpose: to show that students may construct two essentially different notions of infinite series, to show that one of the constructions is particularly difficult for students, and to examine the way in which these two different constructions may be built so that we may uncover ways to help students improve their understanding. The theoretical framework consists of action–process–object–schema theory and the specific model of conceptions in Balacheff’s theory of conception, knowing, and concept. Approaching the problem from these two different theoretical perspectives allows us to provide different and at the same time complementary explanations of observed phenomena. The two different infinite series constructions are, briefly stated, series as an infinite unending process of addition and series as a sequence of partial sums. Students are found to have difficulty building an understanding of series as a sequence of partial sums and thus tend to have difficulty in problem situations that require this interpretation. The study uses semi-structured interviews with 10 graduate students. The interviews explore situations that might give insight into students’ notion of the sequence of partial sums. 相似文献
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Ana Pedrazzini Alfredo Bautista Nora Scheuer Carles Monereo 《Infancia y Aprendizaje》2014,37(4):851-901
AbstractWe analysed the editorial process of the four articles authored by junior researchers published in the special issue The peer review process as an opportunity for learning. Our aims were to study the unfolding of the main critiques and suggestions made by reviewers in the different review rounds, as well as to explore how both authors and reviewers experienced and valued the review process. Data sources include all review reports and letters where the authors explained the changes made, and questionnaires completed by all the authors and some reviewers. The most commonly identified critiques in the reports were related to content selection and elaboration (coherence and relevance), the own author’s voice (critical positioning and caution) and attention to the reader (precision and consistency in terms and concepts, methodological clarity, writing style, legibility and formal adequacy). All four authors stated that being part of this process was rewarding and educational, highlighting the development of academic writing skills. Some reviewers emphasized the importance of reading other reviewers’ reports. We conclude by emphasizing the importance of providing junior researchers with resources that support them in communicating their research to the academic community. 相似文献