Knowledge, Understanding, and Behavior

DTIC Science & Technology

2003-10-04

UNCLASSIFIED Defense Technical Information Center Compilation Part Notice ADP021346 TITLE: Knowledge , Understanding , and Behavior DISTRIBUTION... Knowledge , Understanding , and Behavior James Albus Intelligent Systems Division , National Institute of Standards and Technology, Gaithersburg, MD 20899 301... understanding ? How does understanding the world works, and knowledge of procedures for using influence behavior? These are philosophical questions models to

The Co-Creation of Caring Student-Teacher Relationships: Does Teacher Understanding Matter?

ERIC Educational Resources Information Center

Cooper, Kristy S.; Miness, Andrew

2014-01-01

This study explores the role of high school students' perceptions of teacher understanding in the development of caring student-teacher relationships. Whereas past research has embedded understanding as a facet of care, this research distinguishes between care and understanding to examine whether and how understanding is necessary for care.…

Mathematics education graduate students' understanding of trigonometric ratios

NASA Astrophysics Data System (ADS)

Yiǧit Koyunkaya, Melike

2016-10-01

This study describes mathematics education graduate students' understanding of relationships between sine and cosine of two base angles in a right triangle. To explore students' understanding of these relationships, an elaboration of Skemp's views of instrumental and relational understanding using Tall and Vinner's concept image and concept definition was developed. Nine students volunteered to complete three paper and pencil tasks designed to elicit evidence of understanding and three students among these nine students volunteered for semi-structured interviews. As a result of fine-grained analysis of the students' responses to the tasks, the evidence of concept image and concept definition as well as instrumental and relational understanding of trigonometric ratios was found. The unit circle and a right triangle were identified as students' concept images, and the mnemonic was determined as their concept definition for trigonometry, specifically for trigonometric ratios. It is also suggested that students had instrumental understanding of trigonometric ratios while they were less flexible to act on trigonometric ratio tasks and had limited relational understanding. Additionally, the results indicate that graduate students' understanding of the concept of angle mediated their understanding of trigonometry, specifically trigonometric ratios.

Empirically Understanding Can Make Problems Go Away: The Case of the Chinese Room

ERIC Educational Resources Information Center

Overskeid, Geir

2005-01-01

The many authors debating whether computers can understand often fail to clarify what understanding is, and no agreement exists on this important issue. In his Chinese room argument, Searle (1980) claims that computers running formal programs can never understand. I discuss Searle's claim based on a definition of understanding that is empirical,…

Understanding the Impact of an Apprenticeship-Based Scientific Research Program on High School Students' Understanding of Scientific Inquiry

ERIC Educational Resources Information Center

Aydeniz, Mehmet; Baksa, Kristen; Skinner, Jane

2011-01-01

The purpose of this study was to understand the impact of an apprenticeship program on high school students' understanding of the nature of scientific inquiry. Data related to seventeen students' understanding of science and scientific inquiry were collected through open-ended questionnaires. Findings suggest that although engagement in authentic…

Supporting Lower-Achieving Seven- and Eight-Year-Old Children with Place Value Understandings

ERIC Educational Resources Information Center

Bailey, Judy

2015-01-01

Children can sometimes appear to understand a concept such as place value without really having a deep understanding. Judy Bailey stresses the importance of listening carefully to children to identify their current understandings and then building on them systematically, using a range of materials, to promote a deep conceptual understanding. This…

20 CFR 662.300 - What is the Memorandum of Understanding (MOU)?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What is the Memorandum of Understanding (MOU... Understanding for the One-Stop Delivery System § 662.300 What is the Memorandum of Understanding (MOU)? (a) The Memorandum of Understanding (MOU) is an agreement developed and executed between the Local Board, with the...

A Study of Understanding: Alchemy, Abstraction, and Circulating Reference in Tertiary Science Education

ERIC Educational Resources Information Center

Merritt, Brett W.

2013-01-01

Understanding is widely touted to be of paramount importance for education. This is especially true in science education research and development where understanding is heralded as one of the cornerstones of reform. Teachers are expected to teach for understanding and students are expected to learn with understanding. This dissertation is an…

Understanding Others and Understanding Language: How Do Children Do It?

ERIC Educational Resources Information Center

Taylor, Talbot J.

2012-01-01

Does the child's emerging understanding of other minds interact with his/her growing understanding of language? If so, in what ways? This paper focuses on the recent proposals of Daniel Hutto and colleagues regarding the role played by the child's developing skills in narrative discourse in his/her acquisition of folk-psychological understanding.…

You can't always get what you want: infants understand failed goal-directed actions.

PubMed

Brandone, Amanda C; Wellman, Henry M

2009-01-01

At what age do infants understand that goals exist independently of the actions that result from them? Exploring infants' understanding of failed intentional actions-when the goal of the action is unfulfilled and thus not apparent in the actor's movements-is a critical step in answering this question. Using a visual habituation paradigm, we assessed when infants understand that a failed intentional action is goal directed and whether an understanding of successful intentional actions (actions that do overtly attain their goals) precedes an understanding of failed intentional actions. Results demonstrated that 10- and 12-month-olds recognized the goal directedness of both successful and failed reaching actions. Eight-month-olds also recognized the goal directedness of successful actions, but not of unsuccessful attempts. Thus, by the end of the 1st year of life, infants possess an impressive understanding of intentional action, and an understanding of failed intentional actions follows an earlier understanding of successful ones.

Children's understanding of Aesop's fables: relations to reading comprehension and theory of mind.

PubMed

Pelletier, Janette; Beatty, Ruth

2015-01-01

Two studies examined children's developing understanding of Aesop's fables in relation to reading comprehension and to theory of mind. Study 1 included 172 children from Junior Kindergarten through Grade 6 in a school-wide examination of the relation between reading comprehension skills and understanding of Aesop's fables told orally. Study 2 examined the relation between theory of mind and fables understanding among 186 Junior (4-year-old) and Senior (5-year-old) Kindergarten children. Study 1 results showed a developmental progression in fables understanding with children's responses becoming increasingly decontextualized as they were able to extract the life lesson. After general vocabulary, passage comprehension predicted fables understanding. Study 2 results showed a relation between young children's theory of mind development and their understanding of fables. After general vocabulary, second-order theory of mind predicted children's fables understanding. Findings point to the importance of developing mental state awareness in children's ability to judge characters' intentions and to understand the deeper message embedded in fables.

Public understanding of climate change in the United States.

PubMed

Weber, Elke U; Stern, Paul C

2011-01-01

This article considers scientific and public understandings of climate change and addresses the following question: Why is it that while scientific evidence has accumulated to document global climate change and scientific opinion has solidified about its existence and causes, U.S. public opinion has not and has instead become more polarized? Our review supports a constructivist account of human judgment. Public understanding is affected by the inherent difficulty of understanding climate change, the mismatch between people's usual modes of understanding and the task, and, particularly in the United States, a continuing societal struggle to shape the frames and mental models people use to understand the phenomena. We conclude by discussing ways in which psychology can help to improve public understanding of climate change and link a better understanding to action. (PsycINFO Database Record (c) 2011 APA, all rights reserved).

Children's interpretive understanding, moral judgments, and emotion attributions: relations to social behaviour.

PubMed

Malti, Tina; Gasser, Luciano; Gutzwiller-Helfenfinger, Eveline

2010-06-01

The study investigated interpretive understanding, moral judgments, and emotion attributions in relation to social behaviour in a sample of 59 5-year-old, 123 7-year-old, and 130 9-year-old children. Interpretive understanding was assessed by two tasks measuring children's understanding of ambiguous situations. Moral judgments and emotion attributions were measured using two moral rule transgressions. Social behaviour was assessed using teachers' ratings of aggressive and prosocial behaviour. Aggressive behaviour was positively related to interpretive understanding and negatively related to moral reasoning. Prosocial behaviour was positively associated with attribution of fear. Moral judgments and emotion attributions were related, depending on age. Interpretive understanding was unrelated to moral judgments and emotion attributions. The findings are discussed in regard to the role of interpretive understanding and moral and affective knowledge in understanding children's social behaviour.

EUReKA! A Conceptual Model of Emotion Understanding

PubMed Central

Castro, Vanessa L.; Cheng, Yanhua; Halberstadt, Amy G.; Grühn, Daniel

2015-01-01

The field of emotion understanding is replete with measures, yet lacks an integrated conceptual organizing structure. To identify and organize skills associated with the recognition and knowledge of emotions, and to highlight the focus of emotion understanding as localized in the self, in specific others, and in generalized others, we introduce the conceptual framework of Emotion Understanding in Recognition and Knowledge Abilities (EUReKA). We then categorize fifty-six existing methods of emotion understanding within this framework to highlight current gaps and future opportunities in assessing emotion understanding across the lifespan. We hope the EUReKA model provides a systematic and integrated framework for conceptualizing and measuring emotion understanding for future research. PMID:27594904

Multi-Sensory, Multi-Modal Concepts for Information Understanding

DTIC Science & Technology

2004-04-01

September 20022-2 Outline • The modern dilemma of knowledge acquisition • A vision for information access and understanding • Emerging concepts for...Multi-Sensory, Multi-Modal Concepts for Information Understanding David L. Hall, Ph.D. School of Information Sciences and Technology The... understanding . INTRODUCTION Historically, information displays for display and understanding of data fusion products have focused on the use of vision

Thinking or feeling? An exploratory study of maternal scaffolding, child mental state talk, and emotion understanding in language-impaired and typically developing school-aged children.

PubMed

Yuill, Nicola; Little, Sarah

2018-06-01

Mother-child mental state talk (MST) supports children's developing social-emotional understanding. In typically developing (TD) children, family conversations about emotion, cognition, and causes have been linked to children's emotion understanding. Specific language impairment (SLI) may compromise developing emotion understanding and adjustment. We investigated emotion understanding in children with SLI and TD, in relation to mother-child conversation. Specifically, is cognitive, emotion, or causal MST more important for child emotion understanding and how might maternal scaffolding support this? Nine 5- to 9-year-old children with SLI and nine age-matched typically developing (TD) children, and their mothers. We assessed children's language, emotion understanding and reported behavioural adjustment. Mother-child conversations were coded for MST, including emotion, cognition, and causal talk, and for scaffolding of causal talk. Children with SLI scored lower than TD children on emotion understanding and adjustment. Mothers in each group provided similar amounts of cognitive, emotion, and causal talk, but SLI children used proportionally less cognitive and causal talk than TD children did, and more such child talk predicted better child emotion understanding. Child emotion talk did not differ between groups and did not predict emotion understanding. Both groups participated in maternal-scaffolded causal talk, but causal talk about emotion was more frequent in TD children, and such talk predicted higher emotion understanding. Cognitive and causal language scaffolded by mothers provides tools for articulating increasingly complex ideas about emotion, predicting children's emotion understanding. Our study provides a robust method for studying scaffolding processes for understanding causes of emotion. © 2017 The British Psychological Society.

A study of primary school teachers’ conceptual understanding on states of matter and their changes based on their job locations (case study at Ambon island in Moluccas-Indonesia)

NASA Astrophysics Data System (ADS)

Banawi, A.; Sopandi, W.; Kadarohman, A.; Solehuddin, M.

2018-05-01

The research aims to describe primary school teachers’ conceptual understandings about states of matter and their changes. The method was descriptive which involved 15 primary school teachers from three different school locations. They were from urban school (CS1), sub-urban school (CS2), and rular school (CS3) at Ambon Island on 2016/2017 academic year. The research instrument was a multiple-choice test combined with both essay and confidence level of their answers. The test was used to measure teachers’ understanding levels about states of matter and their changes. They were macroscopic, sub-microscopic and symbolic levels. Teachers’ understanding levels were classified into following categorization, they were understand, partly understand, misconception, and do not understand. The results show that primary school teachers’ conceptual understanding is varied based on their job locations and primary school teachers’ level understanding. Generally, primary school teachers’ conceptual understandings at sub-urban location (CS2) are better than those of both of urban (CS1) and rular locations (CS3). The results suggest that teachers need improvement to make better primary school teachers’ conceptual understanding. It can be on the job training and in service training activities. We also need a further research in order to investigate the program effectiveness.

Heliophysics 2009 Roadmap and Global Change: Possibilities for Improved Understanding of the Connection

NASA Technical Reports Server (NTRS)

Spann, Jim

2010-01-01

Heliophysics is the science that includes all aspects of the research needed to understand the Sun and its effects on the Earth and the solar system. Six science targets: 1. Origins of Near-Earth Plasma - to understand the origin and transport of terrestrial plasma from its source to the magnetosphere and solar wind. 2. Solar Energetic Particle Acceleration and Transport - to understand how and where solar eruptions accelerate energetic particles that reach Earth. 3. Ion-Neutral Coupling in the Atmosphere - to understand how neutral winds control ionospheric variability. 4. Climate Impacts of Space Radiation - to understand our atmosphere s response to auroral, radiation belt, and solar energetic particles, and the associated effects on nitric oxide (NO) and ozone. 5. Dynamic Geospace Coupling - to understand how magnetospheric dynamics provides energy into the coupled ionosphere-magnetosphere system. 6. Heliospheric Magnetics - to understand the flow and dynamics of transient magnetic structures form the solar interior to Earth.

Effect of problem type toward students’ conceptual understanding level on heat and temperature

NASA Astrophysics Data System (ADS)

Ratnasari, D.; Sukarmin; Suparmi, S.

2017-11-01

The aim of this research is to analyze the level of students’ understanding of heat and temperature concept and effect of problem type toward students’ conceptual understanding of heat and temperature. This research is descriptive research with the subjects of the research are 96 students from high, medium, and low categorized school in Surakarta. Data of level of students’ conceptual understanding is from students’ test result using essay instrument (arranged by researcher and arranged by the teacher) and interview. Before being tested in the samples, essay instrument is validated by the experts. Based on the result and the data analysis, students’ conceptual understanding level of 10th grade students on heat and temperature is as follows: (1) Most students have conceptual understanding level at Partial Understanding with a Specific Misconception (PUSM) with percentage 28,85%; (2) Most students are able to solve mathematic problem from teacher, but don’t understand the underlying concept.

Predicting fifth-grade students' understanding of ecological science concepts with motivational and cognitive variables

NASA Astrophysics Data System (ADS)

Alao, Solomon

The need to identify factors that contribute to students' understanding of ecological concepts has been widely expressed in recent literature. The purpose of this study was to investigate the relationship between fifth grade students' prior knowledge, learning strategies, interest, and learning goals and their conceptual understanding of ecological science concepts. Subject were 72 students from three fifth grade classrooms located in a metropolitan area of the eastern United States. Students completed the goal commitment, interest, and strategy use questionnaire (GISQ), and a knowledge test designed to assess their prior knowledge and conceptual understanding of ecological science concepts. The learning goals scale assessed intentions to try to learn and understand ecological concepts. The interest scale assessed the feeling and value-related valences that students ascribed to science and ecological science concepts. The strategy use scale assessed the use of two cognitive strategies (monitoring and elaboration). The knowledge test assessed students' understanding of ecological concepts (the relationship between living organisms and their environment). Scores on all measures were examined for gender differences; no significant gender differences were observed. The motivational and cognitive variables contributed to students' understanding of ecological concepts. After accounting for interest, learning goals, and strategy use, prior knowledge accounted for 28% of the total variance in conceptual understanding. After accounting for prior knowledge, interest, learning goals, and strategy use explained 7%, 6%, and 4% of the total variance in conceptual understanding, respectively. More importantly, these variables were interrelated to each other and to conceptual understanding. After controlling for prior knowledge, learning goals, and strategy use, interest did not predict the variance in conceptual understanding. After controlling for prior knowledge, interest, and strategy use, learning goals did not predict the variance in conceptual understanding. And, after controlling for prior knowledge, interest, and learning goals, strategy use did not predict the variance in conceptual understanding. Results of this study indicated that prior knowledge, interest, learning goals, and strategy use should be included in theoretical models design to explain and to predict fifth grade students' understanding of ecological concepts. Results of this study further suggested that curriculum developers and science teachers need to take fifth grade students' prior knowledge of ecological concepts, interest in science and ecological concepts; intentions to learn and understand ecological concepts, and use of cognitive strategies into account when designing instructional contexts to support these students' understanding of ecological concepts.

Beyond the checklist: assessing understanding for HIV vaccine trial participation in South Africa.

PubMed

Lindegger, Graham; Milford, Cecilia; Slack, Catherine; Quayle, Michael; Xaba, Xolani; Vardas, Eftyhia

2006-12-15

Informed consent and understanding are essential ethical requirements for clinical trial participation. Traditional binary measures of understanding may be limited and not be the best measures of level of understanding. This study designed and compared 4 measures of understanding for potential participants being prepared for enrollment in South African HIV vaccine trials, using detailed operational scoring criteria. Assessment of understanding of 7 key trial components was compared via self-report, checklist, vignettes, and narrative measures. Fifty-nine participants, including members of vaccine preparedness groups and 1 HIV vaccine trial, took part. There were significant differences across the measures for understanding of 5 components and for overall understanding. Highest scores were obtained on self-report and checklist measures, and lowest scores were obtained for vignettes and narrative descriptions. The findings suggest that levels of measured understanding are dependent on the tools used. Forced-choice measures like checklists tend to yield higher scores than open-ended measures like narratives or vignettes. Consideration should be given to complementing checklists and self-reports with open-ended measures, particularly for critical trial concepts, where the consequences of misunderstanding are potentially severe.

Children’s understanding of Aesop’s fables: relations to reading comprehension and theory of mind

PubMed Central

Pelletier, Janette; Beatty, Ruth

2015-01-01

Two studies examined children’s developing understanding of Aesop’s fables in relation to reading comprehension and to theory of mind. Study 1 included 172 children from Junior Kindergarten through Grade 6 in a school-wide examination of the relation between reading comprehension skills and understanding of Aesop’s fables told orally. Study 2 examined the relation between theory of mind and fables understanding among 186 Junior (4-year-old) and Senior (5-year-old) Kindergarten children. Study 1 results showed a developmental progression in fables understanding with children’s responses becoming increasingly decontextualized as they were able to extract the life lesson. After general vocabulary, passage comprehension predicted fables understanding. Study 2 results showed a relation between young children’s theory of mind development and their understanding of fables. After general vocabulary, second-order theory of mind predicted children’s fables understanding. Findings point to the importance of developing mental state awareness in children’s ability to judge characters’ intentions and to understand the deeper message embedded in fables. PMID:26500569

Calculus Students' Understanding of Volume

ERIC Educational Resources Information Center

Dorko, Allison; Speer, Natasha M.

2013-01-01

Researchers have documented difficulties that elementary school students have in understanding volume. Despite its importance in higher mathematics, we know little about college students' understanding of volume. This study investigated calculus students' understanding of volume. Clinical interview transcripts and written responses to volume…

Revealing Conceptual Understanding of International Business

ERIC Educational Resources Information Center

Ashley, Sue; Schaap, Harmen; de Bruijn, Elly

2017-01-01

This study aims to identify an adequate approach for revealing conceptual understanding in higher professional education. Revealing students' conceptual understanding is an important step towards developing effective curricula, assessment and aligned teaching strategies to enhance conceptual understanding in higher education. Essays and concept…

Understanding for Teaching for Understanding.

ERIC Educational Resources Information Center

Kieren, Thomas E.

1990-01-01

Outlines a model of mathematical understanding as a whole, dynamic, nonlinear, recursive growing process, entailing "folding back" for the reconstruction of inner level knowing. Presents examples from seventh graders' work. Discusses teacher awareness of student level of understanding, and implications for development of mathematics…

The use of multi representative learning materials: definitive, macroscopic, microscopic, symbolic, and practice in analyzing students’ concept understanding

NASA Astrophysics Data System (ADS)

Susilaningsih, E.; Wulandari, C.; Supartono; Kasmui; Alighiri, D.

2018-03-01

This research aims to compose learning material which contains definitive macroscopic, microscopic and symbolic to analyze students’ conceptual understanding in acid-base learning materials. This research was conducted in eleven grade, natural science class, senior high school 1 (SMAN 1) Karangtengah, Demak province, Indonesia as the low level of students’ conceptual understanding and the high level of students’ misconception. The data collecting technique is by test to assess the cognitive aspect, questionnaire to assess students’ responses to multi representative learning materials (definitive, macroscopic, microscopic, symbolic), and observation to assess students’ macroscopic aspects. Three validators validate the multi-representative learning materials (definitive, macroscopic, microscopic, symbolic). The results of the research show that the multi-representative learning materials (definitive, macroscopic, microscopes, symbolic) being used is valid in the average score 62 of 75. The data is analyzed using the descriptive qualitative method. The results of the research show that 72.934 % students understand, 7.977 % less understand, 8.831 % do not understand, and 10.256 % misconception. In comparison, the second experiment class shows 54.970 % students understand, 5.263% less understand, 11.988 % do not understand, 27.777 % misconception. In conclusion, the application of multi representative learning materials (definitive, macroscopic, microscopic, symbolic) can be used to analyze the students’ understanding of acid-base materials.

Using the Rasch model to validate stages of understanding the energy concept.

PubMed

Liu, Xiufeng; Collard, Sarah

2005-01-01

In recent years, there have been efforts to bridge science education with developmental psychology to develop theories on students developing understanding of science concepts from elementary to high school and beyond. The present study intends to test one such theory on students developing understanding of the energy concept. The theory states that students develop understanding of the energy concept by going through the following qualitatively distinct stages: (a) energy as activity/work; (b) energy as sources/forms, (c) energy transfer, (d) energy degradation, and (e) energy conservation. Three classes, one each from 4th grade, 8th grade, and high school physics class (grades 10, 11, and 12), completed a performance assessment. Students' performances were scored based on three traits of energy understanding: attention capacity, qualitative relations, and quantitative relations; each of the traits was defined into five hierarchical levels consistent with the five stages of understanding the energy concept. The Many-Facet Rasch Measurement (MFRM) model was used to analyze the effects of rater scoring severity, students' stages of energy understanding (theta), and difficulties of energy understanding traits. Results show that there was a discontinuity among the stages of understanding the energy concept, supporting the theory on students developing the understanding of the energy concept.

Individual differences in toddlers' social understanding and prosocial behavior: disposition or socialization?

PubMed

Gross, Rebekkah L; Drummond, Jesse; Satlof-Bedrick, Emma; Waugh, Whitney E; Svetlova, Margarita; Brownell, Celia A

2015-01-01

We examined how individual differences in social understanding contribute to variability in early-appearing prosocial behavior. Moreover, potential sources of variability in social understanding were explored and examined as additional possible predictors of prosocial behavior. Using a multi-method approach with both observed and parent-report measures, 325 children aged 18-30 months were administered measures of social understanding (e.g., use of emotion words; self-understanding), prosocial behavior (in separate tasks measuring instrumental helping, empathic helping, and sharing, as well as parent-reported prosociality at home), temperament (fearfulness, shyness, and social fear), and parental socialization of prosocial behavior in the family. Individual differences in social understanding predicted variability in empathic helping and parent-reported prosociality, but not instrumental helping or sharing. Parental socialization of prosocial behavior was positively associated with toddlers' social understanding, prosocial behavior at home, and instrumental helping in the lab, and negatively associated with sharing (possibly reflecting parents' increased efforts to encourage children who were less likely to share). Further, socialization moderated the association between social understanding and prosocial behavior, such that social understanding was less predictive of prosocial behavior among children whose parents took a more active role in socializing their prosociality. None of the dimensions of temperament was associated with either social understanding or prosocial behavior. Parental socialization of prosocial behavior is thus an important source of variability in children's early prosociality, acting in concert with early differences in social understanding, with different patterns of influence for different subtypes of prosocial behavior.

Interdisciplinary Approach to Understanding Literary Texts

ERIC Educational Resources Information Center

Dossanova, Altynay Zh.; Ismakova, Bibissara S.; Tapanova, Saule E.; Ayupova, Gulbagira K.; Gotting, Valentina V.; Kaltayeva, Gulnar K.

2016-01-01

The primary purpose is the implementation of the interdisciplinary approach to understanding and the construction of integrative models of understanding literary texts. The interdisciplinary methodological paradigm of studying text understanding, based on the principles of various sciences facilitating the identification of the text understanding…

Asessing for Structural Understanding in Childrens' Combinatorial Problem Solving.

ERIC Educational Resources Information Center

English, Lyn

1999-01-01

Assesses children's structural understanding of combinatorial problems when presented in a variety of task situations. Provides an explanatory model of students' combinatorial understandings that informs teaching and assessment. Addresses several components of children's structural understanding of elementary combinatorial problems. (Contains 50…

Participants' understanding of a randomized controlled trial (RCT) through informed consent procedures in the RCT for breast cancer screening, J-START.

PubMed

Shiono, Yoko Narikawa; Zheng, Ying-Fang; Kikuya, Masahiro; Kawai, Masaaki; Ishida, Takanori; Kuriyama, Shinichi; Ohuchi, Noriaki

2014-09-25

It is often difficult to enrol healthy volunteers into a randomized controlled trial (RCT) as there are barriers to participants' proper understanding of a trial. This study aimed to evaluate degrees of understanding of the informed consent (IC) process among healthy volunteers who participated in an RCT. Additionally, factors associated with degree of understanding were investigated. The J-START (the Japan STrategic Anti-cancer Randomized controlled Trial) is an RCT investigating the effectiveness of ultrasonography screening for breast cancer in women aged 40 to 49 years. To evaluate participants' understanding of the J-START, we administered questionnaires to 376 Japanese women on the day of enrolment at five study sites across Japan. The respondents were asked to complete the anonymous questionnaire within 2 weeks. We assessed objective understanding and perceived subjective understanding of IC using a Japanese version of the Quality of Informed Consent scale (QuIC). Then we analyzed the characteristics of women whose understanding was poor, and clarified the association between providing information and their understanding of the study protocol. The average QuIC scores were 78.2 and 82.2 (out of 100 each) for objective and subjective understanding, respectively. These are generally acceptable scores for participants' understanding of an RCT. However, there were four domains with low scores, indicating poor understanding: (1) experimental nature of the study, (2) potential risks or discomfort, (3) benefit to self, and (4) compensation. Healthy volunteers generally well understood the J-START. Nevertheless, there were some domains in need of improvement. In order to facilitate participants' understanding, it is necessary to provide training to reduce differences in information-providing procedures between medical centres and to endeavour to provide consistent information and conditions. The J-START was registered with the University Hospital Medical Information Network Clinical Trial Registration (UMIN-CTR), Japan (registration number: UMIN000000757), on July 1, 2007.

An investigation of meaningful understanding and effectiveness of the implementation of Piagetian and Ausubelian theories in physics instruction

NASA Astrophysics Data System (ADS)

Williams, Karen Ann

One section of college students (N = 25) enrolled in an algebra-based physics course was selected for a Piagetian-based learning cycle (LC) treatment while a second section (N = 25) studied in an Ausubelian-based meaningful verbal reception learning treatment (MVRL). This study examined the students' overall (concept + problem solving + mental model) meaningful understanding of force, density/Archimedes Principle, and heat. Also examined were students' meaningful understanding as measured by conceptual questions, problems, and mental models. In addition, students' learning orientations were examined. There were no significant posttest differences between the LC and MVRL groups for students' meaningful understanding or learning orientation. Piagetian and Ausubelian theories explain meaningful understanding for each treatment. Students from each treatment increased their meaningful understanding. However, neither group altered their learning orientation. The results of meaningful understanding as measured by conceptual questions, problem solving, and mental models were mixed. Differences were attributed to the weaknesses and strengths of each treatment. This research also examined four variables (treatment, reasoning ability, learning orientation, and prior knowledge) to find which best predicted students' overall meaningful understanding of physics concepts. None of these variables were significant predictors at the.05 level. However, when the same variables were used to predict students' specific understanding (i.e. concept, problem solving, or mental model understanding), the results were mixed. For forces and density/Archimedes Principle, prior knowledge and reasoning ability significantly predicted students' conceptual understanding. For heat, however, reasoning ability was the only significant predictor of concept understanding. Reasoning ability and treatment were significant predictors of students' problem solving for heat and forces. For density/Archimedes Principle, treatment was the only significant predictor of students' problem solving. None of the variables were significant predictors of mental model understanding. This research suggested that Piaget and Ausubel used different terminology to describe learning yet these theories are similar. Further research is needed to validate this premise and validate the blending of the two theories.

Understanding and Self-Organization.

PubMed

Newton, Natika W

2017-01-01

How do we manage to understand a completely novel state of affairs, such as the sudden effects of an unexpected earthquake, or the arrival of a total stranger instead of the sister we were waiting for? In each case, for a moment we might be stunned, but we are able quite quickly to fit these events into our overall framework for understanding the world. However, terrified and despairing we feel, we know what earthquakes are and this event fits that schema; in the case of the stranger we know that this kind of thing happens, and that we must ask the stranger "Who are you, and where is my sister?" This paper asks about the mechanisms by which we rapidly achieve an understanding of our world, both the unexpected changes we may experience, and the ongoing comfortable familiarity we normally have with our surroundings. We attempt a solution by means of examining fundamental questions: What is it to understand something?What sorts of things do we try to understand?Is there a conscious EXPERIENCE of understanding?Does understanding involve conscious mental images?What is self-organization? I will argue that these questions revolve around the need of a living organism to take action, and that understanding anything involves knowing how we might act relative to that thing in our environment. The experience of understanding is a feeling that the action affordances of a situation are clear and available. Action (as opposed to reaction) includes imagery, particularly motor imagery, which can be used in the guidance of action. Understanding requires a conscious process involving motor imagery of action affordances, and action can be understood only in self-organizational terms. I explain how self-organization can ground the kinds of action affordance experience needed for conscious understanding. The paper concludes that our day-to-day understanding of our environment is the result of a self-organizing process.

Need for Initiatives to Promote Procedural Understanding in Physics among School Teachers

NASA Astrophysics Data System (ADS)

Khaparde, Rajesh B.

2010-07-01

It is believed that there are three essential abilities which a student develops through a set of introductory physics laboratory courses. These abilities include 1) conceptual understanding, 2) experimental skills, and 3) procedural understanding. While the first two are well accepted, the third one is often implicit and goes behind the planning and execution of experimental physics. Procedural understanding has been described by a number of researchers including R. Gott and S. Duggan [1], and R. Roberts [2]. The author in his work [3] has adopted the approach of these researchers and extended it to physics laboratory training at the university level. Procedural understanding is the understanding of a set of ideas or concepts related to the `knowing how' of science and needed to put science into practice. It is the understanding of `concepts of evidence' like variable identification, sample size, variable types, relative scale, range, interval, choice of instruments, repeatability, graph type, etc. It is the thinking behind the doing and is a kind of cognitive understanding in its own right. It has been observed that while school (Grade 1-12) teachers are reasonably prepared to help students with respect to the development of conceptual understanding and experimental skills, a few are aware of the contents, methods and strategies related to the development of procedural understanding. It is felt that school teachers can play a very important role in helping students to develop procedural understanding at an early stage of their education and before students enter university courses. A need was felt to initiate and promote well-planned teacher improvement programmes at various levels of school education, with an objective to develop procedural understanding and understand the strategies of teaching suitable for various regions and learning environments. The author has initiated one such programme in India and will present details of a workshop organized at Mumbai, India.

Administrators' Understanding and Use of Family-Centered Practices

ERIC Educational Resources Information Center

Mandell, Colleen J.; Murray, Mary M.

2009-01-01

Employing qualitative methods, administrators' understanding and use of family-centered practices were examined. Results indicate differences in role perceptions and service delivery based on their level of understanding. Administrators with a comprehensive understanding of family-centered practices, in comparison to administrators with limited or…

Discourse Understanding. Technical Report No. 391.

ERIC Educational Resources Information Center

Scha, R. J. H.; And Others

Artificial intelligence research on natural language understanding is discussed in this report using the notions that (1) natural language understanding systems must "see" sentences as elements whose significance resides in the contribution they make to the larger whole, and (2) a natural language understanding computer system must…

Understanding the Microstructure and Macrostructure of Passages Among Chinese Elementary School Children.

PubMed

Lo, Lap-Yan; Ho, Connie Suk-Han; Wong, Yau-Kai; Chan, David Wai-Ock; Chung, Kevin Kien-Hoa

2016-12-01

Understanding the microstructure and macrostructure of passages is important for reading comprehension. What cognitive-linguistic skills may contribute to understanding these two levels of structures has rarely been investigated. The present study examined whether some word-level and text-level cognitive-linguistic skills may contribute differently to the understanding of microstructure and macrostructure respectively. Seventy-nine Chinese elementary school children were tested on some cognitive-linguistic skills and literacy skills. It was found that word reading fluency and syntactic skills predicted significantly the understanding of microstructure of passages after controlling for age and IQ; while morphological awareness, syntactic skills, and discourse skills contributed significantly to understanding of macrostructure. These findings suggest that syntactic skills facilitate children's access of meaning from grammatical structures, which is a fundamental process in gaining text meaning at any level of reading comprehension. Discourse skills also allow readers to understand the cohesive interlinks within and between sentences and is important for a macro level of passage understanding.

Spanish parents' emotion talk and their children's understanding of emotion

PubMed Central

Aznar, Ana; Tenenbaum, Harriet R.

2013-01-01

Relations between parent-child emotion talk and children's emotion understanding were examined in 63 Spanish mothers and fathers and their 4- (M = 53.35 months, SD = 3.86) and 6-year-old (M = 76.62 months, SD = 3.91) children. Parent-child emotion talk was analyzed during two storytelling tasks: a play-related storytelling task and a reminiscence task (conversation about past experiences). Children's emotion understanding was assessed twice through a standardized test of emotion comprehension (TEC; Pons et al., 2004), once before one of the two parent-child storytelling sessions and again 6 months later. Mothers' use of emotion labels during the play-related storytelling task predicted children's emotion understanding after controlling for children's previous emotion understanding. Whereas fathers' use of emotion labels during the play-related storytelling task was correlated with children's emotion understanding, it did not predict children's emotion understanding after controlling for previous emotion understanding. Implications of these findings for future research on children's socioemotional development are discussed. PMID:24069016

Spanish parents' emotion talk and their children's understanding of emotion.

PubMed

Aznar, Ana; Tenenbaum, Harriet R

2013-01-01

Relations between parent-child emotion talk and children's emotion understanding were examined in 63 Spanish mothers and fathers and their 4- (M = 53.35 months, SD = 3.86) and 6-year-old (M = 76.62 months, SD = 3.91) children. Parent-child emotion talk was analyzed during two storytelling tasks: a play-related storytelling task and a reminiscence task (conversation about past experiences). Children's emotion understanding was assessed twice through a standardized test of emotion comprehension (TEC; Pons et al., 2004), once before one of the two parent-child storytelling sessions and again 6 months later. Mothers' use of emotion labels during the play-related storytelling task predicted children's emotion understanding after controlling for children's previous emotion understanding. Whereas fathers' use of emotion labels during the play-related storytelling task was correlated with children's emotion understanding, it did not predict children's emotion understanding after controlling for previous emotion understanding. Implications of these findings for future research on children's socioemotional development are discussed.

Construction of technological artifacts and teaching strategies to promote flexible scientific understanding

NASA Astrophysics Data System (ADS)

Spitulnik, Michele Wisnudel

Science education reforms advocate inquiry as a way to build explanations and make informed decisions. Based on this call this dissertation (1) defines flexible scientific understanding by elaborating on content, inquiry and epistemic understandings; (2) describes an inquiry based unit that integrates dynamic modeling software; (3) examines students' understandings as they construct models; and (4) identifies instructional strategies that support inquiry and model building. A curriculum unit was designed to engage students in inquiry by identifying problems and constructing models to represent, explain and predict phenomena. Ninth grade students in a public mid-western high school worked in teams of 2-3 to ask questions, find information and reflect on the purposes of models. Data sources including classroom video, observations, interviews, student models and handouts were used to formulate cases that examine how two groups construct understanding. A teacher case study identifies the teaching strategies that support understanding. Categories within content, inquiry and epistemic understandings were used to analyze student understandings and teaching supports. The findings demonstrate that students can build flexible understanding by constructing models. Students built: (1) content understanding by identifying key ideas and building relationships and explanations of phenomena; (2) inquiry understanding by defining problems, constructing models and developing positions; and (3) epistemic understanding by describing the purposes of models as generalizing phenomena, testing hypotheses and making predictions. However, students demonstrated difficulty in using evidence to defend scientific arguments. Strategies that support flexible understanding were also identified. Content supports include: setting expectations for explanations; using examples to illustrate explanations; modeling questions; and providing feedback that prompts detailed explanations. Supports for inquiry are setting expectations for data gathering; using examples that illustrate model building; modeling the development of an argument; and providing feedback to promote coherent models. Epistemic supports include: using examples to illustrate purposes and assumptions within models, and providing feedback as students evaluate their models. The dissertation demonstrates that teaching strategies impact student understanding but are challenging to implement. When strategies are not used, students do not necessarily construct desired outcomes such as, using evidence to support arguments.

From Global Sustainability to Inclusive Education: Understanding urban children's ideas about the food system

NASA Astrophysics Data System (ADS)

Calabrese Barton, Angela; Koch, Pamela D.; Contento, Isobel R.; Hagiwara, Sumi

2005-08-01

The purpose of this paper is to report our findings from a qualitative study intended to develop our understandings of: what high-poverty urban children understand and believe about food and food systems; and how such children transform and use that knowledge in their everyday lives (i.e. how do they express their scientific literacies including content understandings, process understandings, habits of mind in these content areas). This qualitative study is part of a larger study focused on understanding and developing science and nutritional literacies among high-poverty urban fourth-grade through sixth-grade students and their teachers and caregivers.

Understanding as Integration of Heterogeneous Representations

NASA Astrophysics Data System (ADS)

Martínez, Sergio F.

2014-03-01

The search for understanding is a major aim of science. Traditionally, understanding has been undervalued in the philosophy of science because of its psychological underpinnings; nowadays, however, it is widely recognized that epistemology cannot be divorced from psychology as sharp as traditional epistemology required. This eliminates the main obstacle to give scientific understanding due attention in philosophy of science. My aim in this paper is to describe an account of scientific understanding as an emergent feature of our mastering of different (causal) explanatory frameworks that takes place through the mastering of scientific practices. Different practices lead to different kinds of representations. Such representations are often heterogeneous. The integration of such representations constitute understanding.

The contribution of brain sub-cortical loops in the expression and acquisition of action understanding abilities☆

PubMed Central

Caligiore, Daniele; Pezzulo, Giovanni; Miall, R. Chris; Baldassarre, Gianluca

2013-01-01

Research on action understanding in cognitive neuroscience has led to the identification of a wide “action understanding network” mainly encompassing parietal and premotor cortical areas. Within this cortical network mirror neurons are critically involved implementing a neural mechanism according to which, during action understanding, observed actions are reflected in the motor patterns for the same actions of the observer. We suggest that focusing only on cortical areas and processes could be too restrictive to explain important facets of action understanding regarding, for example, the influence of the observer's motor experience, the multiple levels at which an observed action can be understood, and the acquisition of action understanding ability. In this respect, we propose that aside from the cortical action understanding network, sub-cortical processes pivoting on cerebellar and basal ganglia cortical loops could crucially support both the expression and the acquisition of action understanding abilities. Within the paper we will discuss how this extended view can overcome some limitations of the “pure” cortical perspective, supporting new theoretical predictions on the brain mechanisms underlying action understanding that could be tested by future empirical investigations. PMID:23911926

The understanding and experience of mixed emotions in 3-5-year-old children.

PubMed

Smith, Joshua P; Glass, Daniel J; Fireman, Gary

2015-01-01

The term mixed emotions refers to the presence of two opposite-valence emotions toward a single target. Identifying when children begin to report experiencing and understanding mixed emotions is critical in identifying how skills such as adaptive functioning, coping strategies, environmental understanding, and socioemotional competence emerge. Prior research has shown that children as young as 5 years old can understand and experience mixed emotion, but perhaps appropriately sensitive methodologies can reveal these abilities in younger children. The present study evaluated 57 children between 3 and 5 years old for mixed emotion experience and understanding using an animated video clip in which a character experiences a mixed emotional episode. Ordinal logistic regression was utilized to examine the relation of gender, attention, and understanding of content to experience and understanding of mixed emotion. While only 12% of children reported experiencing mixed emotion while watching the clip, 49% of children-some as young as 3 years old-were able to recognize the mixed emotional experience of the character. Thus, mixed emotion understanding emerges earlier than previously identified and the expression of understanding may develop independently of the ability to report mixed emotion experience. These findings are discussed in relation to cognitive and developmental considerations.

Science Olympiad students' nature of science understandings

NASA Astrophysics Data System (ADS)

Philpot, Cindy J.

2007-12-01

Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students' understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students' understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science -- High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in Science Olympiad did not translate into informed understandings of NOS. There were implications that labs with a set procedure and given data tables did not contribute to informed NOS understandings, while explicit instruction may have contributed to more informed understandings. Exploring these high achieving, Science Olympiad students' understandings of NOS was a crucial step to understanding what experiences formed these students' understandings so that teachers may better their practices and help more students succeed in becoming scientifically literate citizens.

Mathematics Education Graduate Students' Understanding of Trigonometric Ratios

ERIC Educational Resources Information Center

Yigit Koyunkaya, Melike

2016-01-01

This study describes mathematics education graduate students' understanding of relationships between sine and cosine of two base angles in a right triangle. To explore students' understanding of these relationships, an elaboration of Skemp's views of instrumental and relational understanding using Tall and Vinner's concept image and concept…

Supporting Teachers' Understandings of Function through Online Professional Development

ERIC Educational Resources Information Center

Silverman, Jason

2017-01-01

This article explores one segment of an extended research and development project that was conducted to better understand the ways online teacher professional development can support teachers' development of deep and connected mathematical understandings. In particular, this article discusses teachers' understandings of the concept of…

Understanding Complex Natural Systems by Articulating Structure-Behavior-Function Models

ERIC Educational Resources Information Center

Vattam, Swaroop S.; Goel, Ashok K.; Rugaber, Spencer; Hmelo-Silver, Cindy E.; Jordan, Rebecca; Gray, Steven; Sinha, Suparna

2011-01-01

Artificial intelligence research on creative design has led to Structure-Behavior-Function (SBF) models that emphasize functions as abstractions for organizing understanding of physical systems. Empirical studies on understanding complex systems suggest that novice understanding is shallow, typically focusing on their visible structures and…

Young Children's Understanding of Belief Constraints on Intention.

ERIC Educational Resources Information Center

Moses, Louis J.

1993-01-01

One important characteristic of rational action is that intentions should be consistent with beliefs. Two studies examined whether three year olds understand belief constraints on intention. In both studies, subjects' understanding of unfulfilled intentions was excellent and significantly better than their understanding of false beliefs, but…

36 CFR 223.242 - Supplemental guidance, Memorandum of Agreements and Memorandums of Understanding.

Code of Federal Regulations, 2010 CFR

2010-07-01

..., Memorandum of Agreements and Memorandums of Understanding. 223.242 Section 223.242 Parks, Forests, and Public... Supplemental guidance, Memorandum of Agreements and Memorandums of Understanding. Consistent with subparts G... Agreement and Memorandums of Understanding to promote local collaboration, issue resolution, and local...

Is Understanding Regret Dependent on Developments in Counterfactual Thinking?

ERIC Educational Resources Information Center

Beck, Sarah R.; Crilly, Maria

2009-01-01

Children's understanding of counterfactual emotions such as regret and relief develops relatively late compared to their ability to imagine counterfactual worlds. We tested whether a late development in counterfactual thinking: understanding counterfactuals as possibilities, underpinned children's understanding of regret. Thirty 5- and 6-year-olds…

Components of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions

ERIC Educational Resources Information Center

MacDonald, Beth L.; Westenskow, Arla; Moyer-Packenham, Patricia S.; Child, Barbara

2018-01-01

Place value understanding requires the same activity that students use when developing fractional and algebraic reasoning, making this understanding foundational to mathematics learning. However, many students engage successfully in mathematics classrooms without having a conceptual understanding of place value, preventing them from accessing…

"I Finally Get It!": Developing Mathematical Understanding during Teacher Education

ERIC Educational Resources Information Center

Holm, Jennifer; Kajander, Ann

2012-01-01

A deep conceptual understanding of elementary mathematics as appropriate for teaching is increasingly thought to be an important aspect of elementary teacher capacity. This study explores preservice teachers' initial mathematical understandings and how these understandings developed during a mathematics methods course for upper elementary…

Cultural Understanding: Is it Possible to Understand Another’s Culture Without a Firm Grasp of One’s Own?

DTIC Science & Technology

2010-05-06

fact that American culture embraces individualism whereas the Iraqi culture is much more collectivist in nature. Another critical point to be...FINAL 3. DATES COVERED (From - To) 4. TITLE AND SUBTITLE Cultural Understanding: Is it Possible to Understand Another’s Culture Without...result, an undue focus has been placed on the need to understand foreign cultures within the context of conducting military operations. While this

Parental and youth understanding of the informed consent process for pediatric endoscopy.

PubMed

Jubbal, Kevin; Chun, Stanford; Chang, Jeremy; Zhang, Sherry; Terrones, Laura; Huang, Jeannie S

2015-06-01

Informed consent (IC) is an essential communication between patient/representative and physician that acknowledges patient autonomy; assent is the equivalent process performed between youth and physician. For clinical procedures involving youth, only the IC process between guardian/parent and physician is required to be performed. Nevertheless, experts recommend that youth undergo assent whenever possible. In the present study, we explored both parental and youth understanding of required IC elements in IC discussions before pediatric endoscopy. Following signing of IC documents on the day of endoscopy at a tertiary care academic medical center, youth and their parents underwent structured interviews to assess comprehension of key elements of the IC process. A total of 88 children and adolescents and their parents were evaluated. Two youth and 12 parents demonstrated comprehensive understanding of key IC elements for pediatric endoscopy. Suboptimal youth understanding was demonstrated for nature of the procedure (25% with adequate understanding) and related risks (17%), and alternatives (14%) to the procedure. Suboptimal parental understanding was demonstrated for procedure alternatives (24%). Youth overall understanding of IC varied by age, whereas parental global understanding of IC varied by physician. Understanding of IC performed for pediatric endoscopy could be improved in both parents and youth. Our findings suggest that interventions targeting parents, youth, and physicians may be helpful. Further study is needed to determine whether our findings are representative of IC understanding at other pediatric endoscopy centers.

Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction.

PubMed

Liu, Yingyi

2017-09-08

Prior studies on fraction magnitude understanding focused mainly on students with relatively sufficient formal instruction on fractions whose fraction magnitude understanding is relatively mature. This study fills a research gap by investigating fraction magnitude understanding in the early stages of fraction instruction. It extends previous findings to children with limited and primary formal fraction instruction. Thirty-five fourth graders with limited fraction instruction and forty fourth graders with primary fraction instruction were recruited from a Chinese primary school. Children's fraction magnitude understanding was assessed with a fraction number line estimation task. Approximate number system (ANS) acuity was assessed with a dot discrimination task. Whole number knowledge was assessed with a whole number line estimation task. General reading and mathematics achievements were collected concurrently and 1 year later. In children with limited fraction instruction, fraction representation was linear and fraction magnitude understanding was concurrently related to both ANS and whole number knowledge. In children with primary fraction instruction, fraction magnitude understanding appeared to (marginally) significantly predict general mathematics achievement 1 year later. Fraction magnitude understanding emerged early during formal instruction of fractions. ANS and whole number knowledge were related to fraction magnitude understanding when children first began to learn about fractions in school. The predictive value of fraction magnitude understanding is likely constrained by its sophistication level. © 2017 The British Psychological Society.

Individual differences in toddlers’ social understanding and prosocial behavior: disposition or socialization?

PubMed Central

Gross, Rebekkah L.; Drummond, Jesse; Satlof-Bedrick, Emma; Waugh, Whitney E.; Svetlova, Margarita; Brownell, Celia A.

2015-01-01

We examined how individual differences in social understanding contribute to variability in early-appearing prosocial behavior. Moreover, potential sources of variability in social understanding were explored and examined as additional possible predictors of prosocial behavior. Using a multi-method approach with both observed and parent-report measures, 325 children aged 18–30 months were administered measures of social understanding (e.g., use of emotion words; self-understanding), prosocial behavior (in separate tasks measuring instrumental helping, empathic helping, and sharing, as well as parent-reported prosociality at home), temperament (fearfulness, shyness, and social fear), and parental socialization of prosocial behavior in the family. Individual differences in social understanding predicted variability in empathic helping and parent-reported prosociality, but not instrumental helping or sharing. Parental socialization of prosocial behavior was positively associated with toddlers’ social understanding, prosocial behavior at home, and instrumental helping in the lab, and negatively associated with sharing (possibly reflecting parents’ increased efforts to encourage children who were less likely to share). Further, socialization moderated the association between social understanding and prosocial behavior, such that social understanding was less predictive of prosocial behavior among children whose parents took a more active role in socializing their prosociality. None of the dimensions of temperament was associated with either social understanding or prosocial behavior. Parental socialization of prosocial behavior is thus an important source of variability in children’s early prosociality, acting in concert with early differences in social understanding, with different patterns of influence for different subtypes of prosocial behavior. PMID:26029139

Strategies for healthcare professionals to facilitate patient illness understanding.

PubMed

Nunstedt, Håkan; Rudolfsson, Gudrun; Alsén, Pia; Pennbrant, Sandra

2017-12-01

To describe how healthcare professionals facilitate patient illness understanding. Healthcare professionals and patients differ in their illness understanding. If the information provided by healthcare professionals is not adapted to the patient's daily life, it may be unusable for the patient. Previous research has found that healthcare professionals should individualise the information to enable the patient to apply the knowledge to the personal situation and to develop illness understanding. However, little is known of how healthcare professionals can facilitate patient illness understanding. A qualitative descriptive study based on individual, semi-structured, open-ended and face-to-face interviews was conducted with healthcare professionals (n = 11) concerning how they facilitate patients illness understanding. Three health centres were involved during the period of March to November 2014. The interviews were analysed with qualitative content analysis. The result identified a continuous and collaborative process with three strategies used by healthcare professionals to facilitate the patient's illness understanding: (i) assess the patient's illness understanding, (ii) interact with the patient to develop illness understanding and (iii) support the patient's personal development for illness understanding. The steps in the process depend on each other. The results of our analysis indicate that healthcare professionals can use the continuous and collaborative process to enhance the patient's self-care ability and turn his or her knowledge into action for improving illness understanding. The three continuous and collaborative process strategies involving pedagogical approaches can create conditions for healthcare professionals to obtain a holistic view of the patient's life and to be a key resource for person-centred care. © 2017 John Wiley & Sons Ltd.

Examining patient comprehension of emergency department discharge instructions: Who says they understand when they do not?

PubMed

Lin, Margaret Jane; Tirosh, Adva Gutman; Landry, Alden

2015-12-01

Patient comprehension of emergency department (ED) discharge instructions is important for ensuring that patients understand their diagnosis, recommendations for treatment, appropriate follow-up, and reasons to return. However, many patients may not fully understand their instructions. Furthermore, some patients may state they understand their instructions even when they do not. We surveyed 75 patients on their perception of their understanding of their ED discharge instructions, and asked them specific questions about the instructions. We also performed a chart review, and examined patients' answers for correlation with the written instructions and medical chart. We then performed a statistical analysis evaluating which patients claimed understanding but who were found to have poor understanding on chart review. Overall, there was no significant correlation between patient self-reported understanding and physician evaluation of their understanding (ρ = 0.221, p = 0.08). However, among female patients and patients with less than 4 years of college, there was significant positive correlation between self-report and physician evaluation of comprehension (ρ = 0.326, p = 0.04 and ρ = 0.344, p = 0.04, respectively), whereas there was no correlation for male patients and those with more than 16 years of education (ρ = 0.008, p = 0.9, ρ = -0.041, p = 0.84, respectively). Patients' perception of their understanding may not be accurate, especially among men, and those with greater than college education. Identifying which patients say they understand their discharge instructions, but may actually have poor comprehension could help focus future interventions on improving comprehension.

Teachers' Explanations of a Key Developmental Understanding of Multiplicative Reasoning

ERIC Educational Resources Information Center

Rhee, Katherine L.

2012-01-01

This qualitative research study explores teachers' understandings of multiplicative reasoning as a key developmental understanding (KDU). A KDU entails knowingly applying the same mathematical concepts within different contexts. A KDU supports an individual to build a connected understanding of mathematics as opposed to only understanding…

Using Rasch Measurement to Validate the Instrument of Students' Understanding of Models in Science (SUMS)

ERIC Educational Resources Information Center

Wei, Silin; Liu, Xiufeng; Jia, Yuane

2014-01-01

Scientific models and modeling play an important role in science, and students' understanding of scientific models is essential for their understanding of scientific concepts. The measurement instrument of "Students' Understanding of Models in Science" (SUMS), developed by Treagust, Chittleborough & Mamiala ("International…

Children's Understandings of Rurality: Exploring the Interrelationship between Experience and Understanding.

ERIC Educational Resources Information Center

McCormack, Jaleh

2002-01-01

Explores children's material and discursive experiences of rurality in New Zealand and how they contribute to children's understandings of rurality. Highlights common constructions of reality based on experiences of agriculture, nature, and recreation, as well as children's understandings of rurality from discourse with peers and adults. (Contains…

4 CFR Appendix I to Part 83 - Memorandum of Understanding

Code of Federal Regulations, 2010 CFR

2010-01-01

... 4 Accounts 1 2010-01-01 2010-01-01 false Memorandum of Understanding I Appendix I to Part 83 Accounts GOVERNMENT ACCOUNTABILITY OFFICE RECORDS PRIVACY PROCEDURES FOR PERSONNEL RECORDS Pt. 83, App. I Appendix I to Part 83—Memorandum of Understanding This memorandum of understanding constitutes an agreement...

8 CFR 273.6 - Memorandum of Understanding.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 8 Aliens and Nationality 1 2010-01-01 2010-01-01 false Memorandum of Understanding. 273.6 Section... ACT § 273.6 Memorandum of Understanding. (a) Carriers may apply to enter into a Memorandum of Understanding (MOU) with the Service for an automatic reduction, refund, or waiver of fines imposed under...

15 CFR 700.63 - Letters of Understanding.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 15 Commerce and Foreign Trade 2 2010-01-01 2010-01-01 false Letters of Understanding. 700.63... DEFENSE PRIORITIES AND ALLOCATIONS SYSTEM Official Actions § 700.63 Letters of Understanding. (a) A Letter of Understanding is an official action which may be issued in resolving special priorities assistance...

Initial Teacher Training: Understanding "Race," Diversity and Inclusion

ERIC Educational Resources Information Center

Bhopal, Kalwant; Rhamie, Jasmine

2014-01-01

There is little research which has explored how students on Initial Teacher Training (ITT) courses understand and conceptualise discourses of "race," diversity and inclusion. This article will focus on student understandings of racialised identities; it will explore the discourses by which students understand what it means to be White…

Mediating Relationship of Differential Products in Understanding Integration in Introductory Physics

ERIC Educational Resources Information Center

Amos, Nathaniel; Heckler, Andrew F.

2018-01-01

In the context of introductory physics, we study student conceptual understanding of differentials, differential products, and integrals and possible pathways to understanding these quantities. We developed a multiple choice conceptual assessment employing a variety of physical contexts probing physical understanding of these three quantities and…

Peeling the Onion: Student Teacher's Conceptions of Literary Understanding.

ERIC Educational Resources Information Center

Carlsson, Maj Asplund; Fulop, Marta; Marton, Ference

2001-01-01

Studied the theories student teachers held about literary understanding through interviews with 25 Hungarian and 8 Swedish student teachers. Categories of theories captured a substantial portion of the variation in how literary understanding can be seen. Three central aspects of human understanding, variation, discernment, and simultaneity, could…

Ecological Understanding 2: Transformation--A Key to Ecological Understanding.

ERIC Educational Resources Information Center

Carlsson, Britta

2002-01-01

Describes the structure and general features of the phenomenon of ecological understanding. Presents qualitatively different ways of experiencing cycling of matter and the flow of energy in the context of ecosystems. The idea of transformation is key to the development of ecological understanding. (Contains 17 references.) (Author/YDS)

How Cognitive Processes Aid Program Understanding.

DTIC Science & Technology

1985-06-01

information critical to program understanding are...are used in conjunction with a ;rcgrarrrer ’s nowledge base and categories cf information critical to prcgrar understanding are identified. The model... understanding . Further, the study contends that the effectiveness of these processes is aeleraent upon the extent of the programmer’s knowledge base.

A Dynamic Theory of Mathematical Understanding: Some Features and Implications.

ERIC Educational Resources Information Center

Pirie, Susan; Kieren, Thomas

Given the current and widespread practical interest in mathematical understanding, particularly with respect to higher order thinking skills, curriculum reform advocates in many countries cite the need for teaching mathematics with understanding. However, the characterization of understanding in ways that highlight its growth, as well as the…

The Impact of a Science Demonstration on Children's Understanding of Air Pressure.

ERIC Educational Resources Information Center

Shepardson, Damiel P.; And Others

1994-01-01

Examines 52 fifth graders' written and oral responses to determine the impact of a scientific demonstration on their understanding of air pressure. For one-third of the children, the demonstration reinforced previous understanding. Recommendations for using demonstrations to promote children's scientific understanding are presented. (ZWH)

Evidence-Based Medicine: Options for Dupuytren's Contracture: Incise, Excise, and Dissolve.

PubMed

Denkler, Keith A; Vaughn, Carolyn J; Dolan, Estelle L; Hansen, Scott L

2017-01-01

After studying this article, the participant should be able to: 1. Understand updates in the basic science, epidemiology, and treatment of Dupuytren's disease. 2. Understand treatment with needle aponeurotomy, collagenase, and fasciectomy. 3. Understand advanced needle techniques for Dupuytren's contracture. 4. Understand the safety and effectiveness of a new treatment, collagenase. The literature on Dupuytren's disease encompasses many specialties. Its treatment is generally by perforating, excising, or dissolving the affected tissues. This article reviews the changing understanding of this disease and treatment options.

The Agile Organization: From Informal Networks to Complex Effects and Agility

DTIC Science & Technology

2005-01-01

aggregated that one can understand one’s own weaknesses and strengths, and so what is threatening, or not, to one’s enemy. Thus, if we can understand networks...and how they operate, aggregate, and perform—their fears and desires—we can also understand how others perform, and so know what to do and what not...understanding of how nature works. Intuitively, we understand that what drives natural sys- tems can and must also apply to us as part of nature. For

Verbal understanding: Integrating the conceptual analyses of Skinner, Ryle, and Wittgenstein.

PubMed

Schoneberger, T

1991-01-01

Gilbert Ryle's (1949) and Ludwig Wittgenstein's (1953; 1958; 1974/78) conceptual analyses of verbal understanding are presented. For Ryle, the term understanding signifies simultaneously an acquired disposition and a behavioral episode. For Wittgenstein, it signifies simultaneously a skill and a criterial behavior. Both argued that episodes of understanding comprise heterogenious classes of behaviors, and that each member of such a class is neither a necessary nor a sufficient condition of understanding. Next, an approach integrating the analyses of Ryle and Wittgenstein with that of Skinner is presented. Lastly, it is argued that this integrated analysis adequately counters Parrott's (1984) argument that understanding, for Skinner, is potential behavior and not an event.

Verbal understanding: Integrating the conceptual analyses of Skinner, Ryle, and Wittgenstein

PubMed Central

Schoneberger, Ted

1991-01-01

Gilbert Ryle's (1949) and Ludwig Wittgenstein's (1953; 1958; 1974/78) conceptual analyses of verbal understanding are presented. For Ryle, the term understanding signifies simultaneously an acquired disposition and a behavioral episode. For Wittgenstein, it signifies simultaneously a skill and a criterial behavior. Both argued that episodes of understanding comprise heterogenious classes of behaviors, and that each member of such a class is neither a necessary nor a sufficient condition of understanding. Next, an approach integrating the analyses of Ryle and Wittgenstein with that of Skinner is presented. Lastly, it is argued that this integrated analysis adequately counters Parrott's (1984) argument that understanding, for Skinner, is potential behavior and not an event. PMID:22477637

Child language and parent discipline mediate the relation between family income and false belief understanding.

PubMed

Tompkins, Virginia; Logan, Jessica A R; Blosser, Daniel F; Duffy, Kaylin

2017-06-01

Achieving false belief understanding is an important cognitive milestone that allows children to understand that thoughts and reality can differ. Researchers have found that low-income children score significantly lower than middle-income children on false belief understanding but have not examined why this difference exists. We hypothesized that children's language and parent discipline mediate the income-false belief relation. Participants were 174 3- to 6-year-olds. False belief understanding was significantly correlated with family income, children's vocabulary, parents' self-reported discussion of children's behavior, discussion of emotions, and power assertion. Family income had a significant indirect effect on false belief understanding through children's vocabulary and parent discipline when examined independently, but only through children's vocabulary when using parallel multiple mediation. This study contributes to our knowledge of individual differences in false belief understanding. Copyright © 2017 Elsevier Inc. All rights reserved.

Assessing Students' Understanding of Macroevolution: Concerns regarding the validity of the MUM

NASA Astrophysics Data System (ADS)

Novick, Laura R.; Catley, Kefyn M.

2012-11-01

In a recent article, Nadelson and Southerland (2010. Development and preliminary evaluation of the Measure of Understanding of Macroevolution: Introducing the MUM. The Journal of Experimental Education, 78, 151-190) reported on their development of a multiple-choice concept inventory intended to assess college students' understanding of macroevolutionary concepts, the Measure of Understanding Macroevolution (MUM). Given that the only existing evolution inventories assess understanding of natural selection, a microevolutionary concept, a valid assessment of students' understanding of macroevolution would be a welcome and necessary addition to the field of science education. Although the conceptual framework underlying Nadelson and Southerland's test is promising, we believe the test has serious shortcomings with respect to validity evidence for the construct being tested. We argue and provide evidence that these problems are serious enough that the MUM should not be used in its current form to measure students' understanding of macroevolution.

Understanding Understanding Mathematics. Artificial Intelligence Memo No. 488.

ERIC Educational Resources Information Center

Michener, Edwina Rissland

This document is concerned with the important extra-logical knowledge that is often outside of traditional discussions in mathematics, and looks at some of the ingredients and processes involved in the understanding of mathematics. The goal is to develop a conceptual framework in which to talk about mathematical knowledge and to understand the…

Understanding Possibilities and Limitations of Abstract Chemical Representations for Achieving Conceptual Understanding

ERIC Educational Resources Information Center

Corradi, David M. J.; Elen, Jan; Schraepen, Beno; Clarebout, Geraldine

2014-01-01

When learning with abstract and scientific multiple external representations (MERs), low prior knowledge learners are said to have difficulties in using these MERs to achieve conceptual understanding. Yet little is known about what these limitations precisely entail. In order to understand this, we presented 101 learners with low prior knowledge…

Secondary School Students' Conceptual Understanding of Physical and Chemical Changes

ERIC Educational Resources Information Center

Hanson, R.; Twumasi, A. K.; Aryeetey, C.; Sam, A.; Adukpo, G.

2016-01-01

In recent years, researchers have shown an interest in understanding students' own ideas about basic chemical principles and guiding them through innovative ways to gain conceptual understanding where necessary. This research was a case study designed to assess 50 first year high school students' conceptual understanding about changes in matter,…

Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value

ERIC Educational Resources Information Center

Kulhanek, Stefani Michelle

2013-01-01

An understanding of whole number place value is a critical component of second-grade mathematics. This understanding of place value provides the foundational concept for operations with whole numbers. The ability to understand the concept of place value and transfer that understanding to teaching addition and subtraction are often problems…

Understanding Physics in Relation to Working Memory

ERIC Educational Resources Information Center

Chen, Wen-Chao; Whitehead, Rex

2009-01-01

The aim of physics education is to generate understanding of physics and there is considerable anecdotal evidence that passing examinations in physics is not the same as understanding the subject. This paper describes how the areas of difficulties in understanding of physics were determined for pupils in Taiwan aged 13-15. Test material which…

Understanding Expertise from Elite Badminton Coaches

ERIC Educational Resources Information Center

Sheu, Feng-Ru

2011-01-01

Badminton is a growing sport with a limited amount of expertise both in players and coaches so attempts are being made to extend the expertise internationally. The purpose of this study is to gain an understanding of coaching expertise in badminton because such an understanding might have implications for a more general understanding of expertise,…

9 CFR 54.2 - Cooperative agreements and memoranda of understanding with States.

Code of Federal Regulations, 2010 CFR

2010-01-01

... of understanding with States. 54.2 Section 54.2 Animals and Animal Products ANIMAL AND PLANT HEALTH... DISEASES CONTROL OF SCRAPIE § 54.2 Cooperative agreements and memoranda of understanding with States. APHIS will execute cooperative agreements and/or memoranda of understanding with the animal health agency of...

A Functional Conceptualization of Understanding Science in the News

ERIC Educational Resources Information Center

Anderson, Megan M.

2012-01-01

The idea that the public should have the capacity for understanding science in the news has been embraced by scientists, educators, and policymakers alike. An oft-cited goal of contemporary science education, in fact, is to enhance students' understanding of science in the news. But what exactly does it "mean" to understand science…

Probing Student Understanding of Scientific Thinking in the Context of Introductory Astrophysics

ERIC Educational Resources Information Center

Steinberg, Richard N.; Cormier, Sebastien; Fernandez, Adiel

2009-01-01

Common forms of testing of student understanding of science content can be misleading about their understanding of the nature of scientific thinking. Observational astronomy integrated with related ideas of force and motion is a rich context to explore the correlation between student content knowledge and student understanding of the scientific…

Children's Interpretive Understanding, Moral Judgments, and Emotion Attributions: Relations to Social Behaviour

ERIC Educational Resources Information Center

Malti, Tina; Gasser, Luciano; Gutzwiller-Helfenfinger, Eveline

2010-01-01

The study investigated interpretive understanding, moral judgments, and emotion attributions in relation to social behaviour in a sample of 59 5-year-old, 123 7-year-old, and 130 9-year-old children. Interpretive understanding was assessed by two tasks measuring children's understanding of ambiguous situations. Moral judgments and emotion…

The Call to Critique "Common Sense" Understandings about Boys and Masculinity(ies)

ERIC Educational Resources Information Center

Dalley-Trim, Leanne

2009-01-01

This paper is founded upon the premise that "common sense" understandings about boys persist within schools and, given this continuing circulation of such understandings, advocates the need to critique such conceptualising. It does so on the grounds that such understandings, and the essentialist discursive knowledges informing these, fail to take…

Education, Educational Research, and the "Grammar" of Understanding: A Response to David Bridges

ERIC Educational Resources Information Center

Smeyers, Paul

2009-01-01

This article is the author's response to a paper presented by David Bridges. Bridges' central question: "Is there something exclusive and superior about insider understanding which the outsider cannot understand?" is indeed not only crucial to the contexts he explicitly deals with, i.e. religious understanding, ethnographic research and…

Advising with Understanding: Considering Hermeneutic Theory in Academic Advising

ERIC Educational Resources Information Center

Champlin-Scharff, Sarah

2010-01-01

One might say that good advising requires understanding of those being advised. Yet, the way to achieve an accurate understanding of each advisee is unclear. An introduction to the field of hermeneutics, including an outline of Martin Heidegger's notion of human being and existential understanding, is presented to offer advisors a new opportunity…

Physical Models Have Gender-Specific Effects on Student Understanding of Protein Structure-Function Relationships

ERIC Educational Resources Information Center

Forbes-Lorman, Robin M.; Harris, Michelle A.; Chang, Wesley S.; Dent, Erik W.; Nordheim, Erik V.; Franzen, Margaret A.

2016-01-01

Understanding how basic structural units influence function is identified as a foundational/core concept for undergraduate biological and biochemical literacy. It is essential for students to understand this concept at all size scales, but it is often more difficult for students to understand structure-function relationships at the molecular…

College Chemistry Students' Understanding of Potential Energy in the Context of Atomic-Molecular Interactions

ERIC Educational Resources Information Center

Becker, Nicole M.; Cooper, Melanie M.

2014-01-01

Understanding the energy changes that occur as atoms and molecules interact forms the foundation for understanding the macroscopic energy changes that accompany chemical processes. In order to identify ways to scaffold students' understanding of the connections between atomic-molecular and macroscopic energy perspectives, we conducted a…

Growth in Mathematical Understanding: How Can We Characterise It and How Can We Represent It?

ERIC Educational Resources Information Center

Pirie, Susan; Kieren, Thomas

1994-01-01

Proposes a model for the growth of mathematical understanding based on the consideration of understanding as a whole, dynamic, leveled but nonlinear process. Illustrates the model using the concept of fractions. How to map the growth of understanding is explained in detail. (Contains 26 references.) (MKR)

Watching Sandy's Understanding Grow.

ERIC Educational Resources Information Center

Pirie, Susan E. B.; Kieren, Thomas E.

1992-01-01

Reviews recent research in the area of mathematical understanding and compares and contrasts it with a model formulated for the growth of understanding. Uses the analysis of a transcript from an interview with an eight-year-old boy to illustrate the power of the model to describe and map the growth of his mathematical understanding. (18…

Formulating the Fibonacci Sequence: Paths or Jumps in Mathematical Understanding.

ERIC Educational Resources Information Center

Kieren, Thomas; And Others

In dynamical theory, mathematical understanding is considered to be that of a person (or group) of a topic (or problem) in a situation or setting. This paper compares the interactions between the situations and the mathematical understandings of two students by comparing the growth in understanding within a Fibonacci sequence setting in which…

A Model for Describing, Analysing and Investigating Cultural Understanding in EFL Reading Settings

ERIC Educational Resources Information Center

Porto, Melina

2013-01-01

This article describes a model used to explore cultural understanding in English as a foreign language reading in a developing country, namely Argentina. The model is designed to investigate, analyse and describe EFL readers' processes of cultural understanding in a specific context. Cultural understanding in reading is typically investigated…

Assessing Students' Understandings of Biological Models and Their Use in Science to Evaluate a Theoretical Framework

ERIC Educational Resources Information Center

Grünkorn, Juliane; Upmeier zu Belzen, Annette; Krüger, Dirk

2014-01-01

Research in the field of students' understandings of models and their use in science describes different frameworks concerning these understandings. Currently, there is no conjoint framework that combines these structures and so far, no investigation has focused on whether it reflects students' understandings sufficiently (empirical evaluation).…

Belief Reasoning and Emotion Understanding in Balanced Bilingual and Language-Dominant Mexican American Young Children.

PubMed

Weimer, Amy A; Gasquoine, Philip G

2016-01-01

Belief reasoning and emotion understanding were measured among 102 Mexican American bilingual children ranging from 4 to 7 years old. All children were tested in English and Spanish after ensuring minimum comprehension in each language. Belief reasoning was assessed using 2 false and 1 true belief tasks. Emotion understanding was measured using subtests from the Test for Emotion Comprehension. The influence of family background variables of yearly income, parental education level, and number of siblings on combined Spanish and English vocabulary, belief reasoning, and emotion understanding was assessed by regression analyses. Age and emotion understanding predicted belief reasoning. Vocabulary and belief reasoning predicted emotion understanding. When the sample was divided into language-dominant and balanced bilingual groups on the basis of language proficiency difference scores, there were no significant differences on belief reasoning or emotion understanding. Language groups were demographically similar with regard to child age, parental educational level, and family income. Results suggest Mexican American language-dominant and balanced bilinguals develop belief reasoning and emotion understanding similarly.

Constructing an understanding of mind: the development of children's social understanding within social interaction.

PubMed

Carpendale, Jeremy I M; Lewis, Charlie

2004-02-01

Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.

How Well Do COP22 Attendees Understand Graphs on Climate Change Health Impacts from the Fifth IPCC Assessment Report?

PubMed

Fischer, Helen; Schütte, Stefanie; Depoux, Anneliese; Amelung, Dorothee; Sauerborn, Rainer

2018-04-27

Graphs are prevalent in the reports of the Intergovernmental Panel on Climate Change (IPCC), often depicting key points and major results. However, the popularity of graphs in the IPCC reports contrasts with a neglect of empirical tests of their understandability. Here we put the understandability of three graphs taken from the Health chapter of the Fifth Assessment Report to an empirical test. We present a pilot study where we evaluate objective understanding (mean accuracy in multiple-choice questions) and subjective understanding (self-assessed confidence in accuracy) in a sample of attendees of the United Nations Climate Change Conference in Marrakesh, 2016 (COP22), and a student sample. Results show a mean objective understanding of M = 0.33 for the COP sample, and M = 0.38 for the student sample. Subjective and objective understanding were unrelated for the COP22 sample, but associated for the student sample. These results suggest that (i) understandability of the IPCC health chapter graphs is insufficient, and that (ii) particularly COP22 attendees lacked insight into which graphs they did, and which they did not understand. Implications for the construction of graphs to communicate health impacts of climate change to decision-makers are discussed.

Relationships between students' meaningful learning orientation and their understanding of genetics topics

NASA Astrophysics Data System (ADS)

Cavallo, Ann M. Liberatore; Schafer, Larry E.

This study explored factors predicting the extent to which high school students (N = 140) acquired meaningful understanding of the biological topics of meiosis, the Punnett-square method, and the relationships between these topics. This study (a) examined mental modeling as a technique for measuring students' meaningful understanding of the topics, (b) measured students' predisposed, generalized tendency to learn meaningfully (meaningful learning orientation), (c) determined the extent to which students' meaningful learning orientation predicted meaningful understanding beyond that predicted by aptitude and achievement motivation, (d) experimentally tested two instructional treatments (relationships presented to students, relationships generated by students), (e) explored the relationships of meaningful learning orientation, prior knowledge, instructional treatment, and all interactions of these variables in predicting meaningful understanding. The results of correlations and multiple regressions indicated that meaningful learning orientation contributed to students' attainment of meaningful understanding independent of aptitude and achievement motivation. Meaningful learning orientation and prior knowledge interacted in unique ways for each topic to predict students' attainment of meaningful understanding. Instructional treatment had relatively little relationship to students' acquisition of meaningful understanding, except for learners midrange between meaningful and rote. These findings imply that a meaningful learning approach among students may be important, perhaps as much or more than aptitude and achievement motivation, for their acquisition of interrelated, meaningful understandings of science.

Age Moderates the Relationship Between Generativity Concern and Understanding of Wealth.

PubMed

Li, Tianyuan; Tsang, Vivian Hiu-Ling

2016-01-01

Wealth can be considered as resource to promote either public welfare (i.e. through altruistic understanding) or personal well-being (i.e. through egoistic understanding). How people understand wealth can influence the distribution of valuable materialistic resources within a society. The current study examined how generativity concern, the concern for next generation and social welfare in the future, influenced people's understanding of wealth and whether age moderated the relationship. A total of 133 participants ranging from 18 to 78 years old were interviewed with four open-ended questions regarding their understanding of wealth. Their generativity concern and demographical information were also recorded. Findings showed that generativity concern was related to a less egoistic and more altruistic understanding of wealth. Moreover, the effect of generativity concern was especially salient for younger adults, but not significant for older adults. The results suggest that generativity concern is a construct that applies to both young and older adults. It can even be more influential to young adults' cognitive conceptualization in certain aspects (e.g., understanding of wealth) than that of older adults. Future studies can further investigate the general impact of generativity concern as well as the behavioral consequences of people's understanding of wealth. The results were also discussed in the context of lifelong learning.

Patient understanding of medical jargon: a survey study of U.S. medical students.

PubMed

LeBlanc, Thomas W; Hesson, Ashley; Williams, Andrew; Feudtner, Chris; Holmes-Rovner, Margaret; Williamson, Lillie D; Ubel, Peter A

2014-05-01

With increasing exposure, medical students may forget that technical jargon is unfamiliar to laypeople. To investigate this possibility, authors assessed student perceptions of patient understanding across different years in medical school. 533 students at 4 U.S. medical schools rated the proportion of patients likely to understand each of twenty-one different jargon terms. Students were either in the first month of their first year, the middle of their first year, or the middle of their fourth year of medical school. Fourth-year students were slightly more pessimistic about patients' understanding compared to new first-year students (mean percent understanding of 55.1% vs. 58.6%, p=0.004). Students both over- and under-estimated patient understanding of specific words compared to published estimates. In a multivariate model, other factors did not explain these differences. Students do not generally presume that patients understand medical jargon. In many cases they actually underestimate patients' understanding, and these estimates may become more pessimistic longitudinally. Jargon use in communication with patients does not appear to stem from unrealistic presumptions about patients' understanding or from desensitization to jargon during medical school. Training about patient knowledge of medical jargon may be a useful addition to communication skills curricula. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Patients´ Variations of Reflection About and Understanding of Long-Term Illness- Impact of Illness Perception on Trust in Oneself or Others

PubMed Central

Nunstedt, Håkan; Rudolfsson, Gudrun; Alsen, Pia; Pennbrant, Sandra

2017-01-01

Background: Patients' understanding of their illness is of great importance for recovery. Lacking understanding of the illness is linked with the patients' level of reflection about and interest in understanding their illness. Objective: To describe patients’ variations of reflection about and understanding of their illness and how this understanding affects their trust in themselves or others. Method: The study is based on the “Illness perception” model. Latent content analysis was used for the data analysis. Individual, semi-structured, open-ended and face-to-face interviews were conducted with patients (n=11) suffering from a long-term illness diagnosed at least six months prior to the interview. Data collection took place in the three primary healthcare centres treating the participants. Results: The results show variations in the degree of reflection about illness. Patients search for deeper understanding of the illness for causal explanations, compare different perspectives for preventing complication of their illness, trust healthcare providers, and develop own strategies to manage life. Conclusion: Whereas some patients search for deeper understanding of their illness, other patients are less reflective and feel they can manage the illness without further understanding. Patients' understanding of their illness is related to their degree of trust in themselves or others. Patients whose illness poses an existential threat are more likely to reflect more about their illness and what treatment methods are available. PMID:28567169

Climate change 'understanding' and knowledge

NASA Astrophysics Data System (ADS)

Hamilton, L.

2011-12-01

Recent surveys find that many people report having "a great deal" of understanding about climate change. Self-assessed understanding does not predict opinions, however, because those with highest "understanding" tend also to be most polarized. These findings raise questions about the relationship between "understanding" and objectively-measured knowledge. In summer 2011 we included three new questions testing climate-change knowledge on a statewide survey. The multiple-choice questions address basic facts that are widely accepted by contrarian as well as mainstream scientists. They ask about trends in Arctic sea ice, in CO2 concentrations, and the meaning of "greenhouse effect." The questions say nothing about impacts, attribution or mitigation. Each has a clear and well-publicized answer that does not presume acceptance of anthropogenic change. About 30% of respondents knew all three answers, and 36% got two out of three. 34% got zero or one right. Notably, these included 31% of those who claimed to have "a great deal" of understanding. Unlike self-assessed understanding, knowledge scores do predict opinions. People who knew more were significantly more likely to agree that climate change is happening now, caused mainly by human activities. This positive relationship remains significant controlling for gender, age, education, partisanship and "understanding." It does not exhibit the interaction effects with partisanship that characterize self-assessed understanding. Following the successful statewide test, the same items were added to a nationwide survey currently underway. Analyses replicated across both surveys cast a new light on the problematic connections between "understanding," knowledge and opinions about climate science.

Are Online Zenker's Diverticulum Materials Readable and Understandable?

PubMed

Balakrishnan, Vini; Chandy, Zachariah; Verma, Sunil P

2016-11-01

Patients use a multitude of resources to learn about Zenker's diverticulum (ZD). The objectives of this study were to assess the readability and understandability of online materials on ZD, evaluate them against the existing criteria, and investigate the relationship between readability and understandability. The first 50 webpages from an online search for ZD were analyzed. Twenty-one webpages had materials intended for patients and were included in the study. The patient education materials (PEMs) were analyzed using 6 readability tools. Four individuals used the Patient Education Materials Evaluation Tool (PEMAT) to assess the understandability. Fleiss κ interrater reliability analysis determined consistency among the raters. Finally, Pearson correlation coefficient analyzed the relationship between readability and understandability. The reading grade level of the materials reviewed ranged from 10th to 16th grade while the understandability ranged from 31% to 74%. Correlation analysis demonstrated a strong negative correlation between readability and understandability (r = -0.62, P < .05). Fleiss' κ interrater reliability for the raters demonstrated substantial agreement between the 4 raters (κ = 0.64). Online PEMs pertaining to ZD are written well above the recommended reading level. Materials written at a lower reading level are more understandable. A wide range of understandability exists among materials with identical reading grade levels. Health care providers need to create new PEMs for ZD that are available online that are both readable and understandable. The PEMAT and readability formulas can provide a framework for authors to create these materials. © American Academy of Otolaryngology—Head and Neck Surgery Foundation 2016.

Readability and Understandability of Online Vocal Cord Paralysis Materials.

PubMed

Balakrishnan, Vini; Chandy, Zachariah; Hseih, Amy; Bui, Thanh-Lan; Verma, Sunil P

2016-03-01

Patients use several online resources to learn about vocal cord paralysis (VCP). The objective of this study was to assess the readability and understandability of online VCP patient education materials (PEMs), with readability assessments and the Patient Education Materials Evaluation Tool (PEMAT), respectively. The relationship between readability and understandability was then analyzed. Descriptive and correlational design. Online PEMs were identified by performing a Google search with the term "vocal cord paralysis." After scientific webpages, news articles, and information for medical professionals were excluded, 29 articles from the first 50 search results were considered. Readability analysis was performed with 6 formulas. Four individuals with different educational backgrounds conducted understandability analysis with the PEMAT. Fleiss's Kappa interrater reliability analysis determined consistency among raters. Correlation between readability and understandability was determined with Pearson's correlation test. The reading level of the reviewed articles ranged from grades 9 to 17. Understandability ranged from 29% to 82%. Correlation analysis demonstrated a strong negative correlation between materials' readability and understandability (r = -0.462, P < .05). Online PEMs pertaining to VCP are written above the recommended reading levels. Overall, materials written at lower grade levels are more understandable. However, articles of identical grade levels had varying levels of understandability. The PEMAT may provide a more critical evaluation of the quality of a PEM when compared with readability formulas. Both readability and understandability should be used to evaluate PEMs. © American Academy of Otolaryngology—Head and Neck Surgery Foundation 2016.

Scientific thinking in elementary school: Children's social cognition and their epistemological understanding promote experimentation skills.

PubMed

Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate

2017-03-01

Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding the nature of science), and general information-processing skills (inhibition, intelligence, and language abilities) in a whole-class testing procedure. A multiple indicators multiple causes model revealed a significant influence of social cognition (AToM) on epistemological understanding, and a McNemar test suggested that children's development of AToM is an important precursor for the emergence of an advanced, mature epistemological understanding. Children's epistemological understanding, in turn, predicted their experimentation skills. Importantly, this relation was independent of the common influences of general information processing. Significant relations between experimentation skills and inhibition, and between epistemological understanding, intelligence, and language abilities emerged, suggesting that general information processing contributes to the conceptual development that is involved in scientific thinking. The model of scientific thinking that was tested in this study (social cognition and epistemological understanding promote experimentation skills) fitted the data significantly better than 2 alternative models, which assumed nonspecific, equally strong relations between all constructs under investigation. Our results support the conclusion that social cognition plays a foundational role in the emergence of children's epistemological understanding, which in turn is closely related to the development of experimentation skills. Our findings have significant implications for the teaching of scientific thinking in elementary school and they stress the importance of children's epistemological understanding in scientific-thinking processes. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Understanding and becoming - the heart of the matter in nurse education.

PubMed

Sandvik, Ann-Helén; Eriksson, Katie; Hilli, Yvonne

2015-03-01

The aim of this study was to deepen the understanding of student nurses' processes of understanding and becoming nurses. The study is phenomenological-hermeneutic in design, comprising data from three focus group interviews in two Scandinavian countries. The process of student nurses' understanding and becoming a nurse emerged as a hermeneutical movement. A caring student-preceptor relationship and a growth-promoting preception in a supportive and inclusive environment provide the frame within which the movement happens. The movement towards understanding and becoming is initiated as students, based on their level of knowledge, are given responsibility. In order to fulfil the responsibility imposed on them, students take their entire repertoire of knowledge into consideration. By tying these threads together, they found the basis for conscious action, and care is provided according to what the current situation requires. The experiences obtained are reflected on and integrated with earlier knowledge, which leads to enhanced understanding. Students form a new base to stand on. They show increased readiness for still more responsibility and action. This movement towards deeper understanding and becoming affects the students also ethically and deepens their ethical awareness. When one loop of understanding and becoming is closed the process continues by passing into a new loop. This movement could be described as a hermeneutical spiral consisting of interconnected loops taking the students further and deeper in their process of understanding and becoming a nurse. The student-preceptor relationship and the ethos permeating it are decisive for students' learning both epistemologically and ontologically. Responsibility is the catalyst in students' understanding and becoming both intellectually and ethically. Understanding and becoming are ongoing processes of appropriation, thus altering students both professionally and personally. Understanding and becoming can be perceived as the hearth of the matter in nurse education. © 2014 Nordic College of Caring Science.

Impacting Early Childhood Teachers' Understanding of the Complexities of Place Value

ERIC Educational Resources Information Center

Cady, Jo Ann; Hopkins, Theresa M.; Price, Jamie

2014-01-01

In order to help children gain a more robust understanding of place value, teachers must understand the connections and relationships among the related concepts as well as possess knowledge of how children learn early number concepts. Unfortunately, teachers' familiarity with the base-ten number system and/or lack of an understanding of…

Figuring out the Figurative: Understanding and Teaching Symbolism in Literary Texts

ERIC Educational Resources Information Center

Spratley Burtin, Anika

2009-01-01

Secondary student performance in the domain of reading has been a cause for concern for educators and scholars alike. To understand the demands placed on students we must first understand how reading changes within content areas and across grades. Furthermore, we must have an understanding of teachers' conceptions about the texts they teach. This…

The Role of Experience and Discourse in Children's Developing Understanding of Pretend Play Actions

ERIC Educational Resources Information Center

Rakoczy, Hannes; Tomasello, Michael; Striano, Tricia

2006-01-01

The present work investigated the development of an explicit understanding of pretend play actions. Study 1 revealed a long decalage between earlier implicit understanding of pretence as an intentional activity and a later more explicit understanding. Study 2 was a training study. It tested for two factors--systematic pretence experience and…

Preschool-Aged Children's Understanding of Gratitude: Relations with Emotion and Mental State Knowledge

ERIC Educational Resources Information Center

Nelson, Jackie A.; de Lucca Freitas, Lia Beatriz; O'Brien, Marion; Calkins, Susan D.; Leerkes, Esther M.; Marcovitch, Stuart

2013-01-01

Developmental precursors to children's early understanding of gratitude were examined. A diverse group of 263 children was tested for emotion and mental state knowledge at ages 3 and 4, and their understanding of gratitude was measured at age 5. Children varied widely in their understanding of gratitude, but most understood some aspects of…

Ellipsis and the Structure of Expectation. San Jose State Occasional Papers in Linguistics, Vol. 1, November, 1975.

ERIC Educational Resources Information Center

Ross, Robert N.

This paper discusses one way of exploring how we perceive and understand the connections between some parts of texts, or between one sentence and the whole discourse. Understanding ellipsis involves non-syntactic understanding; the semantic structure is responsible for our understanding of elliptical sentences and encoding the knowledge contained…

Understanding of Self and Maternal Warmth Predict Later Self-Regulation in Toddlers

ERIC Educational Resources Information Center

Jennings, Kay D.; Sandberg, Ian; Kelley, Sue A.; Valdes, Lourdes; Yaggi, Kirsten; Abrew, Amy; Macey-Kalcevic, Melody

2008-01-01

Research on the development of self-regulation has focused primarily on the roles of maternal behavior and attention, but cognitive understanding of the self is also likely to contribute, as is exposure to maternal depression. In this study toddlers' understanding of self-as-object and understanding of agency were assessed behaviorally at both 20…

29 CFR 553.23 - Agreement or understanding prior to performance of work.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 3 2010-07-01 2010-07-01 false Agreement or understanding prior to performance of work... understanding prior to performance of work. (a) General. (1) As a condition for use of compensatory time in lieu of overtime payment in cash, section 7(o)(2)(A) of the Act requires an agreement or understanding...

Understanding of Graphs in Social Science Undergraduate Students: Selection and Interpretation of Graphs

ERIC Educational Resources Information Center

Pérez-Echeverría, Ma. del Puy; Postigo, Yolanda; Marín, Cristina

2018-01-01

How do university students understand the graphs that they read in their textbooks? How does their knowledge regarding the content and their statistical training influence this understanding? Does the kind of task demand also influence this understanding? To answer these questions, we asked a group of psychology students and a group of economics…

Young Children's Emotion Comprehension and Theory of Mind Understanding

ERIC Educational Resources Information Center

Weimer, Amy A.; Sallquist, Julie; Bolnick, Rebecca R.

2012-01-01

Research Findings: The present study investigated the relation between theory of mind (ToM) and emotion understanding among 78 children 4 1/2; to 6 1/2; years old (35 boys, 43 girls). ToM understanding was assessed using ignorance and false belief questions within an emotion-understanding task that evaluated children's abilities to recognize…

Understanding Works of Art, the Inexpressible, and Teaching: A Philosophical Sketch

ERIC Educational Resources Information Center

Richmond, Stuart

2010-01-01

Understanding is an elusive and little understood concept yet it is frequently cited as an educational aim. The aim of this paper is to illuminate the nature of understanding in the art education context. This paper explores critically the conceptual background of understanding, drawing on the work of Wittgenstein, to reveal its varied and…

Rear-end accident victims. Importance of understanding the accident.

PubMed Central

Sehmer, J. M.

1993-01-01

Family physicians regularly treat victims of rear-end vehicle accidents. This article describes how taking a detailed history of the accident and understanding the significance of the physical events is helpful in understanding and anticipating patients' morbidity and clinical course. Eight questions to ask patients are suggested to help physicians understand the severity of injury. PMID:8495140

Life on the Number Line: Routes to Understanding Fraction Magnitude for Students with Difficulties Learning Mathematics

ERIC Educational Resources Information Center

Gersten, Russell; Schumacher, Robin F.; Jordan, Nancy C.

2017-01-01

Magnitude understanding is critical for students to develop a deep understanding of fractions and more advanced mathematics curriculum. The research reports in this special issue underscore magnitude understanding for fractions and emphasize number lines as both an assessment and an instructional tool. In this commentary, we discuss how number…

Understanding the Steiner Waldorf Approach: Early Years Education in Practice. Understanding the... Approach

ERIC Educational Resources Information Center

Nicol, Janni; Taplin, Jill

2012-01-01

Understanding the Steiner Waldorf Approach is a much needed source of information for those wishing to extend and consolidate their understanding of the Steiner Waldorf High Scope Approach. It will enable the reader to analyse the essential elements of the Steiner Waldorf Approach to early childhood and its relationship to quality early years…

Use and Understanding of Adverbial Conjuncts: A Developmental Study of Adolescents and Young Adults.

ERIC Educational Resources Information Center

Nippold, Marilyn A.; And Others

1992-01-01

Adolescents and young adults (n=120) were assessed on their use and understanding of concordant and discordant adverbial conjuncts. Results demonstrated an increasing ability with age to use and understand these words in the written mode, with mastery in usage trailing understanding. Concordant and discordant conjuncts were equally difficult.…

Meaning in Constant Flow--University Teachers' Understanding of Examination Tasks

ERIC Educational Resources Information Center

Sellbjer, Stefan

2017-01-01

Effective feedback presupposes that students understand the task on which feedback is given. But what about the teachers formulating and assessing the task? Do they always understand it as intended? And if so, feedback on what? The purpose of this study is to examine how university teachers individually understand tasks distributed to students.…

Dialogic Framing of Scientific Content for Conceptual and Epistemic Understanding

ERIC Educational Resources Information Center

Ford, Michael J.; Wargo, Brian M.

2012-01-01

This article draws on M. M. Bakhtin's (1981) notion of dialogism to articulate what it means to understand a scientific idea. In science, understanding an idea is both conceptual and epistemic and is exhibited by an ability to use it in explanation and argumentation. Some distillation of these activities implies that dialogic understanding of a…

The Development of Children's Understanding of Speed Change: A Contributing Factor towards Commonsense Theories of Motion

ERIC Educational Resources Information Center

Hast, Michael; Howe, Christine

2013-01-01

Previous research indicates children reason in different ways about horizontal motion and motion in fall. At the same time, their understanding of motion down inclines appears to result from an interaction between horizontal and vertical motion understanding. However, this interaction is still poorly understood. Understanding of speed change may…

An Interdisciplinary Approach for Understanding Artworks: The Role of Music in Visual Arts Education

ERIC Educational Resources Information Center

Pavlou, Victoria; Athansiou, Georgina

2014-01-01

In a world that is becoming increasingly more visual, there is a greater need to educate children to better understand images. A school subject that deals directly with image understanding is visual arts. This article discusses an interdisciplinary approach to promote art understanding, within a multimodal environment that combines art and music.…

Student Teachers' Levels of Understanding and Model of Understanding about Newton's Laws of Motion

ERIC Educational Resources Information Center

Saglam-Arslan, Aysegul; Devecioglu, Yasemin

2010-01-01

This study was conducted to determine the level of student teachers' understandings of Newton's laws of motion and relating these levels to identify student teachers' models of understanding. An achievement test composed of two parts comprising 12 open ended questions was constructed and given to 45 pre-service classroom teachers. The first part…

Understanding the HighScope Approach: Early Years Education in Practice. Understanding the... Approach

ERIC Educational Resources Information Center

Wiltshire, Monica

2011-01-01

"Understanding the HighScope Approach" is a much needed source of information for those wishing to extend and consolidate their understanding of the HighScope Approach. It will enable the reader to analyse the essential elements of the HighScope Approach to early childhood and its relationship to quality early years practice. Exploring…

Growing an Ideology: How the Mormons Do It

DTIC Science & Technology

2011-12-01

philosophy, belief, choice, behavior, doctrine, religion, religious, religiosity , church, Mormon, Church of Jesus Christ of Latter-day Saints...to explain a generic construct of prescriptions based on a shared philosophy helps us understand human behavior and interaction. B. PURPOSE This...thesis seeks to understand how ideology- based organizations grow, for understanding ideological promulgation is imperative to understanding conflicts

Developing Essential Understanding of Rational Numbers for Teaching Mathematics in Grades 3-5. Essential Understandings

ERIC Educational Resources Information Center

Clarke, Carne; Fisher, William; Marks, Rick; Ross, Sharon; Zbiek, Rose Mary

2010-01-01

This book focuses on essential knowledge for teachers about rational numbers. It is organized around four big ideas, supported by multiple smaller, interconnected ideas--essential understandings. Taking teachers beyond a simple introduction to rational numbers, the book will broaden and deepen their mathematical understanding of one of the most…

Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 1 Challenge Problem Walkthrough

DTIC Science & Technology

2014-11-01

Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 1 Challenge Problem Walkthrough Kevin Burns...4. TITLE AND SUBTITLE Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 1 Challenge Problem Walkthrough...Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS) Phase 1 challenge problem. The pages include screen shots

Physician practice management companies: a failed concept.

PubMed

Kraft, Stephen

2002-01-01

Is there a lesson? Famed investor Warren Buffet claims he never buys a company unless he personally understands the business. He admits he has missed a few real opportunities in the high technology sector. However, he is pleased to have avoided many disasters. Many physicians entered into PPMC deals without completely understanding the concept. Perhaps the lesson is to simply avoid a deal that does not make sense. Understand the market. Understand the business. If you, as a buyer, seller or partner cannot clearly understand how a transaction creates value that you can capture, walk away.

The unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children's mathematics achievement.

PubMed

Wong, Terry Tin-Yau

2017-12-01

The current study examined the unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children's mathematics achievement. A sample of 124 fourth graders was tested on their arithmetic operation understanding (as reflected by their understanding of arithmetic principles and the knowledge about the application of arithmetic operations) and their precision of rational number magnitude representation. They were also tested on their mathematics achievement and arithmetic computation performance as well as the potential confounding factors. The findings suggested that both arithmetic operation understanding and numerical magnitude representation uniquely predicted children's mathematics achievement. The findings highlight the significance of arithmetic operation understanding in mathematics learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Understanding understanding in secondary school science: An interpretive study

NASA Astrophysics Data System (ADS)

O'Neill, Maureen Gail

This study investigated the teaching of secondary school science with an emphasis on promoting student understanding. In particular, I focused on two research questions: What are the possible meanings of teaching for understanding? And, how might one teach secondary school science for understanding? After semi-structured interviews were conducted with 13 secondary school science teachers, grounded theory methodology was used to interpret the data. As a result of the selective coding process, I was able to identify 14 connected components of teaching for understanding (TfU). The process of TfU involves: puzzle-solving, a specific pedagogy and a conscious decision. The teacher must be a reflective practitioner who has some knowledge of the facets of understanding. The teacher comes to a critical incident or crisis in his or her pedagogy and adopts a mindset which highlights TfU as a personal problematic. Teachers operate with student-centred rather than teacher-centred metaphors. TfU requires a firm belief in and passion for the process, a positive attitude and excellent pedagogical content knowledge. It hinges on a performance view of understanding and demands risk-taking in the science classroom. Abstracting these ideas to a theory led me to the notion of Purposive Teaching . In their purposive-driven role as pedagogues, these teachers have placed TfU at the core of their daily practice. Constraints and challenges facing TfU as well as implications of the findings are discussed. Keywords. science teaching, teaching for understanding, purposive teaching, constructivism, understanding, pedagogy, pedagogical content knowledge, memorization, meaningful learning, reflective practice.

Communicating and understanding the purpose of pediatric phase I cancer trials.

PubMed

Cousino, Melissa K; Zyzanski, Stephen J; Yamokoski, Amy D; Hazen, Rebecca A; Baker, Justin N; Noll, Robert B; Rheingold, Susan R; Geyer, J Russell; Alexander, Stewart C; Drotar, Dennis; Kodish, Eric D

2012-12-10

Quality informed consent should provide a clear understanding of the purpose of the research. Given the ethical challenges of pediatric phase I cancer trials, it is important to investigate physician-parent communication during informed consent conferences (ICCs) and parental understanding of the purpose of these studies. In the multisite Informed Consent in Pediatric Phase I Cancer Trials study, 85 ICCs for phase I research between June 2008 and May 2011 were directly observed, and 60 parents were subsequently interviewed. The scientific purpose was defined as composite understanding of drug safety, dose finding, and dose escalation. We determined the frequency with which physicians explained these and other phase I-related concepts during the ICC. Parent interviews were analyzed to determine understanding. The child was present at 83 of 85 ICCs. Only 32% of parents demonstrated substantial understanding of the scientific purpose of phase I cancer trials; 35% demonstrated little or no understanding. Parents of higher socioeconomic status and racial majority status were more likely to understand the scientific purpose. Factors associated with understanding included physician explanation of the goal of the applicable phase I protocol offered (explained in 85% of ICCs) and explanation of the dose cohorts (explained in 43% of ICCs). Physicians explained drug safety in 23% of ICCs, dose finding in 52% of ICCs, and dose escalation in 53% of ICCs. Many parents of children participating in phase I trials do not understand the purpose of these trials. Physician-parent communication about the purpose of phase I research is lacking during ICCs.

Mathematical Understanding of the Underprivileged Students through GeoGebra

NASA Astrophysics Data System (ADS)

Amam, A.; Fatimah, A. T.; Hartono, W.; Effendi, A.

2017-09-01

A student’s mathematical understanding in high school from poor families in the district of Ciamis is still low. After reviews the various literature and earlier research, consequently, researchers convince that learning mathematics with GeoGebra can help students improve for the better understanding. Our long-term goal of this research is to support the implementation of new curriculum, namely ICT-based learning mathematics. Another goal is to give a basic mastery skill regarding mathematics software to students from underprivileged families. Moreover, the specific objective of this study is to examine the students’ mathematical understanding from underprivileged families after the implementation of learning with GeoGebra. We use a quantitative comparative research method to determine differences in the mathematical understanding of students’ from underprivileged families before and after mathematics learning with GeoGebra. Accordingly, the students of senior high school from underprivileged family in Baregbeg, Ciamis district, are the population of this study. This research is using purposive sampling. The instrument is in the form of a test question, which is the test of mathematical understanding. Research results show that the mathematical understanding students’ from underprivileged families after the mathematics learning with GeoGebra becomes better than before. The novelty of this research is that students understand the material of trigonometry through the use of modules, aided by GeoGebra in learning activities. Thus, the understanding has an impact on improving students’ mathematical understanding. Students also master the use of GeoGebra Software. Implementing these two things will be very useful for the next lesson.

Patient comprehension of an interactive, computer-based information program for cardiac catheterization: a comparison with standard information.

PubMed

Tait, Alan R; Voepel-Lewis, Terri; Moscucci, Mauro; Brennan-Martinez, Colleen M; Levine, Robert

2009-11-09

Several studies suggest that standard verbal and written consent information for treatment is often poorly understood by patients and their families. The present study examines the effect of an interactive computer-based information program on patients' understanding of cardiac catheterization. Adult patients scheduled to undergo diagnostic cardiac catheterization (n = 135) were randomized to receive details about the procedure using either standard institutional verbal and written information (SI) or interactive computerized information (ICI) preloaded on a laptop computer. Understanding was measured using semistructured interviews at baseline (ie, before information was given), immediately following cardiac catheterization (early understanding), and 2 weeks after the procedure (late understanding). The primary study outcome was the change from baseline to early understanding between groups. Subjects randomized to the ICI intervention had significantly greater improvement in understanding compared with those who received the SI (net change, 0.81; 95% confidence interval, 0.01-1.6). Significantly more subjects in the ICI group had complete understanding of the risks of cardiac catheterization (53.6% vs 23.1%) (P = .001) and options for treatment (63.2% vs 46.2%) (P = .048) compared with the SI group. Several predictors of improved understanding were identified, including baseline knowledge (P < .001), younger age (P = .002), and use of the ICI (P = .003). Results suggest that an interactive computer-based information program for cardiac catheterization may be more effective in improving patient understanding than conventional written consent information. This technology, therefore, holds promise as a means of presenting understandable detailed information regarding a variety of medical treatments and procedures.

Pilot study demonstrating effectiveness of targeted education to improve informed consent understanding in AIDS clinical trials.

PubMed

Sengupta, Sohini; Lo, Bernard; Strauss, Ronald P; Eron, Joseph; Gifford, Allen L

2011-11-01

Assessing and improving informed consent understanding is equally important as obtaining consent from participants in clinical trial research, but developing interventions to target gaps in participants' informed consent understanding remains a challenge. We used a randomized controlled study design to pilot test an educational intervention to improve actual informed consent understanding of new enrollees in the Adult AIDS Clinical Trial Group (AACTG). Questionnaires were administered to 24 enrollees to assess their baseline understanding on eight elements of informed consent associated with AIDS clinical trials. Enrollees who scored 18/21(85%) or less were randomly assigned to in-person, targeted education (intervention), or delayed education (control). Two follow-up assessments were administered. Repeated measures ANOVA was performed to determine intervention effectiveness in improving actual informed consent understanding over time. Actual understanding improved at the immediate post-intervention time point with a significant score difference of 2.5 when comparing the intervention and delayed groups. In addition, there was a significant score difference of 3.2 when comparing baseline to three-month follow-up for the two groups, suggesting a statistically significant intervention effect to improve actual understanding of the basic elements of informed consent. The findings demonstrated that one-time targeted education can improve actual informed consent understanding one week after the intervention, but retention of these concepts may require periodic monitoring to ensure comprehension throughout the course of a clinical trial.

Students' Energy Understanding Across Biology, Chemistry, and Physics Contexts

NASA Astrophysics Data System (ADS)

Opitz, S. T.; Neumann, K.; Bernholt, S.; Harms, U.

2017-07-01

Energy is considered both as a disciplinary core idea and as a concept cutting across science disciplines. Most previous approaches studied progressing energy understanding in specific disciplinary contexts, while disregarding the relation of understanding across them. Hence, this study provides a systematic analysis of cross-disciplinary energy learning. On the basis of a cross-sectional study with n = 742 students from grades 6, 8, and 10, we analyze students' progression in understanding energy across biology, chemistry, and physics contexts. The study is guided by three hypothetical scenarios that describe how the connection between energy understanding in the three disciplinary contexts changes across grade levels. These scenarios are compared using confirmatory factor analysis (CFA). The results suggest that, from grade 6 to grade 10, energy understanding in the three disciplinary contexts is highly interrelated, thus indicating a parallel progression of energy understanding in the three disciplinary contexts. In our study, students from grade 6 onwards appeared to have few problems to apply one energy understanding across the three disciplinary contexts. These findings were unexpected, as previous research concluded that students likely face difficulties in connecting energy learning across disciplinary boundaries. Potential reasons for these results and the characteristics of the observed cross-disciplinary energy understanding are discussed in the light of earlier findings and implications for future research, and the teaching of energy as a core idea and a crosscutting concept are addressed.

Francis Bacon On Understanding, Reason and Rhetoric

ERIC Educational Resources Information Center

Wallace, Karl R.

1971-01-01

Bacon's views of the faculties of understanding and reason are presented and explained in reference to Baconian rhetoric. Understanding, Rhetoric, Insinuative and Imaginative Reason are defined. (Author/MS)

36 CFR 51.84 - What special terms must I know to understand this part?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 36 Parks, Forests, and Public Property 1 2010-07-01 2010-07-01 false What special terms must I know to understand this part? 51.84 Section 51.84 Parks, Forests, and Public Property NATIONAL PARK... § 51.84 What special terms must I know to understand this part? To understand this subpart specifically...

Using Rasch Modeling to Explore Students' Understanding of Elementary School Ideas about Energy

ERIC Educational Resources Information Center

Herrmann Abell, Cari F.; DeBoer, George E.

2015-01-01

Energy plays a central role in our society, so it is essential that all citizens understand what energy is and how it moves and changes form. However, research has shown that students of all ages have difficulty understanding these abstract concepts. This paper presents a summary of elementary, middle, and high school students' understanding of…

Not All the Organelles of Living Cells Are Equal! Or Are They? Engaging Students in Deep Learning and Conceptual Change

ERIC Educational Resources Information Center

Cherif, Abour H.; Siuda, JoElla Eaglin; Jedlicka, Dianne M.; Bondoc, Jasper Marc; Movahedzadeh, Farahnaz

2016-01-01

The cell is the fundamental basis for understanding biology much like the atom is the fundamental basis for understanding physics. Understanding biology requires the understanding of the fundamental functions performed by components within each cell. These components, or organelles, responsible for both maintenance and functioning of the cell…

Research and Teaching: Factors Related to College Students' Understanding of the Nature of Science--Comparison of Science Majors and Nonscience Majors

ERIC Educational Resources Information Center

Partin, Matthew L.; Underwood, Eileen M.; Worch, Eric A.

2013-01-01

To develop a more scientifically literate society, students need to understand the nature of science, which may be affected by controversial topics such as evolution. There are conflicting views among researchers concerning the relationships between understanding evolution, acceptance of evolution, and understanding of the nature of science. Four…

Research in Knowledge Representation for Natural Language Understanding

DTIC Science & Technology

1980-11-01

artificial intelligence, natural language understanding , parsing, syntax, semantics, speaker meaning, knowledge representation, semantic networks...TinB PAGE map M W006 1Report No. 4513 L RESEARCH IN KNOWLEDGE REPRESENTATION FOR NATURAL LANGUAGE UNDERSTANDING Annual Report 1 September 1979 to 31... understanding , knowledge representation, and knowledge based inference. The work that we have been doing falls into three classes, successively motivated by

Research in Knowledge Representation for Natural Language Understanding.

DTIC Science & Technology

1984-09-01

TYPE OF REPORT & PERIOO COVERED RESEARCH IN KNOWLEDGE REPRESENTATION Annual Report FOR NATURAL LANGUAGE UNDERSTANDING 9/1/83 - 8/31/84 S. PERFORMING...nhaber) Artificial intelligence, natural language understanding , knowledge representation, semantics, semantic networks, KL-TWO, NIKL, belief and...attempting to understand and react to a complex, evolving situation. This report summarizes our research in knowledge representation and natural language

Examining the Relationship between Students' Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry

ERIC Educational Resources Information Center

Gobert, Janice D.; O'Dwyer, Laura; Horwitz, Paul; Buckley, Barbara C.; Levy, Sharona Tal; Wilensky, Uri

2011-01-01

This research addresses high school students' understandings of the nature of models, and their interaction with model-based software in three science domains, namely, biology, physics, and chemistry. Data from 736 high school students' understandings of models were collected using the Students' Understanding of Models in Science (SUMS) survey as…

Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 2 Challenge Problem Walkthrough

DTIC Science & Technology

2014-11-01

Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 2 Challenge Problem Walkthrough Kevin Burns...neuroscience Architectures for Understanding Sensemaking (ICArUS) Phase 2 challenge problem. The pages include screen shots from the tutorial that...Burns, K., Fine, M., Bonaceto, C., & Oertel, C. (2014). Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS

Students' Understanding of Large Numbers as a Key Factor in Their Understanding of Geologic Time

ERIC Educational Resources Information Center

Cheek, Kim A.

2012-01-01

An understanding of geologic time is comprised of 2 facets. Events in Earth's history can be placed in relative and absolute temporal succession on a vast timescale. Rates of geologic processes vary widely, and some occur over time periods well outside human experience. Several factors likely contribute to an understanding of geologic time, one of…

An integrated conceptual framework for evaluating and improving 'understanding' in informed consent.

PubMed

Bossert, Sabine; Strech, Daniel

2017-10-17

The development of understandable informed consent (IC) documents has proven to be one of the most important challenges in research with humans as well as in healthcare settings. Therefore, evaluating and improving understanding has been of increasing interest for empirical research on IC. However, several conceptual and practical challenges for the development of understandable IC documents remain unresolved. In this paper, we will outline and systematize some of these challenges. On the basis of our own experiences in empirical user testing of IC documents as well as the relevant literature on understanding in IC, we propose an integrated conceptual model for the development of understandable IC documents. The proposed conceptual model integrates different methods for the participatory improvement of written information, including IC, as well as quantitative methods for measuring understanding in IC. In most IC processes, understandable written information is an important prerequisite for valid IC. To improve the quality of IC documents, a conceptual model for participatory procedures of testing, revising, and retesting can be applied. However, the model presented in this paper needs further theoretical and empirical elaboration and clarification of several conceptual and practical challenges.

Nutrition knowledge, and use and understanding of nutrition information on food labels among consumers in the UK.

PubMed

Grunert, Klaus G; Wills, Josephine M; Fernández-Celemín, Laura

2010-10-01

Based on in-store observations in three major UK retailers, in-store interviews (2019) and questionnaires filled out at home and returned (921), use of nutrition information on food labels and its understanding were investigated. Respondents' nutrition knowledge was also measured, using a comprehensive instrument covering knowledge of expert recommendations, nutrient content in different food products, and calorie content in different food products. Across six product categories, 27% of shoppers were found to have looked at nutrition information on the label, with guideline daily amount (GDA) labels and the nutrition grid/table as the main sources consulted. Respondents' understanding of major front-of-pack nutrition labels was measured using a variety of tasks dealing with conceptual understanding, substantial understanding and health inferences. Understanding was high, with up to 87.5% of respondents being able to identify the healthiest product in a set of three. Differences between level of understanding and level of usage are explained by different causal mechanisms. Regression analysis showed that usage is mainly related to interest in healthy eating, whereas understanding of nutrition information on food labels is mainly related to nutrition knowledge. Both are in turn affected by demographic variables, but in different ways.

Mathematics understanding and anxiety in collaborative teaching

NASA Astrophysics Data System (ADS)

Ansari, B. I.; Wahyu, N.

2017-12-01

This study aims to examine students’ mathematical understanding and anxiety using collaborative teaching. The sample consists of 51 students in the 7th-grade of MTs N Jeureula, one of the Islamic public junior high schools in Jeureula, Aceh, Indonesia. A test of mathematics understanding was administered to the students twice during the period of two months. The result suggests that there is a significant increase in mathematical understanding in the pre-test and post-test. We categorized the students into the high, intermediate, and low level of prior mathematics knowledge. In the high-level prior knowledge, there is no difference of mathematical understanding between the experiment and control group. Meanwhile, in the intermediate and low level of prior knowledge, there is a significant difference of mathematical understanding between the experiment and control group. The mathematics anxiety is at an intermediate level in the experiment class and at a high level in the control group. There is no interaction between the learning model and the students’ prior knowledge towards the mathematical understanding, but there are interactions towards the mathematics anxiety. It indicates that the collaborative teaching model and the students’ prior knowledge do not simultaneously impacts on the mathematics understanding but the mathematics anxiety.

Analyzing Students’ Level of Understanding on Kinetic Theory of Gases

NASA Astrophysics Data System (ADS)

Nurhuda, T.; Rusdiana, D.; Setiawan, W.

2017-02-01

The purpose of this research is to analysis students’ level of understanding on gas kinetic theory. The method used is descriptive analytic with 32 students at the 11th grade of one high school in Bandung city as a sample. The sample was taken using random sampling technique. Data collection tool used is an essay test with 23 questions. The instrument was used to identify students’ level of understanding and was judged by four expert judges before it was employed, from 27 questions become to 23 questions, for data collection. Questions used are the conceptual understanding including the competence to explain, extrapolate, translate and interpret. Kinetic theory of gases section that was tested includes ideal gas law, kinetic molecular theory and equipartition of energy. The result shows from 0-4 level of understanding, 19% of the students have partial understanding on the 3th level and 81% of them have partial understanding with a specific misconception on 2th level. For the future research, it is suggested to overcome these conceptual understanding with an Interactive Lecture Demonstrations teaching model and coupled with some teaching materials based on multi-visualization because kinetic theory of gases is a microscopic concept.

Mundane science use in a practice theoretical perspective: Different understandings of the relations between citizen-consumers and public communication initiatives build on scientific claims.

PubMed

Halkier, Bente

2015-08-13

Public communication initiatives play a part in placing complicated scientific claims in citizen-consumers' everyday contexts. Lay reactions to scientific claims framed in public communication, and attempts to engage citizens, have been important subjects of discussion in the literatures of public understanding and public engagement with science. Many of the public communication initiatives, however, address lay people as consumers rather than citizens. This creates specific challenges for understanding public engagement with science and scientific citizenship. The article compares five different understandings of the relations between citizen-consumers and public issue communication involving science, where the first four types are widely represented in the Public Understanding of Science discussions. The fifth understanding is a practice theoretical perspective. The article suggests how the public understanding of and engagement in science literature can benefit from including a practice theoretical approach to research about mundane science use and public engagement. © The Author(s) 2015.

An Embodied Approach to Understanding: Making Sense of the World Through Simulated Bodily Activity

PubMed Central

Soylu, Firat

2016-01-01

Even though understanding is a very widely used concept, both colloquially and in scholarly work, its definition is nebulous and it is not well-studied as a psychological construct, compared to other psychological constructs like learning and memory. Studying understanding based on third-person (e.g., behavioral, neuroimaging) data alone presents unique challenges. Understanding refers to a first-person experience of making sense of an event or a conceptual domain, and therefore requires incorporation of multiple levels of study, at the first-person (phenomenological), behavioral, and neural levels. Previously, psychological understanding was defined as a form of conscious knowing. Alternatively, biofunctional approach extends to unconscious, implicit, automatic, and intuitive aspects of cognition. Here, to bridge these two approaches an embodied and evolutionary perspective is provided to situate biofunctional understanding in theories of embodiment, and to discuss how simulation theories of cognition, which regard simulation of sensorimotor and affective states as a central tenet of cognition, can bridge the gap between biofunctional and psychological understanding. PMID:27999558

Taming theory with thought experiments: Understanding and scientific progress.

PubMed

Stuart, Michael T

2016-08-01

I claim that one way thought experiments contribute to scientific progress is by increasing scientific understanding. Understanding does not have a currently accepted characterization in the philosophical literature, but I argue that we already have ways to test for it. For instance, current pedagogical practice often requires that students demonstrate being in either or both of the following two states: 1) Having grasped the meaning of some relevant theory, concept, law or model, 2) Being able to apply that theory, concept, law or model fruitfully to new instances. Three thought experiments are presented which have been important historically in helping us pass these tests, and two others that cause us to fail. Then I use this operationalization of understanding to clarify the relationships between scientific thought experiments, the understanding they produce, and the progress they enable. I conclude that while no specific instance of understanding (thus conceived) is necessary for scientific progress, understanding in general is. Copyright © 2016 Elsevier Ltd. All rights reserved.

Change or Durability? The Contribution of Metaconceptual Awareness in Preservice Early Childhood Teachers' Learning of Science Concepts

NASA Astrophysics Data System (ADS)

Saçkes, Mesut; Trundle, Kathy Cabe

2017-06-01

This longitudinal study examined the role of metaconceptual awareness in the change and the durability of preservice teachers' conceptual understandings over the course of several months. Sixteen preservice early childhood teachers participated in the study. Semi-structured interviews were conducted to reveal the participants' conceptual understandings of lunar phases (pre, post, and delayed-post) and level of metaconceptual awareness (delayed-post only). Based on the change and stability in participants' conceptual understandings from pre to post and from post to delayed-post interviews, participants' conceptual understandings were assigned into three groups that described the profile of their long-term conceptual understandings: " decay or stability", " continuous growth", and " growth and stability". The results indicated that participants in the " continuous growth" and " growth and stability" groups had significantly higher metaconceptual awareness scores than participants in the " decay or stability" group. The results provided evidence that metaconceptual awareness plays a more decisive role in the restructuring of conceptual understandings than the durability of conceptual understandings.

Preschoolers’ Development of Theory of Mind: The Contribution of Understanding Psychological Causality in Stories

PubMed Central

Sanefuji, Wakako; Haryu, Etsuko

2018-01-01

This study investigated the relationship between children’s abilities to understand causal sequences and another’s false belief. In Experiment 1, we tested 3-, 4-, 5-, and 6-year-old children (n = 28, 28, 27, and 27, respectively) using false belief and picture sequencing tasks involving mechanical, behavioral, and psychological causality. Understanding causal sequences in mechanical, behavioral, and psychological stories was related to understanding other’s false beliefs. In Experiment 2, children who failed the initial false belief task (n = 50) were reassessed 5 months later. High scorers in the sequencing of the psychological stories in Experiment 1 were more likely to pass the standard false belief task than were the low scorers. Conversely, understanding causal sequences in the mechanical and behavioral stories in Experiment 1 did not predict passing the false belief task in Experiment 2. Thus, children may understand psychological causality before they are able to use it to understand false beliefs.

The dementia diagnosis: a literature review of information, understanding, and attributions.

PubMed

Stokes, Laura; Combes, Helen; Stokes, Graham

2015-09-01

This review examines how people understand and make sense of a dementia diagnosis. The review explores how lay frameworks and information presented at diagnosis may inform a caregiver's understanding of dementia in a family member. Existing qualitative research exploring how caregivers understand and make sense of dementia is reviewed. A literature search was conducted, and the results indicated that family carers often receive little or unclear information about dementia, with diagnostic information often delivered in euphemistic terms. Lack of clarity regarding diagnosis and prognosis creates uncertainty for caregivers and impacts future care planning. Caregiver's understandings of the condition vary, with some symptoms often not attributed to the condition. The literature highlights significant gaps and misconceptions in public knowledge regarding dementia, which raises questions about how family caregivers understand the condition. Further research is required to explore how information is presented to family carers at the time of diagnosis and how this is used to understand the condition. © 2014 The Authors. Psychogeriatrics © 2014 Japanese Psychogeriatric Society.

Difficulty understanding speech in noise by the hearing impaired: underlying causes and technological solutions.

PubMed

Healy, Eric W; Yoho, Sarah E

2016-08-01

A primary complaint of hearing-impaired individuals involves poor speech understanding when background noise is present. Hearing aids and cochlear implants often allow good speech understanding in quiet backgrounds. But hearing-impaired individuals are highly noise intolerant, and existing devices are not very effective at combating background noise. As a result, speech understanding in noise is often quite poor. In accord with the significance of the problem, considerable effort has been expended toward understanding and remedying this issue. Fortunately, our understanding of the underlying issues is reasonably good. In sharp contrast, effective solutions have remained elusive. One solution that seems promising involves a single-microphone machine-learning algorithm to extract speech from background noise. Data from our group indicate that the algorithm is capable of producing vast increases in speech understanding by hearing-impaired individuals. This paper will first provide an overview of the speech-in-noise problem and outline why hearing-impaired individuals are so noise intolerant. An overview of our approach to solving this problem will follow.

Understanding Through Use: Elderly's Value Identification in a Service Experience.

PubMed

Lindenfalk, Bertil; Vimarlund, Vivian

2017-01-01

This paper uses a qualitative approach, specifically; narrative analysis, to contextualize user's formulation of an understanding of a personalized meal planning service within the ambient assisted living domain. By focusing on how user's, in this case elderly over 65, formed an understanding of a service, and, what they thought valuable in using the service, based on their understanding. The results indicate how user's compare their initial understanding to their experienced understanding, formed during usage, and how this affects their value formulation of specific service aspects. The paper gives not only provides valuable insight into contextualizing aspects of health and wellness services, but to aspects of importance for implementation, by showing how value aspects of services from a user perspective are important to consider during these processes.

Trend Extraction of Understanding Degree of Classes through Analyses of Questionnaires on Teaching Skills and the Uppermost Important Points

NASA Astrophysics Data System (ADS)

Koike, Katsuaki; Mori, Kazuya; Yamao, Toshitaka; Fujimi, Toshio

As an activity of one working group for the Good Practice at Kumamoto Univ., we proposed a questionnaire survey on understanding degree of the uppermost important points of each class in addition to the usual class-evaluation questionnaire. Each class lists three uppermost important points which are essential to understand the class contents. The understanding degree is classified into four levels ; full, most, insufficient, and not at all understandings. By analyzing the replies to 124 classes in the 2008 school year with a regression model, the understanding degrees of the bachelor students of the faculty of engineering were clarified to be affected meaningfully by degree of difficulty, effectiveness of audiovisual aids, self-study time, and attendance to class.

Understanding Food Labels

MedlinePlus

... Healthy eating for girls Understanding food labels Understanding food labels There is lots of info on food ... need to avoid because of food allergies. Other food label terms top In addition to the Nutrition ...

Modeling for Understanding in Science Education

Science.gov Websites

Modeling for Understanding in Science Education Earth-Moon-Sun Dynamics Natural Selection Welcome ! Modeling for Understanding in Science Education (MUSE) is a collaborative project of university researchers

Occupational Space Medicine

NASA Technical Reports Server (NTRS)

Tarver, William J.

2012-01-01

Learning Objectives are: (1) Understand the unique work environment of astronauts. (2) Understand the effect microgravity has on human physiology (3) Understand how NASA Space Medicine Division is mitigating the health risks of space missions.

Native American Students' Understanding of Geologic Time Scale: 4th-8th Grade Ojibwe Students' Understanding of Earth's Geologic History

ERIC Educational Resources Information Center

Nam, Younkyeong; Karahan, Engin; Roehrig, Gillian

2016-01-01

Geologic time scale is a very important concept for understanding long-term earth system events such as climate change. This study examines forty-three 4th-8th grade Native American--particularly Ojibwe tribe--students' understanding of relative ordering and absolute time of Earth's significant geological and biological events. This study also…

Research and Teaching: An Investigation of the Evolution of High School and Undergraduate Student Researchers' Understanding of Key Science Ethics Concepts

ERIC Educational Resources Information Center

Mabrouk, Patricia Ann

2013-01-01

High school and undergraduate research students were surveyed over the 10-week period of their summer research programs to investigate their understanding of key concepts in science ethics and whether their understanding changed over the course of their summer research experiences. Most of the students appeared to understand the issues relevant to…

75 FR 17823 - Notice of Proposal To Extend the Memorandum of Understanding Between the Government of the United...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-07

... Understanding Between the Government of the United States of America and the Government of the Republic of Italy... Understanding Between the Government of the United States of America and the Government of the Republic of Italy.... 2602(f)(1), an extension of this Memorandum of Understanding is hereby proposed. Pursuant to 19 U.S.C...

Pre-Service Physics Teachers' Understanding of the Relational Structure of Physics Concepts: Organising Subject Contents for Purposes of Teaching

ERIC Educational Resources Information Center

Koponen, Ismo; Nousiainen, Maija

2013-01-01

Good conceptual understanding of physics is based on understanding what the key concepts are and how they are related. This kind of understanding is especially important for physics teachers in planning how and in what order to introduce concepts in teaching; connections which tie concepts to each other give direction of progress--there is "flux…

Implication of Culture: User Roles in Information Fusion for Enhanced Situational Understanding

DTIC Science & Technology

2009-07-01

situational understanding through assessment of the environment to determine a coherent state of affairs. The information is integrated with knowledge to...Implication of Culture: User Roles in Information Fusion for Enhanced Situational Understanding Erik Blasch Air Force Research Lab 2241...enhanced tacit knowledge understanding by (1) display fusion for data presentation (e.g. cultural segmentation), (2) interactive fusion to allow the

How Can Historical Understanding Best be Assessed? Use of Prediction Tasks To Assess How Students Understand the Role of Causal Factors that Produce Historical Events.

ERIC Educational Resources Information Center

Alonso-Tapia, Jesus; Villa, Jose Luis

1999-01-01

Examines the viability of using hypothetical problems that need the application of causal models for their solution as a method to assessing understanding in the social sciences. Explains that this method was used to describe how seventh-grade students understand causal factors affecting the "discovery and colonization of America." (CMK)

The Impact of the Social Norms of Education on Beginning Science Teachers' Understanding of NOS During their First Three Years in the Classroom

NASA Astrophysics Data System (ADS)

Firestone, Jonah B.

An understanding of the Nature of Science (NOS) remains a fundamental goal of science education in the Unites States. A developed understanding of NOS provides a framework in which to situate science knowledge. Secondary science teachers play a critical role in providing students with an introduction to understanding NOS. Unfortunately, due to the high turnover rates of secondary science teachers in the United States, this critical role is often filled by relatively novice teachers. These beginning secondary science teachers make instructional decisions regarding science that are drawn from their emerging knowledge base, including a tentative understanding of NOS. This tentative knowledge can be affected by environment and culture of the classroom, school, and district in which beginning teachers find themselves. When examining NOS among preservice and beginning teachers the background and demographics of the teachers are often ignored. These teachers are treated as a homogenous block in terms of their initial understanding of NOS. This oversight potentially ignores interactions that may happen over time as teachers cross the border from college students, preservice teachers, and scientists into the classroom environment. Through Symbolic Interactionism we can explain how teachers change in order to adapt to their new surroundings and how this adaptation may be detrimental to their understanding of NOS and ultimately to their practice. 63 teachers drawn from a larger National Science Foundation (NSF) funded study were interviewed about their understanding of NOS over three years. Several demographic factors including college major, preservice program, number of History and Philosophy of Science classes, and highest academic degree achieve were shown to have an affect on the understanding of NOS over time. In addition, over time, the teachers tended to 'converge' in their understanding of NOS regardless of preservice experiences or induction support. Both the affect of different demographics amongst teachers and the 'converging' aspect of their understanding of NOS provide much needed insight for teacher trainers, mentors, and researchers.

Understanding Traumatic Stress in Children

MedlinePlus

... here Home 22 Apr 2013 Report Understanding Traumatic Stress in Children Supporting Children and Families After Traumatic ... affiliate of AIR, developed a resource, Understanding Traumatic Stress in Children , to help. This guide describes the ...

A study of understanding: Alchemy, abstraction, and circulating reference in tertiary science education

NASA Astrophysics Data System (ADS)

Merritt, Brett W.

Understanding is widely touted to be of paramount importance for education. This is especially true in science education research and development where understanding is heralded as one of the cornerstones of reform. Teachers are expected to teach for understanding and students are expected to learn with understanding. This dissertation is an empirical study of the concept of understanding. After analyzing various constructions of understanding in current U.S. education literature, I suggest that understanding is defined by five distinct features---they are knowledge (or knowledge base), coherence, transfer, extrapolation, and cognition--- and that these features are heavily informed and shaped by the psychological sciences. This relationship is neither good nor bad, I argue, but it means that teaching for and learning with understanding are not heavily informed and shaped by, for example, the natural sciences. Drawing from historical, philosophical, and anthropological perspectives of science, but especially from the work of Bruno Latour, I enact a radical revision(ing) of psychological notions such as "abstraction" and "transfer." The two main purposes of this re-visioning are (1) to draw critical attention to particular characteristics of a cognitive learning theory that emphasizes abstract concepts, and (2) to align many of the principles and tools used in science education more closely with those used in empirical scientific research. Finally, by bringing some examples of teaching and learning from an undergraduate biology classroom into conversation with both psychological and empirical practices and perspectives, I suggest that problematizing the current construction of understanding creates much needed room in mainstream science education for more empirical forms of learning and styles of teaching. A shift to such forms and styles, I conclude, should prove to be more inclusive and less constraining for both students and teachers.

A cross-age study of students' conceptual understanding of interdependency in seed dispersal, pollination, and food chains using a constructivist theoretical framework

NASA Astrophysics Data System (ADS)

Smith, Shirley Mccraw

2003-06-01

The purpose of this research was to investigate students' understanding of interdependency across grade levels. Interdependency concepts selected for this study included food chains, pollination, and seed dispersal. Children's everyday concepts and scientific concepts across grade levels represented the focus of conceptual understanding. The researcher interviewed a total of 24 students across grade levels, six students each from grades 3, 7, and 10, and 6 college students. Data were collected by means of interviews and card sorts. A constructivist theoretical framework formed the groundwork for presenting the focus of this study and for interpreting the results of the interview data. Results were analyzed on the basis of identifying student responses to interview questions as either everyday concepts or as scientific concepts, along with transition through the zone of proximal development (ZPD) by mediation, as developed by Vygotsky. Results revealed that children across grade levels vary in their everyday and scientific understanding of the three interdependency concepts. Results for seed dispersal showed little evidence of understanding for grade 3, that is, seed dispersal was not within the zone of proximal development (ZPD) for grade 3 students. Students in grades 7 and 10 showed a developing transition within the zone of proximal development from everyday to scientific understanding, and college students demonstrated scientific understanding of seed dispersal. For pollination and food chains, results showed that grades 3, 7, and 10 were in transition from everyday to scientific understanding, and all college students demonstrated scientific understanding. The seed dispersal concept proved more complex than pollination and food chains. The findings of this study have implications for classroom teachers. By understanding the dynamic nature of the ZPD continuum for students, teachers can plan instruction to meet the needs of each student.

How to Understand Your Child's Temperament

MedlinePlus

... Medical Editor & Contributors Sponsors Sponsorship Opportunities Spread the Word Shop AAP Find a Pediatrician ... to Understand Your Child's Temperament Page Content Article Body How can I better understand my child's temperament? Some children are "easy." ...

Understand Your Risk for Heart Failure

MedlinePlus

... Heart.org Arrhythmia About Arrhythmia Why Arrhythmia Matters Understand Your Risk for Arrhythmia Symptoms, Diagnosis & Monitoring of ... Heart Defects The Impact of Congenital Heart Defects Understand Your Risk for Congenital Heart Defects Symptoms & Diagnosis ...

EPA-DOT Memorandum of Understanding (MOU)

EPA Pesticide Factsheets

National Memorandum of Understanding Between the U.S. Department of Transportation and the U.S. Environmental Protection Agency (EPA Publication #EPA-420-F-00-020 and EPA-DOT Memorandum of Understanding (MOU) on Transportation Conformity.

A guide to help children understand cancer

MedlinePlus

... approach will depend on your child's age and maturity. Here is a general guide. CHILDREN AGES 0 ... child understands cancer. www.cancer.net/coping-and-emotions/communicating-loved-ones/how-child-understands-cancer . Updated ...

Data Processing Courses in High Schools?

ERIC Educational Resources Information Center

Reese, Don

1970-01-01

It is more important for students to have an understanding of basic fundamentals such as English, mathematics, social studies, and basic business understandings than a superficial understanding of data processing equipment and its operation. (Editor)

'Y' feel me?' How do we understand the person with dementia?

PubMed

Hughes, Julian C

2013-05-01

As dementia progresses problems of understanding emerge. Eventually spoken language can be lost. And yet, even into the severer stages of dementia, close carers can often understand the person in a variety of ways. Loss of language is not just a practical problem. It raises philosophical issues too. As Wittgenstein suggested, understanding entails grasping a form of life. Our understanding of agitated, pacing behaviour is similarly based on a unique history, on culture, on context. Hence, a philosophy gestures at the foundations of care. There is the potential to feel the person's meaning, even when it cannot be spoken. This is not simply by means of an alternative to language. The philosophy suggests that our engagement with the person is through and through. Understanding anyone is more like an aesthetic judgement than a cognitive act.

Primary School Teachers' Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience

NASA Astrophysics Data System (ADS)

Shahali, Edy H. M.; Halim, Lilia; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

2017-04-01

This study investigated the understanding of science process skills (SPS) of 329 science teachers from 52 primary schools selected by random sampling. The understanding of SPS was measured in terms of conceptual and operational aspects of SPS using an instrument called the Science Process Skills Questionnaire (SPSQ) with a Cronbach's alpha reliability of 0.88. The findings showed that the teachers' conceptual understanding of SPS was much weaker than their practical application of SPS. The teachers' understanding of SPS differed by their teaching qualifications but not so much by their teaching experience. Emphasis needs to be given to both conceptual and operational understanding of SPS during pre-service and in-service teacher education to enable science teachers to use the skills and implement inquiry-based lessons in schools.

Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill

PubMed Central

Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.

2014-01-01

This study investigated contributions of general cognitive abilities and foundational mathematical competencies to numeration understanding (i.e., base-10 structure) versus multidigit calculation skill. Children (n = 394, M = 6.5 years) were assessed on general cognitive abilities and foundational numerical competencies at start of 1st grade; on the same numerical competencies, multidigit calculation skill, and numeration understanding at end of 2nd grade; and on multidigit calculation skill and numeration understanding at end of 3rd grade. Path-analytic mediation analysis revealed that general cognitive predictors exerted more direct and more substantial effects on numeration understanding than on multidigit calculations. Foundational mathematics competencies contributed to both outcomes, but largely via 2nd-grade mathematics achievement, and results suggest a mutually supportive role between numeration understanding and multidigit calculations. PMID:25284885

A structural equation modeling analysis of students' understanding in basic mathematics

NASA Astrophysics Data System (ADS)

Oktavia, Rini; Arif, Salmawaty; Ferdhiana, Ridha; Yuni, Syarifah Meurah; Ihsan, Mahyus

2017-11-01

This research, in general, aims to identify incoming students' understanding and misconceptions of several basic concepts in mathematics. The participants of this study are the 2015 incoming students of Faculty of Mathematics and Natural Science of Syiah Kuala University, Indonesia. Using an instrument that were developed based on some anecdotal and empirical evidences on students' misconceptions, a survey involving 325 participants was administered and several quantitative and qualitative analysis of the survey data were conducted. In this article, we discuss the confirmatory factor analysis using Structural Equation Modeling (SEM) on factors that determine the new students' overall understanding of basic mathematics. The results showed that students' understanding on algebra, arithmetic, and geometry were significant predictors for their overall understanding of basic mathematics. This result supported that arithmetic and algebra are not the only predictors of students' understanding of basic mathematics.

A cross-age study of student understanding of the concept of diffusion

NASA Astrophysics Data System (ADS)

Westbrook, Susan L.; Marek, Edmund A.

This study examined 7th-grade life science students, 10th-grade biology students, and college zoology students for understanding of the concept of diffusion. Responses from 100 students from each grade level were randomly selected for data analysis. Each student responded to a test packet consisting of a biographical questionnaire, two Piagetian-like developmental tasks, and a Concept Evaluation Statement (CES). The CESs were used to measure the students' understandings of the concept of diffusion. None of the 300 students across the three grade levels exhibited complete understanding of the diffusion concept. There was no appreciable difference among the grade levels in sound or partial understanding, misconceptions, or no understanding. An analysis of the misconceptions exhibited by the college sample showed that many of the misconceptions could be traced to a misapplication of scientific terminology.

A comparative study of the use and understanding of self-presentational display rules in children with high functioning autism and Asperger's disorder.

PubMed

Barbaro, Josephine; Dissanayake, Cheryl

2007-08-01

The use and understanding of self-presentational display rules (SPDRs) was investigated in 21 children with high-functioning autism (HFA), 18 children with Asperger's disorder (AspD) and 20 typically developing (TD) children (all male, aged 4- to 11-years, matched on mental age). Their behaviour was coded during a deception scenario to assess use of SPDRs; understanding of SPDRs was assessed via three real/apparent emotion-understanding vignettes. The children with HFA and AspD used less effective SPDRs than the TD children, but there were no group differences in understanding SPDRs. The children with HFA and AspD did not differ on their use or understanding of SPDRs, and the results are discussed in relation to the similarities and differences between these diagnostic conditions.

Knowledge dimensions in hypothesis test problems

NASA Astrophysics Data System (ADS)

Krishnan, Saras; Idris, Noraini

2012-05-01

The reformation in statistics education over the past two decades has predominantly shifted the focus of statistical teaching and learning from procedural understanding to conceptual understanding. The emphasis of procedural understanding is on the formulas and calculation procedures. Meanwhile, conceptual understanding emphasizes students knowing why they are using a particular formula or executing a specific procedure. In addition, the Revised Bloom's Taxonomy offers a twodimensional framework to describe learning objectives comprising of the six revised cognition levels of original Bloom's taxonomy and four knowledge dimensions. Depending on the level of complexities, the four knowledge dimensions essentially distinguish basic understanding from the more connected understanding. This study identifiesthe factual, procedural and conceptual knowledgedimensions in hypothesis test problems. Hypothesis test being an important tool in making inferences about a population from sample informationis taught in many introductory statistics courses. However, researchers find that students in these courses still have difficulty in understanding the underlying concepts of hypothesis test. Past studies also show that even though students can perform the hypothesis testing procedure, they may not understand the rationale of executing these steps or know how to apply them in novel contexts. Besides knowing the procedural steps in conducting a hypothesis test, students must have fundamental statistical knowledge and deep understanding of the underlying inferential concepts such as sampling distribution and central limit theorem. By identifying the knowledge dimensions of hypothesis test problems in this study, suitable instructional and assessment strategies can be developed in future to enhance students' learning of hypothesis test as a valuable inferential tool.

Uses of theories of depth psychology in ordained ministry and the institutional church.

PubMed

McNish, Jill L

2002-01-01

Burgeoning understanding of unconscious processes should inform the work of the church and its ministries. Understanding derived from depth psychology can lead to deeper understandings of relationship with God and with one another, of the vicissitudes of spiritual life, of the meaning of ritual and sacraments, and to more profound and relevant scriptural hermeneutics and theological understandings. These claims are illustrated with examples.

Junior High School Students’ Understanding and Problem Solving Skills on the Topics of Line and Angles

NASA Astrophysics Data System (ADS)

Irsal, I. L.; Jupri, A.; Prabawanto, S.

2017-09-01

Line and angles is important topics to learn to develop the geometry skills and also mathematics skills such as understanding and problem solving skills. But, the fact was given by Indonesian researcher show that Indonesian students’ understanding and problem solving skills still low in this topics. This fact be a background to investigate students’ understanding and problem solving skills in line and angles topics. To investigate these skills, this study used descriptive-qualitative approach. Individual written test (essay) and interview was used in this study. 72 students grade 8th from one of Junior High School in Lembang, worked the written test and 18 of them were interviewed. Based on result, almost of student were have a good instrumental understanding in line and angles topic in same area, but almost all student have a low instrumental understanding in line and angles topic in different area. Almost all student have a low relational understanding. Also, almost all student have a low problem solving skills especially in make and use strategy to solve the problem and looking back their answer. Based on result there is need a meaningfulness learning strategy, which can make students build their understanding and develop their problem solving skill independently.

Lay concepts in informed consent to biomedical research: the capacity to understand and appreciate risk.

PubMed

Iltis, Ana

2006-08-01

Persons generally must give their informed consent to participate in research. To provide informed consent persons must be given information regarding the study in simple, lay language. Consent must be voluntary, and persons giving consent must be legally competent to consent and possess the capacity to understand and appreciate the information. This paper examines the relationship between the obligation to disclose information regarding risks and the requirement that persons have the capacity to understand and appreciate the information. There has been insufficient attention to the extent to which persons must be able to understand and appreciate study information in order to have their consent deemed valid when the information is provided in simple, lay language. This paper argues that (1) the capacity to understand and appreciate information that should be deemed necessary to give valid consent should be defined by the capacity of the typical, cognitively normal adult and (2) the capacity of the typical, cognitively normal adult to understand and appreciate the concept of risk is limited. Therefore, (3) all things being equal, potential subjects must possess a limited capacity to understand and appreciate risk to be deemed competent to consent to research participation. (4) In some cases investigators ought to require that persons possess a greater than typical capacity to understand and appreciate risk.

Postmodern imaginative constructivism for STSE understanding

NASA Astrophysics Data System (ADS)

Robertson, Christian

The influences of science and technology on society and the environment (STSE) have been an integral component of the formal educational curricula for four decades, and yet industrialized countries frequently struggle to balance the benefits of science and technology with the social justice and environmental issues inherent to contemporary society. Canadian citizens often fail to connect scientific and technological understandings with the subtle and yet ubiquitous personal, political, cultural, environmental, and social consequences that result from these understandings. This phenomenological research will explore potential discourses of control within education and society that may preclude authentic, contextual, and meaningful understandings of science and technology relative to their significant consequences, and an imaginative adaptation of Egan's Ironic Understanding and McGinn's Foreground and Background Dimensions to imaginatively express an awareness of postmodern STSE understandings. This research is designed to explore student understandings of how the diverse and complex influences of science and technology affect students through postmodern, imaginative, and constructivist photography. Participants demonstrated a limited Ironic Understanding of STSE, a critical awareness of specific modernist influences, increased personal and affective connections to science and technology, and an awareness of the duality of STSE. Participants' photographic artifacts can be utilized to inform teaching and learning strategies in order to purposefully craft curriculum and lesson plan design for personalized and engaging learning opportunities that incorporate students' awareness of STSE.

Relations between mental verb and false belief understanding in Cantonese-speaking children.

PubMed

Cheung, Him; Chen, Hsuan-Chih; Yeung, William

2009-10-01

Previous research has shown that linguistic forms that codify mental contents bear a specific relation with children's false belief understanding. These forms include mental verbs and their following complements, yet the two have not been considered separately. The current study examined the roles of mental verb semantics and the complement syntax in children's false belief understanding. Independent tasks were used to measure verb meaning, complements, and false belief understanding such that the verbs in question were present only in the verb meaning test, and no linguistic devices biased toward false belief were used in the false belief test. We focused on (a) some mental verbs that obligatorily affirm or negate what follows and (b) sentential complements, the content of which is to be evaluated against the mind of another person, not reality. Results showed that only (a) predicted false belief understanding in a group of Cantonese-speaking 4-year-olds, controlling for nonverbal intelligence and general language ability. In particular, children's understanding of the strong nonfactive semantics of the Cantonese verbs /ji5-wai4/ ("falsely think") predicted false belief understanding most strongly. The current findings suggest that false belief understanding is specifically related to the comprehension of mental verbs that entail false thought in their semantics.

Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry-based tasks

NASA Astrophysics Data System (ADS)

Crawford, Barbara A.; Zembal-Saul, Carla; Munford, Danusa; Friedrichsen, Patricia

2005-08-01

This study addresses the need for research in three areas: (1) teachers' understandings of scientific inquiry; (2) conceptual understandings of evolutionary processes; and (3) technology-enhanced instruction using an inquiry approach. The purpose of this study was to determine in what ways The Galapagos Finches software-based materials created a context for learning and teaching about the nature of scientific knowledge and evolutionary concepts. The research used a design experiment in which researchers significantly modified a secondary science methods course. The multiple data sources included: audiotaped conversations of two focus pairs of participants as they interacted with the software; written pre- and posttests on concepts of natural selection of the 21 prospective teachers; written pre- and posttests on views of the nature of science; three e-mail journal questions; and videotaped class discussions. Findings indicate that prospective teachers initially demonstrated alternative understandings of evolutionary concepts; there were uninformed understandings of the nature of scientific inquiry; there was little correlation between understandings and disciplines; and even the prospective teachers with research experience failed to understand the diverse methods used by scientists. Following the module there was evidence of enhanced understandings through metacognition, and the potential for interactive software to provide promising context for enhancing content understandings.

A Thai pre-service teacher's understanding of nature of science in biology teaching

NASA Astrophysics Data System (ADS)

Srisawat, Akkarawat; Aiemsum-ang, Napapan; Yuenyong, Chokchai

2018-01-01

This study was conducted on the effect of understanding and instruction of the nature of science of Ms. Wanida, a pre-service student under science education program in biology, Faculty of Education, Khon Kaen University. Wanida was a teaching practicum student majoring in biology at Khon Kaen University Demonstration School (Modindaeng). She was teaching biology for 38 Grade 10 students. Methodology regarded interpretive paradigm. The study aimed to examine 1) Wanida's understanding of the nature of science, 2) Wanida's instruction of the nature of science, 3 students' understanding of the nature of science from Wanida's instruction, and 4) the effects of Wanida's understanding and instruction of the nature of science on students' understanding of the nature of science from Wanida's instruction. Tools of interpretation included teaching observation, a semi-structured interview, open-ended questionnaire, and an observation record form for the instruction of the nature of science. The data obtained was interpreted, encoded, and classified, using the descriptive statistics. The findings indicated that Wanida held good understanding of the nature of science. She could apply the deficient nature of science approach mostly, followed by the implicit nature of science approach. Unfortunately, she could not show her teaching as explicit nature of science. However, her students' the understanding of the nature of science was good.

The relationship between biology teachers' understanding of the nature of science and the understanding and acceptance of the theory of evolution

NASA Astrophysics Data System (ADS)

Cofré, Hernán; Cuevas, Emilia; Becerra, Beatriz

2017-11-01

Despite the importance of the theory of evolution (TE) to scientific knowledge, a number of misconceptions continue to be found among biology teachers. In this context, the first objective of this study was to identify the impact of professional development programme (PDP) on teachers' understanding of nature of science (NOS) and evolution and on the acceptance of this theory. Its second objective was to study the relationship among these variables. Three instruments were used to quantify these variables: the Views of the Nature of Science Version D (VNOS D+), the Assessing Contextual Reasoning about Natural Selection (ACORN), and the Measure of Acceptance of Theory of Evolution (MATE). The results indicate that the PDP had a positive impact on teachers, significantly improving their understanding of the NOS and natural selection, as well as their acceptance of the TE. Furthermore, a positive correlation between the understanding of the NOS obtained by teachers in the first part of the PDP and the understanding and acceptance of evolution that these teachers showed at the end of the programme was determined. However, no relationship between an understanding of the NOS and gains in the understanding and acceptance of evolution was found.

Understanding the Carbon Cycle : A Jigsaw Approach

NASA Astrophysics Data System (ADS)

Hastings, D. W.

2006-12-01

A thorough understanding of the carbon cycle is fundamental to understanding the eventual fate of CO2. To achieve this, students must understand individual processes, such as photosynthesis and respiration, as well as an integrated knowledge of how these processes relate to each other. In this "jigsaw" exercise, each student is assigned one five fundamental geochemical processes in the short- term carbon cycle to research and fully understand. In class, students first meet with others who have studied the same process to strengthen and deepen their understanding of this process. They then form teams of five students and explain to other students their particular process. In exchange, other students explain the other aspects of the carbon cycle. At the end of class all students will know about each of the five processes, and thus develop an integrated understanding of the entire carbon cycle. This approach is an efficient method for students to learn the material. As in a jigsaw puzzle, each student's part is essential for the full understanding of the carbon cycle. Since each student's part is essential, then each student is essential, which is what makes this strategy effective The jigsaw approach encourages listening, engagement, and collaboration by giving each member of the group an essential part to play in the academic activity.

Assessment of mutual understanding of physician patient encounters: development and validation of a Mutual Understanding Scale (MUS) in a multicultural general practice setting.

PubMed

Harmsen, J A M; Bernsen, R M D; Meeuwesen, L; Pinto, D; Bruijnzeels, M A

2005-11-01

Mutual understanding between physician and patient is essential for good quality of care; however, both parties have different views on health complaints and treatment. This study aimed to develop and validate a measure of mutual understanding (MU) in a multicultural setting. The study included 986 patients from 38 general practices. GPs completed a questionnaire and patients were interviewed after the consultation. To assess mutual understanding the answers from GP and patient to questions about different consultation aspects were compared. An expert panel, using nominal group technique, developed criteria for mutual understanding on consultation aspects and secondly, established a ranking to combine all aspects into an overall consultation judgement. Regarding construct validity, patients' ethnicity, age and language proficiency were the most important predictors for MU. Regarding criterion validity, all GP-related criteria (the GPs perception of his ability to explain to the patient, the patient's ability to explain to the GP, and the patient's understanding of consultation aspects), were well-related to MU. The same can be said of patient's consultation satisfaction and feeling that the GP was considerate. We conclude that the Mutual Understanding Scale is regarded a reliable and valid measure to be used in large-scale quantitative studies.

Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors

NASA Astrophysics Data System (ADS)

Lin, Tzu-Chiang; Liang, Jyh-Chong; Tsai, Chin-Chung

2015-02-01

This study aims to explore Taiwanese university students' conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students' conceptions of memorizing and understanding was validated through an exploratory factor analysis of participants' responses. As for the questionnaire regarding the students' biology learning self-efficacy (BLSE), an exploratory factor analysis revealed a total of four factors including higher-order cognitive skills (BLSE-HC), everyday application (BLSE-EA), science communication (BLSE-SC), and practical works (BLSE-PW). The results of the cluster analysis according to the participants' conceptions of learning biology indicated that students in the two major clusters either viewed learning biology as understanding or possessed mixed-conceptions of memorizing and understanding. The students in the third cluster mainly focused on memorizing in their learning while the students in the fourth cluster showed less agreement with both conceptions of memorizing and understanding. This study further revealed that the conception of learning as understanding was positively associated with the BLSE of university students with biology-related majors. However, the conception of learning as memorizing may foster students' BLSE only when such a notion co-exists with the conception of learning with understanding.

[Explaining and understanding in psychiatry].

PubMed

Wölk, W

1998-05-01

The philosophical debate on explanation and understanding also led to basic methodological reflections in psychiatry. Subsuming one fact under a general law is the characteristic feature of scientific explanations. In this way, deductive conclusions can be achieved with a high degree of objectivity. Hermeneutical understanding makes way for interpretations in front of a given theoretical matrix. On the other hand, sympathetic understanding is a matter of conceiving single-part items as a consequence of other singular aspects (e.g., tracing back an action to an intention). If one understands the growth of knowledge as a rational and critical process, it seems no more justified to insist on exclusive methodologically based positions.

Understanding Food Allergy | NIH MedlinePlus the Magazine

MedlinePlus

... issue contents Understanding Food Allergy Follow us Understanding Food Allergy Latest Updates from NIH Food allergies are ... ways to diagnose, prevent, and treat the disease.” Food allergy studies With so many unanswered questions surrounding ...

Understanding Your Teen's Emotional Health

MedlinePlus

... Counseling Home Prevention and Wellness Emotional Well-Being Mental Health Understanding Your Teen’s Emotional Health Understanding Your Teen’s Emotional Health Share Print The teenage years are a time of transition from childhood into adulthood. Teens often ...

How Children Understand Death & What You Should Say

MedlinePlus

... Text Size Email Print Share How Children Understand Death & What You Should Say Page Content Article Body ... to help them resume their lives. Understanding of Death Depends on Age & Development At various developmental levels, ...

The affordance-matching hypothesis: how objects guide action understanding and prediction

PubMed Central

Bach, Patric; Nicholson, Toby; Hudson, Matthew

2014-01-01

Action understanding lies at the heart of social interaction. Prior research has often conceptualized this capacity in terms of a motoric matching of observed actions to an action in one’s motor repertoire, but has ignored the role of object information. In this manuscript, we set out an alternative conception of intention understanding, which places the role of objects as central to our observation and comprehension of the actions of others. We outline the current understanding of the interconnectedness of action and object knowledge, demonstrating how both rely heavily on the other. We then propose a novel framework, the affordance-matching hypothesis, which incorporates these findings into a simple model of action understanding, in which object knowledge—what an object is for and how it is used—can inform and constrain both action interpretation and prediction. We will review recent empirical evidence that supports such an object-based view of action understanding and we relate the affordance matching hypothesis to recent proposals that have re-conceptualized the role of mirror neurons in action understanding. PMID:24860468

Students' understanding of primary and secondary protein structure: drawing secondary protein structure reveals student understanding better than simple recognition of structures.

PubMed

Harle, Marissa; Towns, Marcy H

2013-01-01

The interdisciplinary nature of biochemistry courses requires students to use both chemistry and biology knowledge to understand biochemical concepts. Research that has focused on external representations in biochemistry has uncovered student difficulties in comprehending and interpreting external representations in addition to a fragmented understanding of fundamental biochemistry concepts. This project focuses on students' understanding of primary and secondary protein structure and drawings (representations) of hydrogen-bonding in alpha helices and beta sheets. Analysis demonstrated that students can recognize and identify primary protein structure concepts when given a polypeptide. However, when asked to draw alpha helices and beta sheets and explain the role of hydrogen bonding their drawings students exhibited a fragmented understanding that lacked coherence. Faculty are encouraged to have students draw molecular level representations to make their mental models more explicit, complete, and coherent. This is in contrast to recognition and identification tasks, which do not adequately probe mental models and molecular level understanding. © 2013 by The International Union of Biochemistry and Molecular Biology.

Otoplasty: sequencing the operation for improved results.

PubMed

Hoehn, James G; Ashruf, Salman

2005-01-01

: After studying this article, the participant should be able to: 1. Understand the anatomy and embryology of the external ear. 2. Understand the anatomic causes of the prominent ear. 3. Understand the operative maneuvers used to shape the external ear. 4. Be able to sequence the otoplasty for consistent results. 5. Understand the possible complications of the otoplasty procedure. Correction of prominent ears is a common plastic surgical procedure. Proper execution of the surgical techniques is dependent on the surgeon's understanding of the surgical procedure. This understanding is best founded on an understanding of the historical bases for the operative steps and the execution of these operative steps in a logical fashion. This article describes the concept of sequencing the operation of otoplasty to produce predictable results combining the technical contributions from many authors. The historical, embryological, and anatomic bases for the operation are also discussed. Finally, the authors' preferred techniques are presented. Sequencing the steps in the preoperative assessment, preoperative planning, patient management, operative technique, and postoperative care will produce reproducible results for the attentive surgeon. Careful attention to the details of the operation of otoplasty will avoid many postoperative problems.

The impact of problem solving strategy with online feedback on students’ conceptual understanding

NASA Astrophysics Data System (ADS)

Pratiwi, H. Y.; Winarko, W.; Ayu, H. D.

2018-04-01

The study aimed to determine the impact of the implementation of problem solving strategy with online feedback towards the students’ concept understanding. This study used quasi experimental design with post-test only control design. The participants were all Physics Education students of Kanjuruhan University year 2015. Then, they were divided into two different groups; 30 students belong to experiment class and the remaining 30 students belong to class of control. The students’ concept understanding was measured by the concept understanding test on multiple integral lesson. The result of the concept understanding test was analyzed by prerequisite test and stated to be normal and homogenic distributed, then the hypothesis was examined by T-test. The result of the study shows that there is difference in the concept understanding between experiment class and control class. Next, the result also shows that the students’ concept understanding which was taught using problem solving strategy with online feedback was higher than those using conventional learning; with average score of 72,10 for experiment class and 52,27 for control class.

Public understandings of genetics and health.

PubMed

Condit, C M

2010-01-01

This review of adult public understandings of genetics related to health indicates that the public's understandings overlap with those of professionals in some areas, but not others. Specifically, the majority of the world's people who have been studied understand genetics through the lens of heredity, not in terms of the structural and functional nature of genes. Public understandings of hereditary processes are influenced by models of social relationships and by experiential familiarity with particular conditions as much as by academic research results. Most people hold a fairly strong belief that many health conditions are substantially influenced by both genes and other factors. However, they do not have a stable understanding of the nature of gene-environment interactions. People in cultures where science is not a prominent cultural mode are even less likely to hold the belief structures of professional geneticists. In some areas--notably with regard to racialization of genetic medicine and characterizations of genetic variations as 'mutations'--at least some members of the public strongly reject some geneticists' constructions. Public understanding of details pertinent to genetic testing generally appears to be weak.

6Cs and ten commitments: nurses' understanding and use of courage.

PubMed

Barchard, Fiona; Sixsmith, Judith; Neill, Sarah; Meurier, Clency

2017-02-27

Aim This article reports the initial findings of a study that explored nurses' understanding of courage, in the context of the 6Cs and the Leading Change, Adding Value framework. The aim was to explore how nurses' understanding of courage can inform future practice, thus enabling preparation and support for nurses' use of courage in practice settings, and to enhance understanding of their use of it in everyday professional practice. Method The study used unstructured interviews in a grounded-theory approach, in which a theory is constructed by analysing data, underpinned with epistemology of social constructionism, a theory that examines shared assumptions about reality. Twelve qualified nurses were interviewed in depth about their understanding of courage in professional practice. A literature review was also undertaken. Results Nurses discussed their understanding of courage in terms of being in a situation they do not want to be in, speaking up and taking risks. Conclusion Understanding nurses' view of courage and its influence on practice can inform future recruitment and retention policies and practice, thus preparing and supporting nurses in the use of courage in practice settings.

Understanding Your Doctors and Other Caregivers

MedlinePlus

... can you do if you don’t understand what your caregiver is saying? Tell them you don’t understand. ... to do and what is happening to you. What if the caregiver is rushed and doesn’t have time to ...

Long Term Value of Apollo Samples: How Fundamental Understanding of a Body Takes Decades of Study

NASA Astrophysics Data System (ADS)

Borg, L. E.; Gaffney, A. M.; Kruijer, T. K.; Sio, C. K.

2018-04-01

Fundamental understanding of a body evolves as more sophisticated technology is applied to a progressively better understood sample set. Sample diversity is required to understand many geologic processes.

U.S. Dept. of Defense Web Site Special: Understanding a Culture: Ramadan

Science.gov Websites

News Press Resources Multimedia / Photos Videos Publications Bloggers DoD Websites Understanding a . Army Muslim chaplain said the need for understanding Islamic culture is as important as basic

Modeling Memory for Language Understanding.

DTIC Science & Technology

1982-02-01

Abstract Research on natural language understanding by computer has shown that the nature and organization of memory plays j central role in the...block number) Research on natural language understanding by computer has shown that the nature and organization of memory plays a central role in the...understanding mechanism. Further we claim that such reminding is at the root of how we learn. Issues such as these have played an important part in shaping the

Do Zoo Visitors Need Zoology Knowledge to Understand Conservation Messages? An Exploration of the Public Understanding of Animal Biology and of the Conservation of Biodiversity in a Zoo Setting

ERIC Educational Resources Information Center

Dove, Tracy; Byrne, Jenny

2014-01-01

This study explores the current knowledge and understanding about animal biology of zoo visitors and investigates whether knowledge of animal biology influences the ability of people to understand how human activity affects biodiversity. Zoos can play a role in the development of scientific literacy in the fields of animal biology and biodiversity…

The Fifth Annual Navy Workforce Research and Analysis Conference: Building on the Pillars of the Navy’s Human Capital Strategy

DTIC Science & Technology

2005-08-01

to personnel logistics [57]. Figure 42 provides their methodology for understanding business prac- tices and applying them to the Navy environment...Efficiency (percentage reduction in turn- over annually). 73 Figure 42. Understanding business practicesa "* Define Mission "* Identify and Understand the...example of ’LOS-4’ quality execution .................... 72 Figure 41. Manpower Effectiveness, M(eff) ............... 73 Figure 42. Understanding

Medical genetics, public understanding and patient experiences: An exploratory qualitative study of recently pregnant women

NASA Astrophysics Data System (ADS)

Garman, Jamie L.

The purpose of the study was to document how individuals' experiences and understanding of genetics concepts affects their medical experiences. Recently pregnant women were interviewed because they represent a population that needs to comprehend biological and genetic information to understand their health. Three women were designated as science experts (SE) defined as having extensive university level science education and three women were designated as science non-experts (SNE). In general, SEs described a more positive pregnancy experience. Both SEs and SNEs demonstrated a basic understanding of genetic concepts but varied in the application of concepts to personal medical issues. Participants' views and experiences of pre and postnatal tests were linked to their understanding of nature of science components such as recognition that tests have limitations. Results from this study indicate an incomplete understanding of the nature of science among participants may have led to unsatisfactory medical experiences.

Great apes distinguish true from false beliefs in an interactive helping task

PubMed Central

Buttelmann, Frances; Carpenter, Malinda; Call, Josep; Tomasello, Michael

2017-01-01

Understanding the behavior of others in a wide variety of circumstances requires an understanding of their psychological states. Humans’ nearest primate relatives, the great apes, understand many psychological states of others, for example, perceptions, goals, and desires. However, so far there is little evidence that they possess the key marker of advanced human social cognition: an understanding of false beliefs. Here we demonstrate that in a nonverbal (implicit) false-belief test which is passed by human 1-year-old infants, great apes as a group, including chimpanzees (Pan troglodytes), bonobos (Pan paniscus), and orangutans (Pongo abelii), distinguish between true and false beliefs in their helping behavior. Great apes thus may possess at least some basic understanding that an agent’s actions are based on her beliefs about reality. Hence, such understanding might not be the exclusive province of the human species. PMID:28379987

Language Promotes False-Belief Understanding

PubMed Central

Pyers, Jennie E.; Senghas, Ann

2010-01-01

Developmental studies have identified a strong correlation in the timing of language development and false-belief understanding. However, the nature of this relationship remains unresolved. Does language promote false-belief understanding, or does it merely facilitate development that could occur independently, albeit on a delayed timescale? We examined language development and false-belief understanding in deaf learners of an emerging sign language in Nicaragua. The use of mental-state vocabulary and performance on a low-verbal false-belief task were assessed, over 2 years, in adult and adolescent users of Nicaraguan Sign Language. Results show that those adults who acquired a nascent form of the language during childhood produce few mental-state signs and fail to exhibit false-belief understanding. Furthermore, those whose language developed over the period of the study correspondingly developed in false-belief understanding. Thus, language learning, over and above social experience, drives the development of a mature theory of mind. PMID:19515119

Mediating consolation with suicidal patients.

PubMed

Gilje, Fredricka; Talseth, Anne-Grethe

2007-07-01

Psychiatric nurses frequently encounter suicidal patients. Caring for such patients often raises ethical questions and dilemmas. The research question for this study was: 'What understandings are revealed in texts about consolation and psychiatric nurses' responses to suicidal patients?' A Gadamerian approach guided re-interpretation of published texts. Through synthesizing four interpretive phases, a comprehensive interpretation emerged. This revealed being 'at home' with self, or an ethical way of being, as a hermeneutic understanding of a way to become ready to mediate consolation with suicidal patients. Trustworthiness was addressed by means of the qualities of auditability, credibility and confirmability. This re-interpretation adds to nursing knowledge, enhances understanding of previous research findings, provides pre-understanding for further research and reveals the value of hermeneutic inquiry in nursing. It also deepens understanding of a published model of consolation. These understandings may help to guide nurses who are struggling with suicidal patients.

[The concept of "understanding" (Verstehen) in Karl Jaspers].

PubMed

Villareal, Helena; Aragona, Massimiliano

2014-01-01

This article explores the relationship between empathy and psychopathology. It deals with the concept of "understanding" in Jaspers' General Psychopathology, 100 years after the publication of its first edition. The Jaspersian proposal has the person and his/her experience as its primary object of study, just as in Ortegas' vital reason. Jaspers' understanding is not rational but empathetic, based on the co-presence of emotional content and detailed descriptions. Jaspers' methodology is essentially pluralistic, considering both explanation and understanding, necessary for psychopathology. Despite certain limits, the concept of understanding is the backbone of the psychopathological reasoning, and has proven useful over a century of clinical practice. However, it needs a review covering the recent epistemological and clinical findings. "To be understandable" is a relational property that emerges from a semiotic process. Therefore, an effective psychology should encompass an inter-subjective process, and get away from strict rationalism.

Enhancing informed consent for research and treatment.

PubMed

Dunn, L B; Jeste, D V

2001-06-01

Increased scrutiny of informed consent calls for further research into decision making by patients who may be at risk for impairments. We review interventions designed to improve patient understanding of informed consent. A number of studies, within as well as outside psychiatry, have evaluated the effectiveness of specific interventions, as well as possible "predictors" of understanding of consent, such as subject characteristics, psychiatric symptoms, and cognitive impairment. Deficits in patients' understanding of informed consent may be partially related to poorly conceived, written, or organized informed consent materials; these deficits may be remediable with educational interventions. We find that effective interventions include corrected feedback, multiple learning trials, and more organized or simplified consent forms. Educational levels of patients generally correlate with levels of understanding. Even among individuals with psychiatric illness or cognitive impairment, deficits in understanding can be remedied with certain educational interventions. A variety of interventions can enhance understanding of informed consent.

Interpretive understanding, sympathy, and moral emotion attribution in oppositional defiant disorder symptomatology.

PubMed

Dinolfo, Caterina; Malti, Tina

2013-10-01

This study examined the relations between interpretive understanding, sympathy, and moral emotion attribution (MEA) in the prediction of oppositional defiant disorder (ODD) symptomatology in an ethnically diverse sample of 128 4- and 8-year-old children (49 % girls). Caregivers rated the children's ODD symptoms. Interpretive understanding was assessed using an advanced theory-of-mind task. Sympathy was measured via caregiver- and child-report. Strength of MEA was assessed utilizing the children's responses to six hypothetical moral transgressions. Results revealed that interpretive understanding, sympathy, and strength of MEA in the exclusion domain predicted ODD symptoms negatively. Caregiver-reported sympathy partially mediated and moderated the relation between interpretive understanding and ODD symptoms. Strength of MEA in the rule violation domain moderated the relation between interpretive understanding and ODD symptoms. The findings shed light on the importance of social-cognitive and affective-moral antecedents of ODD symptoms.

Students' understanding of a groundwater system and attitudes towards groundwater use and conservation

NASA Astrophysics Data System (ADS)

Pan, Yi-Ting; Liu, Shu-Chiu

2018-03-01

The purpose of this study was to investigate students' understanding of groundwater as a system, and to further examine whether and how their understanding is related to attitudes towards groundwater use and conservation. A total of 676 junior high school students completed a groundwater survey including a drawing activity and a questionnaire. An additional group of university students with environmental science majors were recruited for the survey for the purpose of determining reasonable expectations and validating interpretations of the results. Analysis of student drawings indicated that students generally held an incomplete and unconnected understanding of the groundwater system. Correlation analysis showed that student levels of understanding were associated with their perceptions of environmental impacts as well as environmental concern regarding groundwater problems. These findings re-emphasised the importance of promoting students' understanding of environmental systems, as well as their ability to think systemically.

Great apes distinguish true from false beliefs in an interactive helping task.

PubMed

Buttelmann, David; Buttelmann, Frances; Carpenter, Malinda; Call, Josep; Tomasello, Michael

2017-01-01

Understanding the behavior of others in a wide variety of circumstances requires an understanding of their psychological states. Humans' nearest primate relatives, the great apes, understand many psychological states of others, for example, perceptions, goals, and desires. However, so far there is little evidence that they possess the key marker of advanced human social cognition: an understanding of false beliefs. Here we demonstrate that in a nonverbal (implicit) false-belief test which is passed by human 1-year-old infants, great apes as a group, including chimpanzees (Pan troglodytes), bonobos (Pan paniscus), and orangutans (Pongo abelii), distinguish between true and false beliefs in their helping behavior. Great apes thus may possess at least some basic understanding that an agent's actions are based on her beliefs about reality. Hence, such understanding might not be the exclusive province of the human species.

The nature of an object-oriented program: How do practitioners understand the nature of what they are creating?

NASA Astrophysics Data System (ADS)

Thompson, Errol; Kinshuk

2011-09-01

Object-oriented programming is seen as a difficult skill to master. There is considerable debate about the most appropriate way to introduce novice programmers to object-oriented concepts. Is it possible to uncover what the critical aspects or features are that enhance the learning of object-oriented programming? Practitioners have differing understandings of the nature of an object-oriented program. Uncovering these different ways of understanding leads to agreater understanding of the critical aspects and their relationship tothe structure of the program produced. A phenomenographic studywas conducted to uncover practitioner understandings of the nature of an object-oriented program. The study identified five levels of understanding and three dimensions of variation within these levels. These levels and dimensions of variation provide a framework for fostering conceptual change with respect to the nature of an object-oriented program.

How the World Gains Understanding of a Planet: Analysis of Scientific Understanding in Earth Sciences and of the Communication of Earth-Scientific Explanation

NASA Astrophysics Data System (ADS)

Voute, S.; Kleinhans, M. G.; de Regt, H.

2010-12-01

A scientific explanation for a phenomenon is based on relevant theory and initial and background conditions. Scientific understanding, on the other hand, requires intelligibility, which means that a scientist can recognise qualitative characteristic consequences of the theory without doing the actual calculations, and apply it to develop further explanations and predictions. If explanation and understanding are indeed fundamentally different, then it may be possible to convey understanding of earth-scientific phenomena to laymen without the full theoretical background. The aim of this thesis is to analyze how scientists and laymen gain scientific understanding in Earth Sciences, based on the newest insights in the philosophy of science, pedagogy, and science communication. All three disciplines have something to say about how humans learn and understand, even if at very different levels of scientists, students, children or the general public. If different disciplines with different approaches identify and quantify the same theory in the same manner, then there is likely to be something “real” behind the theory. Comparing methodology and learning styles of the different disciplines within the Earth Sciences and by critically analyze earth-scientific exhibitions in different museums may provide insight in the different approaches for earth-scientific explanation and communication. In order to gain earth-scientific understanding, a broad suite of tools is used, such as maps and images, symbols and diagrams, cross-sections and sketches, categorization and classification, modelling, laboratory experiments, (computer) simulations and analogies, remote sensing, and fieldwork. All these tools have a dual nature, containing both theoretical and embodied components. Embodied knowledge is created by doing the actual modelling, intervening in experiments and doing fieldwork. Scientific practice includes discovery and exploration, data collection and analyses, verification or falsification and conclusions that must be well grounded and argued. The intelligibility of theories is improved by the combination of these two types of understanding. This is also attested by the fact that both theoretical and embodied skills are considered essential for the training of university students at all levels. However, from surprised and confounded reactions of the public to natural disasters it appears that just showing scientific results is not enough to convey the scientific understanding to the public. By using the tools used by earth scientists to develop explanations and achieve understanding, laymen could achieve understanding as well without rigorous theoretical training. We are presently investigating in science musea whether engaging the public in scientific activities based on embodied skills leads to understanding of earth-scientific phenomena by laymen.

Individual differences in children's understanding of inversion and arithmetical skill.

PubMed

Gilmore, Camilla K; Bryant, Peter

2006-06-01

Background and aims. In order to develop arithmetic expertise, children must understand arithmetic principles, such as the inverse relationship between addition and subtraction, in addition to learning calculation skills. We report two experiments that investigate children's understanding of the principle of inversion and the relationship between their conceptual understanding and arithmetical skills. A group of 127 children from primary schools took part in the study. The children were from 2 age groups (6-7 and 8-9 years). Children's accuracy on inverse and control problems in a variety of presentation formats and in canonical and non-canonical forms was measured. Tests of general arithmetic ability were also administered. Children consistently performed better on inverse than control problems, which indicates that they could make use of the inverse principle. Presentation format affected performance: picture presentation allowed children to apply their conceptual understanding flexibly regardless of the problem type, while word problems restricted their ability to use their conceptual knowledge. Cluster analyses revealed three subgroups with different profiles of conceptual understanding and arithmetical skill. Children in the 'high ability' and 'low ability' groups showed conceptual understanding that was in-line with their arithmetical skill, whilst a 3rd group of children had more advanced conceptual understanding than arithmetical skill. The three subgroups may represent different points along a single developmental path or distinct developmental paths. The discovery of the existence of the three groups has important consequences for education. It demonstrates the importance of considering the pattern of individual children's conceptual understanding and problem-solving skills.

Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?

PubMed

Namkung, Jessica M; Fuchs, Lynn S; Koziol, Natalie

2018-01-01

The purposes of this study were to (a) explore whether early fractions understanding at 4 th grade is differentially challenging for students with versus without adequate whole-number competence and (b) identify specific whole-number skill associated with difficulty in fractions understanding. Based on initial whole-number competence, 1,108 4 th graders were classified as having (a) adequate whole-number competence ( n = 775), (b) less severe whole-number difficulty ( n = 201), and (c) severe whole-number difficulty ( n = 132). At the end of 4 th grade, they were assessed on fractions understanding and further classified as with versus without difficulty in fractions understanding. Multi-level logistic regression indicated that compared to students with adequate whole-number competence, those with less severe whole-number difficulty were almost 5 times as likely to experience difficulty with fractions understanding whereas those with severe whole-number difficulty were about 32 times as likely to experience difficulty with fractions understanding. Students with severe whole-number difficulty were about 7 times as likely to experience difficulty with fractions understanding compared to those with less severe whole-number difficulty. Among students with adequate whole-number competence, the pretest whole-number skill distinguishing those with versus without difficulty in fractions understanding was basic division facts (i.e., 2-digit dividend ÷ 1-digit divisor) and simple multiplication (i.e., 3-digit × 1-digit without regrouping). The role of whole-number competence in developing initial fractions understanding and implications for instruction are discussed.

Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?

PubMed Central

Namkung, Jessica M.; Fuchs, Lynn S.; Koziol, Natalie

2017-01-01

The purposes of this study were to (a) explore whether early fractions understanding at 4th grade is differentially challenging for students with versus without adequate whole-number competence and (b) identify specific whole-number skill associated with difficulty in fractions understanding. Based on initial whole-number competence, 1,108 4th graders were classified as having (a) adequate whole-number competence (n = 775), (b) less severe whole-number difficulty (n = 201), and (c) severe whole-number difficulty (n = 132). At the end of 4th grade, they were assessed on fractions understanding and further classified as with versus without difficulty in fractions understanding. Multi-level logistic regression indicated that compared to students with adequate whole-number competence, those with less severe whole-number difficulty were almost 5 times as likely to experience difficulty with fractions understanding whereas those with severe whole-number difficulty were about 32 times as likely to experience difficulty with fractions understanding. Students with severe whole-number difficulty were about 7 times as likely to experience difficulty with fractions understanding compared to those with less severe whole-number difficulty. Among students with adequate whole-number competence, the pretest whole-number skill distinguishing those with versus without difficulty in fractions understanding was basic division facts (i.e., 2-digit dividend ÷ 1-digit divisor) and simple multiplication (i.e., 3-digit × 1-digit without regrouping). The role of whole-number competence in developing initial fractions understanding and implications for instruction are discussed. PMID:29276363

Understanding ironic criticism and empathic praise: The role of emotive communication.

PubMed

Agostino, Alba; Im-Bolter, Nancie; Stefanatos, Arianna K; Dennis, Maureen

2017-06-01

Ironic criticism and empathic praise are forms of social communication that influence the affective states of others in a negative or positive way. In a sample of 76 typically developing children and adolescents (mean age = 11 years; 4 months; SD: 2 years; 8 months), we studied how understanding of emotional expression (facial expression of emotion) and emotive communication (affective theory of mind) was related to the ability to understand negatively valenced ironic criticism and positively valenced empathic praise. We modelled comprehension of irony and empathy in school-aged children in relation to age and understanding of emotional expression and emotive communication. As expected, children showed significantly better understanding of emotional expression than emotive communication, which requires understanding why someone might mask their inner emotions. Meditational analyses showed that emotive communication partially mediated the relation between age and understanding ironic criticism and empathic praise. These findings suggest that the development of understanding irony and empathy over the school-age years is associated with affective attributions or affective theory of mind. Statement of contribution What is already known on this subject? Theory of mind has been found to be related to the developmental understanding of social communication. Correct interpretation of facial emotional cues is also important for interpreting social communication. What does this study add? Affective components (i.e., affective theory of mind) also contribute to the development of social communication. Emotive communication, the ability to modulate one's emotional expression according to social display rules may be predictive of social communication competency. © 2016 The British Psychological Society.

Informing the Uninformed: Optimizing the Consent Message Using a Fractional Factorial Design

PubMed Central

Tait, Alan R.; Voepel-Lewis, Terri; Nair, Vijayan N.; Narisetty, Naveen N.; Fagerlin, Angela

2013-01-01

Objective Research information should be presented in a manner that promotes understanding. However, many parents and research subjects have difficulty understanding and making informed decisions. This study was designed to examine the effect of different communication strategies on parental understanding of research information. Participants 640 parents of children scheduled for elective surgery Design Observational study using a fractional factorial design Setting Large tertiary care children's hospital Interventions Parents were randomized to receive information about a hypothetical pain trial presented in one of 16 consent documents containing different combinations of 5 selected communication strategies (i.e., length, readability, processability [formatting], graphical display, and supplemental verbal disclosure). Main outcome measures Parents were interviewed to determine their understanding of the study elements (e.g., protocol, alternatives etc.) and their gist (main point) and verbatim (actual) understanding of the risks and benefits. Results Main effects for understanding were found for processability, readability, message length, use of graphics, and verbal discussion. Consent documents with high processability, 8th grade reading level, and graphics resulted in significantly greater gist and verbatim understanding compared with forms without these attributes (mean difference, 95% CI = 0.57, 0.26–0.88, correct responses out of 7 and 0.54, 0.20–0.88 correct responses out of 4 for gist and verbatim, respectively). Conclusions Results identified several communication strategy combinations that improved parents' understanding of research information. Adoption of these active strategies by investigators, clinicians, IRBs, and study sponsors represents a simple, practical, and inexpensive means to optimize the consent message and enhance parental, participant, and patient understanding. PMID:23700028

Memorandums of Understanding with Australia

EPA Pesticide Factsheets

In February 2016, U.S. EPA and the Australian Department of Agriculture and Water Resources signed a Memorandum of Understanding on Water. This was an update to the March 2011 Memorandum of Understanding on the same topic. Both documents are available bel

78 FR 20614 - Application(s) for Duty-Free Entry of Scientific Instruments

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-05

... will be used to help understand how the human body functions normally, such as in learning, memory or hearing, and to understand the pathologies of human diseases. In order to understand these functions, this...

Business Process Reengineering for Quality Improvement.

DTIC Science & Technology

1995-07-01

17 1.7.3. UNDERSTANDING BUSINESS VALUE...44 3.1.1. UNDERSTANDING BUSINESS PROCESS...targets which will promote the survival and growth of the business. 1.7.3. UNDERSTANDING BUSINESS VALUE Many businesses that have survived the test of time

Understanding Co-development of Conceptual and Epistemic Understanding through Modeling Practices with Mobile Internet

NASA Astrophysics Data System (ADS)

Ryu, Suna; Han, Yuhwha; Paik, Seoung-Hey

2015-04-01

The present study explores how engaging in modeling practice, along with argumentation, leverages students' epistemic and conceptual understanding in an afterschool science/math class of 16 tenth graders. The study also explores how students used mobile Internet phones (smart phones) productively to support modeling practices. As the modeling practices became more challenging, student discussion occurred more often, from what to model to providing explanations for the phenomenon. Students came to argue about evidence that supported their model and how the model could explain target and related phenomena. This finding adds to the literature that modeling practice can help students improve conceptual understanding of subject knowledge as well as epistemic understanding.

Improving students' understanding by using on-going education research to refine active learning activities in a first-year electronics course

NASA Astrophysics Data System (ADS)

Peter Mazzolini, Alexander; Arthur Daniel, Scott

2016-05-01

Interactive Lecture Demonstrations (ILDs) have been used across introductory university physics as a successful active learning (AL) strategy to improve students' conceptual understanding. We have developed ILDs for more complex topics in our first-year electronics course. In 2006 we began developing ILDs to improve students' conceptual understanding of Operational Amplifiers (OAs) and negative feedback in amplification circuits. The ILDs were used after traditional lecture instruction to help students consolidate their understanding. We developed a diagnostic test, to be administered to students both before and after the ILDs, as a measure of how effective the ILDs were in improving students' understanding.

Evaluation of Students' Conceptual Understanding of Malaria

NASA Astrophysics Data System (ADS)

Poh-Ai Cheong, Irene; Treagust, David; Kyeleve, Iorhemen J.; Oh, Peck-Yoke

2010-12-01

In this study, a two-tier diagnostic test for understanding malaria was developed and administered to 314 Bruneian students in Year 12 and in a nursing diploma course. The validity, reliability, difficulty level, discriminant indices, and reading ability of the test were examined and found to be acceptable in terms of measuring students' understanding and identifying alternative conceptions with respect to malaria. Results showed that students' understanding of malaria was high for content, low for reasons, and limited and superficial for both content and reasons. The instrument revealed several common alternative conceptual understandings students' hold about malaria. The MalariaTT2 instrument developed could be used in classroom lessons for challenging alternative conceptions and enhancing conceptions of malaria.

Systems biology approach to bioremediation

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chakraborty, Romy; Wu, Cindy H.; Hazen, Terry C.

2012-06-01

Bioremediation has historically been approached as a ‘black box’ in terms of our fundamental understanding. Thus it succeeds and fails, seldom without a complete understanding of why. Systems biology is an integrated research approach to study complex biological systems, by investigating interactions and networks at the molecular, cellular, community, and ecosystem level. The knowledge of these interactions within individual components is fundamental to understanding the dynamics of the ecosystem under investigation. Finally, understanding and modeling functional microbial community structure and stress responses in environments at all levels have tremendous implications for our fundamental understanding of hydrobiogeochemical processes and the potentialmore » for making bioremediation breakthroughs and illuminating the ‘black box’.« less

The influence of Missouri mathematics project on seventh grade students’ mathematical understanding ability

NASA Astrophysics Data System (ADS)

Rezeki, S.; Setyawan, A. A.; Amelia, S.

2018-01-01

Mathematical understanding ability is a primary goal of Indonesian national education goals. However, various sources has shown that Indonesian students’ mathematical understanding ability is still relatively low. This study used quasi-experimental research design to examine the effectiveness of the application of Missouri Mathematics Project (MMP) on students’ mathematical understanding ability. The participants of the study were seventh grade students in Pekanbaru, Riau Province, Indonesia. They were selected purposively and represented as high, medium, and low-quality schools. The result of this study indicated that there was a significant effect of MMP on the overall students’ mathematical understanding ability and in all categories, except for low school level.

Developing Cyberspace Data Understanding: Using CRISP-DM for Host-based IDS Feature Mining

DTIC Science & Technology

2010-03-01

Developing Cyberspace Data Understanding: Using CRISP - DM for Host-based IDS Feature Mining THESIS Joseph R. Erskine, Captain, USAF AFIT/GCS/ENG/10-01...Air Force, Department of Defense, or the United States Government. AFIT/GCS/ENG/10-01 Developing Cyberspace Data Understanding: Using CRISP - DM for...Developing Cyberspace Data Understanding: Using CRISP - DM for Host-based IDS Feature Mining Joseph R. Erskine, B.S.C.S. Captain, USAF Approved: /signed/ 12

Thai student existing understanding about the solar system model and the motion of the stars

NASA Astrophysics Data System (ADS)

Anantasook, Sakanan; Yuenyong, Chokchai

2018-01-01

The paper examined Thai student existing understanding about the solar system model and the motion of the stars. The participants included 141 Grade 9 students in four different schools of the Surin province, Thailand. Methodology regarded interpretive paradigm. The tool of interpretation included the Student Celestial Motion Conception Questionnaire (SCMCQ) and informal interview. Given understandings in the SCMCQ were read through and categorized according to students' understandings. Then, students were further probed as informal interview. Students' understandings in each category were counted and percentages computed. Finally, students' understandings across four different schools were compared and contrasted using the percentage of student responses in each category. The findings revealed that most students understand about Sun-Moon-Earth (SME) system and solar system model as well, they can use scientific explanations to explain the celestial objects in solar system and how they orbiting. Unfortunately, most of students (more than 70%) never know about the Polaris, the North Star, and 90.1% of them never know about the ecliptic, and probably also the 12 zodiac constellations. These existing understanding suggested some ideas of teaching and learning about solar system model and the motion of the stars. The paper, then, discussed some learning activities to enhance students to further construct meaning about solar system model and the motion of the stars.

Patient preference: a comparison of electronic patient-completed questionnaires with paper among cancer patients.

PubMed

Martin, P; Brown, M C; Espin-Garcia, O; Cuffe, S; Pringle, D; Mahler, M; Villeneuve, J; Niu, C; Charow, R; Lam, C; Shani, R M; Hon, H; Otsuka, M; Xu, W; Alibhai, S; Jenkinson, J; Liu, G

2016-03-01

In this study, we compared cancer patients preference for computerised (tablet/web-based) surveys versus paper. We also assessed whether the understanding of a cancer-related topic, pharmacogenomics is affected by the survey format, and examined differences in demographic and medical characteristics which may affect patient preference and understanding. Three hundred and four cancer patients completed a tablet-administered survey and another 153 patients completed a paper-based survey. Patients who participated in the tablet survey were questioned regarding their preference for survey format administration (paper, tablet and web-based). Understanding was assessed with a 'direct' method, by asking patients to assess their understanding of genetic testing, and with a 'composite' score. Patients preferred administration with tablet (71%) compared with web-based (12%) and paper (17%). Patients <65 years old, non-Caucasians and white-collar professionals significantly preferred the computerised format following multivariate analysis. There was no significant difference in understanding between the paper and tablet survey with direct questioning or composite score. Age (<65 years) and white-collar professionals were associated with increased understanding (both P = 0.03). There was no significant difference in understanding between the tablet and print survey in a multivariate analysis. Patients overwhelmingly preferred computerised surveys and understanding of pharmacogenomics was not affected by survey format. © 2015 John Wiley & Sons Ltd.

Biomedical research competencies for osteopathic medical students

PubMed Central

Cruser, des Anges; Dubin, Bruce; Brown, Sarah K; Bakken, Lori L; Licciardone, John C; Podawiltz, Alan L; Bulik, Robert J

2009-01-01

Background Without systematic exposure to biomedical research concepts or applications, osteopathic medical students may be generally under-prepared to efficiently consume and effectively apply research and evidence-based medicine information in patient care. The academic literature suggests that although medical residents are increasingly expected to conduct research in their post graduate training specialties, they generally have limited understanding of research concepts. With grant support from the National Center for Complementary and Alternative Medicine, and a grant from the Osteopathic Heritage Foundation, the University of North Texas Health Science Center (UNTHSC) is incorporating research education in the osteopathic medical school curriculum. The first phase of this research education project involved a baseline assessment of students' understanding of targeted research concepts. This paper reports the results of that assessment and discusses implications for research education during medical school. Methods Using a novel set of research competencies supported by the literature as needed for understanding research information, we created a questionnaire to measure students' confidence and understanding of selected research concepts. Three matriculating medical school classes completed the on-line questionnaire. Data were analyzed for differences between groups using analysis of variance and t-tests. Correlation coefficients were computed for the confidence and applied understanding measures. We performed a principle component factor analysis of the confidence items, and used multiple regression analyses to explore how confidence might be related to the applied understanding. Results Of 496 total incoming, first, and second year medical students, 354 (71.4%) completed the questionnaire. Incoming students expressed significantly more confidence than first or second year students (F = 7.198, df = 2, 351, P = 0.001) in their ability to understand the research concepts. Factor analyses of the confidence items yielded conceptually coherent groupings. Regression analysis confirmed a relationship between confidence and applied understanding referred to as knowledge. Confidence scores were important in explaining variability in knowledge scores of the respondents. Conclusion Medical students with limited understanding of research concepts may struggle to understand the medical literature. Assessing medical students' confidence to understand and objectively measured ability to interpret basic research concepts can be used to incorporate competency based research material into the existing curriculum. PMID:19825171

Teacher talk about science: An examination of the constructed understanding of science held by four elementary school teachers

NASA Astrophysics Data System (ADS)

Price, Robert John

The elementary school teacher's personal understanding of science has not been a primary focus of consideration in educational reform discussions. This study examines how four elementary school teachers have constructed their personal understanding of science. The purpose of this study is to explore core understandings about science held by these teachers, and to examine the origins of these ideas. This study assumes that a teacher's understanding of science is unique and constructed on personal experiences affected by influences. This study further explores the relationship of the teachers understanding to the school's stated curriculum. The theoretical framework of this research recognizes three guiding assumptions: science exists as a set of ideas that have developed over time through competing discourses; the teacher plays an important role in the implementation of the science curriculum; and the guiding influences of a teacher's understanding of science are associated with power that emerges from discourse. The methodology in this qualitative study is closely associated with narrative inquiry. Data collection methods include a questionnaire, focus group sessions, and individual interviews. Teachers' stories were collected through collaborative interview opportunities between the researcher and the participants. The findings are presented through the narratives of the four teachers, and are organized through the guiding influences, and talk related to the stated science curriculum. The teachers' talk can be categorized by three broad guiding influences: family, education, and an image of science. The talk related to the stated curriculum illustrates both conflicts, and a relationship between the teachers' understanding of science and the curriculum. The finding of this study provides evidence that each teacher's understanding of science is unique and developed over time. Additionally, this understanding plays a role in how the stated curriculum is discussed and understood. This investigation recommends that teachers' personal understanding of science, as revealed through narrative inquiry, becomes a focus in developing new educational opportunities for elementary school teachers. This study further recommends challenging a hegemony related to positivism that exists in science curricula, and the addition of the valued voice of elementary teachers to the discourse of science education.

Memorandum of Understanding on Long-Term Stewardship at Federal Facilities in the United States

EPA Pesticide Factsheets

The purpose of this Memorandum of Understanding is to provide a common understanding and basis for discussion and coordination between the Environmental Council of the States and relevant federal agencies regarding Long-Term Stewardship.

MECHANISTIC AND SOURCE UNDERSTANDING OF PCDD/F FORMATION

EPA Science Inventory

The paper discusses mechanistic and source understanding of polychlorinated dibenzo-p-dioxin and dibenzofuran (PCDD/F) formation. (NOTE: Considerable research effort has been expended over the last 15-plus years to understand how combustion sources result in formation of PCDDs/F...

Enhancing the Conceptual Understanding of Science.

ERIC Educational Resources Information Center

Gabel, Dorothy

2003-01-01

Describes three levels of understanding science: the phenomena (macroscopic), the particle (microscopic), and the symbolic. Suggests that the objective of science instruction at all levels is conceptual understanding of scientific inquiry. Discusses effective instructional strategies, including analogy, collaborative learning, concept mapping,…

Understanding Business Analytics

DTIC Science & Technology

2015-01-05

analytics have been used in organizations for a variety of reasons for quite some time; ranging from the simple (generating and understanding business analytics...process. understanding business analytics 3 How well these two components are orchestrated will determine the level of success an organization has in

Using Pictures to Enhance Students' Understanding of Bayes' Theorem

ERIC Educational Resources Information Center

Trafimow, David

2011-01-01

Students often have difficulty understanding algebraic proofs of statistics theorems. However, it sometimes is possible to prove statistical theorems with pictures in which case students can gain understanding more easily. I provide examples for two versions of Bayes' theorem.

77 FR 37387 - Proposed Information Collection; Comment Request; Understanding Recreational Angler Attitudes and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-21

... DEPARTMENT OF COMMERCE National Oceanic and Atmospheric Administration Proposed Information Collection; Comment Request; Understanding Recreational Angler Attitudes and Preferences for Saltwater... survey will be to understand the range of attitudes, preferences, and concerns that recreational anglers...

Student conceptions of the nature of science

NASA Astrophysics Data System (ADS)

Talbot, Amanda L.

Research has shown that students from elementary school to college have major misconceptions about the nature of science. While an appropriate understanding of the nature of science has been an objective of science education for a century, researchers using a variety of instruments, continue to document students' inadequate conceptions of what science is and how it operates as an enterprise. Current research involves methods to improve student understanding of the nature of science. Students often misunderstand the creative, subjective, empirical, and tentative nature of science. They do not realize the relationship between laws and theories, nor do they understand that science does not follow a prescribed method. Many do not appreciate the influence culture, society, and politics; nor do they have an accurate understanding of the types of questions addressed by science. This study looks at student understanding of key nature of science (NOS) concepts in order to examine the impact of implementing activities intended to help students better understand the process of science and to see if discussion of key NOS concepts following those activities will result in greater gains in NOS understanding. One class received an "activities only" treatment, while the other participated in the same activities followed by explicit discussion of key NOS themes relating to the activity. The interventions were implemented for one school year in two high school anatomy and physiology courses composed of juniors and seniors. Student views of the nature of science were measured using the Views of the Nature of Science-Form C (VNOS-C). Students in both classes demonstrated significant gains in NOS understanding. However, contrary to current research, the addition of explicit discussion did not result in significantly greater gains in NOS understanding. This suggests that perhaps students in higher-level science classes can draw the correlations between NOS related activities and important aspects of "real" science. Or perhaps that a curriculum with a varied approach my expose students to more aspects of science thus improving their NOS understanding.

Seeking to understand lived experiences of personal recovery in personality disorder in community and forensic settings - a qualitative methods investigation.

PubMed

Shepherd, Andrew; Sanders, Caroline; Shaw, Jenny

2017-08-01

Understandings of personal recovery have emerged as an alternative framework to traditional ideas of clinical progression, or symptom remission, in clinical practice. Most research in this field has focussed on the experience of individuals suffering with psychotic disorders and little research has been conducted to explore the experience of individuals with a personality disorder diagnosis, despite the high prevalence of such difficulties. The nature of the personality disorder diagnosis, together with high prevalence rates in forensic settings, renders the understanding of recovery in these contexts particularly problematic. The current study seeks to map out pertinent themes relating to the recovery process in personality disorder as described by individuals accessing care in either community or forensic settings. Individual qualitative interviews were utilised to explore the lived experience of those receiving a personality disorder diagnosis and accessing mental health care in either community or forensic settings. A thematic analysis was conducted to identify shared concepts and understanding between participants. Fourty-one individual participant interviews were conducted across forensic and community settings. Recovery was presented by participants as a developing negotiated understanding of the self, together with looked for change and hope in the future. Four specific themes emerged in relation to this process: 1. Understanding early lived experience as informing sense of self 2. Developing emotional control 3. Diagnosis as linking understanding and hope for change 4. The role of mental health services. Through considering personal recovery in personality disorder as a negotiated understanding between the individual, their social networks and professionals this study illustrates the complexity of working through such a process. Clarity of understanding in this area is essential to avoid developing resistance in the recovery process. Understanding of recovery in a variety of diagnostic categories and social settings is essential if a truly recovery orientated mental health service is to be developed.

Use and understanding of nutrition information on food labels in six European countries.

PubMed

Grunert, Klaus G; Fernández-Celemín, Laura; Wills, Josephine M; Storcksdieck Genannt Bonsmann, Stefan; Nureeva, Liliya

2010-06-01

AIM: The goal of the study was to investigate the use of nutrition information on food labels and understanding of guideline daily amount (GDA) front-of-pack nutrition labels in six European countries. SUBJECTS AND METHODS: In-store observations and in-store interviews were conducted in major retailers in the UK (n = 2019), Sweden (n = 1858), France (n = 2337), Germany (n = 1963), Poland (n = 1800) and Hungary (n = 1804), supplemented by questionnaires filled out at home and returned (overall response rate 50.3%). Use of labels was measured by combining in-store observations and in-store interviews on concrete purchases in six product categories. Understanding of GDA front-of-pack nutrition labels was measured by a variety of tasks dealing with conceptual understanding, substantial understanding and health inferences. Demographics, nutrition knowledge and interest in healthy eating were measured as potential determinants. RESULTS: Across six product categories, 16.8% of shoppers were found to have looked for nutrition information on the label, with the nutrition grid (table or list), GDA labels and the ingredients list as the main sources consulted and calories, fat and sugar the information most often looked for. Understanding of GDA labels was high in the UK, Sweden and Germany, and more limited in the other countries. Regression analysis showed that, in addition to country-specific differences, use and understanding are also affected by differences in interest in healthy eating and in nutrition knowledge and by social grade. CONCLUSION: Understanding of nutrition information seems to be more widespread than use, suggesting that lack of use is a question of not only understanding, but also motivation. Considerable national differences exist in both understanding and use, some of which may be attributed to different histories of the role of nutrition in the public debate.

Parent and Provider Experience and Shared Understanding after a Family-Centered Nighttime Communication Intervention

PubMed Central

Khan, Alisa; Baird, Jennifer; Rogers, Jayne E.; Furtak, Stephannie L.; Williams, Kathryn A.; Allair, Brenda; Litterer, Katherine P.; Sharma, Meesha; Smith, Alla; Schuster, Mark A.; Landrigan, Christopher P.

2017-01-01

Objective To assess parent and provider experience and shared understanding after a family-centered, multidisciplinary nighttime communication intervention (nurse-physician brief, family huddle, family update sheet). Methods Prospective intervention study at a children's hospital from 5/2013-10/2013 (pre-intervention) and 5/2014-10/2014 (post-intervention). Participants included 464 parents, 176 nurses, and 52 resident-physicians of 582 hospitalized 0-17-year-old patients. Pre- vs. post-intervention, we compared (1) parent/provider top-box scores (e.g., “excellent”) for experience with communication across several domains; (2) level of agreement (shared understanding) between parent, nurse, and resident reports of patients' reason for admission, overnight medical plan, and overall medical plan, as rated independently by blinded clinician reviewers (agreement=74.7%, kappa=.60). Results Top-box parent experience improved for 1 of 4 domains: Experience and Communication with Nighttime Doctors (23.6% to 31.5%). Top-box provider experience improved for all 3 domains, including Communication and Shared Understanding with Families (resident-rated: [16.5% to 35.1%]; nurse-rated: [32.2% to 37.9%]) and Experience, Communication, and Shared Understanding with Other Providers (resident-rated: [20.3% to 35.0%]; nurse-rated: [14.7% to 21.5%]). Independently-rated shared understanding remained unchanged for most domains, but improved for: parent-nurse composite shared understanding (summed agreement for reason for admission, overall plan, and overnight plan; 36.2% to 48.2%), and nurse-resident shared understanding regarding reason for admission (67.1% to 71.2%) and regarding overall medical plan (45.0% to 58.6%). All p<.05. Conclusions A family-centered, multidisciplinary nighttime communication intervention was associated with improvements in some, but not all, domains of parent/provider experience and shared understanding, particularly provider experience and nurse-family shared understanding. The intervention was promising but requires further refinement. PMID:28143793

Parent and Provider Experience and Shared Understanding After a Family-Centered Nighttime Communication Intervention.

PubMed

Khan, Alisa; Baird, Jennifer; Rogers, Jayne E; Furtak, Stephannie L; Williams, Kathryn A; Allair, Brenda; Litterer, Katherine P; Sharma, Meesha; Smith, Alla; Schuster, Mark A; Landrigan, Christopher P

To assess parent and provider experience and shared understanding after a family-centered, multidisciplinary nighttime communication intervention (nurse-physician brief, family huddle, family update sheet). We performed a prospective intervention study at a children's hospital from May 2013 to October 2013 (preintervention period) and May 2014 to October 2014 (postintervention period). Participants included 464 parents, 176 nurses, and 52 resident physicians of 582 hospitalized 0- to 17-year-old patients. Pre- versus postintervention, we compared parent/provider top-box scores (eg, "excellent") for experience with communication across several domains; and level of agreement (shared understanding) between parent, nurse, and resident reports of patients' reason for admission, overnight medical plan, and overall medical plan, as rated independently by blinded clinician reviewers (agreement = 74.7%, kappa = .60). Top-box parent experience improved for 1 of 4 domains: Experience and Communication With Nighttime Doctors (23.6% to 31.5%). Top-box provider experience improved for all 3 domains, including Communication and Shared Understanding With Families (resident rated, 16.5% to 35.1%; nurse rated, 32.2% to 37.9%) and Experience, Communication, and Shared Understanding With Other Providers (resident rated, 20.3% to 35.0%; nurse rated, 14.7% to 21.5%). Independently rated shared understanding remained unchanged for most domains but improved for parent-nurse composite shared understanding (summed agreement for reason for admission, overall plan, and overnight plan; 36.2% to 48.2%) and nurse-resident shared understanding regarding reason for admission (67.1% to 71.2%) and regarding overall medical plan (45.0% to 58.6%). All P <.05. A family-centered, multidisciplinary nighttime communication intervention was associated with improvements in some, but not all, domains of parent/provider experience and shared understanding, particularly provider experience and nurse-family shared understanding. The intervention was promising but requires further refinement. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Teaching 5th grade science for aesthetic understanding

NASA Astrophysics Data System (ADS)

Girod, Mark A.

Many scientists speak with great zeal about the role of aesthetics and beauty in their science and inquiry. Few systematic efforts have been made to teach science in ways that appeal directly to aesthetics and this research is designed to do just that. Drawing from the aesthetic theory of Dewey, I describe an analytic lens called learning for aesthetic understanding that finds power in the degree to which our perceptions of the world are transformed, our interests and enthusiasm piqued, and our actions changed as we seek further experiences in the world. This learning theory is contrasted against two other current and popular theories of science learning, that of learning for conceptual understanding via conceptual change theory and learning for a language-oriented or discourse-based understanding. After a lengthy articulation of the pedagogical strategies used to teach for aesthetic understanding the research is described in which comparisons are drawn between students in two 5th grade classrooms---one taught for the goal of conceptual understanding and the other taught for the goal of aesthetic understanding. Results of this comparison show that more students in the treatment classroom had aesthetic experiences with science ideas and came to an aesthetic understanding when studying weather, erosion, and structure of matter than students in the control group. Also statistically significant effects are shown on measures of interest, affect, and efficacy for students in the treatment class. On measures of conceptual understanding it appears that treatment class students learned more and forgot less over time than control class students. The effect of the treatment does not generally depend on gender, ethnicity, or prior achievement except in students' identity beliefs about themselves as science learners. In this case, a significant interaction for treatment class females on science identity beliefs did occur. A discussion of these results as well as elaboration and extension of the pedagogical model used in teaching for aesthetic understanding is discussed.

The change in students' understanding of the mole concept in introductory college chemistry

NASA Astrophysics Data System (ADS)

Smith, Shane Harvie

This study investigated the difference between the students' understanding of the mole concept in chemistry at the beginning and at the end of the first semester of introductory chemistry courses. The study also identified the relationship between the criterion variable understanding of the mole concept in chemistry and the independent variables of cognitive level, type of introductory college chemistry class, and the number of lectures spent teaching the mole concept. In addition, this study examined (a) the students' misconceptions and (b) the aspects of the traditional teaching methods used in the introductory college chemistry courses that helped the students' understanding of the mole concept. This study was conducted using 180 volunteer students in their first semester of an introductory college chemistry course. These students were given a pretest instrument called the Mole Concepts Examination (MCE) to measure their understanding of the mole concept, the Group Assessment of Logical Thinking (GALT) to measure the students' cognitive level of logical thinking, and a posttest of the MCE to measure the students' understanding of the mole concept at the end of the semester. In addition, an interview was given to a selected group of 18 students to find out if the students remember the teaching techniques used to help them understand the mole concept and to determine some of the misconceptions that the students retained at the end of the semester. Results indicated a statistically significant relationship between students' understanding of the mole concept and their cognitive level. There was no significant relationship between students' understanding of the mole concept and the type of class, or the number of lectures spent teaching the mole concept. Qualitative results indicated that students were able to explain their answers to the posttest questions; students were able to identify some instructional techniques that helped them to understand the mole concept, and students of all cognitive levels retained misconceptions about the mole concept at the end of the semester.

Interpreting intracorporeal landscapes: how patients visualize pathophysiology and utilize medical images in their understanding of chronic musculoskeletal illness.

PubMed

Moore, Andrew J; Richardson, Jane C; Bernard, Miriam; Sim, Julius

2018-02-26

Medical science and other sources, such as the media, increasingly inform the general public's understanding of disease. There is often discordance between this understanding and the diagnostic interpretations of health care practitioners (HCPs). In this paper - based on a supra-analysis of qualitative interview data from two studies of joint pain, including osteoarthritis - we investigate how people imagine and make sense of the pathophysiology of their illness, and how these understandings may affect self-management behavior. We then explore how HCPs' use of medical images and models can inform patients' understanding. In conceptualizing their illness to make sense of their experience of the disease, individuals often used visualizations of their inner body; these images may arise from their own lay understanding, or may be based on images provided by HCPs. When HCPs used anatomical models or medical images judiciously, patients' orientation to their illness changed. Including patients in a more collaborative diagnostic event that uses medical images and visual models to support explanations about their condition may help them to achieve a more meaningful understanding of their illness and to manage their condition more effectively. Implications for Rehabilitation Chronic musculoskeletal pain is a leading cause of pain and years lived with disability, and despite its being common, patients and healthcare professionals often have a different understanding of the underlying disease. An individual's understanding of his or her pathophysiology plays an important role in making sense of painful joint conditions and in decision-making about self-management and care. Including patients in a more collaborative diagnostic event using medical images and anatomical models to support explanations about their symptoms may help them to better understand their condition and manage it more effectively. Using visually informed explanations and anatomical models may also help to reassure patients about the safety and effectiveness of core treatments such as physical exercise and thereby help restore or improve patients' activity levels and return to social participation.

Effect of science magic applied in interactive lecture demonstrations on conceptual understanding

NASA Astrophysics Data System (ADS)

Taufiq, Muhammad; Suhandi, Andi; Liliawati, Winny

2017-08-01

Research about the application of science magic-assisting Interactive Lecture Demonstrations (ILD) has been conducted. This research is aimed at providing description about the comparison of the improvement of the conceptual understanding of lesson on pressure between students who receive physics lesson through science magic-assisting ILD and students who receive physics lesson through ILD without science magic. This research used a quasi-experiment methods with Control Group Pretest-Posttest Design. The subject of the research is all students of class VIII in one of MTs (Islamic junior high school) in Pekalongan. Research samples were selected using random sampling technique. Data about students' conceptual understanding was collected using test instrument of conceptual understanding in the form of multiple choices. N-gain average calculation was performed in order to determine the improvement of students' conceptual understanding. The result of the research shows that conceptual understanding of students on lesson about pressure who received lesson with ILD using science magic <0.44> is higher than students who received lesson with ILD without science magic <0.25>. Therefore, the conclusion is that the application of science magic ILD is more effective to improve the conceptual understanding of lesson on pressure.

Emotion Understanding in Clinically Anxious Children: A Preliminary Investigation

PubMed Central

Bender, Patrick K.; Pons, Francisco; Harris, Paul L.; Esbjørn, Barbara H.; Reinholdt-Dunne, Marie L.

2015-01-01

Children’s understanding of the nature, origins and consequences of emotions has been intensively investigated over the last 30–40 years. However, few empirical studies have looked at the relation between emotion understanding and anxiety in children and their results are mixed. The aim of the present study was to perform a preliminary investigation of the relationships between emotion understanding, anxiety, emotion dysregulation, and attachment security in clinically anxious children. A sample of 16 clinically anxious children (age 8–12, eight girls/boys) was assessed for emotion understanding (Test of Emotion Comprehension), anxiety (Screening for Child Anxiety Related Emotional Disorders-Revised and Anxiety Disorder Interview Schedule), emotion dysregulation (Difficulties in Emotion Regulation Scale) and attachment security (Security Scale). Children who reported more overall anxiety also reported greater difficulties in regulating their emotions, and were less securely attached to their parents. The results also showed that more specific symptoms of anxiety (i.e., OCD and PTSD) correlated not only with emotion dysregulation and attachment insecurity but also with emotion understanding. Finally, there were interrelations among emotion understanding, attachment security, and emotion dysregulation. The present results provide the first comprehensive evidence for a socio-emotional framework and its relevance to childhood anxiety. PMID:26733909

Mediating relationship of differential products in understanding integration in introductory physics

NASA Astrophysics Data System (ADS)

Amos, Nathaniel; Heckler, Andrew F.

2018-01-01

In the context of introductory physics, we study student conceptual understanding of differentials, differential products, and integrals and possible pathways to understanding these quantities. We developed a multiple choice conceptual assessment employing a variety of physical contexts probing physical understanding of these three quantities and administered the instrument to over 1000 students in first and second semester introductory physics courses. Using a regression-based mediation analysis with conceptual understanding of integration as the dependent variable, we found evidence consistent with a simple mediation model: the relationship between differentials scores and integral scores may be mediated by the understanding of differential products. The indirect effect (a quantifiable metric of mediation) was estimated as a b =0.29 , 95% CI [0.25, 0.33] for N =1102 Physics 1 students, and a b =0.27 , 95% CI [0.14, 0.48] for N =65 Physics 2 students. We also find evidence that the physical context of the questions can be an important factor. These results imply that for introductory physics courses, instructional emphasis first on differentials then on differential products in a variety of contexts may in turn promote better integral understanding.

A profile of students’ conceptual understanding and selfefficacy of eleventh graders in vocational high schools

NASA Astrophysics Data System (ADS)

Nurhilal, P. P. D.; Siahaan, P.; Chandra, D. T.

2018-05-01

This study aims to explore a profile of students’ conceptual understanding and self-efficacy of eleventh graders in vocational high schools in Bandung on the concept of dynamic electricity. Data on students’ conceptual understanding and self-efficacy are needed to determine the treatment to be used in subsequent research. The sampling technique used in this research is purposive sampling. The acquisition of the conceptual understanding data through the test, while the self-efficacy through the attitude scale, both equipped with interviews. The conceptual understanding refers to the Bloom Taxonomy Revision, while self-efficacy refers to Baldwin’s instrument. The results show that the percentage of students who have had the ability to understand for the interpreting aspects of 42%, exemplifying aspect of 45%, classifying aspect of 37%, summarizing aspect of 35%, inferring aspect of 38%, comparing aspect of 43%, and explaining aspect of 40%. This shows that the ability to understand only reaches 40% (low category). While the result of the attitude scale and the interview about the students’ self-efficacy, there is uncertainty of their own ability, it shows that the students’ self-efficacy is still low.

Understanding Magnitudes to Understand Fractions

ERIC Educational Resources Information Center

Gabriel, Florence

2016-01-01

Fractions are known to be difficult to learn and difficult to teach, yet they are vital for students to have access to further mathematical concepts. This article uses evidence to support teachers employing teaching methods that focus on the conceptual understanding of the magnitude of fractions.

Individual Events Judging Philosophy.

ERIC Educational Resources Information Center

Cronn-Mills, Daniel

Understanding communication (of which individual events is a part) requires a triangle among theory-practice-criticism, and any missing component dramatically hinders understanding and ability. Students compete in, and judges judge, forensics to better enhance communication understanding and abilities. The process of oral interpretation requires a…

Forms of Understanding in Mathematical Problem Solving.

DTIC Science & Technology

1982-08-01

mathematical concepts, but more recent studies (e.g., Gelman & Gallistel , 1978) indicate that significant understanding of those concepts should be...Beranek, & Newman, 1980. Gelman, R., & Gallistel , C. R. The child’s understanding of number. Cambridge, Mass.: Harvard University Press, 1978. 43 Greeno

Preservice Teachers' Understandings of Caring.

ERIC Educational Resources Information Center

Goldstein, Lisa S.; Lake, Vickie E.

This study examined preservice elementary teachers' understandings of the role of caring in educational contexts. Rather than attending to process variables (the teachers' emergent practices), the study focused on presage variables (the teachers' beliefs and understandings) and the teachers' reflections on their classroom experiences. Participants…

Measurements Required to Understand the Lunar Dust Environment and Transport Mechanism

NASA Technical Reports Server (NTRS)

Spann, James F., Jr.; Abbas, Mian

2006-01-01

Going back to the lunar surface offers an opportunity to understand the dust environment and associated transport mechanisms. This talk will explore what measurements are required to understand and characterize the dust-plasma environment in which robotic and human activities will be conducted. The understanding gained with the measurements can be used to make informed decisions on engineering solutions and follow-on investigations. Particular focus will be placed on required measurements of the size, spatial and charge distribution of the suspended lunar regolith.

Shuttle Risk Progression by Flight

NASA Technical Reports Server (NTRS)

Hamlin, Teri; Kahn, Joe; Thigpen, Eric; Zhu, Tony; Lo, Yohon

2011-01-01

Understanding the early mission risk and progression of risk as a vehicle gains insights through flight is important: . a) To the Shuttle Program to understand the impact of re-designs and operational changes on risk. . b) To new programs to understand reliability growth and first flight risk. . Estimation of Shuttle Risk Progression by flight: . a) Uses Shuttle Probabilistic Risk Assessment (SPRA) and current knowledge to calculate early vehicle risk. . b) Shows impact of major Shuttle upgrades. . c) Can be used to understand first flight risk for new programs.

[The Meaning of "Understanding the Brain": Peeking into the Brain of a Computational Neuroscientist].

PubMed

Tanaka, Hirokazu

2016-11-01

What does "understanding the brain" mean? Here, I review how computational neuroscience, a theoretical approach to the brain, can aid our understanding of the brain. First, I illustrate the study of reinforcement learning and dopamine neurons and argue its success in the light of Marr's three levels of computation. Second, I discuss how Marr's program has led to a computational understanding of the brain, and present computational models of the motor cortex and of a spiking neural network as illustrative examples.

Using digital multimedia to improve parents' and children's understanding of clinical trials.

PubMed

Tait, Alan R; Voepel-Lewis, Terri; Levine, Robert

2015-06-01

Data show that many research subjects have difficulty understanding study information using traditional paper consent documents. This study, therefore, was designed to evaluate the effect of an interactive multimedia program on improving parents' and children's understanding of clinical trial concepts and participation. Parents (n=148) and children (n=135) were each randomised to receive information regarding clinical trials using either a traditional paper format (TF) or an interactive iPad program (IP) with inline exercises. Participants' understanding of the information was assessed using semistructured interviews prior to (pretest) and after (post-test) receiving the information. Participants also completed a short survey to assess their perceptions of information delivery and satisfaction with the process. Regardless of the mode of information delivery, all participants demonstrated improved pretest to post-test understanding. While there were no statistical differences in parents' post-test understanding between the TF and IP groups, children in the IP group had significantly greater post-test understanding compared with children in the TF group (11.65 (4.1) vs 8.85 (4.1) (2.8, 1.4, 4.2) 0-18 scale where 18=complete understanding). Furthermore, the IP was found to be significantly 'easier to follow' and 'more effective' in presenting information compared with the TF. Results demonstrated the importance of providing information regarding clinical trial concepts to parents and children. Importantly, the ability of interactive multimedia to improve understanding of clinical trial concepts and satisfaction with information delivery, particularly among children, supports this approach as a novel and effective vehicle for enhancing the informed consent process. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

[Jaspers and the problem of understanding: a plea for revision].

PubMed

Brücher, K

2012-04-01

Understanding (Verstehen), as far as it is discussed explicitly in psychiatry, is based on Dilthey's dichotomy "nature we explain, the life of the soul we understand ( , 144). According to this doctrine, understanding is concerned with a person's inner life and consequently, its method consists in putting oneself in the other's position and reliving their experience. Jaspers' concept of understanding - which is regarded as definitive for psychiatry by advocates and opponents alike - is commonly interpreted according to this tradition as well. I shall argue here that this position does not stand up to scrutiny. It is a mistake to simplify Dilthey's concept of understanding to a form of mere psychologism. In fact, Jaspers practically tore this position down. In his own account, by contrast, he utilises Max Weber and Rickert to established a third realm in addition to a person's inner life on the one hand and their bodily nature on the other: the realm of the objective products of the human mind. It is this dimension that is essential for understanding. Such a transition from the dichotomy of explaining and understanding to a three-valued logic requires a radical rethinking of the traditional notion of understanding. Jaspers meets this demand but he does so only implicitly and not always consistently so that it might easily be missed. It is nonetheless crucial to see that Jaspers in fact rejects the hermeneutics of empathy which are commonly attributed to him and for which he is often criticised. In conclusion of this essay, I will suggest some implications of this - often overlooked - distinction for psychiatry and psychology. © Georg Thieme Verlag KG Stuttgart · New York.

Are There Gender Differences in Emotion Comprehension? Analysis of the Test of Emotion Comprehension.

PubMed

Fidalgo, Angel M; Tenenbaum, Harriet R; Aznar, Ana

2018-01-01

This article examines whether there are gender differences in understanding the emotions evaluated by the Test of Emotion Comprehension (TEC). The TEC provides a global index of emotion comprehension in children 3-11 years of age, which is the sum of the nine components that constitute emotion comprehension: (1) recognition of facial expressions, (2) understanding of external causes of emotions, (3) understanding of desire-based emotions, (4) understanding of belief-based emotions, (5) understanding of the influence of a reminder on present emotional states, (6) understanding of the possibility to regulate emotional states, (7) understanding of the possibility of hiding emotional states, (8) understanding of mixed emotions, and (9) understanding of moral emotions. We used the answers to the TEC given by 172 English girls and 181 boys from 3 to 8 years of age. First, the nine components into which the TEC is subdivided were analysed for differential item functioning (DIF), taking gender as the grouping variable. To evaluate DIF, the Mantel-Haenszel method and logistic regression analysis were used applying the Educational Testing Service DIF classification criteria. The results show that the TEC did not display gender DIF. Second, when absence of DIF had been corroborated, it was analysed for differences between boys and girls in the total TEC score and its components controlling for age. Our data are compatible with the hypothesis of independence between gender and level of comprehension in 8 of the 9 components of the TEC. Several hypotheses are discussed that could explain the differences found between boys and girls in the belief component. Given that the Belief component is basically a false belief task, the differences found seem to support findings in the literature indicating that girls perform better on this task.

Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance

PubMed Central

Mead, Rebecca; Hejmadi, Momna

2017-01-01

What is the best way to teach evolution? As microevolution may be configured as a branch of genetics, it being a short conceptual leap from understanding the concepts of mutation and alleles (i.e., genetics) to allele frequency change (i.e., evolution), we hypothesised that learning genetics prior to evolution might improve student understanding of evolution. In the UK, genetics and evolution are typically taught to 14- to 16-y-old secondary school students as separate topics with few links, in no particular order and sometimes with a large time span between. Here, then, we report the results of a large trial into teaching order of evolution and genetics. We modified extant questionnaires to ascertain students’ understanding of evolution and genetics along with acceptance of evolution. Students were assessed prior to teaching, immediately post teaching and again after several months. Teachers were not instructed what to teach, just to teach in a given order. Regardless of order, teaching increased understanding and acceptance, with robust signs of longer-term retention. Importantly, teaching genetics before teaching evolution has a significant (p < 0.001) impact on improving evolution understanding by 7% in questionnaire scores beyond the increase seen for those taught in the inverse order. For lower ability students, an improvement in evolution understanding was seen only if genetics was taught first. Teaching genetics first additionally had positive effects on genetics understanding, by increasing knowledge. These results suggest a simple, minimally disruptive, zero-cost intervention to improve evolution understanding: teach genetics first. This same alteration does not, however, result in a significantly increased acceptance of evolution, which reflects a weak correlation between knowledge and acceptance of evolution. Qualitative focus group data highlights the role of authority figures in determination of acceptance. PMID:28542179

Nature of Science and Science Content Learning. The Relation Between Students' Nature of Science Understanding and Their Learning About the Concept of Energy

NASA Astrophysics Data System (ADS)

Michel, Hanno; Neumann, Irene

2016-12-01

Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a lack of systematic investigations, which clarify the relations between NOS and science content learning. In this paper, we present the results of a study, conducted to investigate how NOS understanding relates to students' acquisition of a proper understanding of the concept of energy. A total of 82 sixth and seventh grade students received an instructional unit on energy, with 41 of them receiving generic NOS instruction beforehand. This NOS instruction, however, did not result in students having higher scores on the NOS instrument. Thus, correlational analyses were performed to investigate how students' NOS understanding prior to the energy unit related to their learning about science content. Results show that a more adequate understanding of NOS might relate to students' perspective on the concept of energy and might support them in understanding the nature of energy as a theoretical concept. Students with higher NOS understanding, for example, seemed to be more capable of learning how to relate the different energy forms to each other and to justify why they can be subsumed under the term of energy. Further, we found that NOS understanding may also be related to students' approach toward energy degradation—a concept that can be difficult for students to master—while it does not seem to have a substantive impact on students' learning gain regarding energy forms, transformation, or conservation.

Gender differences in the evolution of illness understanding among patients with advanced cancer

PubMed Central

Fletcher, Kalen; Prigerson, Holly G.; Paulk, Elizabeth; Temel, Jennifer; Finlay, Esme; Marr, Lisa; McCorkle, Ruth; Rivera, Lorna; Munoz, Francisco; Maciejewski, Paul K.

2014-01-01

Background Patient understanding of advanced metastatic disease is central to decisions about care near death. Prior studies have focused on gender differences in communication style rather than on illness understanding. Objectives To evaluate gender differences in terminal illness acknowledgement (TIA), understanding that the disease is incurable and the advanced stage of the disease. To evaluate gender differences in patients’ reports of discussions of life expectancy with oncology providers and its effect on differences in illness understanding. Methods Coping with Cancer 2 patients (N = 68) were interviewed before and after a visit with their oncology providers to discuss scan results. Results At the prescan interview, there were no statistically significant gender differences in patient measures of illness understanding. At the postscan interview, women were more likely than men to recognize that their illness was incurable (Adjusted Odds Ratio, [AOR] = 5.29; P = .038), know that their cancer was at an advanced stage (AOR = 6.38; P = .013), and report having had discussions of life expectancy with their oncologist (AOR = 4.77; P = .021). Controlling discussions of life expectancy, women were more likely than men to report that their cancer was at an advanced stage (AOR = 9.53; P = .050). Controlling for gender, discussions of life expectancy were associated with higher rates of TIA (AOR = 4.65; P = .036) and higher rates of understanding that the cancer was incurable (AOR = 4.09; P = .085). Conclusions Due largely to gender differences in communication, women over time have a better understanding of their illness than men. More frequent discussions of life expectancy should enhance illness understanding and reduce gender differences. PMID:24400392

Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance.

PubMed

Mead, Rebecca; Hejmadi, Momna; Hurst, Laurence D

2017-05-01

What is the best way to teach evolution? As microevolution may be configured as a branch of genetics, it being a short conceptual leap from understanding the concepts of mutation and alleles (i.e., genetics) to allele frequency change (i.e., evolution), we hypothesised that learning genetics prior to evolution might improve student understanding of evolution. In the UK, genetics and evolution are typically taught to 14- to 16-y-old secondary school students as separate topics with few links, in no particular order and sometimes with a large time span between. Here, then, we report the results of a large trial into teaching order of evolution and genetics. We modified extant questionnaires to ascertain students' understanding of evolution and genetics along with acceptance of evolution. Students were assessed prior to teaching, immediately post teaching and again after several months. Teachers were not instructed what to teach, just to teach in a given order. Regardless of order, teaching increased understanding and acceptance, with robust signs of longer-term retention. Importantly, teaching genetics before teaching evolution has a significant (p < 0.001) impact on improving evolution understanding by 7% in questionnaire scores beyond the increase seen for those taught in the inverse order. For lower ability students, an improvement in evolution understanding was seen only if genetics was taught first. Teaching genetics first additionally had positive effects on genetics understanding, by increasing knowledge. These results suggest a simple, minimally disruptive, zero-cost intervention to improve evolution understanding: teach genetics first. This same alteration does not, however, result in a significantly increased acceptance of evolution, which reflects a weak correlation between knowledge and acceptance of evolution. Qualitative focus group data highlights the role of authority figures in determination of acceptance.

Understand after like, viewer's delight? A fNIRS study of order-effect in combined hedonic and cognitive appraisal of art.

PubMed

Pelowski, Matthew; Oi, Misato; Liu, Tao; Meng, Shuang; Saito, Godai; Saito, Hirofumi

2016-10-01

We investigate neural and behavioral aspects of the interrelation between 'liking' and 'understanding' when both appraisals are made within one judgment task. Our goal was to explore questions regarding how these appraisals combine, and specifically whether there is an order-effect when both are employed in sequence. To this end, we tested a hypothesis derived from new models in neuroaesthetics, and concerning processing of art, which suggest that perception may involve a natural sequence from first processing for hedonic quality (i.e., liking) followed by processing for understanding. Thus, due to the initial liking assessment's capacity to prime deepened cognitive involvement, a Liking-Understanding order may show key differences in final assessments or brain activation when compared to an Understanding-Liking sequence. Thirty-two participants evaluated a range of paintings, balanced for visual appeal and understandability, in a two-part task in which half evaluated for understanding followed by liking and the other half had question order reversed. Brain activity was recorded via functional Near Infrared Spectroscopy (fNIRS). Results showed no assessment interrelation or order effect in artwork evaluations. However, participants who began with evaluation for liking, and who came to incongruent combinations (i.e., "I like, but I don't understand" or "I don't like, but I understand"), showed significantly higher activation in left medial prefrontal cortex. This area is functionally associated with attention and integration of hedonic/informational elements. Findings provide tentative support for a liking-driven order-effect, as well as for physiological connection between appraisals, which may not appear in behavioral evidence, and suggest need for further consideration of this topic in appraisal research. Copyright © 2016 Elsevier B.V. All rights reserved.

US Consumers' Understanding of Nutrition Labels in 2013: The Importance of Health Literacy.

PubMed

Persoskie, Alexander; Hennessy, Erin; Nelson, Wendy L

2017-09-28

We examined US adults' understanding of a Nutrition Facts panel (NFP), which requires health literacy (ie, prose, document, and quantitative literacy skills), and the association between label understanding and dietary behavior. Data were from the Health Information National Trends Survey, a nationally representative survey of health information seeking among US adults (N = 3,185) conducted from September 6, 2013, through December 30, 2013. Participants viewed an ice cream nutrition label and answered 4 questions that tested their ability to apply basic arithmetic and understanding of percentages to interpret the label. Participants reported their intake of sugar-sweetened soda, fruits, and vegetables. Regression analyses tested associations among label understanding, demographic characteristics, and self-reported dietary behaviors. Approximately 24% of people could not determine the calorie content of the full ice-cream container, 21% could not estimate the number of servings equal to 60 g of carbohydrates, 42% could not estimate the effect on daily calorie intake of foregoing 1 serving, and 41% could not calculate the percentage daily value of calories in a single serving. Higher scores for label understanding were associated with consuming more vegetables and less sugar-sweetened soda, although only the association with soda consumption remained significant after adjusting for demographic factors. Many consumers have difficulty interpreting nutrition labels, and label understanding correlates with self-reported dietary behaviors. The 2016 revised NFP labels may address some deficits in consumer understanding by eliminating the need to perform certain calculations (eg, total calories per package). However, some tasks still require the ability to perform calculations (eg, percentage daily value of calories). Schools have a role in teaching skills, such as mathematics, needed for nutrition label understanding.

Evaluation of a prototype interactive consent program for pediatric clinical trials: a pilot study

PubMed Central

Voepel-Lewis, Terri; McGonegal, Maureen; Levine, Robert

2011-01-01

Standard written methods of presenting research information may be difficult for many parents and children to understand. This pilot study was designed to examine the use of a novel prototype interactive consent program for describing a hypothetical pediatric asthma trial to parents and children. Parents and children were interviewed to examine their baseline understanding of key elements of a clinical trial, eg, randomization, placebo, and blinding. Subjects then reviewed age-appropriate versions of an interactive computer program describing an asthma trial, and their understanding of key research concepts was again tested along with their understanding of the details of the trial. Parents and children also completed surveys to examine their perceptions and satisfaction with the program. Both parents and children demonstrated improved understanding of key research concepts following administration of the consent program. For example, the percentage of parents and children who could correctly define the terms clinical trials and placebo improved from 60% to 80%, and 80% to 100% among parents and 25% to 50% and 0% to 50% among children, respectively, following review of the interactive programs. Parents and children's overall understanding of the details of the asthma trial were 14.2±0.84 and 9.25±4.9 (0–15 scale, where 15 is complete understanding), respectively. Results also suggest that the interactive programs were easy to use and facilitated understanding of the clinical trial among parents and children. Interactive media may offer an effective means of presenting understandable information to parents and children regarding participation in clinical trials. Further work to examine this novel approach appears warranted. PMID:21803924

No question about exciting questions in cell biology.

PubMed

Pollard, Thomas D

2013-12-01

Although we have a good grasp of many important processes in cell biology, including knowledge of many molecules involved and how they interact with each other, we still do not understand most of the dynamical features that are the essence of living systems. Fortunately, we now have the ability to dissect biological systems in enough detail to understand their dynamics, including the use of mathematical models to account for past observations and predict future experiments. This deep level of mechanistic understanding should be our goal—not simply to satisfy our scientific curiosity, but also to understand the causes of disease well enough to predict risks, make early diagnoses, and treat effectively. Many big questions remain to be answered before we reach this goal of understanding cellular dynamics.

Probing students’ conceptions at the classical-quantum interface

NASA Astrophysics Data System (ADS)

Chhabra, Mahima; Das, Ritwick

2018-03-01

Quantum mechanics (QM) is one of the core subject areas in the undergraduate physics curriculum and many of the advanced level physics courses involve direct or indirect application of the concepts and ideas taught in QM. On the other hand, proper understanding of QM interpretations requires an optimum level of understanding of fundamental concepts in classical physics such as energy, momentum, force and their role in determining motion of the particle. This study is an attempt to explore a group of undergraduate students’ mental models regarding fundamental concepts in classical physics which are actually the stepping stone for understanding and visualisation of QM. The data and analysis presented here elucidate the challenges students face to understand the classical ideas and how that affects their understanding of QM.

Book Review

NASA Astrophysics Data System (ADS)

Nounou, Antigone M.; Psillos, Stathis

2012-02-01

When Hume wrote his Enquiry Concerning Human Understanding, he took it-like almost everybody else in his time-that understanding is a faculty of human Reason by virtue of which the human mind acquires knowledge of the world. His Enquiry-like Locke's own before his-was meant to offer a theory "of the nature of human understanding" focused on unveiling the principles by means of which it works-the principles, more specifically, that rule the powers and capacities of understanding. Along the way, he raised his by-now famous sceptical doubts about the operation of understanding (notably related to causal reasoning) and offered his equally famous 'sceptical solution of these doubts,' giving a prominent role to custom or habit (as opposed to Reason) in belief and action.

Children's aesthetic understanding of photographic art and the quality of art-related parent-child interactions.

PubMed

Szechter, Lisa E; Liben, Lynn S

2007-01-01

This research was designed to examine the quality of children's aesthetic understanding of photographs, observe social interactions between parents and children in this aesthetic domain, and study whether qualitatively different dyadic interactions were associated with children's own aesthetic understanding. Parents and children (7-13 years; 40 dyads) individually completed measures of aesthetic understanding and jointly selected photographs for a souvenir scrapbook. Parents' artistic experience varied widely and was associated with their own performance on aesthetic understanding measures. Children's performance on the individual aesthetic tasks was related to age, but not to parents' art experience nor to the qualities of parent-child discussions of aesthetic concepts. Among both parents and children, artistic experience was associated with aesthetic preferences for photographs.

The Public Understanding of Science--A Rhetorical Invention.

ERIC Educational Resources Information Center

Locke, Simon

2002-01-01

Contributes to the development of a rhetorical approach to the public understanding of science or science literacy. Proposes a resolution that builds on the view that rhetoric is socially constituted and leads to the conception of public understanding as witchcraft. (Contains 69 references.) (DDR)

A Comparison of Preservice Teachers' Beliefs on Education and Classroom Management

ERIC Educational Resources Information Center

Tertemiz, Nese; Okut, Levent

2014-01-01

The beliefs held by preservice teachers will affect their classroom perceptions and behaviors. Therefore, understanding these beliefs is necessary to better understand preservice teachers, manage educational reforms successfully, and improving their teaching practice. From another perspective, understanding the belief structures of preservice…

David's Understanding of Functions and Periodicity

ERIC Educational Resources Information Center

Gerson, Hope

2008-01-01

This is a study of David, a senior enrolled in a high school precalculus course. David's understandings of functions and periodicity was explored, through clinical interviews and contextualized through classroom observations. Although David's precalculus class was traditional his understanding of periodic functions was unconventional David engaged…

Marketing through Usability.

ERIC Educational Resources Information Center

Morgan, Eric Lease

1999-01-01

Suggests that one of the best ways to get word-of-mouth marketing of library technology is to provide "usable" products and services. Provides an international standards definition on usability and notes that understanding usability combines an understanding of user needs/wants with an understanding of goals, functions, and limitations…

Conceptions of Musical Understanding

ERIC Educational Resources Information Center

Hallam, Susan; Papageorgi, Ioulia

2016-01-01

Music can be understood in many ways. This has important implications for music education. The research reported here explored how groups of people conceptualise musical understanding and what they believe supports its acquisition. In this study 463 participants completed two statements: "Musical understanding is" and "You learn to…

Exploring Preservice Teachers' Emerging Understandings of Disciplinary Literacy

ERIC Educational Resources Information Center

Masuda, Avis M.

2014-01-01

This qualitative inquiry examined 14 secondary preservice teachers' emerging understandings of disciplinary literacy. Data included preservice teachers' written reflections and annotated lesson plans, which were analyzed for understanding of discipline-specific habits of thinking, texts, reading and writing demands of academic texts, language and…

Using an In-Class Demonstration To Enhance Understanding of Product-Costing Concepts.

ERIC Educational Resources Information Center

James, Marianne L.; Blaszcynski, Carol

2002-01-01

To help accounting students understand product costing, a class demonstration of the transformation of raw materials into finished goods was conducted. A survey of 55 students found the demonstration was highly correlated with enjoyment, concept usefulness, and improved understanding. (SK)

Preservice Teachers' Understanding of Variable

ERIC Educational Resources Information Center

Brown, Sue; Bergman, Judy

2013-01-01

This study examines the research on middle school students' understanding of variables and explores preservice elementary and middle school teachers' knowledge of variables. According to research studies, middle school students have limited understanding of variables. Many studies have examined the performance of middle school students and offered…

Chemistry Misconceptions Associated with Understanding Calcium and Phosphate Homeostasis

ERIC Educational Resources Information Center

Cliff, William H.

2009-01-01

Successful learning of many aspects in physiology depends on a meaningful understanding of fundamental chemistry concepts. Two conceptual diagnostic questions measured student understanding of the chemical equilibrium underlying calcium and phosphate homeostasis. One question assessed the ability to predict the change in phosphate concentration…

Improving Students' Understanding of Electricity and Magnetism

ERIC Educational Resources Information Center

Li, Jing

2012-01-01

Electricity and magnetism are important topics in physics. Research shows that students have many common difficulties in understanding concepts related to electricity and magnetism. However, research to improve students' understanding of electricity and magnetism is limited compared to introductory mechanics. This thesis explores issues…

48 CFR 1552.215-74 - Advanced understanding-uncompensated time.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Advanced understanding... Clauses 1552.215-74 Advanced understanding—uncompensated time. As prescribed in 1515.408(b), insert the following provision or one substantially the same as the following provision: Advanced Understanding...

The Whole Story: Understanding Fraction Computation

ERIC Educational Resources Information Center

Dixon, Juli K.; Tobias, Jennifer M.

2013-01-01

What does it look like to "understand" operations with fractions? The Common Core State Standards for Mathematics (CCSSM) uses the term "understand" when describing expectations for students' knowledge related to each of the fraction operations within grades 4 through 6 (CCSSI 2010). Furthermore, CCSSM elaborates that…

Understanding Periodicity as a Process with Gestalt Structure.

ERIC Educational Resources Information Center

Shama, Gilli

1998-01-01

Presents a two-phase investigation of how Israeli students understand the concept of periodicity. Discusses related research with teachers and students (N=895) employing both qualitative and quantitative research methodologies. Concludes that students understand periodicity as a process. Students' errors and preferences are discussed with…

Modelling Photosynthesis to Increase Conceptual Understanding

ERIC Educational Resources Information Center

Ross, Pauline; Tronson, Deidre; Ritchie, Raymond J.

2006-01-01

Biology students in their first year at university have difficulty understanding the abstract concepts of photosynthesis. The traditional didactic lecture followed by practical exercises that show various macroscopic aspects of photosynthesis often do not help the students visualise or understand the submicroscopic (molecular-level) reactions that…

78 FR 39712 - University of Illinois, et al.; Notice of Decision on Applications for Duty-Free Entry of...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-02

.... Reasons: The instrument will be used to help understand how the human body functions normally, such as in learning, memory or hearing, and to understand the pathologies of human diseases. In order to understand...

Artistic Understanding and Motivational Characteristics

ERIC Educational Resources Information Center

Lekue, Pablo

2015-01-01

This study aims to analyse artistic understanding in primary and secondary education and the relationship between this understanding and motivational characteristics such as goal orientation, engagement in art activities and attitude to art education at school, which determine (according to prior research) learners' academic achievement, in…

ARITHMETIC PROGRAM FOURTH YEAR.

ERIC Educational Resources Information Center

GARBER, CLAIRE N.

THE 4TH YEAR SHOULD CONTINUE THE SEQUENTIAL PRESENTATION MATHEMATICAL UNDERSTANDINGS AND RELATIONSHIPS. NEW LEARNINGS SHOULD BE PRESENTED CONCRETELY IN SOCIAL SETTINGS WITHIN THE CHILDREN'S FRAMEWORK OF UNDERSTANDING. GRAPHIC MATERIALS MAY BE USED TO BRIDGE THE UNDERSTANDINGS FROM THE CONCRETE TO THE ABSTRACT LEVEL. THE NUMBER SYSTEM UNIT SHOULD…

Students' Understanding of Quadratic Equations

ERIC Educational Resources Information Center

López, Jonathan; Robles, Izraim; Martínez-Planell, Rafael

2016-01-01

Action-Process-Object-Schema theory (APOS) was applied to study student understanding of quadratic equations in one variable. This required proposing a detailed conjecture (called a genetic decomposition) of mental constructions students may do to understand quadratic equations. The genetic decomposition which was proposed can contribute to help…

Characterizing Preservice Teachers' Mathematical Understanding of Algebraic Relationships

ERIC Educational Resources Information Center

Nillas, Leah A.

2010-01-01

Qualitative research methods were employed to investigate characterization of preservice teachers' mathematical understanding. Responses on test items involving algebraic relationships were analyzed using with-in case analysis (Miles and Huberman, 1994) and Pirie and Kieren's (1994) model of growth of mathematical understanding. Five elementary…

English and Turkish Pupils' Understanding of Decomposition

ERIC Educational Resources Information Center

Cetin, Gulcan

2007-01-01

This study aimed to describe seventh grade English and Turkish students' levels of understanding of decomposition. Data were analyzed descriptively from the students' written responses to four diagnostic questions about decomposition. Results revealed that the English students had considerably higher sound understanding and lower no understanding…

Understanding Teasing: Lessons from Children with Autism.

ERIC Educational Resources Information Center

Herrey, Erin A.; Capps, Lisa M.; Keltner, Dacher; Kring, Ann M.

2005-01-01

Teasing requires the ability to understand intention, nonliteral communication, pretense, and social context. Children with autism experience difficulty with such skills, and consequently, are expected to have difficulty with teasing. To better understand teasing concepts and behaviors, children with autism, their parents, and age and…

Is It Oscar-Worthy? Children’s Metarepresentational Understanding of Acting

PubMed Central

Goldstein, Thalia R.; Bloom, Paul

2015-01-01

Although it is an essential aspect of one of the most common forms of entertainment, psychologists know almost nothing about how children understand the act of portraying a character in a realistic manner—realistic acting. Do children possess the sort of meta-theory of acting that adults possess? In two studies we find that, unlike adults, children between the ages of 3–5 do not think that a realistic actor is better at portraying a characteristic than a nonrealistic actor, nor do they prefer one to the other. As they develop, they come to understand that realistic acting is different from nonrealistic acting, but unlike adults, children think that a nonrealistic, pretense-like portrayal is more difficult to achieve than a realistic representation of an emotional or physical state. These findings show that children’s metarepresentational understanding of acting is relatively immature at age 5, and that their understanding of this specific domain of pretense lags behind their understanding of pretense in general. PMID:25761111

The impact of rigorous mathematical thinking as learning method toward geometry understanding

NASA Astrophysics Data System (ADS)

Nugraheni, Z.; Budiyono, B.; Slamet, I.

2018-05-01

To reach higher order thinking skill, needed to be mastered the conceptual understanding. RMT is a unique realization of the cognitive conceptual construction approach based on Mediated Learning Experience (MLE) theory by Feurstein and Vygotsky’s sociocultural theory. This was quasi experimental research which was comparing the experimental class that was given Rigorous Mathematical Thinking (RMT) as learning method and control class that was given Direct Learning (DL) as the conventional learning activity. This study examined whether there was different effect of two learning method toward conceptual understanding of Junior High School students. The data was analyzed by using Independent t-test and obtained a significant difference of mean value between experimental and control class on geometry conceptual understanding. Further, by semi-structure interview known that students taught by RMT had deeper conceptual understanding than students who were taught by conventional way. By these result known that Rigorous Mathematical Thinking (RMT) as learning method have positive impact toward Geometry conceptual understanding.

An association account of false belief understanding.

PubMed

De Bruin, L C; Newen, A

2012-05-01

The elicited-response false belief task has traditionally been considered as reliably indicating that children acquire an understanding of false belief around 4 years of age. However, recent investigations using spontaneous-response tasks suggest that false belief understanding emerges much earlier. This leads to a developmental paradox: if young infants already understand false belief, then why do they fail the elicited-response false belief task? We postulate two systems to account for the development of false belief understanding: an association module, which provides infants with the capacity to register congruent associations between agents and objects, and an operating system, which allows them to transform these associations into incongruent associations through a process of inhibition, selection and representation. The interaction between the association module and the operating system enables infants to register increasingly complex associations on the basis of another agent's movements, visual perspective and propositional attitudes. This allows us account for the full range of findings on false belief understanding. Copyright © 2012 Elsevier B.V. All rights reserved.

Early false-belief understanding in traditional non-Western societies

PubMed Central

Barrett, H. Clark; Broesch, Tanya; Scott, Rose M.; He, Zijing; Baillargeon, Renée; Wu, Di; Bolz, Matthias; Henrich, Joseph; Setoh, Peipei; Wang, Jianxin; Laurence, Stephen

2013-01-01

The psychological capacity to recognize that others may hold and act on false beliefs has been proposed to reflect an evolved, species-typical adaptation for social reasoning in humans; however, controversy surrounds the developmental timing and universality of this trait. Cross-cultural studies using elicited-response tasks indicate that the age at which children begin to understand false beliefs ranges from 4 to 7 years across societies, whereas studies using spontaneous-response tasks with Western children indicate that false-belief understanding emerges much earlier, consistent with the hypothesis that false-belief understanding is a psychological adaptation that is universally present in early childhood. To evaluate this hypothesis, we used three spontaneous-response tasks that have revealed early false-belief understanding in the West to test young children in three traditional, non-Western societies: Salar (China), Shuar/Colono (Ecuador) and Yasawan (Fiji). Results were comparable with those from the West, supporting the hypothesis that false-belief understanding reflects an adaptation that is universally present early in development. PMID:23363628

Early false-belief understanding in traditional non-Western societies.

PubMed

Barrett, H Clark; Broesch, Tanya; Scott, Rose M; He, Zijing; Baillargeon, Renée; Wu, Di; Bolz, Matthias; Henrich, Joseph; Setoh, Peipei; Wang, Jianxin; Laurence, Stephen

2013-03-22

The psychological capacity to recognize that others may hold and act on false beliefs has been proposed to reflect an evolved, species-typical adaptation for social reasoning in humans; however, controversy surrounds the developmental timing and universality of this trait. Cross-cultural studies using elicited-response tasks indicate that the age at which children begin to understand false beliefs ranges from 4 to 7 years across societies, whereas studies using spontaneous-response tasks with Western children indicate that false-belief understanding emerges much earlier, consistent with the hypothesis that false-belief understanding is a psychological adaptation that is universally present in early childhood. To evaluate this hypothesis, we used three spontaneous-response tasks that have revealed early false-belief understanding in the West to test young children in three traditional, non-Western societies: Salar (China), Shuar/Colono (Ecuador) and Yasawan (Fiji). Results were comparable with those from the West, supporting the hypothesis that false-belief understanding reflects an adaptation that is universally present early in development.

Understanding decimal numbers: a foundation for correct calculations.

PubMed

Pierce, Robyn U; Steinle, Vicki A; Stacey, Kaye C; Widjaja, Wanty

2008-01-01

This paper reports on the effectiveness of an intervention designed to improve nursing students' conceptual understanding of decimal numbers. Results of recent intervention studies have indicated some success at improving nursing students' numeracy through practice in applying procedural rules for calculation and working in real or simulated practical contexts. However, in this we identified a fundamental problem: a significant minority of students had an inadequate understanding of decimal numbers. The intervention aimed to improve nursing students' basic understanding of the size of decimal numbers, so that, firstly, calculation rules are more meaningful, and secondly, students can interpret decimal numbers (whether digital output or results of calculations) sensibly. A well-researched, time-efficient diagnostic instrument was used to identify individuals with an inadequate understanding of decimal numbers. We describe a remedial intervention that resulted in significant improvement on a delayed post-intervention test. We conclude that nurse educators should consider diagnosing and, as necessary, plan for remediation of students' foundational understanding of decimal numbers before teaching procedural rules.

Competency to Proceed to Trial Evaluations and Rational Understanding.

PubMed

Ragatz, Laurie; Vitacco, Michael J; Tross, Rozanna

2015-12-01

In Dusky v. United States, the United States Supreme Court established "rational understanding" as a necessary component of a defendant's competency to stand trial. Yet, rational understanding has engendered misunderstanding, stemming from inconsistent court rulings and lack of systematic attention given to definitions of rationality. The purpose of this article is to assist with the conceptualization of rational understanding as it relates to competency to proceed to trial. This will be accomplished through a review of legal decisions and scholarly papers that provide various definitions of rationality. We discuss the suitability of standardized instruments of competency and how they may assist in providing a valid metric for evaluating rational abilities. We also provide discussion of how case law, in conjunction with psycholegal research, can be used to gain nuanced insight into operationalizations of rational understanding. By gaining a thorough understanding of rationality in competency to proceed to trial evaluations, clinicians may improve on the quality and foundation of their evaluations. © The Author(s) 2014.

Children with autism's perception and understanding of ambiguous figures: evidence for pictorial metarepresentation, a research note.

PubMed

Wimmer, Marina C; Doherty, Martin J

2010-09-01

A large body of autism research over the last 20 years has shown that people with autism have difficulties understanding mental states. This has been conceived of as a metarepresentational deficit. An open question is whether people with autism's metarepresentational deficit is limited to the mental domain. This research explores individuals with autism's understanding of the representational nature of pictures. With the use of ambiguous figures, where a single stimulus is capable of representing two distinct referents, we compared metarepresentational abilities in the pictorial and mental domains and the perception of pictorial ambiguity. Our findings indicate that individuals with autism are impaired in mental metarepresentation but not in pictorial metarepresentation. These findings suggest that children with autism understand the representational nature of pictures. We conclude that children with autism's understanding of the representational nature of pictures is in advance of their metarepresentational understanding of mind. Their perception of figure ambiguity is comparable to the typical population.

Understanding of diagnosis and medications among non-English-speaking older patients.

PubMed

Teo, Ken Gw; Tacey, Mark; Holbeach, Edwina

2018-01-28

To determine whether non-English-speaking background (NESB) patients had a poorer understanding of diagnosis and medications compared to English-speaking background (ESB) patients. English-speaking background and NESB patients admitted to inpatient geriatric evaluation and management (GEM) unit were asked standardised questions about their admission diagnosis, reason for GEM admission and medications. Accuracy of answers, as compared to medical notes, ranked as 'full credit', 'partial credit' or 'no credit'. Of the 66 patients recruited (30 NESB), understanding of diagnosis and purpose of GEM admission was good. There was no difference between ESB and NESB patients. Understanding of medications taken prior to admission was poor, with 67% of overall patients scoring 'no credit'. NESB patients were more likely to score 'no credit' compared to ESB (80% vs 56%, P = 0.036). Reassuringly, patients had a reasonable understanding of diagnosis and purpose of GEM admission. Lack of understanding of medications, especially among NESB patients, should be improved. © 2018 AJA Inc.

Does understanding relational terminology mediate effects of intervention on compare word problems?

PubMed

Schumacher, Robin F; Fuchs, Lynn S

2012-04-01

The purpose of this study was to assess whether understanding relational terminology (i.e., more, less, and fewer) mediates the effects of intervention on compare word problems. Second-grade classrooms (N=31) were randomly assigned to one of three conditions: researcher-designed word-problem intervention, researcher-designed calculation intervention, or business-as-usual (teacher-designed) control. Students in word-problem intervention classrooms received instruction on the compare problem type, which included a focus on understanding relational terminology within compare word problems. Analyses, which accounted for variance associated with classroom clustering, indicated that (a) compared with the calculation intervention and business-as-usual conditions, word-problem intervention significantly increased performance on all three subtypes of compare problems and on understanding relational terminology, and (b) the intervention effect was fully mediated by students' understanding of relational terminology for one subtype of compare problems and partially mediated by students' understanding of relational terminology for the other two subtypes. Copyright © 2011 Elsevier Inc. All rights reserved.

The African Indigenous Lens of Understanding Spirituality: Reflection on Key Emerging Concepts from a Reviewed Literature.

PubMed

Ohajunwa, Chioma; Mji, Gubela

2018-06-16

In this paper, we will present a reflection on reviewed literature on African indigenous understanding of spirituality, highlighting the influence of this concept on notions of the self, motivation and well-being. The indigenous understanding of spirituality is central to the understanding of the self as distinct, but positioned within the relational-collective self. This African indigenous perception of the self is grounded within the autonomous experience of the tenets of spirituality, which is explored in this paper through the lens of self-determination theory. The experience of autonomy, which is represented in this paper as choice and consent, competence and relatedness within spirituality, is considered as an intrinsic motivation factor for African indigenous communities to achieve well-being. Hence, we argue for the relevance of identifying and exploring ways that an understanding of the African indigenous spiritual belief systems, and the various ways that this understanding impacts on well-being for African indigenous communities, can be unearthed and scrutinized.

"Wood already touched by fire is not hard to set alight": Comment on "Constraints to applying systems thinking concepts in health systems: A regional perspective from surveying stakeholders in Eastern Mediterranean countries".

PubMed

Agyepong, Irene Akua

2015-03-01

A major constraint to the application of any form of knowledge and principles is the awareness, understanding and acceptance of the knowledge and principles. Systems Thinking (ST) is a way of understanding and thinking about the nature of health systems and how to make and implement decisions within health systems to maximize desired and minimize undesired effects. A major constraint to applying ST within health systems in Low- and Middle-Income Countries (LMICs) would appear to be an awareness and understanding of ST and how to apply it. This is a fundamental constraint and in the increasing desire to enable the application of ST concepts in health systems in LMIC and understand and evaluate the effects; an essential first step is going to be enabling of a wide spread as well as deeper understanding of ST and how to apply this understanding.

Struggling to understand abstract science topics: a Roundhouse diagram-based study

NASA Astrophysics Data System (ADS)

Ward, Robin E.; Wandersee, James H.

2002-06-01

This study explored the effects of Roundhouse diagram construction on a previously low-performing middle school science student's struggles to understand abstract science concepts and principles. It is based on a metacognition-based visual learning model proposed by Wandersee in 1994. Ward and Wandersee introduced the Roundhouse diagram strategy and showed how it could be applied in science education. This article aims at elucidating the process by which Roundhouse diagramming helps learners bootstrap their current understandings to reach the intended meaningful understanding of complex science topics. The main findings of this study are that (a) it is crucial that relevant prior knowledge and dysfunctional alternative conceptions not be ignored during new learning if low-performing science students are to understand science well; (b) as the student's mastery of the Roundhouse diagram construction improved, so did science achievement; and (c) the student's apt choice of concept-related visual icons aided progress toward meaningful understanding of complex science concepts.

Intact and impaired mechanisms of action understanding in autism.

PubMed

Vivanti, Giacomo; McCormick, Carolyn; Young, Gregory S; Abucayan, Floridette; Hatt, Naomi; Nadig, Aparna; Ozonoff, Sally; Rogers, Sally J

2011-05-01

Typically developing children understand and predict others' behavior by extracting and processing relevant information such as the logic of their actions within the situational constraints and the intentions conveyed by their gaze direction and emotional expressions. Children with autism have difficulties understanding and predicting others' actions. With the use of eye tracking and behavioral measures, we investigated action understanding mechanisms used by 18 children with autism and a well-matched group of 18 typically developing children. Results showed that children with autism (a) consider situational constraints in order to understand the logic of an agent's action and (b) show typical usage of the agent's emotional expressions to infer his or her intentions. We found (c) subtle atypicalities in the way children with autism respond to an agent's direct gaze and (d) marked impairments in their ability to attend to and interpret referential cues such as a head turn for understanding an agent's intentions. (c) 2011 APA, all rights reserved.

Intact and Impaired Mechanisms of Action Understanding in Autism

PubMed Central

Vivanti, Giacomo; McCormick, Carolyn; Young, Gregory S.; Abucayan, Floridette; Hatt, Naomi; Nadig, Aparna; Ozonoff, Sally; Rogers, Sally J.

2016-01-01

Typically developing children understand and predict others’ behavior by extracting and processing relevant information such as the logic of their actions within the situational constraints and the intentions conveyed by their gaze direction and emotional expressions. Children with autism have difficulties understanding and predicting others’ actions. With the use of eye tracking and behavioral measures, we investigated action understanding mechanisms used by 18 children with autism and a well-matched group of 18 typically developing children. Results showed that children with autism (a) consider situational constraints in order to understand the logic of an agent’s action and (b) show typical usage of the agent’s emotional expressions to infer his or her intentions. We found (c) subtle atypicalities in the way children with autism respond to an agent’s direct gaze and (d) marked impairments in their ability to attend to and interpret referential cues such as a head turn for understanding an agent’s intentions. PMID:21401220

Enacted Reading Comprehension: Using Bodily Movement to Aid the Comprehension of Abstract Text Content.

PubMed

Kaschak, Michael P; Connor, Carol M; Dombek, Jennifer L

2017-01-01

We report a design study that assessed the feasibility of Enacted Reading Comprehension (ERC), an intervention designed to teach 3rd and 4th grade students (n = 40 and 25, respectively) to use gestures to understand an increasingly abstract set of texts. Students were taught to use gestures to understand the idea of "opposing forces" in a concrete setting-the forces at play as tectonic plates move past each other-and then taught to use the gestures to understand opposing forces in more abstract situations. For example, students were taught to use gestures to understand the opposing sides of an argument, and to understand the internal conflicts that arise as individuals are faced with moral dilemmas. The results of our design study suggest that ERC has promise as a method for introducing students to the idea of using gesture to understand text content, and to employ this strategy in a range of reading contexts.

Kindergarten and Primary School Children's Everyday, Synthetic, and Scientific Concepts of Clouds and Rainfall

NASA Astrophysics Data System (ADS)

Malleus, Elina; Kikas, Eve; Marken, Tiivi

2017-06-01

The purpose of this research was to explore children's understandings of everyday, synthetic and scientific concepts to enable a description of how abstract, verbally taught material relates to previous experience-based knowledge and the consistency of understanding about cloud formation. This study examined the conceptual understandings of cloud formation and rain in kindergarten (age 5-7), second (age 8-9) and fourth (age 10-11) grade children, who were questioned on the basis of structured interview technique. In order to represent consistency in children's answers, three different types of clouds were introduced (a cirrus cloud, a cumulus cloud, and a rain cloud). Our results indicate that children in different age groups gave a similarly high amount of synthetic answers, which suggests the need for teachers to understand the formation process of different misconceptions to better support the learning process. Even children in kindergarten may have conceptions that represent different elements of scientific understanding and misconceptions cannot be considered age-specific. Synthetic understanding was also shown to be more consistent (not depending on cloud type) suggesting that gaining scientific understanding requires the reorganisation of existing concepts, that is time-consuming. Our results also show that the appearance of the cloud influences children's answers more in kindergarten where they mostly related rain cloud formation with water. An ability to create abstract connections between different concepts should also be supported at school as a part of learning new scientific information in order to better understand weather-related processes.

Understanding death with limited experience in life: dying children's and adolescents' understanding of their own terminal illness and death.

PubMed

Bates, Alan T; Kearney, Julia A

2015-03-01

An up-to-date summary of the literature on children's and adolescents' understanding of their own terminal illness and death. Clinicians still find it difficult to speak with pediatric patients about death even though guidelines for facilitating communication on the topic exist. As a result, pediatric patients are less likely to develop a clear understanding of their illness and there is a disconnect between clinicians and parents about prognosis, even when clinicians have concluded there is no longer possibility for cure. Insufficient communication and poor understanding may increase the risk of patients feeling isolated, mistrustful and anxious, and deprive them of a role model who can communicate about painful issues or share difficult feelings. Despite these complexities, young people often show remarkable resiliency in the face of death and want to get the most out of the remaining time they have. In addition to these most recent findings, this review examines the challenges in researching this topic, obstacles to patients receiving information about prognosis, and how physical symptoms affect patients' ability to develop an understanding. It also reviews sources of insight into pediatric patients' understanding including the development of concepts of death, fears about their own death, legal interpretations of what patients understand, and how terminally ill young people continue to treasure life. It concludes by addressing ways clinicians can use the knowledge we have to communicate well with dying children and adolescents and their families.

Shhh… I Need Quiet! Children's Understanding of American, British, and Japanese-accented English Speakers.

PubMed

Bent, Tessa; Holt, Rachael Frush

2018-02-01

Children's ability to understand speakers with a wide range of dialects and accents is essential for efficient language development and communication in a global society. Here, the impact of regional dialect and foreign-accent variability on children's speech understanding was evaluated in both quiet and noisy conditions. Five- to seven-year-old children ( n = 90) and adults ( n = 96) repeated sentences produced by three speakers with different accents-American English, British English, and Japanese-accented English-in quiet or noisy conditions. Adults had no difficulty understanding any speaker in quiet conditions. Their performance declined for the nonnative speaker with a moderate amount of noise; their performance only substantially declined for the British English speaker (i.e., below 93% correct) when their understanding of the American English speaker was also impeded. In contrast, although children showed accurate word recognition for the American and British English speakers in quiet conditions, they had difficulty understanding the nonnative speaker even under ideal listening conditions. With a moderate amount of noise, their perception of British English speech declined substantially and their ability to understand the nonnative speaker was particularly poor. These results suggest that although school-aged children can understand unfamiliar native dialects under ideal listening conditions, their ability to recognize words in these dialects may be highly susceptible to the influence of environmental degradation. Fully adult-like word identification for speakers with unfamiliar accents and dialects may exhibit a protracted developmental trajectory.

Exploring Elementary Students' Understanding of Energy and Climate Change

ERIC Educational Resources Information Center

Boylan, Colin

2008-01-01

As environmental changes become a significant societal issue, elementary science curricula need to develop students' understanding about the key concepts of energy and climate change. For teachers, developing quality learning experiences involves establishing what their students' prior understanding about energy and climate change are. A survey…

Understanding Our Environment: People.

ERIC Educational Resources Information Center

Tweed, Ann

Part of the Understanding Our Environment project that is designed to engage students in investigating specific environmental problems through concrete activities and direct experience, students work individually and in groups to plan a future community in order to gain an understanding of how greatly increased human populations impact resources,…

Understanding community-forest relations.

Treesearch

Linda E. Kruger

2003-01-01

Improved understanding of the relationships between human communities and forests is necessary to understanding how alternative forest management policies and practices can affect different communities. This knowledge also enhances our ability to formulate plans that are responsive to the needs and concerns of local communities, thus reducing polarization and related...

Romantic Understanding and Science Education

ERIC Educational Resources Information Center

Hadzigeorgiou, Yannis

2004-01-01

This essay outlines the potential role for Kieran Egan's (1990) notion of "romantic understanding" in science education. A summary of conventional approaches to science education is followed by a detailed analysis of the implications that romantic understanding may have for the science curriculum, teaching and student learning. In particular the…

Biology Textbook Graphics and Their Impact on Expectations of Understanding

ERIC Educational Resources Information Center

Wiley, Jennifer; Sarmento, David; Griffin, Thomas D.; Hinze, Scott R.

2017-01-01

Graphics presented alongside expository science texts can have a number of positive effects for instruction, including facilitating engagement, arousing interest, and improving understanding. However, because students harbor expectations about which contexts are likely to support better understanding, the mere presence of graphics also has the…

Understanding Mathematics Classroom Teaching: Hermeneutics Inquiry

ERIC Educational Resources Information Center

Wang, Xiong

2015-01-01

In order to understand meaning of mathematics classroom teaching, this paper uses narrative to present the meaning through hermeneutics inquiry from the author's research experiences. There are two threads in the research experience: research on classroom teaching and students' understanding in classroom teaching. The narrative provides not only a…

Simple, Inexpensive Model Spirometer for Understanding Ventilation Volumes

ERIC Educational Resources Information Center

Giuliodori, Mauricio J.; DiCarlo, Stephen E.

2004-01-01

Spirometers are useful for enhancing students' understanding of normal lung volumes, capacities, and flow rates. Spirometers are also excellent for understanding how lung diseases alter ventilation volumes. However, spirometers are expensive, complex, and not appropriate for programs with limited space and budgets. Therefore, we developed a…

Examining Preservice Elementary Mathematics Teachers' Understandings about Irrational Numbers

ERIC Educational Resources Information Center

Guven, Bulent; Cekmez, Erdem; Karatas, Ilhan

2011-01-01

The purpose of this study is to provide an account of preservice elementary mathematics teachers' understandings about irrational numbers. Three dimensions of preservice mathematics teachers' understandings are examined: defining rational and irrational numbers, placing rational and irrational numbers on the number line, and operations with…

48 CFR 316.770-2 - Memoranda of understanding.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Memoranda of understanding. 316.770-2 Section 316.770-2 Federal Acquisition Regulations System HEALTH AND HUMAN SERVICES... contrary to the language of the solicitation or prospective contract. A memorandum of understanding does...

Patterns of Individual Differences in Conceptual Understanding and Arithmetical Skill: A Meta-Analysis

ERIC Educational Resources Information Center

Gilmore, Camilla K.; Papadatou-Pastou, Marietta

2009-01-01

Some theories from cognitive psychology and mathematics education suggest that children's understanding of mathematical concepts develops together with their knowledge of mathematical procedures. However, previous research into children's understanding of the inverse relationship between addition and subtraction suggests that there are individual…

29 CFR 70.41 - Reduction or waiver of fees.

Code of Federal Regulations, 2010 CFR

2010-07-01

... is in the public interest because it is likely to contribute significantly to public understanding of... contribute” to an understanding of government operations or activities. The disclosable portions of the... “likely to contribute” to an increased public understanding of those operations or activities. The...

48 CFR 52.216-7 - Allowable Cost and Payment.

Code of Federal Regulations, 2010 CFR

2010-10-01

... written understanding setting forth the final indirect cost rates. The understanding shall specify (i) the... special terms and the applicable rates. The understanding shall not change any monetary ceiling, contract... not subject to the interest penalty provisions of the Prompt Payment Act. Interim payments made prior...

The Blue LED Nobel Prize: Historical context, current scientific understanding, human benefit

DOE PAGES

Tsao, Jeffrey Y.; Han, Jung; Haitz, Roland H.; ...

2015-06-19

Here, the paths that connect scientific understanding with tools and technology are rarely linear. Sometimes scientific understanding leads and enables, sometimes tools and technologies lead and enable. But by feeding on each other, they create virtuous spirals of forward and backward innovation.

Teaching for Conceptual Understanding

ERIC Educational Resources Information Center

Kang, Nam-Hwa; Howren, Carrie

2004-01-01

One of the most difficult jobs of elementary school teachers is teaching science for conceptual understanding. Conceptual understanding requires students to organize facts and ideas into a meaningful concept in science. Facts and concepts form webs that can help students make connections between the concepts of science and their experiences.…

Understanding Sources of Financial Support for Adult Learners

ERIC Educational Resources Information Center

Dougherty, B. Christopher; Woodland, Richard

2009-01-01

Understanding the dynamics of financial support for continuing higher education students requires an understanding of the numerous programs that support adult learners. These include basic and family literacy programs, workforce education programs, programs administered under the auspices of the U.S. Department of Veterans Affairs, Title IV…

Understanding the visual resource

Treesearch

Floyd L. Newby

1971-01-01

Understanding our visual resources involves a complex interweaving of motivation and cognitive recesses; but, more important, it requires that we understand and can identify those characteristics of a landscape that influence the image formation process. From research conducted in Florida, three major variables were identified that appear to have significant effect...

The Blue LED Nobel Prize: Historical context, current scientific understanding, human benefit

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tsao, Jeffrey Y.; Han, Jung; Haitz, Roland H.

Here, the paths that connect scientific understanding with tools and technology are rarely linear. Sometimes scientific understanding leads and enables, sometimes tools and technologies lead and enable. But by feeding on each other, they create virtuous spirals of forward and backward innovation.

48 CFR 316.770-2 - Memoranda of understanding.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 4 2011-10-01 2011-10-01 false Memoranda of understanding. 316.770-2 Section 316.770-2 Federal Acquisition Regulations System HEALTH AND HUMAN SERVICES... contrary to the language of the solicitation or prospective contract. A memorandum of understanding does...

48 CFR 316.770-2 - Memoranda of understanding.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 48 Federal Acquisition Regulations System 4 2013-10-01 2013-10-01 false Memoranda of understanding. 316.770-2 Section 316.770-2 Federal Acquisition Regulations System HEALTH AND HUMAN SERVICES... contrary to the language of the solicitation or prospective contract. A memorandum of understanding does...

48 CFR 316.770-2 - Memoranda of understanding.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 48 Federal Acquisition Regulations System 4 2012-10-01 2012-10-01 false Memoranda of understanding. 316.770-2 Section 316.770-2 Federal Acquisition Regulations System HEALTH AND HUMAN SERVICES... contrary to the language of the solicitation or prospective contract. A memorandum of understanding does...

48 CFR 316.770-2 - Memoranda of understanding.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 48 Federal Acquisition Regulations System 4 2014-10-01 2014-10-01 false Memoranda of understanding. 316.770-2 Section 316.770-2 Federal Acquisition Regulations System HEALTH AND HUMAN SERVICES... contrary to the language of the solicitation or prospective contract. A memorandum of understanding does...

The Sound of Social Cognition: Toddlers' Understanding of How Sound Influences Others

ERIC Educational Resources Information Center

Williamson, Rebecca A.; Brooks, Rechele; Meltzoff, Andrew N.

2015-01-01

Understanding others' perceptions is a fundamental aspect of social cognition. Children's construal of visual perception is well investigated, but there is little work on children's understanding of others' auditory perception. The current study assesses toddlers' recognition that producing different sounds can affect others…

Knowing (and understanding) the key numbers for your practice.

PubMed

Schumann, Ted

2013-12-01

Most dentists see accounting and bookkeeping as a necessary evil instead of a helpful tool. Yet the most financially successful and happy dentists understand the need for good financial management. Here's an overview that will help you better-understand the key numbers in your practice.

Backward Design: Targeting Depth of Understanding for All Learners

ERIC Educational Resources Information Center

Childre, Amy; Sands, Jennifer R.; Pope, Saundra Tanner

2009-01-01

Curriculum design is at the center of developing student ability to construct understanding. Without appropriately designed curriculum, instruction can be ineffective at scaffolding understanding. Often students with disabilities need more explicit instruction or guidance in applying their schema to new information. Thus, instruction must not only…

Effective Assessment: Probing Students' Understanding of Natural Selection

ERIC Educational Resources Information Center

Stern, Luli

2004-01-01

Evolution by natural selection provides the conceptual framework upon which much of modern biology is based: therefore understanding core ideas about biological evolution is an essential part of scientific literacy. Nonetheless, research repeatedly shows that high school and college students have difficulties understanding the notion of natural…

Children's Understanding of Ownership Transfers

ERIC Educational Resources Information Center

Blake, Peter R.; Harris, Paul L.

2009-01-01

An understanding of ownership entails the recognition that ownership can be transferred permanently and the ability to differentiate legitimate from illegitimate transfers. Two experiments explored the development of this understanding in 2-, 3-, 4- and 5-year olds, using stories about gift-giving and stealing. The possibility that children use…

Learning with Animation and Illusions of Understanding

ERIC Educational Resources Information Center

Paik, Eugene S.; Schraw, Gregory

2013-01-01

The illusion of understanding hypothesis asserts that, when people are learning with multimedia presentations, the addition of animation can affect metacognitive monitoring such that they perceive the presentation to be easier to understand and develop more optimistic metacomprehension. As a result, learners invest less cognitive effort when…

Animals. Environmental Education Curriculum.

ERIC Educational Resources Information Center

Topeka Public Schools, KS.

The material in this unit is designed to provide upper elementary students with information and experiences to develop a better understanding and appreciation of the variety of animals living today. Unit goals include fostering a better understanding of animals' roles in nature, developing observational skills, facilitating understanding of man's…

Understanding Summary Statistics and Graphical Techniques to Compare Michael Jordan versus LeBron James

ERIC Educational Resources Information Center

Williams, Immanuel James; Williams, Kelley Kim

2016-01-01

Understanding summary statistics and graphical techniques are building blocks to comprehending concepts beyond basic statistics. It's known that motivated students perform better in school. Using examples that students find engaging allows them to understand the concepts at a deeper level.

Using Rasch Analysis to Explore What Students Learn about Probability Concepts

ERIC Educational Resources Information Center

Mahmud, Zamalia; Porter, Anne

2015-01-01

Students' understanding of probability concepts have been investigated from various different perspectives. This study was set out to investigate perceived understanding of probability concepts of forty-four students from the STAT131 Understanding Uncertainty and Variation course at the University of Wollongong, NSW. Rasch measurement which is…

Towards Building Science Teachers' Understandings of Contemporary Science Practices

ERIC Educational Resources Information Center

Lancaster, Greg; Corrigan, Deborah; Fazio, Lisa; Burke, Joanne; Overton, David

2017-01-01

Faculties of Education and Science at Monash University have designed a Masters unit to assist pre-service and in-service science teachers in exploring the practices of contemporary science and examine how varied understandings can influence science communication. Teachers are encouraged to explore their current understandings of the Nature of…

"Unwilling" versus "Unable": Chimpanzees' Understanding of Human Intentional Action

ERIC Educational Resources Information Center

Call, Josep; Hare, Brian; Carpenter, Malinda; Tomasello, Michael

2004-01-01

Understanding the intentional actions of others is a fundamental part of human social cognition and behavior. An important question is therefore whether other animal species, especially our nearest relatives the chimpanzees, also understand the intentional actions of others. Here we show that chimpanzees spontaneously (without training) behave…

Interpersonal Communication: The Self and Perception in Communication

ERIC Educational Resources Information Center

Belmore, JaneAnne

2009-01-01

The Self and Perception are key components of the foundation of interpersonal communication. Students new to the communication discipline often have a difficult time understanding these concepts and the value of understanding and practicing them. The following teaching unit is designed to introduce the basics of understanding the Self and…

12 CFR 1024.14 - Prohibition against kickbacks and unearned fees.

Code of Federal Regulations, 2012 CFR

2012-01-01

... of money. (e) Agreement or understanding. An agreement or understanding for the referral of business... thing of value pursuant to any agreement or understanding, oral or otherwise, that business incident to... referral of settlement service business. (c) No split of charges except for actual services performed. No...

12 CFR 1024.14 - Prohibition against kickbacks and unearned fees.

Code of Federal Regulations, 2013 CFR

2013-01-01

... of money. (e) Agreement or understanding. An agreement or understanding for the referral of business... thing of value pursuant to any agreement or understanding, oral or otherwise, that business incident to... referral of settlement service business. (c) No split of charges except for actual services performed. No...

Undergraduate Mathematics Students' Understanding of the Concept of Function

ERIC Educational Resources Information Center

Bardini, Caroline; Pierce, Robyn; Vincent, Jill; King, Deborah

2014-01-01

Concern has been expressed that many commencing undergraduate mathematics students have mastered skills without conceptual understanding. A pilot study carried out at a leading Australian university indicates that a significant number of students, with high tertiary entrance ranks, have very limited understanding of the concept of function,…

Hermeneutics as a Methodological Resource for Understanding Empathy in On-Line Learning Environments

ERIC Educational Resources Information Center

Walshaw, Margaret; Duncan, Wayne

2015-01-01

Hermeneutics is both a philosophical tradition and a methodological resource. In this qualitative study, hermeneutics provided, simultaneously, a framework and a methodology for understanding empathy in synchronous multimedia conferencing. As a framework for the design of the study, hermeneutics supported the overriding objective to understand the…

Subject- and Experience-Bound Differences in Teachers' Conceptual Understanding of Sustainable Development

ERIC Educational Resources Information Center

Borg, C.; Gericke, N.; Höglund, H.-O.; Bergman, E.

2014-01-01

This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers' conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable…

Determining Students' Conceptual Understanding Level of Thermodynamics

ERIC Educational Resources Information Center

Saricayir, Hakan; Ay, Selahattin; Comek, Arif; Cansiz, Gokhan; Uce, Musa

2016-01-01

Science students find heat, temperature, enthalpy and energy in chemical reactions to be some of the most difficult subjects. It is crucial to define their conceptual understanding level in these subjects so that educators can build upon this knowledge and introduce new thermodynamics concepts. This paper reports conceptual understanding levels of…

75 FR 2858 - Negotiation of a Reciprocal Defense Procurement Memorandum of Understanding With the Czech Republic

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-19

... DEPARTMENT OF DEFENSE Negotiation of a Reciprocal Defense Procurement Memorandum of Understanding With the Czech Republic AGENCY: Department of Defense (DoD). ACTION: Request for public comments. SUMMARY: DoD is contemplating a Reciprocal Defense Procurement Memorandum of Understanding with the Czech...

Cultures of Diversity: Considering Scientific and Humanistic Understandings in Introductory Psychology

ERIC Educational Resources Information Center

Guest, Andrew M.; Simmons, Zachary L.; Downs, Andrew; Pitzer, Mark R.

2017-01-01

Teachers of psychology tend to agree that learning about diversity is an important goal for undergraduate psychology courses. There is significantly less agreement about what aspects of diversity psychology students should understand. The current research proposes and investigates two potentially distinct ways students might understand diversity:…

Insights into Students' Conceptual Understanding Using Textual Analysis: A Case Study in Signal Processing

ERIC Educational Resources Information Center

Goncher, Andrea M.; Jayalath, Dhammika; Boles, Wageeh

2016-01-01

Concept inventory tests are one method to evaluate conceptual understanding and identify possible misconceptions. The multiple-choice question format, offering a choice between a correct selection and common misconceptions, can provide an assessment of students' conceptual understanding in various dimensions. Misconceptions of some engineering…

Teaching Mathematics Understandings for Transfer

ERIC Educational Resources Information Center

Jones, Jennifer L.; Jones, Karrie A.; Vermette, Paul J.

2009-01-01

Promoting student understanding for transfer is an illusive hallmark of effective mathematics instruction. While much research has shown the necessity of promoting understanding for transfer, less attention has been paid to actual pedagogical strategies that can be used to promote transfer of mathematical ideas. Using Fogarty et al. (1992, "How to…

Stepping into Science Fiction: Understanding the Genre

ERIC Educational Resources Information Center

Barone, Diane; Barone, Rebecca

2014-01-01

This manuscript focuses on fifth graders' understanding of science fiction. It is argued that it is necessary for students to understand both reading strategies and the key elements of a genre for comprehension. Students read "The Giver" within literature circles and conversation and written responses about the book were used for…

Assessing Understanding of Complex Causal Networks Using an Interactive Game

ERIC Educational Resources Information Center

Ross, Joel

2013-01-01

Assessing people's understanding of the causal relationships found in large-scale complex systems may be necessary for addressing many critical social concerns, such as environmental sustainability. Existing methods for assessing systems thinking and causal understanding frequently use the technique of cognitive causal mapping. However, the…

Conceptual Understanding of Multiplicative Properties through Endogenous Digital Game Play

ERIC Educational Resources Information Center

Denham, Andre

2012-01-01

This study purposed to determine the effect of an endogenously designed instructional game on conceptual understanding of the associative and distributive properties of multiplication. Additional this study sought to investigate if performance on measures of conceptual understanding taken prior to and after game play could serve as predictors of…

Does Introductory Economic Course Venue Affect Economic Understanding?

ERIC Educational Resources Information Center

Baehler, Karen

2013-01-01

This study examines the level of a student's performance based on incoming knowledge in an intermediate macroeconomic and microeconomic course at a major mid-western university. Analysis of student understanding of specific economic concepts was accessed through the Test of Understanding College Economics, 4th Edition (TUCE) (Walstad,Watts &…

Social Empathy as a Framework for Teaching Social Justice

ERIC Educational Resources Information Center

Segal, Elizabeth A.; Wagaman, M. Alex

2017-01-01

Social work education stresses training students to understand oppressive structural barriers and promote social and economic justice. Social empathy, which is rooted in a deep understanding of those who are different from us through contextual understanding and macro perspective-taking, offers a framework for teaching social justice that…

Understanding Linear Function: A Comparison of Selected Textbooks from England and Shanghai

ERIC Educational Resources Information Center

Wang, Yuqian; Barmby, Patrick; Bolden, David

2017-01-01

This study describes a comparison of how worked examples in selected textbooks from England and Shanghai presented possible learning trajectories towards understanding linear function. Six selected English textbooks and one Shanghai compulsory textbook were analysed with regards to the understanding required for pure mathematics knowledge in…

How Primary Teacher Teams Understand the Team Protocol in Ohio

ERIC Educational Resources Information Center

Willoughby, Julie

2016-01-01

Teacher teams can be more effective when protocols are used in their entirety; and because of this, use of and understanding Ohio's five-step process is important (Gallimore, Ermeling, Saunders & Goldenberg, 2009, Saunders, Goldenberg & Gallimore, 2009, and Schwaenberger & Ahearn, 2013). This study explored the understanding of…

22 CFR 171.17 - Waiver or reduction of fees.

Code of Federal Regulations, 2010 CFR

2010-04-01

... significantly to public understanding of the operations or activities of the Government and is not primarily in....e., whether the disclosure is likely to contribute to an understanding of government operations or... understanding of government operations or activities. (2) In order to determine whether disclosure of the...

Education and the Possibility of Outsider Understanding

ERIC Educational Resources Information Center

Bridges, David

2009-01-01

In education issues to do with insider and outsider understanding arise in debates about religious education and about certain areas of research, and in argument about education for international understanding. Here I challenge the dichotomy between insider and outsider, arguing that a more collectivist view of human identity combined with…

Shared Understandings: Environmental Perspectives of Kenyan Community Members and Teachers

ERIC Educational Resources Information Center

Quigely, Cassie F.; Dogbey, James; Che, S. Megan; Hallo, Jeffrey

2015-01-01

Environmental issues are a shared human concern as communities in all nations and geographic regions are grappling with environmental degradation. Despite this concern, there are multiple different viewpoints on the current state of environmental issues and how to understand these problems. Understanding how different communities conceive of the…

An Association Account of False Belief Understanding

ERIC Educational Resources Information Center

De Bruin, L. C.; Newen, A.

2012-01-01

The elicited-response false belief task has traditionally been considered as reliably indicating that children acquire an understanding of false belief around 4 years of age. However, recent investigations using spontaneous-response tasks suggest that false belief understanding emerges much earlier. This leads to a developmental paradox: if young…

Upper High School Students' Understanding of Electromagnetism

ERIC Educational Resources Information Center

Saglam, Murat; Millar, Robin

2006-01-01

Although electromagnetism is an important component of upper secondary school physics syllabuses in many countries, there has been relatively little research on students' understanding of the topic. A written test consisting of 16 diagnostic questions was developed and used to survey the understanding of electromagnetism of upper secondary school…

The Significance of Blackstone's Understanding of Sovereign Immunity for America's Public Institutions of Higher Education.

ERIC Educational Resources Information Center

Snow, Brian A.; Thro, William E.

2001-01-01

Asserts that from the perspective of America's public institutions of higher education, Blackstone's greatest legacy is his understanding of sovereign immunity. Explores the similarities between Blackstone's understanding of sovereign immunity and the current jurisprudence of the U.S. Supreme Court. (EV)

First-Person Educational Psychology for Teacher Education Majors: A Biofunctional Understanding Intervention

ERIC Educational Resources Information Center

Iran-Nejad, Asghar; Stewart, William; Robinson, Cecil

2015-01-01

This is a semester-long study of the development of first-person biofunctional understanding in educational psychology for teacher education majors. We defined biofunctional understanding as a spontaneous intellectual capacity. To reach its deep biological levels, sculpted by countless evolutionary millennia, students identified and dwelled in…

75 FR 61706 - Request for Public Comments Regarding Small and Medium Enterprises' Understanding of and...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-06

... Public Comments Regarding Small and Medium Enterprises' Understanding of and Compliance With the Export Administration Regulations AGENCY: Bureau of Industry and Security, Commerce. ACTION: Notice of Inquiry. SUMMARY... the public regarding small and medium enterprises' (SMEs) understanding of and compliance with export...

Single-Sex Schooling: Is it Simply a "Class Act"?

ERIC Educational Resources Information Center

Tsolidis, Georgina; Dobson, Ian R.

2006-01-01

The current debate about boys' education risks taking us back decades in terms of understanding the significance of gender in relation to education. Of particular concern here is the tendency within such debates to rely on dichotomous understandings of gender which reinscribe essentialist understandings of both "girls" and…

The Interplay between Students' Understandings of Proportional and Functional Relationships

ERIC Educational Resources Information Center

Stephens, Ana; Strachota, Susanne; Knuth, Eric; Blanton, Maria; Isler, Isil; Gardiner, Angela

2017-01-01

This research explores the interplay between students' understandings of proportional and functional relationships. Approximately 90 students participated in an early algebra intervention in Grades 3- 5. Before the intervention and after each year of the intervention, we evaluated their understandings of proportional and functional relationships.…

Stellar Ideas: Exploring Students' Understanding of Stars

ERIC Educational Resources Information Center

Agan, Lori

2004-01-01

In this study, high school and first-year undergraduate students were asked about their understanding of stars. The hypothesis guiding this research posits that high school students who have taken a semester-long astronomy course will have an understanding of stars most related to scientific knowledge, compared with high school students enrolled…

Learning-Related Changes in Adolescents' Neural Networks during Hypothesis-Generating and Hypothesis-Understanding Training

ERIC Educational Resources Information Center

Lee, Jun-Ki; Kwon, Yongju

2012-01-01

Fourteen science high school students participated in this study, which investigated neural-network plasticity associated with hypothesis-generating and hypothesis-understanding in learning. The students were divided into two groups and participated in either hypothesis-generating or hypothesis-understanding type learning programs, which were…

Forces and Motion: How Young Children Understand Causal Events

ERIC Educational Resources Information Center

Goksun, Tilbe; George, Nathan R.; Hirsh-Pasek, Kathy; Golinkoff, Roberta M.

2013-01-01

How do children evaluate complex causal events? This study investigates preschoolers' representation of "force dynamics" in causal scenes, asking whether (a) children understand how single and dual forces impact an object's movement and (b) this understanding varies across cause types (Cause, Enable, Prevent). Three-and-a half- to…

Enhancing Racial Self-Understanding through Structured Learning and Reflective Experiences

ERIC Educational Resources Information Center

Quaye, Stephen John; Baxter Magolda, Marcia B.

2007-01-01

Intercultural maturity and the learning partnerships model are offered as frameworks for understanding the intersection of students' developmental levels and readiness for cross-racial interactions, and for assisting educators in promoting racial self-understanding. A case study is used to illustrate the usefulness of the model in supporting…

"Folk" Understandings of Quality in UK Higher Hospitality Education

ERIC Educational Resources Information Center

Wood, Roy

2015-01-01

Purpose: The purpose of this paper is to provide an overview of the evolution of "folk" understandings of quality in higher hospitality education and the consequent implications of these understandings for current quality concerns in the field. Design/methodology/approach: The paper combines a historical survey of the stated topic…

10 CFR 1303.111 - Requirements for waiver or reduction of fees.

Code of Federal Regulations, 2010 CFR

2010-01-01

... likely to contribute significantly to public understanding of the activities of the government; and (2... understanding of government activities? Do records contain information on activities “likely to contribute” to an increased public understanding? If the information or similar information is already in the public...

46 CFR 159.010-7 - Recognized independent laboratory: Memorandum of Understanding.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 46 Shipping 6 2010-10-01 2010-10-01 false Recognized independent laboratory: Memorandum of Understanding. 159.010-7 Section 159.010-7 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED...: Memorandum of Understanding. (a) Only laboratories that have entered into an MOU with the Coast Guard may...

41 CFR 51-8.14 - Fee waivers and reductions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... because it is likely to contribute significantly to public understanding of the operations or activities....e., whether the disclosure is “likely to contribute” to an understanding of Government operations or activities; (3) The contribution to an understanding of the subject by the general public likely to result...

Creating Awareness around Rhizomatic Principles in mLearning: A Means to Improving Practice

ERIC Educational Resources Information Center

Mbati, Lydia

2017-01-01

Educational technological innovation to enhance the learning experience of students requires a sound understanding of intended learning outcomes and an understanding of the pedagogical affordances of technology. Literature reveals that an understanding of the application of mLearning in facilitating the achievement of specific learning objectives…

Nuclear Security: Target Analysis

DOE Office of Scientific and Technical Information (OSTI.GOV)

Singh, Surinder Paul; Gibbs, Philip W.; Bultz, Garl A.

2014-03-01

This objectives of this session were to understand the basic steps of target identification; describe the SNRI targets in detail; characterize specific targets with more detail; prioritize targets based on guidance documents; understand the graded safeguards concept; identify roll up and understand why it is a concern; and recognize the category for different materials.

76 FR 60114 - Section 306 Monitoring of Paraguay: Memorandum of Understanding on Intellectual Property Rights...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-28

... Understanding on Intellectual Property Rights: Request for Public Comment AGENCY: Office of the United States... States and Paraguay successfully entered into a Memorandum of Understanding on Intellectual Property... implementation of the MOU on Intellectual Property Rights, and additional actions that Paraguay should take, if...

How Brain Research Has Changed Our Understanding of Giftedness

ERIC Educational Resources Information Center

Clark, Barbara

2009-01-01

Understanding brain development and its relationship to intelligence promotes a clearer understanding of giftedness. Children are born with unique patterns and pathways which provide potential for high levels of intelligence. Parents and teachers contribute to the development of giftedness with experiences that are appropriately stimulating. It is…

The Language of Information Literacy: Do Students Understand?

ERIC Educational Resources Information Center

Schaub, Gayle; Cadena, Cara; Bravender, Patricia; Kierkus, Christopher

2017-01-01

To effectively access and use the resources of the academic library and to become information-literate, students must understand the language of information literacy. This study analyzes undergraduate students' understanding of fourteen commonly used information-literacy terms. It was found that some of the terms least understood by students are…

Understanding the Impact of Using Oral Histories in the Classroom

ERIC Educational Resources Information Center

Dutt-Doner, Karen M.; Allen, Susan; Campanaro, Kathryn

2016-01-01

Oral histories are a powerful pedagogical tool in developing historical understanding and important learning skills simultaneously. Teachers use firsthand accounts of historical time periods and/or events to help develop students' sense of history. In addition to gaining historical understanding, students are able to bring history alive by…

What Is a Fraction? Developing Fraction Understanding in Prospective Elementary Teachers

ERIC Educational Resources Information Center

Reeder, Stacy; Utley, Juliana

2017-01-01

Classroom teachers need a well-developed deep understanding of fractions and pedagogic practices so they can provide meaningful experiences for students to explore and construct ideas about fractions. This study sought to examine prospective elementary teachers' understandings of fraction by focusing specifically on their use of fractions meanings…

Hierarchical Levels of Abilities That Constitute Fraction Understanding at Elementary School

ERIC Educational Resources Information Center

Nicolaou, Aristoklis A.; Pitta-Pantazi, Demetra

2016-01-01

This article examines whether the 7 abilities found in a previous study carried out by the authors to constitute fraction understanding of sixth grade elementary school students determine hierarchical levels of fraction understanding. The 7 abilities were as follows: (a) fraction recognition, (b) definitions and mathematical explanations for…

Learning over Time: Learning Trajectories in Mathematics Education

ERIC Educational Resources Information Center

Maloney, Alan P., Ed.; Confrey, Jere, Ed.; Nguyen, Kenny H., Ed.

2014-01-01

The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics--how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings--and how to use these insights to improve instruction and student learning. In this…

Bioinstrumentation: Tools for Understanding Life.

ERIC Educational Resources Information Center

Wandersee, James H., Ed.; And Others

This book was written to help introductory biology teachers gain a basic understanding of contemporary bioinstrumentation and the uses to which it is put in the laboratory. It includes topics that are most basic to understanding the nature of biology. The book is divided into five sections: (1) "Separation and Identification" that includes…

Individual Differences in Children's Understanding of Inversion and Arithmetical Skill

ERIC Educational Resources Information Center

Gilmore, Camilla K.; Bryant, Peter

2006-01-01

Background and aims: In order to develop arithmetic expertise, children must understand arithmetic principles, such as the inverse relationship between addition and subtraction, in addition to learning calculation skills. We report two experiments that investigate children's understanding of the principle of inversion and the relationship between…

An Investigation into Post-Secondary Students' Understanding of Combinatorial Questions

ERIC Educational Resources Information Center

Bulone, Vincent William

2017-01-01

The purpose of this dissertation was to study aspects of how post-secondary students understand combinatorial problems. Within this dissertation, I considered understanding through two different lenses: i) student connections to previous problems; and ii) common combinatorial distinctions such as ordered versus unordered and repetitive versus…

Staying in Science: Can Understanding of the Disciplinary Connectedness of Science Help?

ERIC Educational Resources Information Center

Mooed, Azra; Kaiser, Susan

2018-01-01

Most international curricula require students to develop conceptual and procedural understandings along with developing an understanding about the nature of science. Moreover, science education endeavours to produce scientifically literate citizens capable of making informed decisions about the social-scientific issues in their everyday lives;…

Biochemistry Students' Ideas about Shape and Charge in Enzyme-Substrate Interactions

ERIC Educational Resources Information Center

Linenberger, Kimberly J.; Bretz, Stacey Lowery

2014-01-01

Biochemistry is a visual discipline that requires students to develop an understanding of numerous representations. However, there is very little known about what students actually understand about the representations that are used to communicate ideas in biochemistry. This study investigated biochemistry students' understanding of multiple…

Understanding the Resilience of Socio-Ecological Systems to the Impacts from Chronic Pressures

EPA Science Inventory

As understanding of the resilience of social-ecological systems to disasters has increased, a concurrent understanding of the resilience of those systems to chronic problems has not. To address this need, the U.S. Environmental Protection Agency is piloting a research effort to f...

Extractive Regimes: Toward a Better Understanding of Indonesian Development

ERIC Educational Resources Information Center

Gellert, Paul K.

2010-01-01

This article proposes the concept of an extractive regime to understand Indonesia's developmental trajectory from 1966 to 1998. The concept contributes to world-systems, globalization, and commodity-based approaches to understanding peripheral development. An extractive regime is defined by its reliance on extraction of multiple natural resources…

20 CFR 662.300 - What is the Memorandum of Understanding (MOU)?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false What is the Memorandum of Understanding (MOU)? 662.300 Section 662.300 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF... Memorandum of Understanding for the One-Stop Delivery System § 662.300 What is the Memorandum of...

Science Investigation That Best Supports Student Learning: Teachers' Understanding of Science Investigation

ERIC Educational Resources Information Center

Moeed, Azra

2013-01-01

Internationally, learning science through investigation is promoted as a preferred pedagogical approach. Research presented takes a view that such learning depends on how teachers understand science investigation. Teachers' understanding of science investigation was an aspect of an interpretive case study of the phenomenon of science investigation…

Reconstructing the backbone of the Saccharomycotina yeast phylogeny using genome-scale data

USDA-ARS?s Scientific Manuscript database

Understanding the phylogenetic relationships among the yeasts of the subphylum Saccharomycotina is a prerequisite for understanding the evolution of their metabolisms and ecological lifestyles. In the last two decades, the use of rDNA and multi-locus data sets has greatly advanced our understanding ...

Aviation Pilot Training I. Task Analyses: Semester II. Field Review Copy.

ERIC Educational Resources Information Center

Upchurch, Richard

This guide for aviation pilot training begins with a course description, resource information, and a course outline. Tasks/competencies are categorized into 12 concept/duty areas: understanding safe procedures in the flight environment; understanding safe procedures in the airport environment; understanding Federal Aviation Regulations concerning…

Understanding Cellular Respiration: An Analysis of Conceptual Change in College Biology.

ERIC Educational Resources Information Center

Songer, Catherine J.; Mintzes, Joel J.

1994-01-01

Explores and documents the frequencies of conceptual difficulties confronted by college students (n=200) seeking to understand the basic processes of cellular respiration. Findings suggest that novices harbor a wide range of conceptual difficulties that constrain their understanding of cellular respiration and many of these conceptual problems…

Developing Thinking and Understanding in Young Children: An Introduction for Students. Second Edition

ERIC Educational Resources Information Center

Robson, Sue

2012-01-01

Developing "Thinking and Understanding in Young Children" presents a comprehensive and accessible overview of contemporary theory and research about young children's developing thinking and understanding. Throughout this second edition, the ideas and theories presented are enlivened by transcripts of children's activities and conversations taken…

Time: Assessing Understanding of Core Ideas

ERIC Educational Resources Information Center

Thomas, Margaret; McDonough, Andrea; Clarkson, Philip; Clarke, Doug

2016-01-01

Although an understanding of time is crucial in our society, curriculum documents have an undue emphasis on reading time and little emphasis on core underlying ideas. Given this context, a one-to-one assessment interview, based on a new framework, was developed and administered to investigate students' understanding of core ideas undergirding the…

Using Classroom Scenarios to Reveal Mathematics Teachers' Understanding of Sociomathematical Norms

ERIC Educational Resources Information Center

Zembat, Ismail Ozgur; Yasa, Seyit Ali

2015-01-01

The purpose of this study was to uncover the degree to which in-service teachers understand sociomathematical norms and the nature of that understanding without having to enter and observe their classes. We therefore developed five classroom scenarios exemplifying classroom interactions shaped by certain sociomathematical norms. We then…

Attachment and Preschool Children's Understanding of Maternal versus Non-Maternal Psychological States

ERIC Educational Resources Information Center

Repacholi, Betty; Trapolini, Tania

2004-01-01

There is growing evidence that insecurely attached children are less advanced in their social understanding than their secure counterparts. However, attachment may also predict how individual children use their social understanding across different relationships. For instance, the insecure child's social-cognitive difficulties may be more…

Understanding the Abstract Role of Speech in Communication at 12 Months

ERIC Educational Resources Information Center

Martin, Alia; Onishi, Kristine H.; Vouloumanos, Athena

2012-01-01

Adult humans recognize that even unfamiliar speech can communicate information between third parties, demonstrating an ability to separate communicative function from linguistic content. We examined whether 12-month-old infants understand that speech can communicate before they understand the meanings of specific words. Specifically, we test the…

Understanding Pictorial Information in Biology: Students' Cognitive Activities and Visual Reading Strategies

ERIC Educational Resources Information Center

Brandstetter, Miriam; Sandmann, Angela; Florian, Christine

2017-01-01

In classroom, scientific contents are increasingly communicated through visual forms of representations. Students' learning outcomes rely on their ability to read and understand pictorial information. Understanding pictorial information in biology requires cognitive effort and can be challenging to students. Yet evidence-based knowledge about…

Beyond Developmentalism? Early Childhood Teachers' Understandings of Multiage Grouping in Early Childhood Education and Care

ERIC Educational Resources Information Center

Edwards, Susan; Blaise, Mindy; Hammer, Marie

2009-01-01

Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that…

Students' Understanding of the Particulate Nature of Matter

ERIC Educational Resources Information Center

Singer, Jonathan E.; Tal, Revital; Wu, Hsin-Kai

2003-01-01

The particulate nature of matter is identified in science education standards as one of the fundamental concepts that students should understand at the middle school level. However, science education research in indicates that secondary school students have difficulties understanding the structure of matter. The purpose of the study is to describe…

College Students' Understanding of Atmospheric Ozone Formation

ERIC Educational Resources Information Center

Howard, Kristen E.; Brown, Shane A.; Chung, Serena H.; Jobson, B. Thomas; VanReken, Timothy M.

2013-01-01

Research has shown that high school and college students have a lack of conceptual understanding of global warming, ozone, and the greenhouse effect. Most research in this area used survey methodologies and did not include concepts of atmospheric chemistry and ozone formation. This study investigates college students' understandings of atmospheric…

Testing Understanding and Understanding Testing.

ERIC Educational Resources Information Center

Pedersen, Jean; Ross, Peter

1985-01-01

Provides examples in which graphs are used in the statements of problems or in their solutions as a means of testing understanding of mathematical concepts. Examples (appropriate for a beginning course in calculus and analytic geometry) include slopes of lines and curves, quadratic formula, properties of the definite integral, and others. (JN)

Aviation Pilot Training II. Task Analyses: [Year II.] Field Review Copy.

ERIC Educational Resources Information Center

Upchurch, Richard

This guide for aviation pilot II training begins with a course description, resource information, and a course outline. Tasks/competencies are categorized into 10 concept/duty areas: understanding aircraft staffs and procedures for safe recovery; understanding procedures for constant altitude turns; understanding procedures for traffic pattern…

Understanding the Microstructure and Macrostructure of Passages among Chinese Elementary School Children

ERIC Educational Resources Information Center

Lo, Lap-yan; Ho, Connie Suk-han; Wong, Yau-kai; Chan, David Wai-ock; Chung, Kevin Kien-hoa

2016-01-01

Understanding the microstructure and macrostructure of passages is important for reading comprehension. What cognitive-linguistic skills may contribute to understanding these two levels of structures has rarely been investigated. The present study examined whether some word-level and text-level cognitive-linguistic skills may contribute…

Understanding the Heartbeat

ERIC Educational Resources Information Center

Olson, Jennifer; Selzer, Jessica

2012-01-01

Rather than speak from a place of authoritative knowing on Aboriginal matters, why not work from a place of wondering and invite our students to learn with us in gaining a deeper understanding of First Nations perspective? Two teachers from Rockridge Secondary School in West Vancouver did just that. One afternoon a new understanding of the…

Singing and Cultural Understanding: A Music Education Perspective

ERIC Educational Resources Information Center

Ilari, Beatriz; Chen-Hafteck, Lily; Crawford, Lisa

2013-01-01

This article explores the relationship between singing and cultural understanding. Singing emerges in infancy and develops through processes of enculturation and socialization. When we sing songs from diverse cultures, we are granted with opportunities to learn about the cultures of others, and gain a better understanding of our own. Thus, singing…

The Conceptual Understanding of Sound by Students with Visual Impairments

ERIC Educational Resources Information Center

Wild, Tiffany A.; Hilson, Margilee P.; Hobson, Sally M.

2013-01-01

Introduction: The purpose of the study presented here was to understand and describe the misconceptions of students with visual impairments about sound and instructional techniques that may help them to develop a scientific understanding. Methods: Semistructured interview-centered pre-and posttests were used to identify the students' conceptual…

Students' Understanding of Conditional Probability on Entering University

ERIC Educational Resources Information Center

Reaburn, Robyn

2013-01-01

An understanding of conditional probability is essential for students of inferential statistics as it is used in Null Hypothesis Tests. Conditional probability is also used in Bayes' theorem, in the interpretation of medical screening tests and in quality control procedures. This study examines the understanding of conditional probability of…

The Impact of an Instructional Intervention Designed to Support Development of Stochastic Understanding of Probability Distribution

ERIC Educational Resources Information Center

Conant, Darcy Lynn

2013-01-01

Stochastic understanding of probability distribution undergirds development of conceptual connections between probability and statistics and supports development of a principled understanding of statistical inference. This study investigated the impact of an instructional course intervention designed to support development of stochastic…

Seeing May Not Mean Believing: Examining Students' Understandings & Beliefs in Evolution

ERIC Educational Resources Information Center

Cavallo, Ann M. L.; McCall, David

2008-01-01

Science education currently has incomplete understandings of potential relationships between students' beliefs in Nature of Science (NOS) and evolution, and how these beliefs may be related to scientific understandings of evolution. Because of evolution's prominence in science education, curricula decisions, and the future of science teaching and…

Ecological Understanding 1: Ways of Experiencing Photosynthesis.

ERIC Educational Resources Information Center

Carlsson, Britta

2002-01-01

Investigates 10 student teachers' understanding of the different ways in which the function of the ecosystem could be experienced. Explores the functional aspects of the ecosystem using a system approach. Concludes that the idea of transformation is crucial to more complex ways of understanding photosynthesis. (Contains 62 references.) (Author/YDS)

Defining Conceptual Understanding for Teaching in International Business

ERIC Educational Resources Information Center

Ashley, Sue; Schaap, Harmen; de Bruijn, Elly

2016-01-01

The aim of this exploratory study is to develop a definition of conceptual understanding for teaching in international business. In international business, professionals face complex problems like what to produce, where to manufacture, which markets to target, and when to expand abroad. A clear definition of conceptual understanding needed to…

Science + Maths = A Better Understanding of Science!

ERIC Educational Resources Information Center

Markwick, Andy; Clark, Kris

2016-01-01

Science and mathematics share a common purpose: to explore, understand and explain the pure beauty of our universe and how it works. Using mathematics in science enquiry can enhance children's understanding of science and also provide opportunities for children to apply their mathematical knowledge to "real" contexts. The authors…

Children's Conceptions of Career Choice and Attainment: Model Development

ERIC Educational Resources Information Center

Howard, Kimberly A. S.; Walsh, Mary E.

2011-01-01

This article describes a model of children's conceptions of two key career development processes: career choice and career attainment. The model of children's understanding of career choice and attainment was constructed with developmental research and theory into children's understanding of allied phenomena such as their understanding of illness,…

Understanding Early Elementary Children's Conceptual Knowledge of Plant Structure and Function through Drawings

ERIC Educational Resources Information Center

Anderson, Janice L.; Ellis, Jane P.; Jones, Alan M.

2014-01-01

This study examined children's drawings to explain children's conceptual understanding of plant structure and function. The study explored whether the children's drawings accurately reflect their conceptual understanding about plants in a manner that can be interpreted by others. Drawing, survey, interview, and observational data were collected…

Epistemological Predictors of Prospective Biology Teachers' Nature of Science Understandings

ERIC Educational Resources Information Center

Köseoglu, Pinar; Köksal, Mustafa Serdar

2015-01-01

The purpose of this study was to investigate epistemological predictors of nature of science understandings of 281 prospective biology teachers surveyed using the Epistemological Beliefs Scale Regarding Science and the Nature of Science Scale. The findings on multiple linear regression showed that understandings about definition of science and…

Mother-Child Reminiscing and Children's Understanding of Mind

ERIC Educational Resources Information Center

Reese, Elaine; Cleveland, Emily Sutcliffe

2006-01-01

Children's autobiographical memory is hypothesized to be a function of their understanding of mind (Perner & Ruffman, 1995; Welch-Ross, 1995). In the context of mother-child reminiscing, children may learn about and display their understanding of mind (Nelson, 1999; Welch-Ross, 1997). We studied links among maternal reminiscing style,…

Developing Prospective Teachers' Understanding of Addition and Subtraction with Whole Numbers

ERIC Educational Resources Information Center

Roy, George J.

2014-01-01

This study was situated in a semester-long classroom teaching experiment examining prospective teachers' understanding of number concepts and operations. The purpose of this paper is to describe the learning goals, tasks, and tools used to cultivate prospective teachers' understanding of addition and subtraction with whole numbers. Research…

Student Understanding of Light as an Electromagnetic Wave: Relating the Formalism to Physical Phenomena.

ERIC Educational Resources Information Center

Ambrose, Bradley S.; Heron, Paula R. L.; Vokos, Stamatis; McDermott, Lillian C.

1999-01-01

Some serious difficulties that students have in understanding physical optics may be due in part to a lack of understanding of light as an electromagnetic wave. Describes the development and use of tutorials designed to address students' conceptual difficulties. (Contains over 15 references.) (Author/WRM)

Integrating Resource-Based and Person-Based Approaches to Understanding Wealth Effects on School Achievement

ERIC Educational Resources Information Center

Destin, Mesmin

2013-01-01

Wealth and assets have a reliable positive relationship with the achievement outcomes of students. Various approaches to understanding student achievement may inform the understanding of how wealth seems to influence children's educational experiences. This paper describes several perspectives from the student achievement literature within the…

Learner Characteristics and Understanding Nature of Science: Is There an Association?

ERIC Educational Resources Information Center

Çetinkaya-Aydin, Gamze; Çakiroglu, Jale

2017-01-01

The purpose of this study was to investigate the possible associations between preservice science teachers' understanding of nature of science and their learner characteristics; understanding of nature of scientific inquiry, science teaching self-efficacy beliefs, metacognitive awareness level, and faith/worldview schemas. The sample of the…

15 CFR Notes Applicable to State... - Notes applicable to State of Understanding related to Medical Equipment:

Code of Federal Regulations, 2010 CFR

2010-01-01

... Understanding related to Medical Equipment: applicable Notes applicable to State of Understanding related to Medical Equipment: Commerce and Foreign Trade Regulations Relating to Commerce and Foreign Trade... Statement of Understanding—medical equipment: Commodities that are “specially designed for medical end-use...

University Students' Understanding of the Concepts Empirical, Theoretical, Qualitative and Quantitative Research

ERIC Educational Resources Information Center

Murtonen, Mari

2015-01-01

University research education in many disciplines is frequently confronted by problems with students' weak level of understanding of research concepts. A mind map technique was used to investigate how students understand central methodological concepts of empirical, theoretical, qualitative and quantitative. The main hypothesis was that some…

Social Understanding of High-Ability Children in Middle and Late Childhood

ERIC Educational Resources Information Center

Boor-Klip, Henrike J.; Cillessen, Antonius H. N.; van Hell, Janet G.

2014-01-01

Despite its importance in social development, social understanding has hardly been studied in high-ability children. This study explores differences in social understanding between children in high-ability and regular classrooms, specifically theory of mind (ToM) and perception accuracy, as well as associations between individual characteristics…

Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 1 Test and Evaluation Development Guide

DTIC Science & Technology

2014-11-01

Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 1 Test and Evaluation Development Guide Craig...Self-initiated sensemaking ........................................................................................... 19 Feature Vector Format: Tasks...The Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS) Program aimed to build computational cognitive

A Recursive Theory for the Mathematical Understanding--Some Elements and Implications.

ERIC Educational Resources Information Center

Pirie, Susan; Kieren, Thomas

There has been considerable interest in mathematical understanding. Both those attempting to build, and those questioning the possibility of building intelligent artificial tutoring systems, struggle with the notions of mathematical understanding. The purpose of this essay is to show a transcendently recursive theory of mathematical understanding…

Snap Shots: Using Photography for Intercultural Awareness and Understanding

ERIC Educational Resources Information Center

Alvaray, Luisela

2014-01-01

Watching images through mass media presents a challenge for understanding the complexities of different cultures within and outside the United States. Photographic images, in particular, are ubiquitous in our mediated world, populating old and interactive media and many times serving to perpetuate established codes of understanding and action.…

What Does "Fast" Mean? Understanding the Physical World through Computational Representations

ERIC Educational Resources Information Center

Parnafes, Orit

2007-01-01

This article concerns the development of conceptual understanding of a physical phenomenon through the use of computational representations. It examines how students make sense of and interpret computational representations, and how their understanding of the represented physical phenomenon develops in this process. Eight studies were conducted,…

Preschoolers' Understanding of Parents' Emotions: Implications for Emotional Competence.

ERIC Educational Resources Information Center

Denham, Susanne A.; And Others

This study investigated preschoolers' understanding of three parental emotions: happiness, sadness, and anger. The study also examined relationships of these understandings to preschoolers' emotional competence. Subjects, 70 children with a mean age of 55 months, were presented with a dollhouse and were encouraged to imagine that the dollhouse…

The Role of the Sampling Distribution in Understanding Statistical Inference

ERIC Educational Resources Information Center

Lipson, Kay

2003-01-01

Many statistics educators believe that few students develop the level of conceptual understanding essential for them to apply correctly the statistical techniques at their disposal and to interpret their outcomes appropriately. It is also commonly believed that the sampling distribution plays an important role in developing this understanding.…

Illustrating Sampling Distribution of a Statistic: Minitab Revisited

ERIC Educational Resources Information Center

Johnson, H. Dean; Evans, Marc A.

2008-01-01

Understanding the concept of the sampling distribution of a statistic is essential for the understanding of inferential procedures. Unfortunately, this topic proves to be a stumbling block for students in introductory statistics classes. In efforts to aid students in their understanding of this concept, alternatives to a lecture-based mode of…

Lasers, Understanding the Atom Series.

ERIC Educational Resources Information Center

Hellman, Hal

This booklet is one of the booklets in the "Understanding the Atom Series" published by the U. S. Atomic Energy Commission for high school science teachers and their students. Basic information for understanding the laser is provided including discussion of the electromagnetic spectrum, radio waves, light and the atom, coherent light, controlled…

Students' Understanding of Advanced Properties of Java Exceptions

ERIC Educational Resources Information Center

Rashkovits, Rami; Lavy, Ilana

2012-01-01

This study examines how Information Systems Engineering School students on the verge of their graduation understand the mechanism of exception handling. The main contributions of this paper are as follows: we construct a questionnaire aimed at examining students' level of understanding concerning exceptions; we classify and analyse the students'…

Wrestling the Hydra: Exploiting Organizational Evolution in Terrorist Groups

DTIC Science & Technology

2013-05-02

Nimrod Raphaeli, “Understanding Muqtada al-Sadr,” Middle East Quarterly, Volume XI: Number 4, Fall 2004. 33- 42, http://www.meforum.org/655/understanding...Post, Jerrold M. The Mind of the Terrorist. (New York: Palgrave McMillan 2007). Raphaeli, Nimrod . “Understanding Muqtada al-Sadr.” Middle East

How to Facilitate Teachers' Understanding of Hypotheses and Predictions?

ERIC Educational Resources Information Center

Niaz, Mansoor

2011-01-01

The objective of this study was to facilitate inservice high school and university teachers' understanding of the difference between the terms "hypothesis" and "prediction." The context for understanding these terms was Columbus's discovery of America (as in the previous study). Control group teachers (N = 94) were evaluated before the discussion…

India--A Look Across Cultures.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison.

This teaching guide about India presents teaching-learning strategies. The major intent is to help the teacher and student examine and understand another culture within its own frame of reference, thereby helping the student understand his own. The overall emphasis of the guide is on the development and understanding of concepts and…

Beyond Monolingualism: Philosophy as Translation and the Understanding of "Other" Cultures

ERIC Educational Resources Information Center

Saito, Naoko

2009-01-01

Beyond a monolingual mentality and beyond the language that is typically observed in the prevalent discourse of education for understanding other cultures, this article tries to present another approach: Stanley Cavell's idea of "philosophy as translation." This Cavellian approach shows that understanding foreign cultures involves a relation to…

Hippocampus at 25

PubMed Central

Eichenbaum, Howard; Amaral, David G.; Buffalo, Elizabeth A.; Buzsáki, György; Cohen, Neal; Davachi, Lila; Frank, Loren; Heckers, Stephan; Morris, Richard G. M.; Moser, Edvard I.; Nadel, Lynn; O'Keefe, John; Preston, Alison; Ranganath, Charan; Silva, Alcino; Witter, Menno

2017-01-01

The journal Hippocampus has passed the milestone of 25 years of publications on the topic of a highly studied brain structure, and its closely associated brain areas. In a recent celebration of this event, a Boston memory group invited 16 speakers to address the question of progress in understanding the hippocampus that has been achieved. Here we present a summary of these talks organized as progress on four main themes: (1) Understanding the hippocampus in terms of its interactions with multiple cortical areas within the medial temporal lobe memory system, (2) understanding the relationship between memory and spatial information processing functions of the hippocampal region, (3) understanding the role of temporal organization in spatial and memory processing by the hippocampus, and (4) understanding how the hippocampus integrates related events into networks of memories. PMID:27399159

Western Australian school students' understanding of biotechnology

NASA Astrophysics Data System (ADS)

Dawson, Vaille; Schibeci, Renato

2003-01-01

Are science educators providing secondary school students with the background to understand the science behind recent controversies such as the recently introduced compulsory labelling of genetically modified foods? Research from the UK suggests that many secondary school students do not understand the processes or implications of modern biotechnology. The situation in Australia is unclear. In this study, 1116 15-year-old students from eleven Western Australian schools were surveyed to determine their understanding of, and attitude towards, recent advances in modern biotechnology. The results indicate that approximately one third of students have little or no understanding of biotechnology. Many students over-estimate the use of biotechnology in our society by confusing current uses with possible future applications. The results provide a rationale for the inclusion of biotechnology, a cutting edge science, in the school science curriculum

Visualizing Volume to Help Students Understand the Disk Method on Calculus Integral Course

NASA Astrophysics Data System (ADS)

Tasman, F.; Ahmad, D.

2018-04-01

Many research shown that students have difficulty in understanding the concepts of integral calculus. Therefore this research is interested in designing a classroom activity integrated with design research method to assist students in understanding the integrals concept especially in calculating the volume of rotary objects using disc method. In order to support student development in understanding integral concepts, this research tries to use realistic mathematical approach by integrating geogebra software. First year university student who takes a calculus course (approximately 30 people) was chosen to implement the classroom activity that has been designed. The results of retrospective analysis show that visualizing volume of rotary objects using geogebra software can assist the student in understanding the disc method as one way of calculating the volume of a rotary object.

Early False-Belief Understanding.

PubMed

Scott, Rose M; Baillargeon, Renée

2017-04-01

Intense controversy surrounds the question of when children first understand that others can hold false beliefs. Results from traditional tasks suggest that false-belief understanding does not emerge until about 4 years of age and constitutes a major developmental milestone in social cognition. By contrast, results from nontraditional tasks, which have steadily accumulated over the past 10 years, suggest that false-belief understanding is already present in infants (under age 2 years) and toddlers (age 2-3 years) and thus forms an integral part of social cognition from early in life. Here we first present an overview of the findings from nontraditional tasks. We then return to traditional tasks and argue that processing difficulties, rather than limitations in false-belief understanding, account for young children's failure at these tasks. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effect of a Science Diagram on Primary Students' Understanding About Magnets

NASA Astrophysics Data System (ADS)

Preston, Christine

2016-12-01

The research investigated the effect of a science diagram on primary students' conceptual understanding about magnets. Lack of research involving students of primary age means that little is known about the potential of science diagrams to help them understand abstract concepts such as magnetism. Task-based interviews were conducted individually with 19 year 3 and year 5 students from a single school. Data captured students' prior ideas about magnets and changes in their understanding in response to a diagram as the only intervention. Results revealed a variety of outcomes—conceptual understanding was enhanced, reduced, simultaneously enhanced and reduced or not changed. Particular diagram features constrained students' learning for some students. The study confirms the individual nature of primary students' learning and has implications for teachers about instructional methods using science diagrams.

Content or connectedness? Mother-child talk and early social understanding.

PubMed

Ensor, Rosie; Hughes, Claire

2008-01-01

Despite much research into individual differences in social understanding among preschoolers, little is known about corresponding individual differences within younger children. Likewise, although studies of preschoolers highlight the importance of mental-state references, other aspects of talk have received less attention. The current study involved 120 families with 2-year-olds; video-based transcripts of observations of family interaction were coded for quantity, connectedness, and content of mothers' and children's talk. At 2, 3, and 4 years of age, children completed social understanding and verbal ability tests. Mothers' connected turns and mental-state reference within connected turns showed independent associations with children's social understanding (as did children's mental-state references, both overall and within connected turns). Connected conversations provide a fertile context for children's developing social understanding.

The effect of learning multimedia on students’ understanding of macroscopic, sub-microscopic, and symbolic levels in electrolyte and nonelectrolyte

NASA Astrophysics Data System (ADS)

Eliyawati; Rohman, I.; Kadarohman, A.

2018-05-01

This research aims to investigate the effect of learning multimedia on students’ understanding of macroscopic, sub-microscopic, and symbolic levels in electrolyte and nonelectrolyte topic. The quasi-experimental with one group pre-test post-test design was used. Thirty-five students were experimental class and another thirty-five were control class. The instrument was used is three representation levels. The t-test was performed on average level of 95% to identify the significant difference between experimental class and control class. The results show that the normalized gain average of experimental class is 0.75 (high) and the normalized gain average of control class is 0.45 (moderate). There is significant difference in students’ understanding in sub-microscopic and symbolic levels and there is not significant difference of students’ understanding in macroscopic level between experimental class and control class. The normalized gain of students’ understanding of macroscopic, sub-microscopic and symbolic in experimental class are 0.6 (moderate), 0.75 (high), and 0.64 (moderate), while the normalized gain of students’ understanding of macroscopic, sub-microscopic and symbolic in control class are 0.49 (moderate), 0.39 (high), and 0.3 (moderate). Therefore, it can be concluded that learning multimedia can help in improving students’ understanding especially in sub-microscopic and symbolic levels.

Profile of Metacognition of Mathematics and Mathematics Education Students in Understanding the Concept of Integral Calculus

NASA Astrophysics Data System (ADS)

Misu, La; Ketut Budayasa, I.; Lukito, Agung

2018-03-01

This study describes the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. The metacognition profile is a natural and intact description of a person’s cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking process, and evaluating his thinking results when understanding a concept. The purpose of this study was to produce the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. This research method is explorative method with the qualitative approach. The subjects of this study are mathematics and mathematics education students who have studied integral calculus. The results of this study are as follows: (1) the summarizing category, the mathematics and mathematics education students can use metacognition knowledge and metacognition skills in understanding the concept of indefinite integrals. While the definite integrals, only mathematics education students use metacognition skills; and (2) the explaining category, mathematics students can use knowledge and metacognition skills in understanding the concept of indefinite integrals, while the definite integrals only use metacognition skills. In addition, mathematics education students can use knowledge and metacognition skills in understanding the concept of both indefinite and definite integrals.

Understanding human DNA sequence variation.

PubMed

Kidd, K K; Pakstis, A J; Speed, W C; Kidd, J R

2004-01-01

Over the past century researchers have identified normal genetic variation and studied that variation in diverse human populations to determine the amounts and distributions of that variation. That information is being used to develop an understanding of the demographic histories of the different populations and the species as a whole, among other studies. With the advent of DNA-based markers in the last quarter century, these studies have accelerated. One of the challenges for the next century is to understand that variation. One component of that understanding will be population genetics. We present here examples of many of the ways these new data can be analyzed from a population perspective using results from our laboratory on multiple individual DNA-based polymorphisms, many clustered in haplotypes, studied in multiple populations representing all major geographic regions of the world. These data support an "out of Africa" hypothesis for human dispersal around the world and begin to refine the understanding of population structures and genetic relationships. We are also developing baseline information against which we can compare findings at different loci to aid in the identification of loci subject, now and in the past, to selection (directional or balancing). We do not yet have a comprehensive understanding of the extensive variation in the human genome, but some of that understanding is coming from population genetics.

Pharmaceutical pictograms for low-literate patients: Understanding, risk of false confidence, and evidence-based design strategies.

PubMed

van Beusekom, Mara M; Land-Zandstra, Anne M; Bos, Mark J W; van den Broek, Jos M; Guchelaar, Henk-Jan

2017-05-01

This study aims to (1) evaluate ten pharmaceutical pictograms for low-literate patients on understandability, (2) assess the risk of false confidence in understanding, and (3) identify how the design can be improved to increase understandability. Interviews were conducted with n=197 pharmacy visitors in the Netherlands. Additional qualitative discussions were held with n=30 adequately and n=25 low-literate participants (assessed with REALM-D). Qualitative data were analysed using the Thematic Framework approach. Half of the pictograms reached 67% understanding (31.0%-98.5%); two did in the low-literate group. Three pictograms showed a risk for false confidence. Pictograms appeared to be most effective when people were familiar with their visual elements and messages. Low-literate people have more difficulty understanding pictograms than people with adequate literacy. While the risk of false confidence is low, for critical safety information, 67% understanding might not be sufficient. Design strategies for pharmaceutical pictograms should focus on familiarity, simplicity, and showing the intake and effect of medicine. Health professionals should go over the meaning of pictograms when providing drug information to patients to increase patients' familiarity with the message and to ensure that all pictograms are sufficiently understood. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Knowledge of Dementia: Do family members understand dementia as a terminal condition?

PubMed

Andrews, Sharon; McInerney, Fran; Toye, Christine; Parkinson, Camillus-Anthony; Robinson, Andrew

2017-07-01

Current research identifies advanced dementia to be the terminal phase of this progressive and incurable condition. However, there has been relatively little investigation into how family members of people with advanced dementia understand their relative's condition. In this article, we report on semi-structured interviews with 10 family members of people with advanced dementia, in a residential aged care facility. Using a qualitative, descriptive design, we explored family members' understandings of dementia, whether they were aware that it was a terminal condition, and the ways they developed their understandings. Findings revealed that the majority of family members could not recognize the terminal nature of dementia. Relying on predominantly lay understandings, they had little access to formal information and most failed to conceptualize a connection between dementia and death. Moreover, family members engaged in limited dialogue with aged care staff about such issues, despite their relatives being in an advanced stage of the disease. Findings from our study suggest that how family members understand their relative's condition requires greater attention. The development of staff/family partnerships that promote shared communication about dementia and dying may enhance family members' understandings of the dementia trajectory and the types of decisions they may be faced with during the more advanced stages of the disease.

Speech Understanding with a New Implant Technology: A Comparative Study with a New Nonskin Penetrating Baha System

PubMed Central

Caversaccio, Marco

2014-01-01

Objective. To compare hearing and speech understanding between a new, nonskin penetrating Baha system (Baha Attract) to the current Baha system using a skin-penetrating abutment. Methods. Hearing and speech understanding were measured in 16 experienced Baha users. The transmission path via the abutment was compared to a simulated Baha Attract transmission path by attaching the implantable magnet to the abutment and then by adding a sample of artificial skin and the external parts of the Baha Attract system. Four different measurements were performed: bone conduction thresholds directly through the sound processor (BC Direct), aided sound field thresholds, aided speech understanding in quiet, and aided speech understanding in noise. Results. The simulated Baha Attract transmission path introduced an attenuation starting from approximately 5 dB at 1000 Hz, increasing to 20–25 dB above 6000 Hz. However, aided sound field threshold shows smaller differences and aided speech understanding in quiet and in noise does not differ significantly between the two transmission paths. Conclusion. The Baha Attract system transmission path introduces predominately high frequency attenuation. This attenuation can be partially compensated by adequate fitting of the speech processor. No significant decrease in speech understanding in either quiet or in noise was found. PMID:25140314

Sociology, the public sphere, and modern government: a challenge to the dominance of Habermas.

PubMed

Wickham, Gary

2010-03-01

There is an unfortunate tendency within some branches of sociology - particularly those usually called 'critical', that is, those associated with 'critical social theory'- to treat with disdain the understanding of the public sphere that many modern governments use daily in making and implementing public policy. The majority of sociologists in those branches seem to prefer, as part and parcel of their normative commitments, Jürgen Habermas's Kantian understanding of the public sphere, which focuses primarily on reason and morality and insists that these two forces are of a higher order than politics and law. This paper offers a set of criticisms of the Habermas-Kant understanding, arguing that its focus on reason and morality, were it to become more widespread, would steer sociology into public policy irrelevance. The paper goes on to describe a very different understanding of the public sphere, a politico-legal or civil-peace understanding which operates as the public policy focus of those governments that have relegated questions of salvation (whether religious or ideological) to the private sphere. This understanding emerged from early modern attempts to carve out a domain of relative freedom and security against the deadly violence of religious disputation sweeping across Europe. The paper readily acknowledges that some 'non-critical' branches of sociology already employ a version of this understanding.

How does undergraduate college biology students' level of understanding, in regard to the role of the seed plant root system, relate to their level of understanding of photosynthesis?

NASA Astrophysics Data System (ADS)

Njeng'ere, James Gicheha

This research study investigated how undergraduate college biology students' level of understanding of the role of the seed plant root system relates to their level of understanding of photosynthesis. This research was conducted with 65 undergraduate non-majors biology who had completed 1 year of biology at Louisiana State University in Baton Rouge and Southeastern Louisiana University in Hammond. A root probe instrument was developed from some scientifically acceptable propositional statements about the root system, the process of photosynthesis, as well as the holistic nature of the tree. These were derived from research reviews of the science education and the arboriculture literature. This was administered to 65 students selected randomly from class lists of the two institutions. Most of the root probe's items were based on the Live Oak tree. An in-depth, clinical interview-based analysis was conducted with 12 of those tested students. A team of root experts participated by designing, validating and answering the same questions that the students were asked. A "systems" lens as defined by a team of college instructors, root experts (Shigo, 1991), and this researcher was used to interpret the results. A correlational coefficient determining students' level of understanding of the root system and their level of understanding of the process of photosynthesis was established by means of Pearson's r correlation (r = 0.328) using the SAS statistical analysis (SAS, 1987). From this a coefficient of determination (r2 = 0.104) was determined. Students' level of understanding of the Live Oak root system (mean score 5.94) was not statistically different from their level of understanding of the process of photosynthesis (mean score 5.54) as assessed by the root probe, t (129) = 0.137, p > 0.05 one tailed-test. This suggests that, to some degree, level of the root system limits level of understanding of photosynthesis and vice versa. Analysis of quantitative and qualitative data revealed that students who applied principles of systems thinking performed better than those who did not. Students' understanding of the root system of the Live Oak tree was hindered by understanding of, plant food, the nonwoody roots, and the tree as a system.

Promoting high school students' conceptual understandings of the particulate nature of matter through multiple representations

NASA Astrophysics Data System (ADS)

Adadan, Emine

This study mainly explored the efficacy of the two instructional interventions, namely Reform-Based Teaching with Multiple Representations (RBTw/MR) and Reform-Based Teaching (RBT) on stimulating change in students' conceptual understandings of the particulate nature of matter (PNM) and maintaining those scientific understandings constructed during the instruction over a three-month period. In this context, this study also examined the RBTw/MR and RBT students' types of conceptual understandings of the PNM before, immediately after and three-months after the interventions. This study was conducted in two introductory level chemistry classes of a suburban high school. The participants of the study included a total of 42 students who were enrolled in one of the two classes of the chemistry teacher who taught both of the classes. Both the RBTw/MR and the RBT group students were engaged in the same activities with the same sequence of experiences. However, the RBTw/MR instruction differed from the RBT instruction in terms of the frequency of using the multiple representations in relationship to the macroscopic phenomenon and the likely actions that occur at the submicroscopic level. A quasi-experimental control group research design with a pretest, posttest, and delayed posttest was employed by incorporating qualitative data collection and analysis methods. In order to assess students' conceptual understanding of the PNM, the open-ended questionnaire, namely Nature of Matter Diagnostic Questions, was administered to both groups just before, immediately after and three months after the instructional interventions. Fifteen of the 42 students were also interviewed following the posttest. The results of the study revealed the positive short- and long-term learning impacts on the RBTw/MR students' conceptual understandings of the PNM. Before the instruction, a majority of students in both groups (82.6%, RBTw/MR; 73.7%, RBT) held nonscientific types of conceptual understandings of the PNM. Immediately following the instruction, 52.1% of the RBTw/MR students held the types of conceptual understandings of either scientific or scientific fragments. Three months after the instruction, 34.8% of the RBTw/MR students held onto their scientific conceptual understandings of the PNM, only 15.8% of the RBT students' conceptual understandings of the PNM differed from their initial type of conceptual understandings.

Predictors of scientific understanding of middle school students

NASA Astrophysics Data System (ADS)

Strate, Joshua Matthew

The purpose of this study was to determine if middle school student scientific understanding could be predicted by the variables: standardized 5th grade score in science, standardized 5th grade score in mathematics, standardized 5th grade score in reading, student attitude towards science, socioeconomic status, gender, and ethnicity. The areas of the comprehensive literature review were trends in science learning and teaching, research in the K-12 science education arena, what factors have influenced K-12 science education, scientific understanding, what research has been done on K-12 scientific understanding, and what factors have influenced science understanding in the K-12 arenas. Based on the results of the literature review, the researcher of this study examined a sample of middle school 8th grade students. An Attitude Towards Science Survey (SATS) Simpson & Oliver (1990) and a Survey of Scientific Understandings (Klapper, DeLucia, & Trent, 1993) were administered to these 116 middle school 8th grade students drawn from a total population of 1109 who attend this middle school in a typical county in Florida during the 2010- 2011 school year. Multiple linear regression analysis was used to test each sub-hypothesis and to provide a model that attempted to predict student scientific understanding. Seven null sub-hypotheses were formed to determine if there were significant relationships between student scientific understanding and the abovementioned variables. The results of the tests of the seven null sub-hypotheses showed that the sub-hypothesis that involved socioeconomic status was rejected, which indicated that the socioeconomic status of a family does influence the level of scientific understanding of a student. Low SES students performed lower on the scientific understanding survey, on average, than high SES students. This study can be a source of information for teachers in low-income schools by recognizing potential areas of concern for low-income students in their science classrooms. The study is also a guide for administrators in developing science curriculum that is designed to remediate critical science content. Recommendations, further research, and implications for stakeholders in the science education process are then identified in order to focus on the concerns that these stakeholders need to address through a needs assessment.

Final Technical Report. Reactivity of Iron-Bearing Minerals and CO 2 Sequestration and Surface Chemistry of Pyrite. An Interdisciplinary Approach

DOE Office of Scientific and Technical Information (OSTI.GOV)

Strongin, Daniel

2014-12-31

Over the course of the scientific program, two areas of research were pursued: reactions of iron oxides with supercritical CO 2 and sulfide and surface reactivity of pyrite. The latter area of interest was to understand the chemistry that results when supercritical CO 2 (scCO 2 ) with H 2 S and/or SO 2 in deep saline formations (DFS) contacts iron bearing minerals. Understanding the complexities the sulfur co-injectants introduce is a critical step in developing CO 2 sequestration as a climate-mitigating strategy. The research strategy was to understand macroscopic observations of this chemistry with anmore » atomic/molecular level view using surface analytical techniques. Research showed that the exposure of iron (oxyhdr)oxides (which included ferrihydrite, goethite, and hematite) to scCO 2 in the presence of sulfide led to reactions that formed siderite (FeCO 3). The results have important implications for the sequestration of CO 2 via carbonation reactions in the Earth’s subsurface. An earlier area of focus in the project was to understand pyrite oxidation in microscopic detail. This understanding was used to understand macroscopic observations of pyrite reactivity. Results obtained from this research led to a better understanding how pyrite reacts in a range of chemical environments. Geochemical and modern surface science techniques were used to understand the chemistry of pyrite in important environmental conditions. The program relied on a strong integration the results of these techniques to provide a fundamental understanding to the macroscopic chemistry exhibited by pyrite in the environment. Major achievements during these studies included developing an understanding of the surface sites on pyrite that controlled its reactivity under oxidizing conditions. In particular sulfur anion vacancies and/or ferric sites were sites of reactivity. Studies also showed that the adsorption of phospholipid on the surface to selectively suppress the reactivity of these sites could of potential importance for suppressing acid mine drainage in the environment (a problem common to coal-mining sites). Biotic studies showed that microbial activity that promotes the oxidation of pyrite to produce AMD could also be suppressed by the adsorption of phospholipid.« less

What do primary students know about science, scientists and how they do their work?

NASA Astrophysics Data System (ADS)

Bartels, Selina L.

The teaching of scientific literacy is the primary goal of elementary science education. Scientific literacy is composed of the overall understanding of what science is and how scientific knowledge is developed. The purpose of this study was to see if elementary students' understandings of science, scientists and how scientists do their work changes from grade one to grade five of elementary school. Furthermore, the study attempts to determine whether there is a difference in scientific literacy between students taught using a textbook curriculum versus a kit-based curriculum. The study draws on a sample of 338 students from 18 different classrooms situated in six different schools in both urban and suburban areas of a large Midwestern city. Students' understandings of science, scientists and how they do their work was measured through a valid and reliable oral protocol entitled Young Children's Views of Science (YCVS) (Lederman, J., Bartels, Lederman, & Ganankkan, 2014). The YCVS assesses students' understandings of the aspects of scientific inquiry (SI) and the nature of science (NOS) that young elementary students are able to understand. These aspects are; science, scientists, multiple methods, observation/inference, begins with a question, empirical, subjectivity, tentativeness and creativity. The YCVS was administered orally for grade one students, and a paper-and-pencil version was given to grades three and five. Results indicated that there are very few gains in NOS and SI understandings between grades one and five in the schools included in this study. None of the schools in this study made significant gains for all of the nine aspects measured in this study. Examining curriculum's affect on NOS and SI understandings, understanding of only one aspect was significantly impacted by curriculum differences. Subjectivity understanding was impacted by kit-based instruction. Overall, students' understandings of science, scientists and how they do their work did not significantly change from grade one to grade five regardless of what type of curriculum they followed. This study shows that students' scientific literacy is not being developed throughout elementary school. Therefore, the teaching of scientific literacy in an explicit and reflective manner should be the focus of preservice elementary school education.

Emotional availability, understanding emotions, and recognition of facial emotions in obese mothers with young children.

PubMed

Bergmann, Sarah; von Klitzing, Kai; Keitel-Korndörfer, Anja; Wendt, Verena; Grube, Matthias; Herpertz, Sarah; Schütz, Astrid; Klein, Annette M

2016-01-01

Recent research has identified mother-child relationships of low quality as possible risk factors for childhood obesity. However, it remains open how mothers' own obesity influences the quality of mother-child interaction, and particularly emotional availability (EA). Also unclear is the influence of maternal emotional competencies, i.e. understanding emotions and recognizing facial emotions. This study aimed to (1) investigate differences between obese and normal-weight mothers regarding mother-child EA, maternal understanding emotions and recognition of facial emotions, and (2) explore how maternal emotional competencies and maternal weight interact with each other in predicting EA. A better understanding of these associations could inform strategies of obesity prevention especially in children at risk. We assessed EA, understanding emotions and recognition of facial emotions in 73 obese versus 73 normal-weight mothers, and their children aged 6 to 47 months (Mchild age=24.49, 80 females). Obese mothers showed lower EA and understanding emotions. Mothers' normal weight and their ability to understand emotions were positively associated with EA. The ability to recognize facial emotions was positively associated with EA in obese but not in normal-weight mothers. Maternal weight status indirectly influenced EA through its effect on understanding emotions. Maternal emotional competencies may play an important role for establishing high EA in interaction with the child. Children of obese mothers experience lower EA, which may contribute to overweight development. We suggest including elements that aim to improve maternal emotional competencies and mother-child EA in prevention or intervention programmes targeting childhood obesity. Copyright © 2015 Elsevier Inc. All rights reserved.

Embodied experiences for science learning: A cognitive linguistics exploration of middle school students' language in learning about water

NASA Astrophysics Data System (ADS)

Salinas Barrios, Ivan Eduardo

I investigated linguistic patterns in middle school students' writing to understand their relevant embodied experiences for learning science. Embodied experiences are those limited by the perceptual and motor constraints of the human body. Recent research indicates student understanding of science needs embodied experiences. Recent emphases of science education researchers in the practices of science suggest that students' understanding of systems and their structure, scale, size, representations, and causality are crosscutting concepts that unify all scientific disciplinary areas. To discern the relationship between linguistic patterns and embodied experiences, I relied on Cognitive Linguistics, a field within cognitive sciences that pays attention to language organization and use assuming that language reflects the human cognitive system. Particularly, I investigated the embodied experiences that 268 middle school students learning about water brought to understanding: i) systems and system structure; ii) scale, size and representations; and iii) causality. Using content analysis, I explored students' language in search of patterns regarding linguistic phenomena described within cognitive linguistics: image schemas, conceptual metaphors, event schemas, semantical roles, and force-dynamics. I found several common embodied experiences organizing students' understanding of crosscutting concepts. Perception of boundaries and change in location and perception of spatial organization in the vertical axis are relevant embodied experiences for students' understanding of systems and system structure. Direct object manipulation and perception of size with and without locomotion are relevant for understanding scale, size and representations. Direct applications of force and consequential perception of movement or change in form are relevant for understanding of causality. I discuss implications of these findings for research and science teaching.

Children's understanding of first- and third-person perspectives in complement clauses and false-belief tasks.

PubMed

Brandt, Silke; Buttelmann, David; Lieven, Elena; Tomasello, Michael

2016-11-01

De Villiers (Lingua, 2007, Vol. 117, pp. 1858-1878) and others have claimed that children come to understand false belief as they acquire linguistic constructions for representing a proposition and the speaker's epistemic attitude toward that proposition. In the current study, English-speaking children of 3 and 4years of age (N=64) were asked to interpret propositional attitude constructions with a first- or third-person subject of the propositional attitude (e.g., "I think the sticker is in the red box" or "The cow thinks the sticker is in the red box", respectively). They were also assessed for an understanding of their own and others' false beliefs. We found that 4-year-olds showed a better understanding of both third-person propositional attitude constructions and false belief than their younger peers. No significant developmental differences were found for first-person propositional attitude constructions. The older children also showed a better understanding of their own false beliefs than of others' false beliefs. In addition, regression analyses suggest that the older children's comprehension of their own false beliefs was mainly related to their understanding of third-person propositional attitude constructions. These results indicate that we need to take a closer look at the propositional attitude constructions that are supposed to support children's false-belief reasoning. Children may come to understand their own and others' beliefs in different ways, and this may affect both their use and understanding of propositional attitude constructions and their performance in various types of false-belief tasks. Copyright © 2016 Elsevier Inc. All rights reserved.

Beyond Sally's missing marble: further development in children's understanding of mind and emotion in middle childhood.

PubMed

Lagattuta, Kristin Hansen; Kramer, Hannah J; Kennedy, Katie; Hjortsvang, Karen; Goldfarb, Deborah; Tashjian, Sarah

2015-01-01

Research on the development of theory of mind (ToM), the understanding of people in relation to mental states and emotions, has been a vibrant area of cognitive development research. Because the dominant focus has been addressing when children acquire a ToM, researchers have concentrated their efforts on studying the emergence of psychological understanding during infancy and early childhood. Here, the benchmark test has been the false-belief task, the awareness that the mind can misrepresent reality. While understanding false belief is a critical milestone achieved by the age of 4 or 5, children make further advances in their knowledge about mental states and emotions during middle childhood and beyond. Thus, a comprehensive understanding of children's sociocognitive abilities in older age groups is necessary to understand more fully the course of ToM development. The aim of this review is to outline continued development in ToM during middle childhood. In particular, we focus on children's understanding of interpretation-that different minds can construct different interpretations of the same reality. Additionally, we consider children's growing understanding of how mental states (thoughts, emotions, decisions) derive from personal experiences, cohere across time, and interconnect (e.g., thoughts shape emotions). We close with a discussion of the surprising paucity of studies investigating individual differences in ToM beyond age 6. Our hope is that this chapter will invigorate empirical interest in moving the pendulum toward the opposite research direction-toward exploring strengths, limitations, variability, and persistent errors in developing theories of mind across the life span. © 2015 Elsevier Inc. All rights reserved.