The purpose of this study was to determine if there was a gender difference in the way nine to 12'yearold students drew scientists before and after their teachers implemented intervention strategies. Rubrics were used to analyze for stereotypic characteristics such as sex of the scientist and the presence of eye glasses, a lab coat, funny hair, a weird smile, wild eyes, facial hair, robotic features, and facial scars.Results indicated that boys held more stereotypic views on pretest drawings than did girls and also demonstrated the most improvement to less stereotypic views as a result of intervention.
This paper presents a comparative study of four different approaches to automatic age and gender classification using seven classes on a telephony speech task and also compares the results with Human performance on the same data. The automatic approaches compared are based on (1) a parallel phone recognizer, derived from an automatic language identification system; (2) a system using dynamic Bayesian networks to combine several prosodic features; (3) a system based solely on linear prediction analysis; and (4) Gaussian mixture models based on MFCCs for separate recognition of age and gender. On average, the parallel phone recognizer performs as well as Human listeners do, while loosing performance on short utterances. The system based on prosodic features however shows very little dependence on the length of the utterance.
Many popular hands-on science activities, as traditionally implemented, fail to support inquiry-based science instruction, because the activities direct teachers to terminate lessons prematurely. This paper presents a model describing one approach for extending seemingly limited hands-on activities into full-inquiry science lessons. The strategy involves (a) discrepant events to engage students in direct inquiry; (b) teacher-supported brainstorming activities to facilitate students in planning investigations; (c) effective written job performance aids to provide structure and support; (d) requirements that students provide a product of their research, which usually includes a class presentation and a graph; and (e) class discussion and writing activities to facilitate students in reflecting on their activities and learning. The paper presents the model as a tool for facilitating science teachers' efforts to understand and implement the type of powerful, effective, and manageable inquiry-based science instruction called for in the National Science Education Standards.Extending Hands-On Science: 3 With paternal compassion, the guru of classroom management, Harry Wong, urged educators to give novice teachers permission to engage their students in pedagogically questionable textbook-and worksheet-driven activities (Wong, 1998;Wong & Wong, 1998).Such activities, according to Wong, are relatively harmless, provided that teachers eventually move beyond them. Wong contended that novice teachers rely on textbooks and worksheets as their "primary survival tools," and they should be given them permission to do what they must do to survive. Research on teaching practices suggests that Wong's advice is well founded. Both novice and experienced teachers appear to rely heavily upon textbooks when making decisions about what and how to teach (Bellen, Bellen & Blank, 1992;Roth, Roffie, Lucas & Boutonné, 1997;Sánchez & Valcarcel, 1999). For example, in a survey of experienced and novice teachers in Spain, researchers Sánchez and Valcarcel, (1999) found almost all of the teachers (92%) used textbooks as a basic reference for their planning units.Textbooks served as the only guide for 33% of the teachers, and for most of the teachers (59%), textbooks served as the "basic pillar of the lesson" (p. 499).Unfortunately, hands-on activities recommended by many science textbooks and worksheets are typically presented as step-by-step instructions. As discussed in the National Science Education Standards (National Research Council, 1996), when science teachers move beyond worksheets and step-by-step procedures in order to engage students in inquiry, they must constantly struggle to guide student inquiry toward curriculum goals. As pointed out by Crawford (1999), this ongoing demand for improvisation during teaching can be expected to create a substantial stumbling block for novice science teachers. Concerns about the substantial challenges inherent in implementing inquiry-based science instruction, as Extending Hands-On Science: 4 ...
No abstract
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.