Home About us Contact
|
Home About us Contact | ||
|
|
||
Related Beliefs (relate + belief)
Selected AbstractsAuthenticity, antiquity and archaeologyNATIONS AND NATIONALISM, Issue 4 2001Anthony D. Smith If nationalism shaped the assumptions and methods of archaeology for well over a century, archaeological concepts and practices made a significant contribution to the nationalist ideal of the distinctive, territorial nation. This is partly because nationalism and archaeology shared a belief in the ethnic uniqueness and tangibility of archaeological cultures, and partly because of the influence of key archaeological concepts and practices. The latter included a profound concern with the authenticity of material cultures; the related belief in ethnic rootedness in the historic territory; archaeology's well-known interest in the antiquity of civilisations; and its use of the stratigraphic method to analyse continuity and change. Aside from these contributions, the archaeological domain provides a repertoire of vivid symbolism in its often spectacular ,finds', which have been able to express and embody the nation's unique culture and the intimate nature of the national bond. [source] Coherence and Ambiguity in HistoryHISTORY AND THEORY, Issue 2 2000Thijs Pollmann This article is about the logic of the concept of "coherence" as used by historians to justify an argument. Despite its effectiveness in historical arguments, coherence is problematic for epistemologists and some theorists of history. The main purpose of this article is to present some insights that bear upon the logical status of coherence. As will be demonstrated, this will also shed some light on the allegedly dubious epistemological position of coherence. In general I will argue that, logically seen, coherence is a property of a set of related beliefs that makes it possible to justify a choice out of different factually justifiable interpretations. Coherence disambiguates vague or ambiguous observations. As words lose their vagueness or ambiguity in contexts, so do contexts disambiguate historical facts. My argument will be based on some relatively recent findings about the cognitive processes underlying vision and reading. Research in the field of text linguistics is used to show what kinds of relationships exist between historical representations that might be considered to cohere. [source] Factors associated with middle and secondary students' perceived science competenceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2007Ronald A. Beghetto The aim of the present study was to gain a better understanding of students' perceived science competence by examining potentially related beliefs and perceptions in a diverse sample of middle and secondary students (N,=,1289). Results of hierarchical regression analysis showed that students' perceived science competence was related to: (a) students' age, gender, and ethnicity; (b) students' mastery and performance,approach goals; (c) students' self-perceptions of their ability to generate creative ideas (i.e., creative self-efficacy); and (d) students' perceptions of teacher support and press (i.e., challenging academic demands). Of all these factors, creative self-efficacy was found to have the strongest positive relationship with students' perceived science competence. Implications for subsequent research are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 800,814, 2007 [source] Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reformJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2007Leigh K. Smith Understanding the interaction between internally constructed and externally imposed aspects of the teaching context may be the missing link between calls for school reform and teachers' interpretation and implementation of that reform. Although the context of the local school culture has a profound impact on teachers, there are other external forces that are specifically aimed at influencing teachers' pedagogical and curricular decisions. These externally imposed aspects of context include some of the existing tools of reform, such as national standards, mandated state core curricula, and related criterion-referenced testing. However, little is known about how these reform tools impact teachers' thinking about science and science teaching or how teachers respond to such tools. This study examined the interactions between individual teachers' beliefs about teaching and learning science in elementary school and the tools of reform that are imposed upon them. Comparative case studies were conducted in which two elementary teachers' science instruction, teaching context, and related beliefs were examined, described, and analyzed. In this study, the teachers' fundamental beliefs about science and what it means to teach and learn science influenced their interpretations of the sometimes contradictory messages of reform as they are represented in the standards, mandated curriculum, and end-of-level tests. Suggestions about what these findings mean for needed aspects of teacher professional development are offered. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 396,423, 2007 [source] | ||||||||||