موضوع فارسی :اثرات غیر بصری نور: یک مرور کلی و یک تجربه ایتالیایی
موضوع انگلیسی :Non visual effects of light: an overview and an Italian experience
تعداد صفحه :6
فرمت فایل :PDF
سال انتشار :2015
زبان مقاله : انگلیسی
از زمان کشف اثر غیر بصری از نور، عواقب بر روان انسان و فیزیولوژی بررسی شده است.
با این حال، اثرات آن بر شناخت قرار گرفتن در معرض ترکیب های مختلف طیفی تا حدی بررسی شده است. هدف از این مقاله است
مرور کلی بر روی تحقیقات توسعه در این زمینه به مقایسه روش های کلی و اندازه گیری پروتکل: کمیاب
آگاهی از مکانیسم های فیزیولوژیکی، و همچنین عدم به اشتراک گذاشته روش ها، تکنیک ها، ابزارها و روش های نشان دهنده
نقطه ضعف از این تحقیق است. تاثیر روش های مختلف و تنظیمات تجربی بر روی نتایج نشان داده شده است، دال
نیاز به روشهای علمی سازگار و بین المللی مورد توافق
...
موضوع فارسی :کلیشه های جنسیتی، عملکرد و شناسایی با ریاضی
موضوع انگلیسی :Gender Stereotypes, Performance and Identification with Math
تعداد صفحه :9
فرمت فایل :PDF
سال انتشار :2015
زبان مقاله : انگلیسی
Previous research has showed that school achievements depend on students´ motivation and identification (Zimmerman, 2000).
There
are some differences between girls and boys beliefs about mathematics
(Gallagher & Kaufman, 2005). We still do not have
enough information about relations between identification and gender beliefs and about the impact of those two areas on real
knowledge. The paper presents new research on academic achievements and attitudes of girls and boys in mathematics. The basic
aim is to test whether there is a correlation between mathematical knowledge/performance, identification with mathematics and
gender schemas. The study involved 436 boys and girls who were divided into two age groups – 10 or 11 years old and 14 or 15
years old. Data were collected using a questionnaire focusing both on identification with math, and on gender schemas. The
second source of data was a didactic test with 10 or 12 math items from TIMSS. In all three areas (identification with math,
gender schemas, didactic test), average scores were calculated. Correlations between scores were identified. Differences
concerning gender and age were examined. Results show that boys and girls reach similar test scores and have similar
identification with math. Gender beliefs about mathematics were pretty strong and got stronger for boys and the older group. As
children get older, differences between boys and girls increase as does heterogeneity within each group. However, the
relationship
between performance, beliefs and identification is low, except for the
group of older boys. The paper discusses some
more results and recommendations for math schooling from psychological perspective
...