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首页> 外文学位 >Brain hemispheric preferences of fourth- and fifth-grade science teachers and students in Taiwan: An investigation of the relationships to student spatial and verbal ability, student achievement, student attitudes, and teaching practice.
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Brain hemispheric preferences of fourth- and fifth-grade science teachers and students in Taiwan: An investigation of the relationships to student spatial and verbal ability, student achievement, student attitudes, and teaching practice.

机译：台湾四年级和五年级理科教师和学生的大脑半球偏爱：对与学生空间和言语能力，学生成绩，学生态度和教学实践的关系的调查。

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摘要

This study is divided into two parts: the construction and validation of teacher and student instruments translated into Chinese and the main study. After establishing the validity and reliability of the instruments, the purposes of the main study were to: (a) investigate the relationships among teacher and student hemispheric preferences, student spatial and verbal abilities, student science achievement, and student attitudes toward science class and (b) identify science teaching strategies and match them to teacher and student hemispheric preferences. Four elementary school science teachers and 133 fourth- and fifth-grade students were selected from a school in Taiwan. Data were analyzed using quantitative and qualitative procedures.;The major conclusions of the study are: (a) Science teaching strategies seem to be related to gender differences. Male teachers preferred right-brain teaching strategies, whereas female teachers preferred left-brain teaching strategies; (b) Verbal ability, science achievement, and attitudes toward science class seem to be related to student hemispheric preferences. Students with a stronger whole-brain preference tended to exhibit better verbal ability, better science achievement, and more positive attitudes toward science class. Male and fourth-grade students with a stronger whole-brain preference tended to exhibit better science achievement and more positive attitudes toward science class, respectively; (c) Student hemispheric preferences seem to be related to gender and grade level differences. The right hemisphere seems to develop earlier in male students and the left hemisphere earlier in female students. For female students, brain lateralization seems to develop earlier and they tended to exhibit a stronger whole-brain preference. Fifth-grade students tended to exhibit stronger right-brain and left-brain preferences compared to fourth-grade students suggesting greater brain lateralization in older students. Fifth-grade males tended to exhibit a stronger right-brain preference compared to fourth-grade males; fifth-grade females tended to exhibit a stronger left-brain preference compared to fourth-grade females; (d) Spatial and verbal ability seem to be related to gender differences. Male students tended to exhibit better spatial ability; female students tended to exhibit better verbal ability; and (e) Science teaching strategies were not generally related to student hemispheric preferences. Science teaching strategies were partially related to student hemispheric preferences for 2 teachers.
机译：这项研究分为两个部分：翻译成中文的师生乐器的构建和验证以及主要研究。确定仪器的有效性和可靠性后，主要研究目的是：（a）研究教师和学生的半球偏好，学生的空间和言语能力，学生的科学成就以及学生对科学课的态度之间的关系，以及（ b）确定科学教学策略，并将其与教师和学生的半球偏好相匹配。从台湾的一所学校中选出了四名小学科学老师和133名四年级和五年级学生。使用定量和定性方法分析数据。研究的主要结论是：（a）科学教学策略似乎与性别差异有关。男教师偏爱右脑教学策略，而女教师偏爱左脑教学策略。 （b）语言能力，科学成就和对科学课的态度似乎与学生的半球偏好有关。全脑偏爱的学生倾向于表现出更好的语言能力，更好的科学成就以及对科学课的积极态度。男性和四年级学生的全脑偏爱往往表现出更好的科学成就和对科学课的积极态度。 （c）学生的半球偏爱似乎与性别和年级水平差异有关。男学生的右半球似乎发育较早，女学生的左半球发育较早。对于女学生来说，大脑偏侧化似乎发展得较早，而且他们倾向于表现出更强的全脑偏好。相比四年级的学生，五年级的学生倾向于表现出较强的右脑和左脑偏好，这表明年龄较大的学生大脑偏侧化程度更高。与四年级男性相比，五年级男性倾向于表现出更强的右脑偏好。与四年级女性相比，五年级女性倾向于表现出更强的左脑偏好。 （d）空间和语言能力似乎与性别差异有关。男学生倾向于表现出更好的空间能力；女学生倾向于表现出更好的口头表达能力； （e）科学教学策略通常与学生的半球偏好无关。科学教学策略部分与两名教师的学生半球偏好有关。

著录项

  • 作者

    Wang, Tzu-Ling.;

  • 作者单位

    The Ohio State University.;

  • 授予单位 The Ohio State University.;
  • 学科 Psychology Psychobiology.;Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 177 p.
  • 总页数 177
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 心理学;教育心理学;
  • 关键词

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