Abstract The purpose of this study was to investigate the qualitative and quantitative differences in children and adolescents¡¦ death concept development, and to analyze the relationships of children and adolescents¡¦ death concept development with background variables (such as gender, age, religious belief, heath status, etc.) The subjects were drawn from the primary school children and junior high school adolescents of the Affiliated Senior High School of National Kaohsiung Normal University. Data were drawing, questionnaire, and interview. 239 students (age 8-16) were asked to draw a picture when they heard the word death, 204 students (age 10-16) were administered by Fill-in-Sentence Questionnaire of Death, and 24 students (age 8-16) were interviewed individually. The total subject number was 239. The drawings were analyzed following Marton¡¦s (1988) phenomenographic method and assigned to the modified classification scheme of death concept system developed by Tamm & Granqvist (1995), consisting 3 superordinate and 12 subordinate qualitative categories. With respect to Fill-in sentence questionnaire and interview data, they were analyzed according to content analysis method, with Fill-in sentence questionnaire using the categorization proposed by Neimeyer(1983) and Holcomb & Neimeyer (1993) as a template. Data analysis included qualitative and quantitative analysis. Qualitative analysis selectively portrayed drawing representative of each superordinate/subordinate death concept and presented result from the interview with children. Quantitative analysis included descriptive statistics ,£q2 test and post comparison of£q2 test. Analytically, the following were the results obtained from this study: 1.The internal causes and external causes of death were found with about equal frequency in both children and adolescents, with children above 2nd grade and adolescents all understanding the universality of death. 2.Children and adolescents expressing that dead bodies were not existential had approximately equal frequency (above 55%), but the majority of young children believed the existence of soul. 3.The majority of children and adolescents who actually faced real death usually expresses sadness and loss; it was natural response that death related things companied with negative emotion. 4.The majority of the 2nd to 6th children believed existence of world after death. However, many adolescents demonstrated more imagination about the world after death, although they didn¡¦t believe in the existence after death. 5. Many adolescents reported thoughts about nature of death and evaluation of death. Alternatively, children didn¡¦t report thoughts about nature of death, but they reported much negative evaluation of death. 6.There were significant differences in the death concept development with different grades and families communicating death. However, there were less significant differences in the death concept development with gender, religion, and death experience. 7.Only half children and adolescents reported that their parents ever talked about death with them, but parents were the targets that children wanted to talk to about death, while young adolescents has tendency to resort to their peers. 8.Children and adolescents reported the deepest impression of death concept was when family members died, while impressions of death from the mass communication media regarding violent death came in second. According to the results of this study, recommendations regarding death education for parents, teachers, and institutions are laid out, and some suggestions for future research are also provided.

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher’s classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration™, fostered construction of students’ concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration™ software.

Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Dept. of Philosophy) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (M.S. in civil engineering)--Washington State University, December 2009. / Title from PDF title page (viewed on Jan. 15, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 30-31).

Thesis (Ph. D.)--Columbia University. / "Being vol. XIII, no. 1, of Columbia university contributions of philosophy, psychology and education. The results, of this research were presented before the Section of anthropology and psychology of the New York academy of sciences, and the monograph is published under the auspices of the Academy."

This study investigated domains within the tasks of ordination, cardination and natural number. In addition, it examined the sequencing of the development of established domains between ordination, cardination and natural number. One hundred and forty-eight children were individually given a test designed to ascertain the presence of arithmetic related skills. The task of cardination was designed to detect the ability to associate numbers with sets containing a group of elements ranging from one to five. The task of ordination was designed to detect the ability to associate a number with a relative position within a group of ordered objects. The task of natural number assessed children's ability to add numbers with a sum equal to five or less. Latent structure analysis was used to analyze the results. Four different models were used in order to establish domains within each task. The four models that were used tested independence, equiprobability, ordered relations and asymmetrical equivalence. The results showed two domains for cardination. One item in a set constituted one domain while three and five items in a set constituted a second domain. The domain for ordination included relative positions one, three and five. In regards to natural number, the results showed a permeable domain. There was some indication of ordering but it was not strong enough to yield separate domains. The same models were then used to compare across the different tasks. The results showed that the easiest cardination domain developed before ordination and natural number. The results also showed that the ordination task was equivalent to one of the natural number tasks. All of the other comparisons between cardination, ordination and natural number yielded asymmetrically equivalent relations. That is, there was an ordering but the ordering was not strong enough to establish separate domains.

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