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2.
Background: As one part of scientific meta-knowledge, students’ meta-modelling knowledge should be promoted on different educational levels such as primary school, secondary school and university. This study focuses on the assessment of university students’ meta-modelling knowledge using a paper–pencil questionnaire.

Purpose: The general purpose of this study was to assess and to describe university students’ meta-modelling knowledge. More specifically, it was analysed to what extent the meta-modelling knowledge, as expressed in a questionnaire, depends on the scientific discipline to which university students relate their answer and the concrete model to which they refer while answering.

Sample: N = 184 students from one German university voluntarily participated in this study.

Design and methods: The questionnaire was developed based on a theoretical framework for model competence and includes constructed response items asking about the purpose of models, ways for testing models and reasons for changing models. Students written answers were first analysed qualitatively based on the theoretical framework to decide whether they expressed advanced understandings or not. Further analyses then were conducted quantitatively.

Results: Findings suggest that only few university students possess an advanced meta-modelling knowledge. However, significant more students who relate their answers to the STEM-disciplines expressed advanced understandings than those who referred to social sciences or linguistics/philology. Furthermore, university students who expressed an advanced meta-modelling knowledge referred to rather abstract kinds of models in order to explain their view.

Conclusions: The present study supports the assumption that meta-modelling knowledge may be situated and contextualised. Both the scientific discipline and the concrete model to which university students refer seem to be relevant item features influencing university students’ expressed meta-modelling knowledge. Implications for assessment and teaching are discussed in the article.  相似文献   


3.
Sustainability issues are increasingly important in engineering work all over the world. This article explores systematic differences in self-assessed competencies, interests, importance, engagement and practices of newly enrolled engineering students in Denmark in relation to environmental and non-environmental sustainability issues. The empirical base of the article is a nation-wide, web-based survey sent to all newly enrolled engineering students in Denmark commencing their education in the fall term 2010. The response rate was 46%. The survey focused on a variety of different aspects of what can be conceived as sustainability. By means of cluster analysis, three engineering student approaches to sustainability are identified and described. The article provides knowledge on the different prerequisites of engineering students in relation to the role of sustainability in engineering. This information is important input to educators trying to target new engineering students and contribute to the provision of engineers equipped to meet sustainability challenges.  相似文献   

4.
Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of students in defiance of their natural academic endowments. Aim: This study was to identify the relationship between teacher–students’ interpersonal relationships and students’ academic achievements in social studies. Methods: The work used the ex post facto design and a sample of 1954 Junior Secondary School (JSS) III randomly drawn from 50 Government Secondary Schools in Calabar Educational Zone of Cross River State, Nigeria. Two instruments were used: The Teacher–Students’ Relationship Questionnaire and a 50-item multiple choice questions in social studies set using the JSS social studies syllabus and validated by test experts. The data were analysed using the Pearson product moment correlation analysis (r). Product moment correlation analysis (r) is used in finding the relationship between two variables X and Y, if these variables are continuous and are obtained from the sample. Outcomes: There was a significant relationship between teacher–students’ interpersonal relationship and students’ academic achievements in social studies. As a researcher, this means much for me. Students themselves are classroom observers. They are aware, to a great extent, of their own academic standing in the classroom as well as those of others. Some examples of the strategies students use to evaluate their own academic standing include the tasks they are given, grouping strategies implemented in the classroom (e.g. ability grouping) teacher feedback and information regarding ability, the responsibilities that teachers provide students with and the quality of teacher–students relationships. Conclusions: The major conclusion forwarded by this research was that there was a significant relationship between the teacher–students’ interpersonal relationship and students’ academic performances in social studies. This has a serious implication for me and others, viz, a good human relationship is one of the lubricants of high productivity. Teachers should therefore galvanize cordial relations between themselves and students. All teachers, including this researcher, should bear in mind that a healthy interpersonal relationship is one indispensable instrument of high productivity and achievement in all fields of human endeavour including the education industry.  相似文献   

5.
This study was designed to examine the nature and accuracy of teachers’ judgments about students’ motivation related to mathematics. Seventeen fourth- through sixth-grade teachers and 100 of their students participated in this study. Teachers were asked to rate six target students’ motivation four times during the school year. At each of these times students also rated their own motivation. Teachers’ ratings were more stable over time and across mathematics topics and were less differentiated across motivation dimensions than were students’ ratings. The findings suggest that teachers need to pay careful attention to evidence related to children's motivation that might contradict their perceptions and therefore support more effective interventions.  相似文献   

6.
ABSTRACT

Background: Attendance of university students at their timetabled teaching sessions is usually associated with higher levels of educational attainment. Attendance is usually considered to reflect students’ level of engagement with their course and to be critical to student success; despite the potential for technological alternatives, lectures and other face-to-face sessions still tend to be the primary method of teaching at university.

Purpose: Here we review studies which have investigated these determinants of attendance in order to gain a better understanding of whether – and how – Higher Education Institutions are able to improve attendance rates.

Sources of evidence: Electronic databases (e.g. ERIC, Web of Science) were used to identify articles exploring attendance in Higher Education settings.

Main argument: Some of the most debated determinants of attendance are reviewed: teaching issues (e.g. quality, style and format); effects of university expectations and policy (e.g. mandating attendance, awarding grades for attendance); scheduling issues; provision of materials online; and the effects of individual factors arguably outside of the Higher Education Institution’s control (e.g. finance, student employment, student demographics and psychological factors).

Conclusions: It is suggested that, although some individual factors influence student attendance and are arguably out of the control of HEIs, it is possible for them to facilitate attendance through adjustments to aspects of degree delivery such as attendance policies and monitoring, timetabling and style of teaching. Implications for policies on the recording of lectures, curriculum design and student term-time working are also discussed. Future research on student attendance should include longer and larger studies which simultaneously consider a range of influences; examining both inter- and intra-individual variability and different types of teaching sessions.  相似文献   

7.
The CLAT provided considerable information about children’s attitudes and knowledge well beyond computer literacy. It revealed improvements in the use of language, as well as in spelling and penmanship. I understand very well that evaluation engineers would prefer to “partner with teachers” to ensure more thorough grant-funded documentation of the many and diverse process and product outcomes of computer technology expenditures (Baker, 1999). However, a simple count of computer-related terms listed by students appeared, for my limited purposes, to be both a valid and reliable indicator of at least one small aspect of computer literacy  相似文献   

8.
Studies on identity in general and mathematical identity in particular have gained much interest over the last decades. However, although measurements have been proven to be potent tools in many scientific fields, a lack of consensus on ontological, epistemological, and methodological issues has complicated measurements of mathematical identities. Specifically, most studies conceptualise mathematical identity as something multidimensional and situated, which obviously complicates measurement, since these aspects violate basic requirements of measurement. However, most concepts that are measured in scientific work are both multidimensional and situated, even in physics. In effect, these concepts are being conceptualised as sufficiently uni-dimensional and invariant for measures to be meaningful. We assert that if the same judgements were to be made regarding mathematical identity, that is, whether identity can be measured with one instrument alone, whether one needs multiple instruments, or whether measurement is meaningless, it would be necessary to know how much of the multidimensionality can be captured by one measure and how situated mathematical identity is. Accordingly, this paper proposes a theoretical perspective on mathematical identity that is consistent with basic requirements of measurement. Moreover, characteristics of students’ mathematical identities are presented and the problem of “situatedness” is discussed.  相似文献   

9.
According to UNESCO statistics, the People’s Republic of China (PRC) sends far more students to study overseas than any other country in the world. Similarly, from the receiving countries’ point of view, PRC students form by far the highest proportion of international students. In many respects, this is a success story, but it also poses a number of risks to universities. This paper focuses on one of those key risks that of student dissatisfaction (including from PRC students themselves). Using a sequential mixed-method study, it addresses two research questions: (a) Chinese students’ level of satisfaction with their social integration into the university community and (b) the barriers that Chinese students’ perceive in becoming more socially integrated into the university student community. The research finds that many Chinese students are dissatisfied with their range of friendships and that they find it more challenging to socialise with students of other nationalities than other students do. They point out a number of barriers to integration, with cultural distance playing a major role, but also argue for the impact of individual factors. The paper concludes by considering the implications for universities and suggestions for further research.  相似文献   

10.
Understanding students’ conceptions of sustainability   总被引：2，自引：2，他引：0  
There has recently been significant emphasis placed on environmental education through, for example, the UN’s Decade of Education for Sustainable Development. Despite this, there is still considerable debate within the literature as to how the aims of environmental education can be achieved within schools. It seems likely that if there is a lack of agreement as to what education for sustainable development should include, then this will impact students’ understanding of sustainable development. This paper presents findings from research investigating how one class of 12‐ to 13‐year‐old geography students in the UK understands the concept of sustainability. The research used concept‐mapping and semi‐structured interviews to explore the students’ understandings of sustainability, within a case study framework. The substantive findings of this research suggest that there is a wide variety of understanding of sustainability among the students, but that generally they allude to three: the nature, purpose and timescale of sustainability. The paper also considers the impact of method on researching students’ subject understandings, in particular the use of context when considering abstract concepts, such as sustainability, and the different results obtained when conducting interviews versus concept maps.  相似文献   

11.
What does it mean to understand science? This commentary extends Brown and Kloser’s argument on the role of native language for science learning by exploring the meaning of understanding in school science and discusses the extent that science educators could tolerate adulterated forms of scientific knowledge. Taking the perspective of social semiotics, this commentary looks at the extent that school science can be represented with other discourse practices. It also offers an example to illustrate how everyday language can present potential hindrance to school science learning.  相似文献   

12.
This paper reports a study of the classroom assessment practices of 12 sixth form college mathematics teachers in Malta. It explores the extent to which these teachers are knowledgeable about their students’ learning of mathematics and the implications that this has for their classroom practices. It reveals that these teachers’ knowledge of their students’ understanding of certain mathematical concepts is fairly limited. It then goes on to discuss this phenomenon in terms of a process that can hinder rather than promote learning. The research illuminates the position of teachers who appear to lack certain detailed information about their students which, it can be argued, could inform more effective teaching strategies. The paper concludes by exploring possible implications for similar situations where learning could be enhanced by more effective classroom assessment strategies and their use to inform future teaching and learning activities.  相似文献   

13.
Woogul Lee 《教育心理学》2012,32(6):727-747
Being aware of, monitoring and responding constructively to students’ signals of motivation and to students’ signals of engagement represent two important teaching skills. We hypothesised, however, that teachers would better estimate their students’ engagement than they would estimate their students’ motivation. To test this hypothesis, Korean high-school teachers rated three aspects of motivation and four aspects of engagement for each student in their class, while students completed questionnaires to provide referent self-reports of these same aspects of their motivation and engagement. Multi-level analyses showed that, after statistically controlling for the potentially confounding information of student achievement, teachers’ engagement estimates corresponded significantly to their students’ self-reports while their motivation estimate did not. These findings validate teachers’ skill in inferring their students’ classroom engagement and lead to the recommendation that teachers monitor classroom engagement to be in synch with their students during instruction.  相似文献   

14.
We investigated whether teachers’ judgments of students’ aptitude had reciprocal effects on students’ motivation and math grades. We expected that teachers’ judgments of students’ aptitude would predict students’ grades and motivation, and that teachers’ judgments would also be predicted by these two aspects. A sample of N = 519 elementary school students was investigated at four measurement occasions from the end of third until the end of fourth grade. Students reported their self-concepts and intrinsic task values in math. Teachers (N = 27) judged students’ aptitude in math and provided students’ math grades. Cross-lagged panel analyses revealed that students’ prior grades and prior self-concepts (but not intrinsic task values) had positive effects on teachers’ subsequent judgments of student aptitude. Also, teachers’ prior judgments of student aptitude predicted students’ subsequent grades but not motivation. The findings underscore the importance of teachers’ judgments for students’ achievement development and give insights into which students’ motivational variables influence teachers’ perceptions of students’ aptitude.  相似文献   

15.
This article describes a study that investigates preschool teachers’ knowledge of their young students’ number conceptions and the teachers’ related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results indicated that teachers’ knowledge of students’ number conceptions improved and that their related self-efficacy increased. Furthermore, prior to participating in the programs, a significant negative correlation between knowledge and self-efficacy was reported. However, no significant correlation was found after the program.  相似文献   

16.
The purpose of the study was to investigate FD and FI teachers’ perceptions of their ‘matched’ students. The Group Embedded Figures Test was administered as a measure of cognitive style to four middle school teachers and 144 seventh and eighth grade students. The teachers rated their students on a five-point scale in relation to (1) the degree they liked the student, (2) the information they knew about the student, (3) the concern they had for the student, and (4) their rejection of the student. FI teachers were more positive of their matched students (FI) than were FD teachers.  相似文献   

17.
The aim of this study was to assess the self-evaluations of Finnish secondary school students’ (N?=?549) interreligious sensitivity. The data were collected from 12–16-year-old young people with a 15-item Interreligious Sensitivity Scale Questionnaire (IRRSSQ). The IRRSSQ is based on Abu-Nimer’s Developmental Model of Interreligious Sensitivity, which is based on the Developmental Model of Interreligious Sensitivity by Bennett. The IRRSS measures the orientations towards religious differences in five categories: Denial, Defence, Minimisation, Acceptance and Adaptation, of which the first three are religiocentric orientations and the last two religiorelative. Three research questions were examined: Are there any differences in the interreligious sensitivity between (1) girls and boys, (2) students who study religious education and (religion-free) ethics education in school, and (3) students who differ in academic achievement, measured with the grade point average (GPA)? The results showed that the girls assessed their interreligious sensitivity higher than did the boys. Further, no statistically significant differences were found between the students attending religious education in school and the students attending ethics education. However, the low GPA scores were related to a religiocentric framework and the high GPA scores to a religiorelative framework.  相似文献   

18.
This study investigated the association between students’ perception of the learning environment and three aspects of their mathematics attitude: ‘mathematics academic self-concept’, ‘enjoyment of mathematics’ and ‘perceived value of mathematics’. The focus was on the association of students’ mathematics attitude with four dimensions in the learning environment: the extent to which the teacher ‘motivates to exert learning effort’, ‘activates towards self-regulated learning’, ‘gives feedback and coaches’, and ‘structures and steers’. Data were obtained from an extended version of the international Trends in Mathematics and Science Study (TIMSS) of 2003. Multilevel analysis on a sample of 4354 eighth grade students in 228 classes in 119 schools in Flanders (Belgium) indicated that the learning environment plays a significant role in the enjoyment of mathematics. This while the mathematics academic self-concept and the perceived value of mathematics are insensitive for aspects in the learning environment.  相似文献   

19.
This paper describes university students’ grasp of inflection points. The participants were asked what inflection points are, to mark inflection points on graphs, to judge the validity of related statements, and to find inflection points by investigating (1) a function, (2) the derivative, and (3) the graph of the derivative. We found four erroneous images of inflection points: (1) f ′ (x)?=?0 as a necessary condition, (2) f ′ (x)?≠?0 as a necessary condition, (3) f ″ (x)?=?0 as a sufficient condition, and (4) the location of “a peak point, where the graph bends” as an inflection point. We use the lenses of Fischbein, Tall, and Vinner and Duval’s frameworks to analyze students’ errors that were rooted in mathematical and in real-life contexts.  相似文献   

20.
Building on research emphasizing the importance of task in reading performance, the present study examines students’ conceptions or definitions of five common academic task assignments (i.e., argument, essay, opinion, summary and research tasks). Results showed that while students have robust schema for some task assignments (e.g., argument, research report), citing a large variety of task elements in defining each of these assignment, other task assignments are only superficially conceptualized by learners (e.g., opinion, essay). While prior work has demonstrated the important role of task assignment in students’ text processing and performance, this is among the first studies to associate emergent differences not only with the tasks assigned but also with students’ task conceptions. Given the emphasis placed on argument tasks in supporting deeper level processing, we were especially interested in students’ conceptions of argument tasks vis-à-vis summary tasks. Students’ conceptions of these and other task assignments were compared using Cochran’s Q, a non-parametric alternative to the repeated measures ANOVA. Finally, linear regression found students’ conceptions of an argument task to be associated with performance on an argument writing task assignment. For instance, students considering argument construction to require citation use was associated with their inclusion of citations in their written responses. This study is among the first to examine students’ own conceptions of common task assignments and to link task conceptions with performance. Implications for instruction are discussed.  相似文献   

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