共查询到20条相似文献，搜索用时 46 毫秒
1.
2.
Michelle Behr Christine Marston 《Journal of Education for Students Placed at Risk》2014,19(3-4):215-228
Changing demographics, low Latino graduation rates, and changes to education funding—nationally and locally—challenge society to develop innovative strategies to navigate transformations affecting public education. This article presents findings from a collaborative community-engaged evaluation of a dropout prevention program for at-risk male Latino students. Our mixed-methods evaluation finds that the program has had a positive overall impact on its participants. In particular, program participation was associated with an overall rise in grade point averages, fewer failing grades, and a higher probability of graduation, compared to nonparticipants. With respect to behavioral changes, attendance was not improved over the period of program involvement; however, the number of behavioral referrals decreased dramatically. In addition, students and staff members reported that the program enhanced the students’ academic and career attitudes and aspirations. This work reveals the value of innovative programs and targeted interventions outside the classroom for at-risk students. 相似文献
3.
As secondary students’ interest in science is decreasing, schools are faced with the challenging task of providing adequate instruction to engage students—and more particularly the disadvantaged students—to learn science and improve their science inquiry skills. In this respect, the integration of Web-based collaborative inquiry can be seen as a possible answer. However, the differential effects of Web-based inquiry on disadvantaged students have barely been studied. To bridge this gap, this study deals with the implementation of a Web-based inquiry project in 19 secondary classes and focuses specifically on gender, achievement level, and academic track. Multilevel analysis was applied to uncover the effects on knowledge acquisition, inquiry skills, and interest in science. The study provides quantitative evidence not only that a Web-based collaborative inquiry project is an effective approach for science learning, but that this approach can also offer advantages for students who are not typically successful in science or who are not enrolled in a science track. This approach can contribute to narrowing the gap between boys and girls in science and can give low-achieving students and general-track students an opportunity to develop confidence and skills for learning science, bringing them to a performance level that is closer to that of high-achieving students. 相似文献
4.
The main purpose of this study is to develop a valid and reliable instrument for measuring the attitudes toward science class of fourth‐ and fifth‐grade students in an Asian school culture. Specifically, the development focused on three science attitude constructs—science enjoyment, science confidence, and importance of science as related to science class experiences. A total of 265 elementary school students in Taiwan responded to the instrument developed. Data analysis indicated that the instrument exhibited satisfactory validity and reliability with the Taiwan population used. The Cronbach’s alpha coefficient was 0.93 for the entire instrument indicating a satisfactory level of internal consistency. However, both principal component analysis and parallel analysis showed that the three attitude scales were not unique and should be combined and used as a general “attitudes toward science class” scale. The analysis also showed that there were no gender or grade‐level differences in students’ overall attitudes toward science class. 相似文献
5.
Hava Bresler Freidenreich Nicole Shea 《International Journal of Science Education》2013,35(17):2323-2349
Genetics is the cornerstone of modern biology and a critical aspect of scientific literacy. Research has shown, however, that many high school graduates lack fundamental understandings in genetics necessary to make informed decisions about issues and emerging technologies in this domain, such as genetic screening, genetically modified foods, etc. Genetic literacy entails understanding three interrelated models: a genetic model that describes patterns of genetic inheritance, a meiotic model that describes the process by which genes are segregated into sex cells, and a molecular model that describes the mechanisms that link genotypes to phenotypes within an individual. Currently, much of genetics instruction, especially in terms of the molecular model, occurs at the high school level, and we know little about the ways in which middle school students can reason about these models. Furthermore, we do not know the extent to which carefully designed instruction can help younger students develop coherent and interrelated understandings in genetics. In this paper, we discuss a research study aimed at elucidating middle school students’ abilities to reason about the three genetic models. As part of our research, we designed an eight-week inquiry unit that was implemented in a combined sixth- to eighth-grade science classroom. We describe our instructional design and report results based on an analysis of written assessments, clinical interviews, and artifacts of the unit. Our findings suggest that middle school students are able to successfully reason about all three genetic models. 相似文献
6.
The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments—understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the Seeds of Science/Roots of Reading Project at Lawrence Hall of Science, this effort focused on creating a suite of assessments as models for how middle school science teachers might create their own school-based, curriculum-embedded assessments of science. After reviewing the broad scope and insights derived from a 10-year history of assessments that operate at the intersection of science and literacy, we zoom in on 3 vexing but informative challenges they encountered—and addressed (if not resolved)—as they tried to assess the comprehension, critique, and construction of oral and written arguments. 相似文献
7.
E. Penelope Holland 《Assessment & Evaluation in Higher Education》2019,44(6):961-972
Quantitative student evaluations of teaching (SET) and assessments are widely used in higher education as a proxy for teaching quality. However, SET are a function of individual rating behaviours resulting from student background, knowledge and personalities, as well as the learning experience being rated. SET from three years of data from a science department at a Russell Group University in the UK were analysed to highlight issues of sample size in relation to variable perceptions of modules, and develop a statistical model of feedback incorporating individual rating behaviours across modules. Key results are that sample size and individual rating behaviours have the potential to significantly affect summary module ratings, especially for <20 respondents or if individuals have heterogeneous views. A new approach is suggested, to interpret and compare quantitative module ratings, acknowledging uncertainty, variability and individual rating behaviours. This has implications for the interpretation of SET in many aspects of academic life, including university league table positions, the identification of good teaching practice with respect to student satisfaction, and the weight given to SET in individual academics’ promotion applications. 相似文献
8.
From the perspective of social cognitive theory, the motivation of students to learn science in college courses was examined. The students—367 science majors and 313 nonscience majors—responded to the Science Motivation Questionnaire II, which assessed five motivation components: intrinsic motivation, self‐determination, self‐efficacy, career motivation, and grade motivation. Exploratory and confirmatory factor analyses provided evidence of questionnaire construct validity. The motivation components, especially self‐efficacy, were related to the students' college science grade point averages. The science majors scored higher than the nonscience majors on all of the motivation components. Among both science majors and nonscience majors, men had higher self‐efficacy than women, and women had higher self‐determination than men. The findings suggest that the questionnaire is a valid and efficient tool for assessing components of students' motivation to learn science in college courses, and that the components play a role in students' science achievement. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1159–1176, 2011 相似文献
9.
This article presents an analysis of how scientists are portrayed in the Lebanese national science textbooks. The purpose of this study was twofold. First, to develop a comprehensive analytical framework that can serve as a tool to analyze the image of scientists portrayed in educational resources. Second, to analyze the image of scientists portrayed in the Lebanese national science textbooks that are used in Basic Education. An analytical framework, based on an extensive review of the relevant literature, was constructed that served as a tool for analyzing the textbooks. Based on evidence-based stereotypes, the framework focused on the individual and work-related characteristics of scientists. Fifteen science textbooks were analyzed using both quantitative and qualitative measures. Our analysis of the textbooks showed the presence of a number of stereotypical images. The scientists are predominantly white males of European descent. Non-Western scientists, including Lebanese and/or Arab scientists are mostly absent in the textbooks. In addition, the scientists are portrayed as rational individuals who work alone, who conduct experiments in their labs by following the scientific method, and by operating within Eurocentric paradigms. External factors do not influence their work. They are engaged in an enterprise which is objective, which aims for discovering the truth out there, and which involves dealing with direct evidence. Implications for science education are discussed. 相似文献
10.
This article attempts to develop an objective method for assigning weights to questions on examinations. Departing from the statistical discrimination approach of classical test theory, we use a domain-dependent approach. Our method is developed using cognitive science. Previously formulated methods of task analysis are used to break up a domain into segments that are independent pieces of knowledge. A Pareto distribution is used to assign relative weights. This distribution is selected simply because it is ubiquitous in the social sciences. Word frequency rankings, business firm sizes and ranking scientists by number of publications are all distributions that are skewed, or Pareto distributions. Optimistically, we are hoping that ranking knowledge elements by importance will follow the same distribution. 相似文献
11.
Scheunemann Anne Schnettler Theresa Bobe Julia Fries Stefan Grunschel Carola 《European Journal of Psychology of Education - EJPE》2022,37(4):1141-1164
Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.
相似文献12.
《Journal of research on educational effectiveness》2013,6(3):445-471
ABSTRACTPolicymakers have become increasingly concerned with measuring—and holding colleges accountable for—students’ labor market outcomes. In this article we introduce a piecewise growth curve approach to analyzing community college students’ labor market outcomes, and we discuss how this approach differs from two popular econometric approaches: Mincerian and individual fixed-effects models. Our results suggest that three assumptions underpinning econometric approaches—that across-student variation is constant across time, that the model specifies a counterfactual that is appropriate for all members of the sample, and that the impacts of a given award are fixed across time—may not be well founded. We then highlight how insights gained from the growth curve approach can be used to strengthen evolving econometric analyses of labor market returns. 相似文献
13.
Veli-Matti Vesterinen Sakari Tolppanen Maija Aksela 《International Journal of Science Education》2016,38(1):30-50
With increased focus on sustainability and socioscientific issues, dealing with issues related to citizenship is now seen as an important element of science education. However, in order to make the world a better place, mere understanding about socioscientific issues is not enough. Action must also be taken. In this study, 35 international gifted students—potential scientists—aged 15–19 were interviewed to investigate what they were doing to make the world a better place. The interviews were analyzed using qualitative content analysis with focus on students’ actions toward a better world, their rationalizations for such actions, and the role of science in the rationalizations. The analysis shows that students consciously take a wide range of actions, and that they see citizenship as a process of constant self-development. The three categories created to highlight the variation in the ways students take action were personally responsible actions, participatory actions, and preparing for future. Although many students saw that science and scientists play a big role in solving especially the environmental problems, most of them also discussed the structural causes for problems, as well as the interplay of social, economic, and political forces. The results indicate that citizenship science education should take the variety of students’ actions into consideration, give students the possibility to take individual and participatory action, as well as give students opportunities to get to know and discuss the ways a career in science or engineering can contribute to saving the world. 相似文献
14.
The Rutgers Astrophysics Institute is a program in which gifted high school students learn about contemporary science and its methods, and conduct independent authentic research using real‐time data. The students use the processes of science to acquire knowledge, and serve as cognitive apprentices to an expert astrophysicist. A variety of naturalistic and statistical methods were employed to gather data concerning various changes in the students as a result of their participation in the institute. Specifically, we concluded that students were able to (a) distinguish between observational data and models, devise testing experiments, and reflect on the analysis and the interpretation of X‐ray data; (b) achieve results comparable to those of regular Advanced Placement (AP) students on individual AP exam problems (the students had not taken AP Physics), (c) engage in elements of meaningful authentic research, and (d) change their approaches toward learning science. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 958–985, 2003 相似文献
15.
This study examined relationships between five personal traits and adolescents’ creative activities and accomplishments in five domains—music, visual arts, creative writing, science, and technology. Participants were 439 tenth graders (220 males and 219 females) in China. The relationships were examined using confirmatory factor analysis. Openness to experience was related to activities in music, visual arts, and creative writing but not to science and technology. Creative self-efficacy was related to all but technology-related activities. Intrinsic motivation was related to visual arts and science creative activities. Conscientiousness and perceived intellectual ability were not associated with creative activities in any domain. Finally, none of the personality or motivational attributes were related to creative activities in the technology domain. Personal traits appear to introduce some variability in the developmental trajectory of potential talents in various domains. 相似文献
16.
In this article we present an analytical framework for approaching transfer episodes—episodes in which participants declare or can be declared to bring prior experience to bear on the current task organization. We build on Dewey’s writings about the continuity of experience, Vygotsky’s ideas of unit analysis, as well as more recent developments in continental philosophy to develop a transactional approach that involves reconceptualizing the notion of experience. In this view, experience is not something that individuals have but an analytical category that denotes the unity of whole persons, their material and social environment, and their changing transactional relations (mutual effects on each other) across time. In the 1st part of the article, we present the theory and contrast it with past and present literature on transfer. In the 2nd part, we develop the methodological implications and analyze an episode of transfer from a technology-enhanced science education curriculum in which students were presented with analogous models of scientific phenomena across different tasks. We describe instances of recognition, of analogical reasoning, and of how students applied theoretical knowledge in terms of transactional units of change. We conclude by discussing implications with regard to further theoretical development and educational practice. 相似文献
17.
人文主义课程与科学主义课程的历史对话 总被引：1，自引：0，他引：1
吴军生 《黑龙江教育学院学报》2008,27(12):60-62
人文主义课程与科学主义课程作为两种重要课程类型,两者有着悠久的历史传统和渊源,两者的关系也并非人们所认为的只存在着冲突和对立。从课程史的角度来看,两者自产生以来经历着一种“统一-对立-融通”的关系。正是在这种对立与统一的关系中,人文主义课程与科学主义课程不断发展和完善自己,吸对方之精华,去自身之糟粕,共同推动着课程向前发展。 相似文献
18.
Integrated science teaching is a task which requires that teachers develop new conceptual structures for the science topics they teach. It is often assumed that changes in teaching can be facilitated through reflective practices such as teacher self-assessment. Does self-assessment in fact help teachers develop new conceptual structures in the context of integrated science? We examine this assumption in the research reported in this paper. In the German PING project—an integrated science project for middle schools—teacher in-service education was based on collaborative workshops in which a group of 22 teachers from different types of schools used teaching materials for eight integrated topics for their lesson planning and conducting units over a period of 30 months. During this time concept maps, interviews and questionnaires were used as means to promote teacher self-assessment. We find that this kind of self-assessment in a collaborative framework was a useful basis for helping science teachers develop integrated conceptual structures and we suggest that in-service courses might use self-assessment for reflection on conceptual content knowledge as a basis for supporting integrated science teaching. 相似文献
19.
Although magnitudes of memory improvement for the elderly tend to be larger for a learning skill training and a social support group compared with a waiting list group, the individual variability is sufficiently large to obscure statistical differences in the treatment effect. In our examination of individual variability in the data two possible confounding factors were uncovered: (1) low baseline performers tend to improve regardless of the treatment whereas high baseliners tend not to improve or decline in their posttest performances; (2) high verbal IQ subjects tend to perform well on all memory tests. A lesson learned in this study is that if these two variables are not equally distributed across treatment and control groups spurious results may be obtained. 相似文献
20.
The inclusion of the practice of “developing and using models” in the Framework for K-12 Science Education and in the Next Generation Science Standards provides an opportunity for educators to examine the role this practice plays in science and how it can be leveraged in a science classroom. Drawing on conceptions of models in the philosophy of science, we bring forward an agent-based account of models and discuss the implications of this view for enacting modeling in science classrooms. Models, according to this account, can only be understood with respect to the aims and intentions of a cognitive agent (models for), not solely in terms of how they represent phenomena in the world (models of). We present this contrast as a heuristic—models of versus models for—that can be used to help educators notice and interpret how models are positioned in standards, curriculum, and classrooms. 相似文献