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There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth‐grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The learning styles examined were: group, individual, visual, auditory, tactile, and kinesthetic. Multiple discriminant analysis indicated that teacher leadership style was the main factor affecting academic performance. No significant relationship was found between learning style and academic achievement. 相似文献
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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
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S. Haase 《European Journal of Engineering Education》2014,39(3):247-271
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
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The twofold purpose of this study is to identify engineering students’ perceptions of a problem-based learning environment and to analyse the influence of their personal situation, general interest in engineering and ability to succeed on their perception, after they were exposed to PBL for the first time. Based on an adjusted version of the problem-based learning environment inventory [Senocak, E. 2009. “Development of an Instrument for Assessing Undergraduate Science Students’ Perceptions: The Problem-based Learning Environment Inventory.” Journal of Science Education Technology 18 (6): 560–569], data regarding students’ perception were collected through a questionnaire survey and analysed by applying exploratory factor analysis and structural equation modelling. The analysis revealed a three-factorial PBL environment consisting of learning facilitator support, student responsibility and project quality, with strong influences of students’ personal situation on project quality, interest on the learning facilitator support and ability to succeed on students’ responsibility. Supporting students’ general interest in engineering seems to improve their perception of the learning facilitator support and ensuring students’ ability to succeed in a PBL environment seems to increase students’ awareness of their own responsibility. 相似文献
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Teacher: students’ interpersonal relationships and students’ academic achievements in social studies
F.A. Fan 《Teachers and Teaching》2013,19(4):483-490
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
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《Teaching and Teacher Education》2001,17(3):321-331
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
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The study presented in this article investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional
discourse while observing and analysing young students mathematical interaction followed by teacher’s intervention. The teachers’
joint professional discourse is about a combined learning and talking between two students before an intervention by their
teacher (setting 1) and then it is about the students learning together with the teacher during their mathematical work (setting
2). The joint professional teachers’ discourse constitutes setting 3. This combination of social settings 1 and 2 is taken
as an opportunity for mathematics teachers’ professionalisation process when interpreting the students’ mathematical interactions
in a more and more professional and sensible way. The epistemological analysis of mathematical sign-systems in communication
and interaction in these three settings gives evidence of different types of mathematical talk, which are explained depending
on the according social setting. Whereas the interaction between students or between teachers is affected by phases of a process-oriented
and investigated talk, the interaction between students and teachers is mainly closed and structured by the ideas of the teacher
and by the expectations of the students.
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| Heinz SteinbringEmail: |
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Higher Education - University students’ epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may... 相似文献
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《Educational research; a review for teachers and all concerned with progress in education》2012,54(4):371-387
ABSTRACTBackground: 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
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Steve Hackbarth 《TechTrends》2000,44(4):30-34
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
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Eivind Kaspersen Birgit Pepin Svein Arne Sikko 《Educational Studies in Mathematics》2017,95(2):163-179
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
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There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback. 相似文献
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Jan A. A. Engelen Gino Camp Janneke van de Pol Anique B. H. de Bruin 《Metacognition and Learning》2018,13(3):287-307
We investigated intra-individual monitoring and regulation in learning from text in sixth-grade students and their teachers. In Experiment 1, students provided judgments of learning (JOLs) for six texts in one of three cue-prompt conditions (after writing delayed keywords or summaries or without a cue prompt) and then selected texts for restudy. Teachers also judged their students’ learning for each text, while seeing - if present - the keywords or summaries each student had written for each text, and also selected texts for restudy. Overall, monitoring accuracy was low (.10 for students, ?.02 for teachers) and did not differ between cue-prompt conditions. Regulation, indexed by the correlation between JOLs and restudy selections, was significant (?.38 for students, ?.60 for teachers), but was also not affected by cue-prompt condition. In Experiment 2, teachers judged students’ comprehension of six texts without knowing the students’ names, so that only the keywords and summaries, not prior impressions, could inform judgments. Again, monitoring accuracy was generally low (.06), but higher for keywords (.23) than for summaries (?.10). These results suggest that monitoring intra-individual differences in students’ learning is challenging for teachers. Analyses of the diagnosticity and utilization of keywords suggest that these may contain insufficient cues for improving teacher judgments at this level of specificity. 相似文献
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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
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Understanding students’ conceptions of sustainability 总被引：2，自引：2，他引：0
Nicola Walshe 《Environmental Education Research》2008,14(5):537-558
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
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Jennifer Yeo 《Cultural Studies of Science Education》2009,4(4):913-919
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
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ABSTRACTThis study investigated the associations among students’ attitudes towards science, students’ perceived difficulty of learning science, gender, parents’ occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and a Likert scale questionnaire. Multiple regression analysis revealed that students’ general interest of science, their parents’ occupations and perceived difficulty of science significantly associated with their scientific competencies. However, there was no gender gap in terms of scientific competencies. 相似文献
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Lynn Clouder 《Teaching in Higher Education》2013,18(3):289-301
Taking on responsibilities associated with a professional role is an important aspect of experiential learning for undergraduate students on work-based placements. However, responsibility is a complex concept that is connected to issues of trust and risk in the placement context. This paper presents students’ perspectives that illustrate that being given and taking responsibility can be empowering; conversely, being denied responsibility is disempowering. Through an exploration of the students’ experiences, the relationship between responsibility, opportunity, risk and trust is explored. The paper points to a strong indication that the extent to which students are allowed responsibility in the workplace appears to have a fundamental impact on their perceptions of personal efficacy and professional development. 相似文献