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1.
Students’ experiences of studying physics concepts: The effects of disintegrated perceptions and approaches 总被引：2，自引：0，他引：2
Michael Prosser Keith Trigwell Elizabeth Hazel Fiona Waterhouse 《European Journal of Psychology of Education - EJPE》2000,15(1):61-74
Recent research on student learning has revealed that a number of students in any learning context are unable to distinguish between contrasting contextualised approaches to learning. In other words, the relationship between their perceptions of the learning context and their approaches to learning disintegrates and becomes incoherent. These students are observed to be among the lower academic achievers in their group. This paper reports on the results of a study which shows that physics students’ prior understandings of key concepts are systematically related to the way they approach their studies, their perceptions of the learning context and the quality of the outcomes of their studies. As with previous studies, one group reported disintegrated learning experiences. As a group they were found to have the poorest pre-conceptual knowledge, to have the poorest postconceptual knowledge, and to be the lowest achievers. These results are consistent with the earlier studies, but extend them by showing that disintegrated perceptions and approaches are related to students’ understanding before and after the subject as determined using qualitative indicators of understanding as well as assessment results. 相似文献
2.
One of the strongest traditions during the past decade of classroom environment research has involved investigation of the predictability of students' cognitive and affective learning outcomes from their perceptions of psychosocial characteristics of their classrooms. Moreover numerous research programs involving many thousands of students from various nations have provided convincing and consistent support for the incremental predictive validity of student perceptions in accounting for appreciable amounts of variance in learning outcomes beyond that attributable to initial student characteristics such as pretest performance and general ability (see Walberg, Singh and Rasher, 1977; Haertel, Walberg and Haertel, 1979; Walberg, 1979; Fraser, 1980; Walberg and Haertel's paper in this issue).Although consistent with the previous research tradition involving the predictive validity of students' perceptions, the study reported here represents an important extension to prior research in two key ways. First, the present investigation involved the use of a new instrument, the Individualized Classroom Environment Questionnaire (Rentoul and Fraser, 1979), which measures perceptions of those learning environment dimensions which differentiate individualized and conventional classrooms. In contrast, previous studies have employed instruments such as the Learning Environment Inventory (Anderson and Walberg, 1976) or the Classroom Environment Scale (Moos and Trickett, 1974) which exclude some aspects of classroom environment particularly salient in individualized settings involving open or inquiry-based approaches. Second, while prior research has concentrated on the predictive validity of perceptions of actual classroom environment, the present study also examined the predictability of learning from the congruence between actual and preferred classroom environment (as derived from student perceptions on the individualized Classroom Environment Questionnaire). This proposition is based on the intuitively plausible notion that students who differ in their preferences for classroom individualization could achieve differentially depending upon the amount of actual individualization present in their classrooms. The major purpose of the present paper is to report analyses into the predictability of some cognitive and affective outcomes from (a) actual classroom individualization and (b) the congruence between actual and preferred individualization. 相似文献
3.
Karen Adams 《高等教育研究与发展》2004,23(2):115-130
Most postgraduate research students face the task of presenting an oral seminar on their proposed research early in their candidature. Those of us who work with international postgraduate research students know that they can find this task daunting, and the literature both in Australia and abroad confirms that these students often lack confidence in this task. This paper presents findings of a small case study which compared the influence of observing a seminar performance of a peer to that of a senior academic on the confidence, or self‐efficacy, for seminar presentations of participants in a bridging program for international postgraduate research students at an Australian university. Participants responded to a 19‐item questionnaire which measured self‐efficacy for four areas of seminar presentation: speech, display, content, and presenter presence. The results indicated that the use of a peer model performance was the more effective pedagogical method for enhancing student confidence in this context. 相似文献
4.
Although some research results indicate that joint reflection can improve student-teachers’ reflection, it is not clear how the interaction between student-teachers during a joint reflection process helps this to happen. The aim of this paper is to explore how the organisation of joint activity in processes of joint reflection assists students’ reflection, by identifying patterns of joint reflection (considering all the participants rather than only tutor–student dyads) and by discussing the functional role of these patterns within the students’ processes of reflection and internalisation. Two cases of joint reflection processes between a group of student teachers (15 and 13) and their tutors were examined. In each case, five seminars lasting around one-and-a-half hours each were videotaped and analysed, and individual written reflections after each seminar were gathered and scored. Results showed that joint reflection developed in each case according to different interaction patterns, and that individual written students’ reflections improved from seminar 1 to seminar 5 in one of the cases, but not in the others. These results suggest a relationship between interaction patterns of joint reflection and progress in students’ individual reflection. 相似文献
5.
Catherine Jones Michael Connolly Anthony Gear & Martin Read 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(5):571-586
An effective seminar is about discussion, exchanges of ideas and developing understanding: but is this always achieved? This paper evaluates a pilot study into whether group process support technology has the potential to improve the learning experience of students in seminar groups by increasing participation and focusing debate. The trial involved 86 undergraduate students. The technology consists of wireless handsets, a PC and data projector. The use of the technology was varied to increase our understanding of how it could be used effectively. The Pilot Study received a positive evaluation by both the tutor and the student group. The results are encouraging, and the paper concludes by establishing further research issues, how this application of technology can be developed and briefly describes how the technology has been subsequently used in the University of Glamorgan Business School. 相似文献
6.
In this mixed methods study, we employed thematic analysis (TA) to examine peer mentors’ perceptions of benefits, challenges, and roles they experienced as mentors, as well as benefits and challenges experienced by first-year college students. We also utilized quantitative student ratings to classify mentors as highly, moderately, or minimally supportive in order to determine whether any subthemes from the TA appeared more or less frequently across the three groups. Highly supportive mentors reported greater camaraderie among their seminar students and fewer unmotivated students, but also fewer opportunities to provide support to students. Moreover, mentors’ and students’ perceptions in the minimally supportive group were discrepant; mentors in this group consistently reported providing more support than was perceived by mentees. 相似文献
7.
探索Seminar教学法在高职高专教学中的应用 总被引：1，自引：0，他引：1
本文简要介绍了Seminar的历史及在国内应用的情况。讨论了Seminar教学方式在高等院校低年级基础课程教学中应用的可能性和必要性。并根据具体的教学实践,进一步证明了Seminar教学方式对培养学生主动思考和探索能力,加深学生对理论知识的理解,提高学生的综合能力等方面都有着显著的效果。 相似文献
8.
David Agar 《Higher Education》1990,19(4):435-454
A research project which attempts to ascertain student perceptions of the problems they perceive as influences on their chances of academic success at a South African University is described. A questionnaire was used to measure the nature, strength, generality and persistence of perceived problems, as well as to illuminate the qualitative dimension of student perceptions of reasons for their experiencing such problems. The sample of students came from a group of non-traditional (black African, English second-language speakers) students at a University which has traditionally catered for a largely middle-class, white and English home-language speaking student intake. The results of the research project are described within the broader South African context and within the context of an Academic Support Programme which has been designed to assist non-traditional students in a particular University context. The results of the research project are also compared with the results of a similar study which was conducted at the University of Zambia in 1984. 相似文献
9.
《Journal of Further & Higher Education》2012,36(2):145-156
This paper presents analysis of qualitative data from a research project looking at staff perceptions of plagiarism at a post‐1992 university. Twenty‐six members of staff from departments and academic schools from across the university took part in open and semi‐structured interviews. Analysis shows that variable definitions of plagiarism exist; both regarding student activities that constitute plagiarism and the way in which plagiarism is perceived to be related to cheating. The factors underlying these personal definitions are unclear, but the analysis suggests that values perceived to underpin higher education may play an important role. This paper provides new empirical data on staff perceptions of student plagiarism, which complement previous research on student perceptions. The potential implications of different perceptions of plagiarism, and a mismatch between staff and student understandings is highlighted as an area for further consideration. 相似文献
10.
《Journal of Teaching in Social Work》2013,33(3-4):127-142
ABSTRACT Cultural competence, from the perspective of students of color interning in mainstream agencies, was emphasized in a curriculum piloted in an undergraduate practicum seminar. Student interns who read a chapter on cultural competence in a standard textbook in lieu of receiving the curriculum served as the comparison group. Results indicated that student interns who took the curriculum were more prone to see problems in intercultural communication as systemic and more likely to feel competent handling possible racial discrimination in their field placement than were students in the comparison group. 相似文献
11.
While claims of the importance of attribution theory and teachers’ expectations of students for student performance are repeatedly
made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning
disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were surveyed using vignettes and Likert-scale
questions, to ascertain their responses to students with and without LD. It was found that preservice primary school general
education teachers held a negative attribution style towards students with LD. Preservice primary teachers perceived students
with LD as a lacking ability in comparison to others in the class. Recommendations for research and training programmes conclude
the paper. 相似文献
12.
《British Journal of Special Education》1996,23(3):139-144
Teachers' perceptions of their pupils are likely to have significant effects on children's performance and self-concepts. Previous research on expectations of, and attitudes towards, pupils with severe learning difficulties (SLD) has generally shown that teachers perceive such children less positively than nondisabled children. One of the methods that practitioners and researchers have used to influence teachers' perceptions of children with SLD is an education or information-based approach. In the present study, 100 female student teachers completed questionnaires that measured their attributions, expectations, behavioural intentions and emotional responses to children with SLD. The results showed that there were very few differences in the perceptions of students who had completed the Special Educational Needs (SEN) module of their training course compared with students who had not yet completed the module. However, those students with higher levels of previous contact with children with SLD were generally more positive than those with little or no previous experience. The implications of the present findings for teacher training in SEN are discussed. In addition, methodological implications for research on the evaluation of mainstreaming and other research involving the measurement of teachers' perceptions of children are highlighted. 相似文献
13.
Social work programs undertake to educate competent professionals and to promote critical thinking among students who are expected to become lifelong learners. In addition, programs are called on to develop reliable and valid measures for assessing student learning outcomes and to use assessment results to reflect upon and strengthen curriculum. This study explores the use of a graduate integrative seminar to accomplish these goals. The authors describe the learning and assessment processes of the seminar. The authors used a mixed-method research design to analyze data from students over a 3-year period regarding the effectiveness of the seminar as well as from graduate faculty regarding student achievement of curricular objectives. Results indicate that formative assessment processes promote student learning in a manner that mobilizes students to strive for excellence, and that an embedded measure of learning outcomes in the form of a final integrative project may serve as a rigorous assessment tool. 相似文献
14.
《International Journal of Educational Research》2005,43(1-2):6-24
This paper reports on results of research from a 25-year program of studies investigating teacher–student relationships in secondary classrooms. The authors review the research that examines teaching from an interpersonal perspective using a communicative systems approach and propose a model to describe teacher–student relationships in terms of teacher behavior. The studies used the Questionnaire on Teacher Interaction (QTI) to collect data on students’ and teachers’ perceptions of the teacher–student relationship. The authors review studies showing that teacher–student relationships appropriate for high student outcomes are characterized by a rather high degree of teacher influence and proximity towards students. Studies on non-verbal behavior and the spatial position of the teacher in the class support the need for beginning teachers to portray the image of an experienced teacher whenever they address the class as a group. The paper concludes that the QTI is a useful research tool, but research on the QTI as a feedback instrument for teachers is insufficient to prove its usefulness. 相似文献
15.
First-year seminars are frequently designed to help students adjust to and succeed in college. Although considerable literature has explored this topic, many previous studies may have notable problems with self-selection, since students who choose to participate are likely more motivated academically than those who do not. Therefore, this study used quasi-experimental analyses within a large, longitudinal, multi-institutional dataset to explore the link between seminar participation and several student success outcomes. Overall, the use of propensity score analyses substantially alters the results, such that first-year seminars are positively associated with first-year college satisfaction, but they have no effect on fourth-year satisfaction, college grades, retention, or four-year graduation within the full sample. This lack of impact is largely consistent regardless of whether the seminar is designed to engage students in academic inquiry or to promote orientation and academic success. Additional analyses observed some differential effects of first-year seminars by race/ethnicity, ACT score, and sex; the most consistent finding is that first-year seminars appear to promote the college grades and college satisfaction of Black students. Implications for future research and practice are discussed.
相似文献16.
Tina Maschi Thalia MacMillan Manoj Pardasani Ji Seon Lee Claudia Moreno 《Educational gerontology》2013,39(4):228-242
The purpose of this study was to evaluate an experiential learning project with BSW students to see if their perceptions of older adults have changed. The project consisted of an oral history project and presentation that matched BSW students with older adults from diverse ethnic backgrounds to gather their immigration narratives. The study used a single group pretest posttest design with 17 BSW students enrolled in an integrative field seminar class. Using a series of inferential analyses, BSW students’ attitudes towards older adults, future career plans, confidence with working with older adults from diverse backgrounds, and geriatric competencies were examined. Overall, a significant increase in BSW students who had varying levels of participation in project perceptions of geriatric social work competencies between pretest and posttest were found. Students who both conducted and presented the oral histories of older adults also were significantly more likely to report future plans to work with older adults compared to students who did not. Exposing BSW students to aging and diversity content has important implications towards fostering student interest in pursuing social work practice with older adults and preparing them for culturally competent social work. 相似文献
17.
Breda O’Brien 《Journal of Further & Higher Education》2018,42(7):922-936
Recently much research has focused on student engagement, both at school and at university. This attention is motivated by the role that engagement plays in student learning and in the student experience. Acknowledging that student engagement is a multifaceted construct we focus on the contribution that teaching and teacher traits make to the quality of student engagement, from the student’s perspective. In this small scale study, we adopt a qualitative methodology to investigate students’ perceptions of what factors impact on their engagement and what role the students themselves have in fostering such engagement. Focus group and one-to-one interviews with students in the last year of school and at university were analysed to reveal four overarching themes related to engagement in classroom life including the importance of active listening on the part of both students and teachers. The resulting Refined Quality Teaching Initiatives Framework outlines how dual engagement and active listening can be viable pedagogical strategies both at school and university. The framework also brings to the fore the active role and responsibilities that students have, in their own perceptions, for engagement in the classroom. We conclude with a reflection on the implications of our findings for teaching and teacher training. 相似文献
18.
Student perceptions are a pivotal point of measurement for understanding why classroom learning environments are effective. Yet there is some evidence that student perceptions cannot be reliably aggregated at the classroom level and, instead, could represent idiosyncratic experiences of students. The present study examines whether heterogeneity in student perceptions of the classroom climate has implications for student achievement. We use data from 1428 seventh grade students in 75 mathematics classrooms from the Michigan Study of Adolescent and Life Transitions. Three dimensions of student perceptions of the classroom were measured: emotional support, autonomy support and performance focus. To obtain a measure of heterogeneity, we first reduced the data using latent profile analysis to describe profiles of students’ perceptions of the classroom. Next, we quantified the heterogeneity of student perceptions within classrooms using Simpson’s D. Classroom-level heterogeneity (Simpson’s D) of students’ perceptions was negatively associated with students’ mathematics achievement, even after controlling for individual- and classroom-level previous achievement, student’s prior perceptions and other variables. Findings suggest that measures of heterogeneity in student perceptions might be important for understanding classroom- and teacher-level effects on student outcomes. 相似文献
19.
The processes of student learning 总被引：2，自引：7，他引：2
Diana Laurillard 《Higher Education》1979,8(4):395-409
20.
This research explores student voice and student perceptions of teaching excellence in higher education, and authors suggest implications for student engagement and student/staff partnerships in teaching and learning. Edinburgh University Students’ Association facilitates the longest-running student-led teaching awards in the UK, receiving 2000–3000 open-ended student nominations annually which raise the profile of teaching and reward strong teachers. These extensive qualitative data were analysed using aspects of a grounded theory approach to investigate student perceptions of teaching excellence. This research identified four key themes of teaching excellence: (1) concerted, visible effort; (2) commitment to engaging students; (3) breaking down student-teacher barriers; (4) stability of support. This paper explores these themes with respect to theoretical work on teaching excellence and suggests that students’ perceptions of excellence in teaching and student support advance notions of ‘critical excellence’ and ‘moral excellence’. 相似文献