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Astrobiology is, on a profound level, about whether life exists outside of the planet Earth. The question of existence of life elsewhere in the universe has been of interest to many societies throughout history. Recently, the research area of astrobiology has grown at a fast rate, mainly due to the development of observational methods, and the media is frequently reporting on new research findings. International surveys show that astrobiology questions are among those that interest young people the most. The popularity of astrobiology and the way it captures much science content makes it an interesting area for science teaching. However, there is very little research directly focused upon students’ views in astrobiology. The study reported in this paper draws from the answers of 186 Swedish lower secondary students (16 years old) to a questionnaire, with closed and open-ended questions regarding their views of issues in astrobiology. The study was guided by the worldview theory (Cobern 1991; Cobern, Science Education 80(5):579–610, 1996; Cobern, Science and Education 9:219–246, 2000). The results show that even though basic reasoning in astrobiology is known by a majority of the students, there is a considerable number of students, for whom this is not the case. Furthermore, it was found that for all questions, there are students answering in different ways when asked to describe their own view and the view they associate with science researchers. The implications of the study for further research and for the teaching of astrobiology in science class are discussed. 相似文献
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Magdalena García Noemí Victory Alicia Navarro-Sempere Yolanda Segovia 《Anatomical sciences education》2019,12(5):541-549
The aim of this study was to provide a better understanding of the main difficulties hindering undergraduate biology students in learning histology. The study utilized a self-administered questionnaire which included three closed-ended and two open-ended questions: (1) if students had difficulty in learning about each tissue type; (2) what might be the problem in learning about the tissue at hand; (3) which topics were the most difficult; (4) what were the possible reasons that made image identification of tissue types difficult; and (5) how to improve the course curriculum from a student perspective. The survey was administered to 139 undergraduate biology students enrolled in a histology course, of which 101 surveys were completed and analyzed both qualitatively and quantitatively. The topics that students experienced the most difficulties with were: nervous tissue, plant tissues, bone tissues, and glandular epithelial tissue. The main reasons students experienced difficulties with these tissue types, according to the students themselves, were the nature of the topic, grasping the terminology used, and insufficient teaching time. Students suggested the adoption of strategies such as: teaching based on practical tasks; reducing the content of the histology curriculum; adding anatomy subjects; and making histology education more interesting. 相似文献
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《International Journal of Educational Research》1999,31(6):471-485
This chapter argues for an understanding of action regulation as inextricably related to the motivational process of goal setting and planning. Within this conceptual framework our research has explored students’ action patterns, both in normal ongoing classroom situations and in stressful circumstances. Goals are emphasized as essential aspects of the motivational quality of activities, namely through the role they play in the regulation of action. In this study the detection of students’ behavioral goals is addressed. Several achievement and social goals are described and ways to assess students’ goal setting and planning processes are proposed. Strategies that students use to handle classroom stressors are explored. These include strategic flexible action, strategic rigid action, passive behavior, and disorganized behavior. These strategies represent distinct forms of action regulation. Relations between students’ strategies, which are viewed as indications of their control, and agency beliefs are also examined. Finally, classroom features, which might help or hinder students’ self-regulation are discussed, including teachers’ goals and students’ perceptions of teachers’ goals for classroom activities. 相似文献
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SONGYou 《伊犁教育学院学报》2001,14(1):64-68
一、ＡｎｅｆｆｅｃｔｕａｌｗａｙｏｆｍｏｔｉｖａｔｉｏｎＩｔｉｓｃｏｍｍｏｎｔｏｓａｙｔｈａｔａｔｅａｃｈｉｎｇｍｅｔｈｏｄｉｓａｌ ｓｏａｖｉｔａｌａｓｐｅｃｔｆｏｒａｇｏｏｄｔｅａｃｈｅｒｂｅｓｉｄｅｓｈｉｓｗｉｄｅｋｎｏｗｌｅｄｇｅ.ＮｏｗａｄａｙｓｍｏｒｅａｎｄｍｏｒｅＥｎｇｌｉｓｈｔｅａｃｈ ｅｒｓｈａｖｅｒｅａｌｉｚｅｄｔｈｅｉｍｐｏｒｔａｎｃｅｏｆｔｈｉｓｐｒｏｂｌｅｍｓｓｏｔｈａｔｔｈｅｙｈａｖｅｂｅｅｎｍａｋｉｎｇｔｈｅｉｒｅｆｆｏｒｔｓｔｏｒｅｆｏｒｍｔｈｅｔｒａｄｉｔｉｏｎａ… 相似文献
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Language is the carrier of culture and it is also an integral part of culture. Therefore, learning English requires us not only master the English language knowledge and skills, but also understand t... 相似文献
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Alister Jones Cathy Buntting Rose Hipkins Anne McKim Lindsey Conner Kathy Saunders 《Research in Science Education》2012,42(4):687-708
Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students?? values discourse, fostering students?? analytical and critical thinking skills, and empowering individuals and communities to envisage, value, and work towards alternative futures. This paper develops a conceptual framework to support teachers?? planning and students?? futures thinking in the context of socio-scientific issues. The key components of the framework include understanding the current situation, analysing relevant trends, identifying drivers, exploring possible and probable futures, and selecting preferable futures. Each component is explored at a personal, local, national, and global level. The framework was implemented and evaluated in three classrooms across Years 4?C12 (8 to 16-year olds) and findings suggest it has the potential to support teachers in designing engaging science programmes in which futures thinking skills can be developed. 相似文献
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This paper focuses on school situations students experienced as meaningful and how these experiences can guide educational improvement. Participants included 15 students in grade 3 from a Swedish school. In this qualitative study, the data consisted of drawings, multimodal productions, interviews, and field notes. The analysis resulted in four themes: Having the opportunity to learn in different spaces; Being free and able to participate; Experiencing caring and sharing, and Recognizing one’s own growth and achievement. The findings suggest that situations students find meaningful involve aspects of both learning and wellbeing. The practical implication for these results is that student-generated qualitative data can help indicate needs for educational improvement. 相似文献
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Christine R. Junker 《College Teaching》2017,65(2):79-87
Scholars have suggested that reading literature can foster empathy. However, learning empathy through literature in the classroom is understudied. The primary objective of this study was to assess whether affective and cognitive empathy, as demonstrated in student writing, relates to textual attributes, the style of writing prompt, student writing ability, and whether it changes over time. Students in a college literature classroom were asked to assess texts according to a series of attributes related to engagement and textual difficulty, followed by a series of analytical and creative writing prompts. These responses were scored on a comparative scale according to metrics of empathy and compared with textual attributes, strength of writing, and time using a general linear model. Textual difficulty was identified as the greatest predictor of empathy (inverse relationship) followed by assignment grade (positive relationship). These results indicate that textual attributes, strength of writing ability, and style of writing response play a central role in explaining empathetic responses in students. The furthest-reaching implications of this study may, however, rest in the findings that empathy didn't change over the short time period and that textual accessibility may trump all other aspects in facilitating empathetic responses. 相似文献
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Students’ engagement in first‐year university 总被引：1，自引：0，他引：1
This paper reports on seven calibrated scales of student engagement emerging from a large‐scale study of first year undergraduate students in Australian universities. The analysis presents insights into contemporary undergraduate student engagement, including online, self‐managed, peer and student‐staff engagement. The results point to the imperative for developing a broader understanding of engagement as a process with several dimensions. These must be acknowledged in any measurement and monitoring of this construct in higher education. The paper calls for a more robust theorising of the engagement concept that encompasses both quantitative and qualitative measures. It considers implications for pedagogy and institutional policy in support of enhancing the quality of the student experience. 相似文献
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Delia Marshall 《International Journal of Science Education》2013,35(10):1255-1268
This article reports on a phenomenographic‐based study of the expectations of teaching among undergraduate physics students. Data are drawn from a range of course‐contexts at each of two quite different universities — one South African and one Swedish — and five qualitatively different expectations of physics teaching are identified and exemplified. These range from presenting knowledge to facilitating personal development and agency. Implications of possible mismatches between students’ and lecturers’ expectations of physics teaching are discussed in relation to students’ learning experiences. 相似文献
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This paper reports on a teacher’s and his students’ responsiveness to a new tetrahedral-oriented (Mahaffy in J Chem Educ 83(1):49–55, 2006) curriculum requiring more discursive classroom practices in the teaching of chemistry. In this instrumental case study, we identify the intentions of this learner-centered curriculum and a teacher’s development in response to this curriculum. We also explore the tensions this teacher experiences as students subsequently respond to his adjusted teaching. We use a Chemistry Teacher Inventory (Lewthwaite and Wiebe in Res Sci Educ 40(11):667-689, 2011; Lewthwaite and Wiebe in Can J Math Sci Technol Educ 12(1):36–61, 2012; Lewthwaite in Chem Educ Res Pract. doi:10.1039/C3RP00122A, 2014) to assist the teacher in monitoring how he teaches and how he would like to improve his teaching. We also use a student form of the instrument, the Chemistry Classroom Inventory and Classroom Observation Protocol (Lewthwaite and Wiebe 2011) to verify the teacher’s teaching and perception of student preferences for his teaching especially in terms of the discursive processes the curriculum encourages. By so doing, the teacher is able to use both sets of data as a foundation for critical reflection and work towards resolution of the incongruence in data arising from students’ preferred learning orientations and his teaching aspirations. Implications of this study in regards to the authority of students’ voice in triggering teachers’ pedagogical change and the adjustments in ‘teachering’ and ‘studenting’ required by such curricula are considered. 相似文献
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Gunilla Eklund‐Myrskog 《Scandinavian Journal of Educational Research》2013,57(2):179-188
The aim of this study was to investigate students’ conceptions of learning and approaches to learning within vocational education. A group of car‐mechanic students (n = 30) were interviewed at the end of their programme. The phenomenographic approach was used as the point of departure, and, as a result of the analysis, qualitative similarities and differences in students’ conceptions and approaches were found. The distribution of conceptions and approaches showed that half of students were classified as representing a quantitative view of learning and as favouring a surface approach. However, in order to encourage students to develop a qualitative view of learning and to use deep approaches, more attention must be paid to the ways in which students conceive learning within the school context and how they actually do in order to meet the demands they experience within their education. 相似文献
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Rukiye Ayan Mine Isiksal Bostan 《International Journal of Science and Mathematics Education》2018,16(3):503-518
In this study, we investigate sixth, seventh, and eighth grade students’ achievement in nonlinear (quadratic or cubic) proportional problems regarding length, area, and volume of enlarged figures. In addition, we examine students’ solution strategies for the problems and obstacles that prevent students from answering the problems correctly by using a mixed method research design. A total of 935 middle school students were given a paper-pencil test and 12 of them were interviewed. Findings indicated that achievement of the participants were low and that students used a limited number of strategies for solving the problems. In addition, these strategies were found to have lacked the argument of the linear proportional and nonlinear proportional relationships among length, area, and volume concepts for most of the participants’ answers. Moreover, analysis revealed that the confusion of linear proportional and nonlinear proportional relationships and misinterpretation of additive and multiplicative relationships were serious obstacles while solving the nonlinear proportional problems related to the area and volume of enlarged figures. 相似文献
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Babak Abedin Farhad Daneshgar John D’Ambra 《Education and Information Technologies》2011,16(3):227-244
By the proliferation of online courses, the social dimension of computer supported collaborative learning (CSCL) is becoming
more important than before. Research shows that communicative behavior adaptation to the computer medium is a critical issue
in CSCL social relationship development. Two dominant theories in the CSCL field, social information processing theory and
adaptive structuration theory, argue that individuals do not simply receive the technology passively but they adapt their
behavior to increase benefits from the technology. This paper develops an instrument in order to operationalize the notion
of individual’s communicative behavior adaptability in CSCL. Through an exploratory factor analysis performed on a small sample
of post graduate students of an online degree in an Australian university, three factors have been unveiled: (1) individual
perception of self-representation, (2) individual perception of compatibility, and (3) individual perception of the use of
computer technology. Identification of these factors is expected to facilitate understanding of individuals’ social behaviors
in CSCL environment, which in turn will guide the design of CSCL systems. In addition, the paper examines the relationships
between the extracted factors and four environmental factors: learner’s characteristics, course characteristics, instructor
characteristics, and technology characteristics. The results show that none of these characteristics strongly affect perception
of self-representation or perception of the use of computer technology. On the other hand, a strong relationship was found
between perception of compatibility and learner’s and course characteristics. The reliability as well as validity of the study
is examined and findings are discussed. These findings will provide further insights into the design process of CSCL systems. 相似文献
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This study examines Finnish higher education students’ perceptions of whether students are customers, based on qualitative interview data. The article contributes to the discussion on students as customers by giving attention to students’ own voices from a country where tuition fees are not generally collected. The data are presented and analysed using a matrix of preference and perception of seeing students as customers. While the data contained student voices insisting that it is not appropriate to talk about customers because money is not involved, different orientations showing either a preference or perception of students as customers were also described. It is concluded that seeing a student as a customer might be a solution to various higher education challenges which are not all related to tuition fees. 相似文献
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许宇宁 《读与写:教育教学刊》2013,(3):16
Listening is considered to be one of the most difficult skills in English learning.And it is obvious that the learners do not have enough and effective listening practice in a scientific way.This thesis will focus on listening.The author mainly analyzes how to develop the listening strategies to improve the ability of listening comprehension. 相似文献
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Why Don't More Students Major in IS? 总被引：1，自引：0，他引：1
William L. Kuechler Alexander McLeod Mark G. Simkin 《Decision Sciences Journal of Innovative Education》2009,7(2):463-488
The large increases in the number of information systems (IS) majors about 10 years ago have been matched by equally large decreases in IS enrollments over the last few years. This article addresses the question of why students choose any major in general, and why students no longer choose to become an IS major in particular. We used a validated survey instrument and the responses from 163 students to examine this question in detail. Not surprisingly, we found that "genuine interest" in the subject was the most salient factor affecting the decision to major in IS. More surprising were what factors did not appear to influence this decision—for example, the promise of good job salaries, job security, the advice of others, or even the image of those who become IS professionals. Students seem aware that information technology employment opportunities exist; if job and salary issues contribute to choosing majors other than IS , it is due to the perception of an unfavorable work/salary ratio for our field rather than one of job security or availability. That is, the amount of work to get an IS degree (the perception of harder-than-average courses) combined with (for many students) the perception of an undesirable amount of continuous training to keep an IS career just do not seem to balance with salary levels. These findings have important implications for the recruiting efforts of IS faculty seeking to attract more IS majors. 相似文献