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1.
Pinar Seda Çetin Ebru Kaya Ömer Geban 《Journal of Science Education and Technology》2009,18(2):130-137
The aim of this study is to investigate the effectiveness of conceptual change oriented instruction (CCOI) over traditionally
designed chemistry instruction (TDCI) on overcoming 10th grade students’ misconceptions on gases concepts. In addition, the
effect of gender difference on students’ understanding of gases concepts was investigated. The subjects of this study consisted
of 74 10th grade students from two chemistry classes. One of the classes was assigned as experimental group and the other
group was assigned as control group. The experimental group was instructed with CCOI and the control group was instructed
by TDCI. Gases Concept Test (GCT) was administered to both groups as pre- and post-tests to measure the students’ conceptual
understanding. The results showed that students in the experimental group got higher average scores from Gases Concept Test.
Also, a significant difference was found between the performance of females and that of males in terms of understanding gases
concepts in favor of males. 相似文献
2.
Even though female students now make up more than half of all higher education students in many countries, the distribution
of women across fields of study is still very uneven. This study examines the gendered nature of recruitment and dropout in
higher education. Our results show that students who made gender traditional choices more often had an early preference for
the study programme they enrolled in. Moreover, female students reported more often than male students that they had been
encouraged by their parents and friends. However, unlike what we expected, there are no differences between students in gender
traditional and non-traditional programmes with regard to encouragement from parents and students’ confidence that they had
made the right choice. While male students’ dropout is unrelated to the gender composition of educational programmes, women
drop out of female-dominated programmes to a lesser extent.
相似文献
| Jens-Christian SmebyEmail: |
3.
4.
Most studies indicate primary students’ attitudes towards and interest in science decline as they progress into the secondary
years. Longitudinal qualitative research exploring this phenomenon is rare as is research which focuses on the students’ voice
as they cross the interface. In this study multiple qualitative data sources, supported by a ‘science interest’ composite
scale, followed 20 students over 2 years. In contrast to baseline data on their peers these students, in general, maintained
their interest in science. Apart from identifying the teacher’s pedagogical approach and classroom environment as two key
issues in understanding these students’ journeys, the importance of listening to and heeding the students’ voice may be an
even more critical concern in addressing the decline in students’ attitudes and interest in science. 相似文献
5.
This study investigated students’ perceptions of the generalist learning environment of the primary school compared to their
perceptions of the specialist science learning environment of secondary school. The role of student gender and change in school
size as influencing factors on changes in students’ perceptions across primary to secondary transition were especially considered.
The same students’ perceptions of the learning environment were collected in the final stages of primary school and again
after their initial term in secondary school. Insights were gained into how students’ perceptions of learning environment
changed during their first exposure to specialised science learning environments and teachers, and how these changes in perceptions
during transition depended upon school size and student gender. Both school size and student gender were found to be influencing
factors for changes in some learning environment dimension perceptions. 相似文献
6.
The main goal of this study was to integrate gender and group effect into bridging strategy in order to assess the effect
of bridging analogy-based instruction on sophomore students’ misconceptions in Newton’s Third Law. Specifically, the authors
developed and benefited from anchoring analogy diagnostic test to merge the effect of group and gender into the strategy.
Newton’s third law misconception test, attitude scale toward Newton’s third law, and classroom observation checklists were
the other measuring tools utilized throughout this quasi-experimental study. The researchers also developed or used several
teaching/learning materials such as gender and group splitted concept diagrams, lesson plans, gender splitted frequency tables,
make sense scales, PowerPoint slides, flash cards, and demonstrations. The convenience sample of the study chosen from the
accessible population involved 308 students from two public universities. The results of multivariate analysis of covariance
indicated that the bridging strategy had a significant effect on students’ misconceptions in Newton’s third law whereas it
had no significant effect on students’ attitudes toward Newton’s third law. 相似文献
7.
Erdogan Halat 《Asia Pacific Education Review》2006,7(2):173-183
The purpose of this study was to examine the acquisition of the van Hiele levels and motivation of sixth-grade students engaged
in instruction using van Hiele theory-based mathematics curricula. There were 150 sixth-grade students, 66 boys and 84 girls,
involved in the study. The researcher employed a multiple-choice geometry test to find out students’ reasoning stages and
a questionnaire to detect students’ motivation in regards to the instruction. These instruments were administered to the students
before and after a five-week period of instruction. The paired-samples t-test, the independent-samples t-test, and ANCOVA
with α = .05 were used to analyze the quantitative data. The study demonstrated that there was no statistically significant
difference as in motivation between boys and girls, and that no significant difference was detected in the acquisition of
the levels between boys and girls. In other words, gender was not a factor in learning geometry. 相似文献
8.
“I Heard it through the Grapevine”: Doctoral Student Socialization in Chemistry and History 总被引：2，自引：0，他引：2
Susan K. Gardner 《Higher Education》2007,54(5):723-740
Twenty doctoral students in the disciplines of chemistry and history were interviewed to better understand the socialization
processes that influence their success and how these processes differ by year in the degree program and disciplinary culture.
Five major themes emerged describing these socialization processes and how they facilitate or impede degree success, including
Ambiguity, describing the programmatic guidelines and expectations that surrounded much of the students’ experience; Balance,
pointing to the students’ need to balance graduate school responsibilities along with external relationships and demands;
Independence, describing the students’ desire to find equilibrium as they transitioned to the role of independent scholar;
Development, highlighting the significant cognitive, personal, and professional development that occurs in these students’
graduate experience; and Support, describing the faculty, peer, and financial support needed for the students’ success in
their degree programs. Suggestions for policy, practice, and further research are discussed. 相似文献
9.
The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy
for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework
influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning,
although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable.
No gender differences were found for any of the variables, a finding that extends prior research based on high school girls.
Educational implications about the importance of students’ homework completion and its relationship to college students’ development
of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective. 相似文献
10.
Research has shown that female students cannot profit as much as male students can from cooperative learning in physics, especially in mixed-gender dyads. This study has explored the influence of partner gender on female students’ learning achievement, interaction and the problem-solving process during cooperative learning. In Shanghai, a total of 50 students (26 females and 24 males), drawn from two classes of a high school, took part in the study. Students were randomly paired, and there were three research groups: mixed-gender dyads (MG), female–female dyads (FF) and male–male dyads (MM). Analysis of students’ pre- and post-test performances revealed that female students in the single-gender condition solved physics problems more effectively than did those in the mixed-gender condition, while the same was not the case for male students. We further explored the differences between female and male communication styles, and content among the three research groups. It showed that the females’ interaction content and problem-solving processes were more sensitive to partner gender than were those for males. This might explain why mixed-gender cooperation in physics disadvantages females in high schools. 相似文献
11.
Joshua Gisemba Bagaka��s 《International Journal of Science and Mathematics Education》2011,9(4):817-842
The study identified two dimensions of teacher self-efficacy and practices and five dimensions of students’ mathematics self-efficacy
and sought to determine the extent to which teacher characteristics and practices can enhance secondary school students’ self-efficacy.
Data were collected from 13,173 students in 193 teachers’ classrooms from 141 schools in the 10 districts of Lake Victoria
Region of Kenya. Two-level hierarchical linear model revealed that teachers’ frequent use of mathematics homework, their level
of interest and enjoyment of mathematics, as well as their ability and competence in teaching mathematics were found to play
a key role in promoting students’ mathematics self-efficacy. Teachers’ ability and competence in teaching were also found
to be effective in narrowing the gender gap in students’ self-confidence and competence in mathematics. The study recommends
that teacher training colleges emphasize such teacher practices and values in order to enhance students’ mathematics self-efficacy,
reduce their level of anxiety and fear of mathematics, and consequently, enhance their achievement in mathematics. Professional
development opportunities should also be made available to in-service teachers to continually update their knowledge and skills
and develop new strategies for teacher effectiveness. 相似文献
12.
As mathematics educators think about teaching that promotes students’ opportunities to learn, attention must be given to the
conceptualization of the professional development of teachers and those who teach teachers. In this article, we generalize
and expand the instructional triangle to consider different interactions in a variety of teacher development contexts. We
have done so by addressing issues of language for models of teachers’ professional development at different levels and by
providing examples of situations in which these models can be applied. Through the expansion of our understanding and use
of the instructional triangle we can further develop the concept of mathematics teacher development. 相似文献
13.
Investigation of university students’ self-acceptance and learned resourcefulness: a longitudinal study 总被引：1，自引：0，他引：1
Self-acceptance and learned resourcefulness of university students are important concepts in coping with the environmental
and developmental stressors and in the development of healthy personality. In this study, university students’ self acceptance
and learned resourcefulness levels were investigated longitudinally. 198 university students’ self acceptance and learned
resourcefulness scores were collected by Self Acceptance Scale and Rosenbaum’s Self-Control Scale in their first and eighth
semesters. The findings revealed that in general, the students’ self-acceptance level increased significantly in the 4-year
period. With respect to gender, the self-acceptance level of female students was found to increase during their university
education, while no significant difference was observed in that of male students. Moreover, there was no change in the level
of their learned resourcefulness in the 4-year period in terms of gender. As a result, it is understood that university life
includes significant experiences for students’ self-acceptance, especially for female students, and that university life does
not cause any significant increase in the level of learned resourcefulness. Therefore, there is a great need for programs
that will increase the resourcefulness levels of university students during their university lives. 相似文献
14.
Various types of gender bias in the criteria and use of the Diagnostic and Statistical Manual of Mental Disorders (3rd edition, revised; DSM-III-R; American Psychiatric Association, 1987) by counselors are discussed. Recommendations for addressing such bias in counselor training are provided. 相似文献
15.
Els de Koning Monique Boekaerts 《European Journal of Psychology of Education - EJPE》2005,20(3):289-308
This article reports on a study regarding the school-identification of 1819 first-year students in secondary vocational education.
We measured the school-identification of these adolescents and used the perspective of self-regulation to define three blocks
of potential determinants, including the students’ personal goals (1) their appraisals of the school and classroom (2), and
their peer- and home-identities (3). One other block included students’ personal characteristics, such as general ability
(i.e., course-level) and gender (4). In a two-wave regression procedure we investigated the contributions of the four blocks
of potential determinants in explaining students’ school-identification. The first wave showed three key-determinants, including
students’ appraisals of teacher-expectation and course-utility and the extent to which they felt alienated from their school.
Of secondary importance were students’ relational identities, with peer-identity being more important than home-identity.
Personal goals were the least important determinants. The second wave showed how the key-determinants were explained by the
students’ appraisals of mutual-support, and involvement, fairness, humour, learning-support, reward and personal respect of
their teachers. Elaborate interpretations of the results are provided in the discussion. 相似文献
16.
Linda G. Castillo 《International journal for the advancement of counseling》2009,31(4):245-254
The purpose of this article is to examine how intragroup marginalization has a potential impact on Latino college students’
psychological adjustment. The concept of intragroup marginalization in this context relates to the perceived rejection of
students by persons of their heritage culture group in response to the students’ acculturation efforts in regard to the college
culture. Counselors can facilitate college success of Latino students by addressing acculturative stressors. Intragroup marginalization
and its relationship to Latino college student adjustment is illustrated and discussed through a vignette. 相似文献
17.
Using a two-tier test in examining Taiwan graduate students’ perspectives on paraphrasing strategies
Yu-Chih Sun 《Asia Pacific Education Review》2009,10(3):399-408
This study examines Taiwanese English as a foreign language (EFL) graduate students’ perspectives on paraphrasing strategies.
A two-layer scenario survey was developed to identify the reasoning behind students’ judgments that certain paraphrasing is
appropriate or inappropriate. The first-layer scenario survey is in a true–false format that consists of nine paraphrasing
scenarios and that served to elicit from students their declarative knowledge of appropriate paraphrasing strategies. The
second-layer scenario survey is in an open-ended question format that explores students’ explanatory knowledge underlying
their first-layer choices. In addition, an attitude survey and a demographic survey were designed and implemented to explore
learner variables in relation to the learners’ perspectives on paraphrasing strategies. A total of 141 EFL graduate students
participated in the study. The results shed considerable light on students’ diverse perceptions and reasoning regarding paraphrasing
strategies. More than half of the students considered surface-level paraphrasing (patchwriting) to be acceptable strategy
use. Significant correlation was found between students’ responses to the acceptability of paraphrasing strategies and the
following factors: (1) perceived difficulty in paraphrasing, (2) perceived value of appropriate source use, (3) perceived
competence in overcoming the temptation to plagiarize, (4) perceived disadvantage as a foreign-language learner with paraphrasing,
(5) gender, and (6) paraphrasing-related training. Pedagogical implications of the results are discussed. 相似文献
18.
This study investigates how the enactment of a climate change curriculum supports students’ development of critical science
agency, which includes students developing deep understandings of science concepts and the ability to take action at the individual
and community levels. We examined the impact of a four to six week urban ecology curriculum on students from three different
urban high schools in the USA. Data collection included pre and posttest written assessments from all students (n = 75) and pre and post interviews from focal students (n = 22) to examine how students’ conceptual understandings, beliefs and environmental actions changed. Our analyses showed
that at the beginning of the curriculum, the majority of students believed that climate change was occurring; yet, they had
limited conceptual understandings about climate change and were engaged in limited environmental actions. By the end of the
curriculum, students had a significant increase in their understanding of climate change and the majority of students reported
they were now engaged in actions to limit their personal impact on climate change. These findings suggest that believing a
scientific theory (e.g. climate change) is not sufficient for critical science agency; rather, conceptual understandings and
understandings of personal actions impact students’ choices. We recommend that future climate change curriculum focus on supporting
students’ development of critical science agency by addressing common student misconceptions and by focusing on how students’
actions can have significant impacts on the environment. 相似文献
19.
Romaizah Salleh Grady J. Venville David F. Treagust 《Research in Science Education》2007,37(3):291-312
With increasing numbers of students learning science through a second language in many school contexts, there is a need for
research to focus on the impact language has on students’ understanding of science concepts. Like other countries, Brunei
has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three
years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English.
This research is concerned with the influence that this bilingual education system has on children’s learning of science.
The purpose was to document the patterns of Brunei students’ developing understandings of the concepts of living and non-living
things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design
was used in one primary school. Data collection included an interview (n = 75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation.
Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the
language of instruction from Primary 4 onwards restricted the students’ ability to express their understandings about living
things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist
perspective these language factors will potentially impact on the students’ cognitive development by limiting the expected
growth of the students’ understandings of the concepts of living and non-living things.
A paper accepted by Research in Science Education, August, 2006. 相似文献
20.
This paper reports an investigation into gender, ethnicity and rurality on Fijian students’ perceptions of science. A questionnaire
was administered to a large sample of Form 5 classes. All students had completed a four year integrated "Basic Science" course
in the junior secondary school and were continuing their studies in the upper secondary school. The responses were analysed
to determine the significance of gender, ethnicity and rurality on the students’ perceptions of science, attitudes to science
in the world and to science in the school curriculum.
Specializations: gender issues and affective aspects of science and technology education.
Specializations: Constructivism in science education, development education and gender issues. 相似文献