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1.
Jamison V. Kovach Michelle Miley Miguel A. Ramos 《Decision Sciences Journal of Innovative Education》2012,10(3):363-387
Communication skills are a significant contributor to an individual's success in the workplace. Unfortunately, students often have trouble expressing their ideas in written form and the poor quality of students’ written work often impedes the learning process. This pilot study investigates the use of online writing studios within a quality improvement methods course and the impact of this intervention on students’ writing competency and perceptions about the writing process. The impact of this approach on student performance is evaluated within and across semesters using comparative statistical analyses. Results show that students who participated in online writing studios performed better (i.e., at least one rubric level higher) on their final written assignments for the course compared to students who did not, and that this approach is associated with improved students’ perceptions about the writing process. This research suggests that the use of online writing studios within a content‐specific course can incrementally improve students’ writing competency over the course of one semester, and can positively affect the learning of written communication skills and change students’ perceptions about various aspects of the writing process. 相似文献
2.
李芬芳 《重庆职业技术学院学报》2013,(3):123-125
高职学生关键能力培养主要有整体、基础、渗透和独立四种策略。作为高职基础课的＂应用写作＂在实现培养学生的写作及表达能力这一课程能力目标之外,还可以从渗透策略角度出发,运用行动导向教学法培养学生的沟通能力、合作能力、创业能力、掌握信息技术等关键能力。 相似文献
3.
Coursework in teaching, fieldwork, and supervised teaching experiences were examined as predictors of counselor education doctoral students’ (N = 149) self-efficacy toward teaching. Results revealed that all 3 variables related significantly to self-efficacy toward teaching. Results suggested that students’ satisfaction with supervision of teaching was particularly important in strengthening self-efficacy. 相似文献
4.
This study investigates the effects of a competency‐oriented course and the effects of feedback training on students’ reflection skills. Thirty‐one nursing students enrolled in a conventional course with lectures and assignments following a traditional test. Subsequently, they enrolled in a competency‐oriented course, which included more performance‐oriented tasks based on competencies and a performance‐based assessment. In both courses, half of the students received feedback on their assignments from tutors who were trained in feedback skills (experimental group), while the other half of the students received feedback from non‐trained tutors (control group). After each course, all students wrote a reflection report. Results show that students’ reflection reports after the competency‐oriented course were of a higher quality than the reports after the conventional course. Contrary to our expectations, the quality of the reflection reports of the control group (students supervised by non‐trained tutors) was significantly higher than the quality of reflection reports of the experimental group (students supervised by trained tutors). This study shows that a competency‐oriented design of courses enhances students’ reflection skills, but that the training in feedback skills needs to be reconsidered. 相似文献
5.
Núria Castells Mar Mateos Elena Martín Isabel Solé Mariana Miras 《Cultura y Educación》2015,27(3):569-593
AbstractThis study analyses Spanish undergraduates’ perceptions of their competency in academic writing, as well as their perception of the criteria that define its quality. We identified student profiles and examined their relationship with (1) certain sample characteristics, such as years of university experience, area of study and students’ gender, and (2) variables related to the process of writing, namely the students’ perception of the writing process and the importance they attribute to its characteristics. The data obtained came from the European Writing Survey (EUWRIT) which was administered to 1,044 students from nine Spanish universities. Profiles were identified by means of k-means cluster analysis. The relationship between these profiles and the variables studied was examined by means of chi-squared analyses and univariate ANOVAs. Two profiles were identified: students who are confident about their writing skills and who acknowledge the importance of writing in their field of knowledge; and students who are relatively confident about their writing ability and who consider writing to be relatively important in their subject area. 相似文献
6.
Rachel Zwir 《Journal of Food Science Education》2012,11(1):3-4
Abstract: One of the core competencies in the Institute of Food Technologists (IFT) education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to “communicate technical information to a nontechnical audience.” The Education Division of IFT sponsors a writing competition for undergraduate students to bring attention to and promote the development of communication skills. It has been shown that employees/entry‐level scientists who can communicate technical and nontechnical concepts succinctly will be in a better position to achieve management status after entering the work force. Monetary prizes are awarded to the authors of the top three papers. A revised version of the winning entry is published in the Journal of Food Science Education for dissemination to a world‐wide audience. 相似文献
7.
Spenser Reed 《Journal of Food Science Education》2014,13(3):38-39
One of the core competencies in the Institute of Food Technologists (IFT) education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to “communicate technical information to a nontechnical audience.” The Education Division of IFT sponsors a writing competition for undergraduate students to bring attention to and promote the development of communication skills. It has been shown that employees/entry‐level scientists who can communicate technical and nontechnical concepts succinctly will be in a better position to achieve management status after entering the work force. Monetary prizes are awarded to the authors of the top three papers. A revised version of the winning entry is published in the Journal of Food Science Education for dissemination to a world‐wide audience. 相似文献
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9.
Yang Deng Gregory J. Kelly Shili Deng 《International Journal of Science Education》2019,41(10):1408-1433
Scientific writing is related to the practice of communicating scientific knowledge. This study treats scientific writing as a social practice, taking as its premise the notion that participating in related activities such as reading, peer evaluation, and discussion would positively affect the competence of students’ scientific writing, by developing their epistemic cognition regarding scientific knowledge communication and legitimation. An empirical study was conducted with twenty-two Chinese undergraduate students to test this premise. These students were majoring in chemistry and undertook a researcher-designed intervention course (Advanced Organic Chemistry Experiment), which embodied the integrated strategy of reading, peer evaluation, and discussion on scientific writing. Based on data pertaining to those students’ performance in terms of the normativity, objectivity, and logicality of scientific writing drawn from a previous study by the current author (Deng, Kelly, & Xiao, 2019. The development of Chinese undergraduate students’ competence of scientific writing in the context of advanced organic chemistry experiment course. Chemistry Education Research and Practice, 20, 270–287), alongside data drawn from students’ written texts in reading reflections and on-line discourse related to peer evaluation and discussion, this study claimed that the tasks of reading, peer evaluation, and discussion were seen gradually to lead to the development of Chinese undergraduate students’ greater competence in scientific writing regarding the synthetic experiments of organic chemistry. 相似文献
10.
11.
Clarice Lin 《Journal of Food Science Education》2015,14(3):86-87
One of the core competencies in the Institute of Food Technologists (IFT) education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to “communicate technical information to a nontechnical audience.” The Education, Extension and Outreach Division of IFT sponsors a writing competition for undergraduate students to bring attention to and promote the development of communication skills. It has been shown that employees/entry‐level scientists who can communicate technical and nontechnical concepts succinctly will be in a better position to achieve management status after entering the work force. Monetary prizes are awarded to the authors of the top 3 papers. A revised version of the winning entry is published in the Journal of Food Science Education for dissemination to a worldwide audience. 相似文献
12.
《The Journal of educational research》2012,105(4):238-246
Abstract Graduate students' predominant study skill strengths and weaknesses were examined, as well as the relationship between specific study skills and achievement in a research methodology course. Graduate students (N = 122) from various education disciplines who were enrolled in 3 sections of an educational research course at a southeast university were administered the Study Habits Inventory (Jones & Slate, 1992). Students responded appropriately to 57.8% of the statements measuring study skills. Although that proportion was significantly higher than that found for undergraduate students in previous studies, graduate students could benefit from study skills training. Study skill weaknesses were identified in the areas of note taking and reading skills. Regression and discriminant analyses led to the identification of specific study behaviors that discriminated higher and lower levels of course achievement. Implications for intervention programs are discussed. 相似文献
13.
Michelle Selinger 《欧洲师范教育杂志》1997,20(1):71-84
The largest post graduate initial teacher education course in the UK was introduced by the Open University in February 1994. The course is innovative in a number of ways: it is the first large scale distance taught pre‐service course in the UK; all students are loaned a computer for the duration of the course; and computer conferencing is used extensively for communication between students, part‐time tutors and the course team. In this paper the use of the computer conferencing element is described and evaluated, and ways in which electronic communications can be developed for this to be a truly effective medium for supporting the development of beginning teachers’ competence and confidence are discussed. 相似文献
14.
Background: Feedback is one of the most significant factors for students’ development of writing skills. For feedback to be successful, however, students and teachers need a common language – a meta-language – for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and feedback-giving.
Purpose: The aim of this study was to explore students’ perception of teachers’ feedback given on their texts in two genres, and to suggest how writing training and feedback-giving could become more efficient.
Sample: In this study were included 44 degree project students in biology and molecular biology, and 21 supervising teachers at a Swedish university.
Design and methods: The study concerned students’ writing about their degree projects in two genres: scientific writing and popular science writing. The data consisted of documented teacher feedback on the students’ popular science texts. It also included students’ and teachers’ answers to questionnaires about writing and feedback. All data were collected during the spring of 2012. Teachers’ feedback, actual and recalled – by students and teachers, respectively – was analysed and compared using the so-called Canons of rhetoric.
Results: While the teachers recalled the given feedback as mainly positive, most students recalled only negative feedback. According to the teachers, suggested improvements concerned firstly the content, and secondly the structure of the text. In contrast, the students mentioned language style first, followed by content.
Conclusions: The disagreement between students and teachers regarding how and what feedback was given on the students texts confirm the need of improved strategies for writing training and feedback-giving in science education. We suggest that the rhetorical meta-language might play a crucial role in overcoming the difficulties observed in this study. We also discuss how training of writing skills may contribute to students’ understanding of their subject matter. 相似文献
15.
《The Journal of educational research》2012,105(4):318-330
ABSTRACTThe author employed a 3-step qualitative research design with multiple instances of source validation to capture expert teachers’ (n = 28) reflections on which manifest signs they would look for when they asses students’ innovation competency. The author reports on the thematic analysis of the recorded talk in interaction that occurred in teacher group discussion sessions at 5 upper secondary schools. Based on the analysis, it was possible to extrapolate assessment criteria for 5 subcompetencies relevant to innovation (creative competency, collaboration competency, navigation competency, action competency, and communication competency) as well as assessment criteria for a number of skills relevant to these subcompetencies. These assessment criteria, it is argued, largely resonate with existing literature and they provide a detailed glimpse into how assessment of innovation competency could be concretized within the framework of the existing disciplines. 相似文献
16.
In the current context of doctoral education students are required to develop a range of complex academic literacy skills to accomplish optimal performance in their academic communities of practice. This has led to increase the interest in research on doctoral writing. However, research on how supervisors contribute to doctoral writing has not been extensive. The purpose of this study is to analyze the supervisors’ perspectives on doctoral writing by addressing three questions: a) What role do supervisors attribute to writing in doctoral training? b) What type of writing support do supervisors intend to provide to their students? and c) What are the relations between the role supervisors attribute to writing and the type of writing support supervisors offer to their students? Participants were 61 supervisors in the social sciences and humanities with diverse levels of expertise. Using a cross-sectional interpretative design, we collected qualitative data using an open-ended survey. Categories based on content analysis were established (Miles and Huberman 1994). The results demonstrated that supervisors attributed different roles to doctoral writing, ranging from process- to product-oriented and focusing on 1) producing appropriate academic texts, 2) generating epistemic activity, and 3) promoting communication and socialization. A significant number of supervisors did not attribute any role to writing but acknowledged writing as an important and neglected activity. Three categories of writing support were identified based on the type of activities supervisors reported and their involvement: 1) telling the students what to do, 2) reviewing and editing students’ texts, and 3) collaboratively discussing students’ texts. The results suggest that there are complex relations between the role that supervisors’ attribute to writing and the type of writing support supervisors are able to offer. The relations appear to be mediated by supervisors’ awareness and resources concerning doctoral writing. 相似文献
17.
The purpose of this study was to examine the effectiveness of traditional versus guided inquiry (with problem-solving process and cognitive function training) on high school chemistry knowledge, science process skills, scientific attitudes, and problem-solving competency. Two classes of students were recruited from three classes of Grade 11 students at one school in North-eastern Thailand. Using a split-plot design, students were assigned to an experimental (N = 34) and a control group (N = 31), and were administered (a) learning achievement tests (chemistry knowledge, science process skills, and scientific attitude), (b) a problem-solving competency test, and c) tests of cognitive functioning. The findings showed that students’ learning achievement and problem-solving competency in the guided inquiry group were significantly higher than in the traditional group. The effect of the new teaching method does not seem to stem solely from improvement in cognitive functioning. We attributed the improvement to greater flexibility in the amount of information provided by the teachers, more effortful processing by the students, and greater collaboration amongst the students. 相似文献
18.
Michelle Morgan 《高等教育研究与发展》2014,33(6):1150-1165
The global growth in postgraduate (PG) study since the mid-1990s has been attributed to the expansion in Masters by Coursework participation (Bekhradnia, B. (2005). Postgraduate education in the UK: Trends and challenges higher education policy institute. Paper presented at a conference The future of postgraduate education supporting the students of today and tomorrow, London, 17 March). However, unlike at undergraduate level, research into understanding PG growth has been under-researched. This paper aims to contribute to the knowledge gap by identifying and comparing the growth in PG study in Australia, Canada, the USA and the UK. It explores the possible drivers behind the growth and concludes by highlighting potential challenges facing the future of PG study across the sector. 相似文献
19.
Louisa R. Peralta Donna O’Connor Wayne G. Cotton Andrew Bennie 《Teaching Education》2016,27(3):248-266
In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies. 相似文献
20.
Joanne Edmondston Vaille Dawson Renato Schibeci 《International Journal of Science and Mathematics Education》2010,8(6):1091-1108
Public concerns about biotechnology have resulted in greater attention being paid to the mechanisms by which biotechnology
is communicated with non-scientists, including the provision of science communication training. As undergraduate and postgraduate
courses form the foundation of the biotechnology sector by providing a pipeline of university graduates entering into the
profession, it has been proposed that formal science communication training be introduced at this early stage of career development.
Using an Australian biotechnology degree course as a case study, this paper examines science communication training within
this course and the views of past and present students towards this training. Interviews were undertaken with 22 stakeholders
in the case, including undergraduate lecturers (who also supervise postgraduate research students), doctoral candidates and
biotechnologists recently graduated from the course. Few of the students felt the course provided them with any form of science
communication training, let alone training in how to engage non-scientists. Many were unaware of the training available to
them and few of the lecturers were able to identify where communication skills are taught within the course. A previous study
of this case has also shown that biotechnology undergraduates taking this course do not value communication with non-scientists.
Clearly, the current state of science communication training for these students needs to be improved if they are to enter
the biotechnology workforce as able civic scientists. The findings of this study may be useful for other university biotechnology courses which have yet to integrate science
communication training into their curriculum. 相似文献