共查询到20条相似文献，搜索用时 15 毫秒
1.
The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary
students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess
students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application
according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve
the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and
application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional
teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions
will further determine whether students taught through PBL develop improved learning in relation to high order skills, in
a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform. 相似文献
2.
Clarrice Rapisarda Marty Jencius Jason McGlothlin 《International journal for the advancement of counseling》2011,33(4):361-375
This study examined the experiences of master’s students in regard to their participation in a multicultural role-play and
review process (Jencius et al.
2004). Whereas the literature has supported the use of role-plays as a multicultural training technique (Alvarez and Miville 2003; Vazquez and Garcia-Vazquez 2003), there is a distinct lack of information on the actual role-play experience itself. The data analyzed from participants’
reported experiences about their student counselor and student client roles in this study offers valuable feedback to those
who teach multicultural counseling. Participants reported qualitatively different experiences based on which particular role
they held. 相似文献
3.
Mehmet Nurullah Akkurt Kok-Mun Ng Jered Kolbert 《International journal for the advancement of counseling》2018,40(4):455-468
International students’ needs and experiences in counseling training and supervision has been an area of interest for several decades; however, there is a lack of research regarding effective approaches for supervising international students. Previous studies concerning the international counseling student population have mainly utilized bivariate analysis, and inconsistent results have been observed among studies examining the same relations, which makes applied implications questionable. More complex analysis to determine the relationships among constructs, which will assist in applied implications, are long needed. Thus, this study was a response to the need to determine if a moderation effect could be observed among key counseling supervision-related variables. The purpose of this study was to investigate whether international counseling supervisees’ perceptions regarding the degree to which the construct of multicultural discussion occurring in their university supervision moderated the relationship among key supervision-related variables, including acculturation, counselor self-efficacy, supervisory working alliance, and role ambiguity in supervision. 相似文献
4.
As institutions are moving towards offering more online and distance education courses, scholars have reported that instructors
may have difficulty developing learning communities among students enrolled in these courses (DiRamio and Wolverton 2006). The purpose of this study was to examine the differences in students’ perceptions of a learning community when enrolled
in an online or on-campus introduction to counseling course. Participants were beginning graduate and advanced undergraduate
students interested in pursuing a higher education degree in counseling. Results indicated no significant difference in students’
perceptions of learning communities based on course format. 相似文献
5.
6.
This paper reports the outcomes of an empirical study undertaken to investigate the effect of students’ cognitive styles on
achievement in measurement tasks in a dynamic geometry learning environment, and to explore the ability of dynamic geometry
learning in accommodating different cognitive styles and enhancing students’ learning. A total of 49 6th grade students were
tested using the VICS and the extended CSA-WA tests (Peterson, Verbal imagery cognitive styles and extended cognitive style analysis-wholistic analytic test—Administration guide. New Zealand: Peterson, 2005) for cognitive styles. The same students were also administered a pre-test and a post-test involving 20 measurement tasks.
All students were taught a unit in measurement (area of triangles and parallelograms) with the use of dynamic geometry, after
a pre-test. As expected, the dynamic geometry software seems to accommodate different cognitive styles and enhances students’
learning. However, contrary to expectations, verbalisers and wholist/verbalisers gained more in their measurement achievement
in the environment of dynamic geometry than students who had a tendency towards other cognitive styles. The results are discussed
in terms of the nature of the measurement tasks administered to the students. 相似文献
7.
William Medina-Jerez Kyndra V. Middleton Walter Orihuela-Rabaza 《International Journal of Science and Mathematics Education》2011,9(3):657-690
The way in which students view science and its practitioners, particularly during their late elementary and early secondary
grade levels, has been at the core of numerous studies dating back to research by Mead & Metraux (Science 126:384–390, 1957). In this study, we used the Draw-a-Scientist Test Checklist developed by Finson, Beaver & Cramond (Sch Sci Math 95(4):195–205,
1995) to explore and document Colombian and Bolivian students’ perceptions of scientists. Despite the wealth of information from
years of study, there is a lack of research on images held by students in Latin American nations. This study involved Colombian
and Bolivian students (N = 1,017) in 5th to 11th grades and was aimed at providing an original account of how these students picture scientists and
science. Results suggest differences on how students perceive scientists based on nationality, grade and school type. We discuss
how features may be associated with educational and socioeconomic status in each school community. 相似文献
8.
Yoko Kobayashi 《Higher Education》2010,59(3):323-333
Drawing from social identity theory and its categorization process, the present study crossexamines Japanese students’ contrastively
different attitudes toward Asians and European (-looking) people in two different contexts: (1) Japanese students in the overseas
English language school context who perceive a sense of solidarity with other Asian, particularly Korean, students in the
presence of European students and (2) Japanese students’ yearning for ‘white English’ speakers in Japan and their disregard
for Asian and African-looking students on campus. Based on primary data and literature knowledge base, the present study argues
that Japanese students’ inclination to make friends with other Asian friends in English speaking countries is context-bound
and once they return to their less multicultural home country, their intact yearning for the Imagined West is rekindled. Further
discussions are provided for those involved in international education and foreign language education as well as English-as-a-world-language
education in postsecondary education. 相似文献
9.
Kok-Mun Ng Shannon D. Smith 《International journal for the advancement of counseling》2009,31(1):57-70
International counseling trainees (ICTs) can play a critical role in multicultural training and enrich the lives of domestic
trainers and trainees. However, they face unique barriers. This inquiry examined 14 areas related to their training and stay
in the US. Findings largely correspond with those already in the literature (e.g., Ng, International Journal for the Advancement of Counseling, 28:1–19 2006a). Results indicate significantly higher mean scores for ICTs (n = 56) in 10 areas (e.g., English proficiency problems, experiencing discrimination in their learning environment) compared
to domestic trainees (DTs) (n = 82). ICTs further reported a high level of confidence in their contribution to their programs and a strong belief in their
performance, although these levels did not differ significantly from DTs. Findings also revealed there were no program-level
differences among the ICTs in all the study areas. Compared to the master’s trainees as a whole, however, the doctoral trainees
combined reported higher degrees of experiencing cultural adjustment problems and conflicts with Western understanding and
approaches to treating mental health. Implications and recommendations are outlined.
Findings in this study were represented at the 2008 Eastern Educational Research Association Conference in Hilton Head, South
Carolina, United States of America. 相似文献
10.
Richard E. Mayer Andrew T. Stull Julie Campbell Kevin Almeroth Bruce Bimber Dorothy Chun Allan Knight 《Educational Psychology Review》2007,19(4):443-454
The authors analyzed self-reported SAT scores and actual SAT scores for five different samples of college students (N = 650). Students overestimated their actual SAT scores by an average of 25 points (SD = 81, d = 0.31), with 10% under-reporting, 51% reporting accurately, and 39% over-reporting, indicating a systematic bias towards
over-reporting. The amount of over-reporting was greater for lower-scoring than higher-scoring students, was greater for upper
division than lower division students, and was equivalent for men and women. There was a strong correlation between self-reported
and actual SAT scores (r = 0.82), indicating high validity of students’ memories of their scores. Results replicate previous findings (Kuncel, Credé,
& Thomas, 2005) and are consistent with a motivated distortion hypothesis. Caution is suggested in using self-reported SAT scores in psychological
research.
相似文献
| Richard E. MayerEmail: |
11.
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
12.
Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom
requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent
transfer of energy, to construct meanings for sustainable resources management through discourse, and to connect them to actions
and decisions in a real-life context. In this paper we examine the process of elaboration of plans for resources management
in a marine ecosystem by 10th grade students (15–16 year) in the context of solving an authentic task. A complete class (N = 14) worked in a sequence about ecosystems. Working in small groups, the students made models of energy flow and trophic
pyramids, and used them to solve the problem of feeding a small community for a long time. Data collection included videotaping
and audiotaping of all of the sessions, and collecting the students’ written productions. The research objective is to examine
the process of designing a plan for sustainable resources management in terms of the discursive moves of the students across
stages in contextualizing practices, or different degrees of complexity (Jiménez-Aleixandre & Reigosa International Journal
of Science Education, 14(1): 51–61 2006), understood as transformations from theoretical statements to decisions about the plan. The analysis of students’ discursive
moves shows how the groups progressed through stages of connecting different models, between them and with the context, in
order to solve the task. The challenges related to taking this sustainability issue to the classroom are discussed. 相似文献
13.
In this Forum paper we synthesize some of the main ideas from three papers: Auli Orlander and Per-Olof Wickman’s (Cult Stud
Sci 6, 2011), Bodily experiences in secondary school biology, Roger Sages’ (Cult Stud Sci Educ 6, 2011), About Descartes: Uses and misuses, and Steve Alsop’s (Cult Stud Sci Educ 6, 2011), The body bites back! These papers challenged us to identify how emotions functioned as elements of bodily experiences in classroom transactions
and why science teachers often are not responsive to students’ emoting. We also explored how teachers making use of curriculum and companion meanings could support the construction of learning
environments that more productively support students’ science learning. 相似文献
14.
A number of authors have presented data that challenge the validity of self-report of strategy use or choice of strategy.
We created a multiple-choice measure of students’ strategy use based on the work of Kozminsky, E., and Kozminsky, L. (2001), and tested it with three samples as part of a series of studies testing the fit of the DIME model of reading comprehension.
One study was conducted at the high school level (N = 175) and two at the undergraduate level (N = 185 and 737). Over the three studies with three different samples, we found good evidence for the internal consistency
reliability and concurrent validity of this type of measure. Commonality analysis suggested that strategy use mainly makes
a shared contribution to comprehension with other predictors, especially inference, and to some extent vocabulary, background
knowledge, and word reading. The measure was relatively easy to construct and easy to administer to large numbers of students,
and showed much higher evidence of concurrent validity than self-ratings of frequency of use of strategies. 相似文献
15.
Ahram Lee 《International journal for the advancement of counseling》2018,40(1):60-71
An increase of international students in various settings has been noted in a range of disciplines including counseling and other mental health professions. The author examined the literature on international counseling students related to their experiences in counseling training, particularly in supervision. From the counseling literature, five different themes were identified: (i) acculturation and cultural difference, (ii) language barriers, (iii) social isolation, (iv) cultural perceptions of the profession and transferability, and (v) multicultural discussions. In addition, a critical lens is provided to situate the literature through a holistic and ecological perspective. 相似文献
16.
Korean elementary school students’ English learning demotivation: a comparative survey study 总被引：1，自引：0，他引：1
Tae-Young Kim 《Asia Pacific Education Review》2011,12(1):1-11
This study explores Korean elementary school students’ decreased motivation for English learning by analyzing the questionnaire
data obtained from 6,301 students in a large city in South Korea. The students’ school grades and their prior experience in
private institutes were considered as the major factors behind the decrease in their motivation. There was a statistically
significant and consistent decrease in the students’ satisfaction with their English learning experience; expectation of ultimate
success in English; and intrinsic/extrinsic motivation and integrative/instrumental motivation. Prior experience in attending
private institutes had a substantial impact on the students’ motivation. Those who attended private institutes (hakwons) exhibited higher levels of instrumental and intrinsic motivation. However, in terms of other motivational constructs of
integrative and extrinsic (parental, academic) motivation, private instruction had a negligible or negative impact. By comparing
the results with those of Lamb (2007), the present study proposes that Korean students should be made to internalize the beneficial role played by English so
that their English learning motivation can be maintained. 相似文献
17.
18.
Laura Black Julian Williams Paul Hernandez-Martinez Pauline Davis Maria Pampaka Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers)
relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding
of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence
of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory
education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus,
her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops
a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for
study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding
of leading activity and leading identity offers new insights into students’ identity development. 相似文献
19.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
20.
Kai-Lin Yang 《Educational Studies in Mathematics》2012,80(3):307-326
In this study, we explored the structural relationship between the students’ perceived use of cognitive and metacognitive reading strategies (CMRS) and their reading comprehension of geometry proof (RCGP), and we also examined the differences in students’ perceived use of reading strategies among the poor, moderate and good comprehenders. A sample of ninth graders (N = 533) completed a RCGP test and then the CMRS questionnaire. In the exploratory factor analysis with one subsample (n = 150), principal component analysis was used to extract factors of CMRS use for improving the CMRS instrument. Another subsample of students (n = 370) participated in the study on the confirmatory factor analysis with structural equation modelling method. Results revealed that the use of metacognitive reading strategies exerts an executive function over that of cognitive reading strategies, which directly influenced students’ RCGP. Our interesting findings were that good comprehenders tended to employ more metacognitive reading strategies for planning and monitoring comprehension and more cognitive reading strategies for elaborating proof compared with the moderate comprehenders, who in turn employed these strategies more often compared with the poor comprehenders. 相似文献