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Comparisons of beliefs about the nature of knowledge and learning among postsecondary students 总被引：6，自引：0，他引：6
Marlene Schommer 《Research in higher education》1993,34(3):355-370
The purpose of this study is to assess postsecondary students' beliefs about the nature of knowledge and learning, or epistemological beliefs. Comparisons were made between junior college students and university students and between technological science majors and social science majors on their degree of belief in simple knowledge, certain knowledge, innate ability, and quick learning. Junior college students were more likely to believe in simple, certain knowledge, and quick learning. University students were more likely to believe in innate ability. Technological science majors were more likely to believe in quick learning. Background variables, such as age, gender, and parental education, also contributed to differences between groups. Two-year institutions, as well as four-year institutions, might want to consider students' epistemological beliefs as possible factors affecting academic performance, attrition rate, and transfer difficulties. 相似文献
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This paper presents an international comparison of Australian and Spanish secondary teachers’ perceptions about the effectiveness of their pre-service education and their learning as in-service teachers. It aims to identify, firstly, the extent to which beginning teachers believe they are prepared for their careers through their teacher training and, secondly, what teachers have learned as practicing teachers. A qualitative case study was conducted to uncover whether similar issues raised by early career teachers were identified in different contexts. Data were collected through interviews with secondary teachers (N = 11) from Australia and Spain in their third year of full-time teaching. Findings suggest similar positive perceptions towards their practicum experiences, transition to beginning teachers and professional development. However, differences were found in their early career experiences regarding professional learning and their development of identity. Implications of the study are discussed by identifying strategies to improve pre-service education for secondary teachers. 相似文献
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在当前就业形势十分严峻的环境下,职业院校开展职业生涯发展教育是十分必要的,符合时代要求,有利于学生的终身学习和素质教育。但目前,开展职业生涯发展教育还存在着针对性不强、实践性不够、教育不完整、缺乏专业教师等问题,故此,提出相应的对策予以解决。 相似文献
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Self-Perception versus Students' Perception of Teachers' Personal Style in College Science and Mathematics Courses 总被引：1，自引：0，他引：1
This study focuses on the assessment of students' (N=138) versus their teachers' (N=8) self-perception of the latter's personal style (PS) in the context of science and mathematics teaching in college; it uses the Personal Style Questionnaire and structured interviews for this purpose. The teacher's preferred (the ideal) and the actual personal style profiles thus obtained indicate that there is a good correspondence between the students' and teachers' perceptions concerning the preferred personal style of teachers. It also indicates that the students assess quite adequately the actual PS of their teachers. Regarding the significance of the association between the students' preferred and the teachers' actual PS in College science and mathematics teaching for effective learning, the self-modification of PS by reflective prospective and in-service science teachers is recommended. 相似文献
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Distance education is a significant topic of discussion within institutions at all levels of education. It is not only significant in terms of finances and student enrollment but also in terms of meaningful learning. The purpose of this study was to determine the relative effectiveness of three distance‐education strategies for enhancing the science learning of 94 Midwestern elementary‐school teachers participating in a 5‐year professional‐development project. The three distance‐education strategies studied were interactive television with all presenters live in real time (live), interactive television with live discussions wrapped around videotaped presentations (video), and asynchronous, Web‐based sessions with streamed videotaped presentations supported by interaction through discussion boards (Web). A repeated measures design was used to analyze the science learning and attitudes of the study participants. Analysis of variance of participants' postsession science scores yielded differences (p < 0.05) on multiple‐choice and constructed‐response science subscales. Participants in the live mode outperformed participants in the Web and video modes on all three assessment types (multiple choice, constructed response, and vignettes). Participants in the Web mode outperformed participants in the video mode on multiple choice and constructed response. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1019–1039, 2006 相似文献
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叶小小 《湖州职业技术学院学报》2009,7(3):60-63
以就业为导向的高等职业教育,要求高职院校必须注重对学生的职业生涯规划指导。高职生的职业生涯规划指导应从入学教育开始抓起,并熔入到整个教学改革过程中去,教师要转变观念,将职业生涯规划渗透到平时的教学中,学校要建立专门的职业生涯规划指导机构,只有这样才能更好地帮助高职学生规划好自己的职业生涯,为成功就业打下扎实的基础。 相似文献
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合作学习强调只有在一个更大的合作背景下,竞争和个体化努力才能真正有效.因此,在高校学生职业生涯规划中,引入合作学习的理念将丰富职业生涯规划的教育形式和内涵.从育人的角度出发,在合作学习的过程中丰富学生的学习认知和经验,通过合作学习,进一步转变学生的择业思想和学习观念. 相似文献
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大学生择业心理分析及调适 总被引：3，自引：0，他引：3
项炳池 《临沂师范学院学报》2006,28(6):138-141
择业是大学生人生的一次重要选择,在当前,大学生“就业难”问题目益凸显,再加上大学生涉世不深、缺乏社会经验,自我调节能力差,心理容量小且脆弱,面对激烈的人才竞争,许多学生缺少心理准备,从而不可避免地产生择业心理矛盾和压力,严重的还会影响正常的学习生活和身体健康．因此,大学生因择业而引发的心理问题不容小视,而且亟待解决． 相似文献
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大学生职业生涯教育是时代发展的需要,是大学生成才的内在需要,开展职业生涯教育有利于引导大学生合理规划职业生涯,是大学教育中的重要内容。高校应该把职业生涯规划教育作为大学教育的重要环节,建立起全程化、全员化的课程教育体系,多层次、全方位的评价体系和集教学、科研、咨询为一体的专业教师队伍,从而引导大学生做好职业生涯规划。 相似文献
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Chi‐Chin Chin 《International Journal of Science Education》2013,35(13):1549-1570
Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first‐year pre‐service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science‐related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first‐year pre‐service teachers was at a satisfactory level. Of the six scales covered in this study, the pre‐service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre‐service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50.6% and 60.2% variance in science content in elementary education and science education majors, respectively. For science education majors, the first three scales—the nature of science, health science and physical science—determined basic scientific literacy. However, for elementary education majors, the top three factors were physical science, life science and the nature of science. Based on these results, several strategies for developing the professional abilities of science teachers have been recommended for inclusion in pre‐service programs. 相似文献
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Six beginning primary school teachers pioneering the Interactive Teaching approach to science were studied in their first
year of teaching. Interviews with the beginning teachers revcaled that they faced several obstacles to the implementation
of the interactive teaching of science. These included lack of collegial support, lack of feedback on their teaching, difficulty
assessing the learning of their pupils, and the differences between the culture of learning of the alternative science pedagogy
and that of their pupils. By the end of the year, teachers had reconstructed the alternative science pedagogy in ways that
reduced these difficulties. The interviews also provided evidence that ongoing support by teachers and teacher-educators versed
in the alternative pedagogy can make beginning teacher's implementation of the Interactive Teaching of science less difficult.
Specializations: physics education, beginning teachers.
Specializations: misconceptions, assessment. 相似文献
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During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers
impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study
focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher
were monitored for the whole school year, employing participant observation, and interviews with focus groups of students,
their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy
in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the
teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and
relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled
them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive
learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years
and science education are considered. 相似文献
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大学生主体性发展实验研究课题组 《渭南师范学院学报》2004,19(2):82-88
影响大学生主体性发展的因素，主要有学生的专业兴趣、对大学学习方式的适应性和学习心理障碍等；高校要营造大学生主体性发展的制度环境和人文环境。要让学生有对专业、课程、学业进度的选择权；要通过深化教学改革，组织多种活动促进学生之间、师生之间的互动，培育学生的主体意识、问题意识、竞争意识、合作意识。 相似文献
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马平平 《泰州职业技术学院学报》2006,6(5):86-89
英语专业一年级基础英语课在学生四年专业学习中的地位至关重要，是帮助学生适应英语专业学习，培养学生语言综合能力的关键课程。在教学中，教师应对教学内容进行精心的选择，尤其应注意在教学过程中贯穿文化知识的输入；教学方法不应拘泥于一种方法，而应博采众长，将传统与现代教学方法结合起来；教师应注重与学生的交流，指导学生的学习，培养学生的自主学习能力，并不断提高自身的素质。 相似文献
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在对204名大四学生采取问卷调查的基础上,探讨了大学生职业自我效能、职业价值观与就业能力的关系,结果表明:(1)职业自我效能、职业价值观和就业能力中的职业成长能力存在显著相关.(2)文科生的职业自我效能、就业能力高于理科生.(3)高职业自我效能和高职业价值观的大学生的就业能力均高于低自我效能和低职业价值观的大学生.(4)职业决策自我效能在职业价值观和就业能力之间起中介作用. 相似文献
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Dr Uri Zoller 《Research in Science Education》1996,26(3):317-326
Students at all ages hold a wide variety of scientifically faulty knowledge structures called “misconceptions”. As far as
misconceptions in chemistry are concerned, college science students are no exception. Systematic administration to freshman
biology majors of specially-designed mid-term and term higher-order cognitive skills (HOCS)-oriented examinations within the
courses “General and Inorganic Chemistry” and “Introduction to Modern Organic Chemistry” proved these examinations to be very
effective in revealing and distinguishing between students'misconceptions, misunderstandings, and“no conceptions”. Several of these have never been mentioned before in the relevant research literature. Accordingly, reflective teaching
strategies to overcome this “misconceptions problem” and affect meaningfully subsequent learning have been explored and implemented
within our longitudinal effort to develop students' HOCS. The study results combined with accumulated experience indicate
that properly designed HOCS-oriented examinations may be very effective for revealing, but notper se for overcoming, students' misconceptions. However, within HOCS-oriented chemistry teaching, the assessment of students by
such examinations is very useful particularly for providing data for remediation purposes via appropriate modification of
the teaching strategies. Eventually, this leads to gains in students' HOCS which is in line with the overall goal of the current
reform in science education. 相似文献
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Pseudoscience beliefs (e.g., astrology, ghosts or UFOs) are rife in American society. Most research examines creation/evolution
among liberal arts majors, general public adults, or, infrequently, middle or high school science teachers. Thus, research
truncates the range of ersatz science thinking and the samples it studies. We examined diverse beliefs, e.g., extraterrestrials, magic, Biblical creation, and evolution, among 540 female and 123 male future teachers, including 325 elementary education majors. We study
how these cognitions related to education major and, because popular media often present pseudoscience “information”, student
media use. Future elementary educators most often rejected evolution and endorsed “creationism” or Intelligent Design. Education
majors held similar beliefs about astrology, UFO landings, or magic. Compared with other education students, elementary education
majors watched less news or science television and read fewer popular science magazines. However, religious and media variables
explained more variation in creation/evolution beliefs than education major. We discuss implications of our findings for elementary
school science education and how teacher educators may be able to affect pseudoscience beliefs among their elementary education
students. 相似文献