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1.
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
2.
Jennifer Lynne Eastwood Troy D. Sadler Dana L. Zeidler Anna Lewis Leila Amiri Scott Applebaum 《International Journal of Science Education》2013,35(15):2289-2315
The purpose of this study was to investigate the effects of two learning contexts for explicit-reflective nature of science (NOS) instruction, socioscientific issues (SSI) driven and content driven, on student NOS conceptions. Four classes of 11th and 12th grade anatomy and physiology students participated. Two classes experienced a curricular sequence organized around SSI (the SSI group), and two classes experienced a content-based sequence (the Content group). An open-ended NOS questionnaire was administered to both groups at the beginning and end of the school year and analyzed to generate student profiles. Quantitative analyses were performed to compare pre-instruction NOS conceptions between groups as well as pre to post changes within groups and between groups. Both SSI and Content groups showed significant gains in most NOS themes, but between-group gains were not significantly different. Qualitative analysis of post-instruction responses, however, revealed that students in the SSI group tended to use examples to describe their views of the social/cultural NOS. The findings support SSI contexts as effective for promoting gains in students’ NOS understanding and suggest that these contexts facilitate nuanced conceptions that should be further explored. 相似文献
3.
Students have conceptions about the relationship between instructional interventions and learning or, in other words, students have instructional metacognitive knowledge. In this study, the efficiency of instructional interventions has been investigated as a specific object of students' instructional metacognitive knowledge. By means of a survey, conceptions about the efficiency of various instructional interventions of 488 freshmen in educational sciences and psychology have been investigated. Two research questions directed this exploratory study: (1) How do students assess the efficiency of instructional interventions; and (2) Do differences in gender, educational background, and/or subject of study affect evaluations of the efficiency of instructional interventions. Results show that respondents regard regular instructional interventions at the university directed toward, or supporting, surface-level processing and reproduction to be highly efficient. The use of technology is conceived as inefficient by these students. The limited number of differences between groups of students also suggests students' conceptions to be both consistent and robust.The study illustrates the need to investigate instructional metacognitive knowledge as distinct from other forms of metacognitive knowledge, and raises questions about the major components and structure of instructional metacognitive knowledge and individual differences in it. The findings suggest the need for the elaboration of a framework to describe instructional interventions. 相似文献
4.
International education and university study exchange programs are now widely established around the world. Yet little is known about possible cultural differences in international and local students' goals and perceptions, and about how international students adapt to the specific academic requirements of the host country. The mediating role of student's goals and perceptions, as well as the dynamic and adaptive nature of those cognitions have been emphasised in theories of self-regulation of learning and empirical research on student learning. The present study examined the extent to which international students' ways of thinking about learning, learning goals and perceptions of the usefulness of typical university study contexts differ from local students at the beginning of their study in the host university, and then become similar to that of local students after a period of time. Comparisons of matched groups of international students (from South-east Asia) and local (Australian) students revealed evidence of cultural/educational differences between their conceptualisation of goals at the beginning of their university study but this difference disappeared after one semester. At the start of their university study, South-east Asian students displayed higher levels of goals than local students, but neither group was certain yet which study settings would be most useful for achieving their personal goals. After one semester, South-east Asian students had become more like local students but the two groups' overall patterns of change over time were similar, providing further support for the view that the specific characteristics of study environments have a strong impact on students' learning. South-east Asian students' clear differentiation of the usefulness of typical study settings for the achievement of high vs low level goals however, contrasted with local students' undifferentiated view that individual study is the most useful form of learning. 相似文献
5.
The disjunction between lecturers' conceptions of teaching and their claimed educational practice 总被引：2，自引：0，他引：2
This article reports a survey of current teaching practice and lecturers perceptions of their role within a Business School. These findings have been placed in a theoretical framework. Analysis of the qualitative aspects of the survey showed some interesting variations in conceptions of the role of a lecturer, the purpose of lectures, tutorials and assessment. The results also showed inconsistencies which are explored. The main conceptions of teaching held by respondents describe the role of the lecturer as either imparting knowledge; providing student support; enthusing and motivating students; facilitating student learning; or some combination of these conceptions. A substantial majority of respondents saw themselves as either facilitators or student supporters. However, the predominant use of lectures and tutorials, with the purpose of disseminating information and applying or checking knowledge and understanding, conflicts with the majority view of the role of the lecturer. This disjunction between stated aims and claimed educational practice has been described as one of the mysteries of higher education. Lecturers express attitudes and beliefs about teaching which are not translated into their teaching strategies and methods. Possible explanations for this disjunction are explored. 相似文献
6.
Many professional educational programs combine learning at an educational institute with learning in the workplace. The differences between these contexts, and the resulting challenges for learning, have been well-documented. However, there are few studies that explore the same students’ learning in both contexts, and even fewer that compare that learning to the learning that results from an integration of learning in both contexts. In this study we investigate, in detail, the similarities and differences of students’ learning activities both within and between the formal educational and workplace contexts of a professional educational program in the Netherlands. To that end, we analysed 1866 learning experiences of 148 students in a dual teacher education program. Analyses revealed that although the different contexts appear to be more conducive to certain kinds of learning activities, thereby confirming prior research, all learning activities did occur in all contexts. Our findings also confirm the value of learning that combines the educational and the workplace contexts, as this learning results in integrations of theory and practice and reflections on professional identity. Implications for dual education programs include focussing on increasing the diversity of learning activities within a single context and supporting students in learning how to learn, next to what to learn, irrespective of the context in which this learning takes place. 相似文献
7.
ABSTRACT: Researchers and educators call for educational programs that teach youth about food safety. In this study, researchers used qualitative research methods (interviews and concept mapping) to ascertain elementary students' understandings of food spoilage and preservation benchmarks based on national science education standards. Constructivist learning theory and its attendant qualitative methods framed the study. Few students understood the causes of spoilage and most were unable to discuss the role of bacteria or germs in meat. Students with an understanding of microorganisms clearly explained methods of preventing spoilage, while students who did not understand the microorganism concept could not. Constructivist research methods were fruitful in unearthing students' conceptions related to food spoilage. This research has implications for university food science faculty members interested in strengthening their teaching practice by focusing on helping students develop conceptual understanding. 相似文献
8.
Anna Parpala Sari Lindblom‐Ylänne Henna Rytkönen 《Assessment & Evaluation in Higher Education》2011,36(5):549-563
This paper explores students’ conceptions of good teaching in three different disciplines. Moreover, the aim is to explore the relation between these conceptions and students’ approaches to learning by combining qualitative and quantitative methods. A total of 695 students from the Faculties of Behavioural Sciences, Law and Veterinary Medicine participated in the study. The students’ conceptions of good teaching were analysed using a qualitative content analysis. Furthermore, the students were assigned to homogenous subgroups on the basis of their responses to items measuring approaches to learning and the differences between these subgroups and the students’ conceptions were examined. The association between the conceptions, disciplines and approaches to learning were examined using Chi‐square tests. Twenty‐one dimensions were created from the data and 12 of them differed between the disciplines. Only one dimension differed between the student groups. The study suggests that there is disciplinary variation in students’ conceptions of good teaching and universities should take this into account in the development process of the student evaluation system. 相似文献
9.
The research reported here deals with students' skill in selfregulated learning. After analyzing the essential components of selfregulated learning, theoretical notions are presented on how skill in selfregulated learning could be developed in students. Next, two empirical studies are reported. In the first study, relationships between the components of selfregulated learning are investigated, as well as relationships between those components and variables such as educational experience, study results and age of students. The second study represents an attempt to help students to develop their skill in selfregulated learning. A Study Advisory Packet was developed intended to broaden their conceptions of learning, education and cooperation and to enlarge their metacognitive knowledge of studying. By means of an evaluative study the usefulness of this packet in the reality of studying at the Open university was researched. The results of the two studies indicate that (1) students' learning conceptions and orientations are closely linked to the study activities they employ, (2) students' learning styles are related to their educational experience and to their study results, but only in a small degree to their age, and (3) the Study Advisory Packet raised students' awareness of different ways of studying and contained practically useful suggestions for studying.A paper presented at the Second Conference of the European Association of Research on Learning and Instruction, Tübingen (FRG), September 19–22, 1987. Original title: Adult student learning in higher distance education. In: P. J. Janssen & L. Svensson (EARLI-Symposium Chair), Student Learning in Its Natural Context. 相似文献
10.
Influences of the Normative Environment of Peer Groups on Community College Students' Perceptions of Growth and Development 总被引：1，自引：0，他引：1
Grounded in Weidman's (1989a) socialization model and Pace's (1979b) theoretical conception of quality of effort, this study examines the effects of peer groups on community college students perceptions of general educational gains. Peer groups were defined as the aggregate student body within an institution. The sample consisted of a national sample of community college students who had responded to the Community College Student Experiences Questionnaire. Given the nested structure of the data, hierarchical linear modeling was used to examine institutional- and student-level effects. Dominant influences on students' perceived gains were from the quality of effort exerted by students. Aggregates of individual-level measures were used as indicators of the peer environment and had little impact on individual-level estimates. 相似文献
11.
Alexandra List Emily Grossnickle Peterson Patricia A. Alexander Sofie M. M. Loyens 《European Journal of Psychology of Education - EJPE》2018,33(4):685-705
Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students’ beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings. Undergraduates from two educational contexts, in the USA (n?=?240) and the Netherlands (n?=?72), participated in this study. While students in the USA were enrolled primarily in lecture and discussion classes, students in the Netherlands followed a problem-based learning curriculum. Beliefs about knowledge, information, and truth and their interrelations were examined across these two contexts through graphical and written justification tasks. Results from this exploratory study indicate that Dutch students were more likely than American students to depict knowledge, information, and truth as subjective and to define knowledge and information as synonymous. Commonalities and differences associated with educational backgrounds are considered in relation to instructional implications. 相似文献
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13.
Ortrun Zuber-Skerritt 《Higher Education》1987,16(1):75-94
This paper argues for the systematic development and integration of student research skills in postgraduate programmes. Case studies from Griffith University, arising from action research projects with university teachers, illustrate five different strategies: (1) The review of a postgraduate programme, identifying student problems and a gap between institutional expectations and students' needs; (2) the workshop model for developing skills in dissertation research and writing; (3) the focus on two key problem areas in the process of writing a thesis; (4) the design, implementation and evaluation of a course on Problems and Methods in Research for the beginning researcher in the social sciences as an alternative model and supplement to the single-supervisor model in postgraduate education; and (5) student metacognition and learning to do research through eliciting some changing personal constructs of research effectiveness. There has been little educational research and development in postgraduate education. This paper explores some of the issues and problems identified at Griffith University and elsewhere. Our methods may be adapted by other universities to their particular educational contexts. 相似文献
14.
ABSTRACT A key goal of school choice policies is to generate competition between schools, which should theoretically drive school leaders to improve their programs to attract and retain students. However, few studies examine how principals actually perceive and define competition. This article empirically examines school leaders’ conceptions of competition and their strategic behaviors using cognitive frameworks from new institutional theory, including sensemaking theory. Drawing on data from qualitative interviews with 30 charter school leaders in Arizona, we explore how leaders’ cognitive understandings of competition influence their actions in an educational “marketplace.” We find charter school leaders make meaning of “competition” in different ways, influenced by their local contexts and their conceptions of what actions are legitimate. Our work suggests that it is important to study the meanings of competition to school leaders, as it has important implications for schools’ competitive responses and, ultimately, student outcomes. Our work has important implications for policy makers seeking to expand school choice as it sheds light on how competition works in practice, with implications for equity and access. 相似文献
15.
In post-conflict and fragile contexts, one central aim of education is to prepare citizens to rebuild society and manage conflict. In this paper, we discuss the ways that citizenship education, students’ civic attitudes, and student civic practices vary across two post-conflict contexts in Africa: Liberia and Rwanda. First, we consider the historical and current complexities of citizenship education in these countries drawing on a post-colonial framework and Osler and Starkey’s three dimensions of citizenship. Next, we discuss survey and interview data from secondary students based on separate multi-level case studies in the respective countries. We note differences and similarities in student conceptions of good citizenship, civic identity, classroom climate, and civic engagement across the two countries, as well as variation by school type and gender. Some notable findings included less active conceptions of citizenship and openness to discussing controversial issues in Rwanda than in Liberia, and less participation in out of school activities among young women than young men. These and other results highlight differing contextual values of development, security, freedom of speech, and civic action and the overall importance of citizenship education in a post-conflict context. 相似文献
16.
Two experiments explored the taxonomic organization of mental lexicons in deaf and hearing college students. Experiment 1 used a single-word association task to examine relations between categories and their members. Results indicated that both groups' lexical knowledge is similar in terms of overall organization, with associations between category names and exemplars stronger for hearing students; only the deaf students showed asymmetrical exemplar-category relations. Experiment 2 used verbal analogies to explore the application of taxonomic knowledge in an academically relevant task. Significant differences between deaf and hearing students were obtained for six types of analogies, although deaf students who were better readers displayed response patterns more like hearing students'. Hearing students' responses reflected their lexical organization; deaf students' did not. These findings implicate the interaction of word knowledge, world knowledge, and literacy skills, emphasizing the need to adapt instructional methods to student knowledge in educational contexts. 相似文献
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18.
This study investigates students' conceptions of inertia and compares these conceptions with historical change in the concept.
A total of 736 students from four different age groups (i.e., age 11, 13, 15 and 17) participated in the survey. Questions
in the questionnaire represent problems related to the concept of inertia which have been argued by past scientists such as
Aristotle, Buridan, Galileo, and Newton. The questionnaire contained three questions, each concerned with one of the following
applications of inertia: natural motion, the motion of a flying spear, and the falling motion of a stone on a moving ship.
The results of the survey showed that there were considerable similarities as well as dissimilarities between students' conceptions
and the views of past scientists. It is suggested that this kind of comparison studies would give useful background information
on change in students' conceptions.
To this day every student of elementary physics has to struggle with the same errors and misconceptions which then had to
be overcome, and on a reduced scale, in the teaching of this branch of knowledge in schools, history repeats itself every
year. (Dijksterhuis, 1961, p. 30) 相似文献
19.
This study explores how graduate students enrolled in M.A./M.S. and Ph.D. geography programs perceive the social and academic
climate of their departments. A second objective is to understand how these students self-assess their own professional abilities,
values, and goals, and whether these self-assessments differ across demographic and institutional contexts. The survey instrument
for this research is based on data collected from graduate student focus groups and on validated constructs of academic culture
and climate from previous research. T-tests, ANOVA, and regression analyses identified significant differences among graduate students and their perceptions of
departmental climate when compared on the basis of gender, citizenship, race/ethnicity, disciplinary subfield, and institutional
type. Interview data provide additional context for analysis of the survey data. The primary areas in which we detected differences
in graduate students’ experiences were 1) diversity issues, 2) disciplinary and institutional cultures, 3) career planning
and development, 4) financial matters, and 5) quality of the learning environment. These differences result from the varying
social and academic dynamics of graduate programs, illustrating the importance of the local environment in shaping student
experiences.
相似文献
| Beth SchlemperEmail: |
20.
LaKeisha M. McClary 《International Journal of Science Education》2013,35(15):2317-2341
The central goal of this study was to create a new diagnostic tool to identify organic chemistry students’ alternative conceptions related to acid strength. Twenty years of research on secondary and college students’ conceptions about acids and bases has shown that these important concepts are difficult for students to apply to qualitative problem solving. Yet, few published studies document how students’ prior knowledge of acids influences their understanding of acid strength in organic chemistry contexts. We developed a nine-item multiple-tier, multiple-choice concept inventory to identify alternative conceptions that organic chemistry students hold about acid strength, to determine the prevalence of these conceptions, and to determine how strongly these conceptions bias student reasoning. We identified two significant alternative conceptions that organic chemistry students hold about acid strength. Students who answered items incorrectly were more confident about their answers than peers who answered items correctly, suggesting that after one semester of organic chemistry, students do not know what they do not know. Implications for the teaching of acid strength are discussed. 相似文献