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This study focused on differences between teacher‐centred and learner‐centred experiments in soil ecology. After a pilot study, we selected three experiments simple enough to be carried out by pupils even with little experience in self‐determined learning and hands‐on practice. The sample comprised 123 fifth and sixth graders from a middle school (four classes). We found a significant influence of treatment on achievement and pupils enrolled in a learner‐centred environment scored higher. Girls scored higher than boys in both treatments. We found no differences in well‐being, boredom or difficulty of the tasks, but pupils of the learner‐centred group expressed a higher interest. 相似文献
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David Bennett 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):381-391
“Of the $10 billion sex industry, it's not ten perverts spending $1 billion a year” ‐‐ Nadine Strossen, former president of the American Civil Liberties Union and author of Defending Pornography. 相似文献
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Some argue that the goal of education is to influence out‐of‐school learning activity, yet little research exists on how teachers can help students develop an interest in a topic and continue to pursue that interest outside of school. The current study tested classroom context variables from self‐determination theory (teachers’ autonomy support) and from achievement goal theory (teachers’ mastery goals) that may predict students’ school‐prompted interest above and beyond students’ mastery goals and self‐efficacy. Survey data were collected from 178 high school students in 15 mathematics classes. Hierarchical multiple regression revealed that students’ perceptions of a teacher who focuses on mastery goals account for little variance above and beyond students’ own motivation, whereas perceived teachers’ autonomy support emerged as a significant predictor. While the results are correlational and do not support causal claims, they suggest that teachers who support student autonomy might foster school‐prompted interest. 相似文献
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Abstract This study takes the perspective of an equipment vendor that is providing training on its equipment. The study shows that the total cost of Remote Access Distance Learning (RADL), training provided over a voice and data network, is higher than the total cost of classroom‐based training (CBT). However, the profits from RADL are higher than the profits from CBT, since it is possible to charge students a higher price for RADL than for CBT. 相似文献
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Graham Rogers 《课程研究杂志》2013,45(2):249-268
A coherent view of student‐teachers’ preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university‐based teacher‐education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student‐teacher experience is still a relatively limited one. This paper takes the view that student‐teachers’ epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students’ emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case‐study hold important implications for a teacher‐education programme and for effective pedagogic practice. 相似文献
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Johann Weninger 《International Journal of Science Education》2013,35(4):391-396
Summaries English The author develops the premise that the emergence of interdisciplinary relations between different fields of learning requires terminological conventions to be made consonant. He explores this issue with reference to two themes from the field of chemistry where strong relations exist with mathematics: the use of the equals sign and the (double) reaction sign, and the notions of reaction equation and reaction symbol. 相似文献
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Long‐term teacher effects on pupils' learning gains 总被引：1，自引：1，他引：0
Many studies have demonstrated that a teacher has a substantial impact on how much pupils learn. However, research on the long‐term effects of teachers is scarce, and the results obtained so far are inconsistent. Some studies have concluded that teacher effects are relatively permanent, while others claim that they fade away more or less rapidly over time. The present study was conducted at the elementary‐school level in France. Multilevel random crossed models were used to assess teacher effects over a period of two school years. The assessments showed that the pupils' test scores in French and mathematics after two years were linked to the second‐year teachers but not to the first‐year ones. These results suggest that teacher effects on pupils' learning gains wear off quickly over time. In other words, ‘immediate’ teacher effects on learning do seem to exist, but not long‐term ones. The merits of multilevel random crossed models in this research field are presented, and the potential limitations of the results obtained are discussed. 相似文献
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This study describes a lesson in which students engaged in inquiry in evolutionary biology in order to develop a better understanding of the concepts and reasoning skills necessary to support knowledge claims about changes in the genetic structure of populations, also known as microevolution. This paper describes how a software simulation called EVOLVE can be used to foster discussions about the conceptual knowledge used by advanced secondary or introductory college students when investigating the effects of natural selection on hypothetical populations over time. An experienced professor's use and rationale of a problem-based lesson using the simulation is examined. Examples of student misconceptions and naïve (incomplete) conceptions are described and an analysis of the procedural knowledge for experimenting with the computer model is provided. The results of this case study provide a model of how EVOLVE can be used to engage students in a complex problem-solving experience that encourages student meta-cognitive reflection about their understanding of evolution at the population level. Implications for teaching are provided and ways to improve student learning and problem solving in population genetics are suggested. 相似文献
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Eleni Andreou Eleni Didaskalou Anastasia Vlachou 《Emotional and Behavioural Difficulties》2013,18(4):235-248
The aim of this paper was to examine the short‐term and long‐term effects of a curriculum‐based anti‐bullying intervention program on students' attitudes towards bullying, intentions to intervene in bully–victim problems, perceived efficacy of intervening and actual intervening behavior. The intervention program was applied in primary schools and was implemented by trained teachers within the classroom context. The sample consisted of 454 pupils drawn from fourth to sixth grade classrooms of 10 primary schools in central Greece. A quasi‐experimental pre‐test/post‐test design was used. The findings indicate positive short‐term program outcomes concerning students' attitudes towards bullies and victims, perceived efficacy of intervening in bully–victim incidents and actual rates of intervening behavior. However, the magnitude of the program effects was quite small, since the positive short‐term outcomes were not sustained in the long‐term (post‐test two measures). The results of the study also indicated clear time effects for attitudes towards bullies and victims, self‐efficacy of intervening and intention, as well as actual intervening behavior. The results are discussed in terms of their implications for anti‐bullying interventions. 相似文献
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Student retention rates are a constant concern in higher education, but this concern has become especially challenging as online courses become more common and there are widespread reports of low completion rates for online, self‐study courses. We evaluated four self‐study online pharmacy courses with a history of very high completion rates for motivational design features, as an explanation for the difference in completion rates between these classes and those reported in the literature. The validated Instructional Materials Motivation Survey [IMMS] (Keller, 1987) and an open‐ended survey based on Keller’s (1987) ARCS components were used to assess the design and instructional materials of these courses for motivational influence. Specifically, the ARCS components of attention, relevance, confidence, and satisfaction were measured and then compared. Findings suggest that the extent and type of educational scaffolding does impact the motivational effectiveness of self‐study, in online pharmacy‐content courses. 相似文献
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Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers. 相似文献
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Technology and engineering education students responded to a survey regarding hands‐on and hands‐off activities. First, the students listed hands‐on and hands‐off activities and what characterized the two types of activities. Activities such as building or assembling something as well as working manually with tools were viewed as hands‐on. Passive activities such as listening or watching were perceived as hands‐off. Then, the students rated 30 different activities on a bipolar scale ranging from 1 (high degree hands‐off) to 7 (high degree hands‐on). A Principal Components Factor Analysis of the 30 activities revealed two independent factors. The hands‐off factor consisted of many modern technological activities such as computer‐aided design, using a three‐dimensional printer, and constructing functional prototypes using stereo‐lithography technology. The hands‐on factor consisted of more traditional activities such as rebuilding an engine and using a screwdriver. These results suggest that students perceive traditional activities as more hands‐on than modern activities. 相似文献
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Abstract This paper describes our collaborative experiences in the process of developing, designing, and facilitating an online graduate level course in early childhood education. Data collection strategies included: pre/post course questionnaires, informal conversations with students, and university course evaluations. This information described the experiences of novice computer users as they engaged in their content area (early childhood education) and also developed expertise in navigating the computer environment. 相似文献
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Eva Malacova 《牛津教育评论》2013,39(2):233-259
Multilevel modelling was carried out on national value‐added data to study the effects of single‐sex education on the progress of pupils from 2002 Key Stage 3 to 2004 GCSE. The analysis suggests that pupils in a selective environment achieve higher progress in single‐sex schools; however, the advantage of single‐sex schooling seems to decrease with increasing pupils' prior attainment (for girls) or with increasing school ‘selectiveness’ (for boys). These phenomena might be a result of a ceiling effect, as pupils with high prior attainment at Key Stage 3 cannot improve as much as pupils with lower initial attainment. There was also strong evidence suggesting that pupils achieve higher progress in the independent sector compared to grammar education. On the other hand, in a non‐selective environment only pupils with lower prior attainment and those attending schools with a full range of abilities seem to benefit from single‐sex education. 相似文献
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Learning‐centred education (LCE) has the potential to meet the diverse needs and circumstances of a multidisciplinary faculty cohort enrolled in a certificate programme on teaching and learning by engaging participants in a learning community, and by drawing upon a wide range of appropriate teaching strategies to facilitate learning and development of student abilities. Action research design was employed to examine the theory‐practice relationship of LCE within the UBC Faculty Certificate Programme on Teaching and Learning in Higher Education. Research data, both quantitative and qualitative, collected over a 12‐month period, suggest that a multidisciplinary faculty cohort exhibits diverse learning styles, and that individual faculty members are at different stages in developing a scholarly approach to teaching and learning. Furthermore, data suggest that LCE can be used to organise a faculty certificate programme around teaching and learning issues relevant to university faculty and that some structuring of the LCE environment can assist in the attainment of course learning outcomes while engaging faculty as active participants in their personal developmental process. 相似文献
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Stefan Thomas Hopmann 《课程研究杂志》2013,45(1):7-11
This is the first of four commentaries discussing John Dewey's short essay, ‘Education as engineering’. The essay provides a fascinating model of how the example of engineering could guide the interaction between educational research and practice. It has much in common with Herbart's ideas on how ‘pedagogical tact’ bridges the gap between theory and practice. Re‐introducing both Dewey and Herbart's ideas could help to overcome the current naivity of ‘evidence‐based’ school improvement. 相似文献
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Tim McMahon 《Assessment & Evaluation in Higher Education》2010,35(2):223-239
Peer‐assessment was used within a negotiated curriculum in a module on training and development at ECTS level 3. The students on the programme were exclusively day‐release and all had a major responsibility for the management and delivery of work‐based training programmes. Analysis of student evaluations, supplemented by those of university assessors and the external examiner, showed that the learning on the programme was transformative in that it changed the way students perceived their own abilities and their potential to make improvements in their work both as students and trainers. Peer‐assessment encouraged critical reflection, helped develop skills of autonomous learning and provided feedback that took account of individual learning needs. Weaker students benefited from the talents of their more able peers. Students planned, monitored and assessed their learning activities in a way that significantly increased motivation and raised academic standards. The learning achieved led to a transformation of personal and professional perspective on the part of the students leading to greater personal autonomy. 相似文献