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41.
Dr. rer. nat. Wolfgang Ilg Dipl.-Theol. Dipl.-Psych. Prof. Dr. Oliver L��dtke 《Zeitschrift für Erziehungswissenschaft》2011,14(2):309-328
Non-formal education has received little attention by empirical research so far. Drawing on a representative study of confirmation work in the Protestant Church in Germany (7404 adolescents, aged 13?C14, and 1430 workers in 520 groups) a multi-level analysis predicts relevant factors for success on the level of individuals (confirmands) as well as on the group level. Criteria variables are the experience of participation, an increase in knowledge, interest in youth-groups and the experience of community. The predictors related to differences between the groups account for a high share of variance (between 11 and 22%). On the individual level, all four predictors (gender, group experience, religiosity, cultural background) are statistically significant. A context effect is identified concerning religiosity. The pedagogical aims and activities contribute to the explanation of variance to a considerable degree. 相似文献
42.
Y��ksel Dede 《International Journal of Science and Mathematics Education》2011,9(3):603-626
The purpose of this study was to develop a questionnaire that could measure preservice mathematics teachers' mathematics educational
values. Development and validation of the questionnaire involved a sequential inquiry in which design principles were established
from the existing literature and a pool of items was constructed then submitted to experts for consideration of the construct
validity. Alterations to the items based on their suggestions were made to produce a trial version of the questionnaire. A
pilot study involving preservice mathematics teachers explored the validity and usefulness of the questionnaire. The pilot
results were used to revise the questionnaire that was administered to a sample of preservice mathematics teachers attending
Cumhuriyet University, Sivas, Turkey. Further explorations of the construct and structural validity, item contributions, and
reliability were achieved by using a factor analysis and two different item analysis methods. Results revealed that the questionnaire
included four factors, satisfactory item contributions, and acceptable internal consistency. One result obtained in this study
suggested that some mathematics education values based on Western culture (e.g., accessibility–special) have not been accepted
by Turkish preservice mathematics teachers. 相似文献
43.
Joshua Gisemba Bagaka��s 《International Journal of Science and Mathematics Education》2011,9(4):817-842
The study identified two dimensions of teacher self-efficacy and practices and five dimensions of students’ mathematics self-efficacy
and sought to determine the extent to which teacher characteristics and practices can enhance secondary school students’ self-efficacy.
Data were collected from 13,173 students in 193 teachers’ classrooms from 141 schools in the 10 districts of Lake Victoria
Region of Kenya. Two-level hierarchical linear model revealed that teachers’ frequent use of mathematics homework, their level
of interest and enjoyment of mathematics, as well as their ability and competence in teaching mathematics were found to play
a key role in promoting students’ mathematics self-efficacy. Teachers’ ability and competence in teaching were also found
to be effective in narrowing the gender gap in students’ self-confidence and competence in mathematics. The study recommends
that teacher training colleges emphasize such teacher practices and values in order to enhance students’ mathematics self-efficacy,
reduce their level of anxiety and fear of mathematics, and consequently, enhance their achievement in mathematics. Professional
development opportunities should also be made available to in-service teachers to continually update their knowledge and skills
and develop new strategies for teacher effectiveness. 相似文献
44.
Lu��s Filipe Barbeiro 《Reading and writing》2011,24(7):813-834
This article presents pupils?? awareness of writing as elicited through a metawriting task, in other words a task in which pupils from the third, fourth and sixth forms (grades) were required to write about writing. The analysis of the texts revealed the pupils?? increasing ability to write texts focusing on writing and on the subject??s relationship to writing. There are significant differences concerning the number of processes mobilised by the pupils to describe the writing process and the operations that take place within it. The increase in awareness is particularly salient in the case of planning during pre-writing. The pupils from the sixth form also mobilise a significantly higher number of processes concerned with the components of textualising (translating) and revising. The results for awareness of text and of reader do not present significant differences or any gradual increase. On the textual dimension, attention is given predominantly to the formal aspects of the texts, especially in the lower forms, while the emergence of other factors, such as genre, is still limited. As for the reader, this aspect of awareness receives the lowest number of associated processes when pupils write about their writing. The results revealed the dimensions and factors to which pupils in different school forms have conscious access when reflecting on their writing. The outcomes support the strategy of using metawriting as consciousness raising tool to increase pupils?? writing skills. 相似文献
45.
Although there is universal consensus both in the science education literature and in the science standards documents to the effect that students should learn not only the content of science but also its nature, there is little agreement about what that nature is. This led many science educators to adopt what is sometimes called ??the consensus view?? about the nature of science (NOS), whose goal is to teach students only those characteristics of science on which there is wide consensus. This is an attractive view, but it has some shortcomings and weaknesses. In this article we present and defend an alternative approach based on the notion of family resemblance. We argue that the family resemblance approach is superior to the consensus view in several ways, which we discuss in some detail. 相似文献
46.
F??mi S. ��t��l��j�� Ann Cameron Audrey Msimanga 《Cultural Studies of Science Education》2011,6(3):693-703
Our response to Hewson and Ogunniyi’s paper focuses, on the one hand, on some of the underlying tensions associated with alinging
indigenous knowledge systems with westernized science in South African science classrooms, as suggested by the new, post-apartheid,
curriculum. On the other hand, the use of argumentation as a vehicle to accomplish the alignment when the jury is still out
on the appropriateness of argumentation as a pedagogical and research tool heightens the tension. We argue that the need for
education stakeholders from indigenous heritages to value, know and document their own indigenous knowledge becomes paramount.
The textualizing of indigenous knowledge, as has been done in western science, will create repositories for teachers to access
and may help with the argumentation strategies such as advocated by the authors. 相似文献
47.
48.
This study examined the historical performance of students at Michigan State University in 12 life sciences courses over 13 yr to find variables impacting student success. Hierarchical linear modeling predicted 25.0–62.8% of the variance in students’ grades in the courses analyzed. The primary predictor of a student''s course grade was his or her entering grade point average; except for the second course in a series (i.e., Biochemistry II), in which the grade for the first course in the series (i.e., Biochemistry I) was often the best predictor, as judged by β values. Student gender and major were also statistically significant for a majority of the courses studied. Female students averaged grades 0.067–0.303 lower than their equivalent male counterparts, and majors averaged grades were 0.088–0.397 higher than nonmajors. Grades earned in prerequisite courses provided minimal predictive ability. Ethnicity and involvements in honors college or science residential college were generally insignificant. 相似文献
49.
50.
This paper investigates the phenomenon of Faradaic charging in ac electrokinetics. Faradaic reactions were suggested as a key effect responsible for the reversal of pumping direction in ac micropumps. However, this hypothesis has yet to be proven convincingly and directly. Here we present an ion detection strategy to determine the production of ions through Faradaic hydrolytic reactions originating from direct application of voltage to electrolytic solutions during ac electrokinetics. Experiments were performed with symmetrical planar electrodes aligned along a microfluidic channel. Fluorescein, a pH-dependent dye, was employed as the pH indicator for the detection of ion production. Images were captured for analysis at various voltage levels. From analyzing the fluorescence intensity and its distribution, it can be concluded that the production of ions from hydrolytic reactions takes place and increases with the ac voltage. The coefficient of deviation indicates a significant enhancement at ac voltage above 11 Vpp. Lastly, we demonstrate a strategy using dc-biased ac electrokinetics to achieve controllability in direction and magnitude of the net fluid flow in pumping application. 相似文献