This paper aims to determine the factors affecting the decisions of both male and female secondary school pupils whether or
not to pursue undergraduate studies in Computing. It is based on research conducted in Greece, on a sample of 248 pupils,
135 of whom were female. All were aged 17 and about to decide on their future undergraduate studies. Questionnaires were used,
addressing issues in the following four main categories: a) the reasons pupils chose/rejected Computing, b) how family and
friends, the media and the school environment contribute to their decision, c) how pupils perceived their future after studying
Computing and d) how pupils perceived the profile of a computer professional in terms of gender.
ABSTRACT: This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction. 相似文献
The Linguistic European Policy stresses the importance of linguistic diversity and encourages students to learn several languages, believing that the more languages we know, the better we can understand each other and preserve our languages. To preserve diversity and to value all the languages (either included in the curriculum or not) is a first step to develop a plurilingual and intercultural competence in the classroom as a means of overcoming frontiers between languages and between people. A second step is to work with teachers and to value what they know by helping them to find new and innovative answers to meet these professional challenges. Thus, this paper describes the work within a project for professional development of a group of in‐service language teachers. The teacher education programme suggests a portfolio‐oriented language learning and teaching approach that promotes plurilingualism. We will analyse the teachers' starting point and their willingness to work within an innovative and challenging approach. The analysed data include a questionnaire prior to the starting of the programme and three written reflections at the end of the programme concerning professional development, new concepts, teaching approach and working habits. The conclusions indicate that the teachers were not familiar with either the concept of plurilingualism or the portfolio‐oriented language learning and teaching approach. Nevertheless, they clearly show their willingness to try a new approach in their teaching practice.
La politique linguistique européenne défend l'importance de la diversité linguistique et encourage l'apprentissage de diverses langues, en croyant que la maîtrise de plusieurs langues augmente la capacité de comprendre les autres et de préserver nos propres langues. Préserver et valoriser toutes les langues (présentes, ou pas, dans le curriculum scolaire) est le début du développement de la compétence plurilingue et interculturelle. Ceci constitue un moyen de dépasser les barrières entre des langues et des peuples différents. Un deuxième pas est le travail avec les enseignants, en valorisant leurs connaissances et en les aidant à découvrir de nouvelles réponses, capables de faire face aux défis de la gestion de la diversité. Cet article décrit le travail mené au sein d'un programme de formation continue destiné à un groupe d'enseignants de langues. Ce programme de formation se construit autour d'une approche plurilingue où le portfolio est le concept‐clé. Le texte présente l'analyse du point de départ des enseignants, en explicitant leurs prédispositions à travailler d'une autre façon. Les données analysées incluent les réponses à un questionnaire antérieur au programme de formation et trois réflexions écrites à la fin de ce même programme à propos du développement professionnel (nouveaux concepts, nouvelle approche, nouvelles habitudes). Les résultats montrent que les enseignants n'étaient familiarisés ni avec le concept de plurilinguisme ni avec l'utilisation du portfolio. Toutefois, les enseignants révèlent le désir d'essayer une nouvelle approche dans leurs pratiques d'enseignement.
La política lingüística europea defiende la importancia de la diversidad lingüística y alienta a aprender varios idiomas, en la convicción de que cuantos más idiomas sabemos, mejor podemos entendernos y preservar nuestros idiomas. Preservar y valorar todas las lenguas (estén o no presentes en el currículum) es un primer paso para desarrollar una capacidad plurilingüe e intercultural en clase, que se convierte en un medio de superar las barreras entre idiomas y entre pueblos. Un segundo paso es trabajar con profesores, valorando lo que saben y ayudándolos a descubrir nuevas e innovadoras respuestas para su desarrollo profesional en momentos de cambios. Este escrito describe el trabajo llevado a cabo en el marco de un proyecto para el desarrollo profesional de un grupo de profesores en un instituto, a partir de un programa de formación sobre enseñanza y aprendizaje de idiomas basado en el porfolio. Analizaremos el punto de partida de su camino y la predisposición para trabajar un abordaje innovador y desafiante del currículum. Los datos analizados incluyen las respuestas a un cuestionario anterior al programa de formación y tres reflexiones escritas en el término de ese programa, sobre desarrollo profesional, nuevos conceptos y hábitos de trabajo. Las conclusiones indican que los profesores no estaban familiarizados ni con el concepto de plurilingüismo ni con la enseñanza y aprentisage de idiomas basado en el porfolio. Sin embargo, evidencian predisposición para intentar nuevos abordajes en sus practicas profesionales.
Die Europäische Sprachenpolitik legt grossen Wert auf die linguistische Vielfalt. Eine der Prioritäten ist demnach, Schüler zum Erlernen mehrerer Fremdsprachen zu motivieren. Diese Idee basiert auf der Grundlage, dass das Erlernen mehrerer Sprachen nicht nur eine bessere Verständigung zwischen Kulturen ermöglicht, sondern auch die eigene Sprache und Kultur erhält. Die linguistische Vielfalt zu erhalten und grossen Wert auf alle Sprachen zu legen (im Lehrplan beinhaltet oder nicht) stellt einen ersten Schritt dar, eine mehrsprachige und interkulturelle Kompetenz im Klassenzimmer zu entwickeln, zur Überwindung von Grenzen zwischen Sprachen und Leuten. Ein zweiter Schritt ist die Arbeit mit Lehrern, in der deren Vorkenntnisse wichtig genommen werden und ihnen damit geholfen werden soll, neue Antworten für die entsprechenden beruflichen Herausforderungen auszuarbeiten. In diesem Vortrag soll die Zusammenarbeit mit einer Lehrergruppe im Rahmen einer beruflichen Weiterbildung beschrieben werden. Das Lehrerausbildungsprogramm schlägt ein portfolio‐orientiertes Sprachlernen und Unterrichten vor, das Sprachenvielfalt fördert. Es soll analysiert werden, aus welchen Ausgangspunkten die Lehrer kommen und welche Bereitschaft sie zu einer innovativen Unterrichtspraxis zeigen. Die analysierten Daten, ein Fragebogen vor Programmbeginn und drei schriftliche Reflexionen am Ende des Programms, beziehen sich auf professionelle Entwicklung neuer Konzepte, Unterrichtspraxis und Arbeitsmitte. Die Schluβfolgerungen zeigen, dass die Lehrer weder mit dem Konzept der Mehrsprachigkeit noch mit dem portfolio‐orientierten Sprachlernen und Unterrichten vertraut waren. Andererseits deuten sie auf eine Bereitwilligkeit von Seiten der Lehrer, eine neue Herangehensweise ihre Unterrichtspraxis zu erproben. 相似文献
This article analyses the review, acceptance and publication dates of a sample of 21,890 articles from 326 Ibero-American scientific journals from all subject areas and countries included in the Latindex Catalogue 2.0 and published between 2018 and 2020 (freely available as an open access dataset). The aim is to discover evaluation and publication times. The evaluation process takes a median of 110 days, the publication process, a median of 82 days, and the whole process, a median of 224 days. Statistical differences are found according to periodicity, subject areas, countries, existence of a printed version and article type (Call for Papers or General articles). From the data we find that the delay in publication is longer than publishers themselves report to the DOAJ. STEM areas present the most similarity in publication patterns, having a higher number of evaluation days (Ed) than publication days (Pd); Arts and Humanities present the opposite pattern, with a higher Pd than Ed. In the case of Social Sciences, the times are similar. General articles and Call for Papers articles differ in terms of Ed, but not Pd, indicating that Call for Papers revisions are faster. 相似文献
Effects of joint attention were addressed on 3- to 4-year-olds’ performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding. 相似文献
Effective educational leadership is essential for the success of schools and ultimately student achievement. The impact of school leadership may be even more pronounced in charter schools. Due to current and unprecedented growth, unique design, and complexities of political, financial, and governance issues they face, there is a need for more highly qualified charter school leaders and perhaps even “differently” prepared leaders. In this qualitative study, the authors documented the characteristics and skills of two successful, sustained charter school leaders who retrospectively described their evolved and evolving roles over twenty five years. Each transformed high-poverty, low-performing schools with at-risk populations and led with vision, passion, and a relentless desire to positively influence their organizations and ultimately improve student success in their communities. Although many of their skills and characteristics fall within existing theories, such as situational leadership, transformational leadership, and distributive leadership, they embodied a level of dedication and commitment to the original communities in which they founded charters lasting over a quarter of a century. The findings suggest that founding a charter school and seeing it through to success over time may more closely resemble missionary work than traditional school leadership. 相似文献
While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students’ empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students’ empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity. 相似文献
Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities. 相似文献
