Student perceptions in the design of a computer card game for learning computer literacy issues: a case study     

Maria Kordaki  Marina Papastergiou  Panagiotis Psomos 《Education and Information Technologies》2016,21(4):837-862

The aim of this work was twofold. First, an empirical study was designed aimed at investigating the perceptions that entry-level non-computing majors -namely Physical Education and Sport Science (PESS) undergraduate students- hold about basic Computer Literacy (CL) issues. The participants were 90 first-year PESS students, and their perceptions were elicited through a written questionnaire. The data analysis revealed scientifically acceptable perceptions as well as various empirical, vague, incomplete and erroneous perceptions. Second, those students’ prior knowledge was utilized to design and implement an Educational Computer Card Game (ECCG) aimed at helping PESS students overcome their conceptual difficulties and approach the aforementioned CL issues in a scientifically consistent manner. The ECCG was designed taking into account basic digital game-based learning principles in combination with basic aspects of social and constructivist perspectives to learning. The ECCG was also pilot-tested in the field with real students, and the results were encouraging.  相似文献   

Between-School Variation in Students' Achievement,Motivation, Affect,and Learning Strategies: Results from 81 Countries for Planning Group-Randomized Trials in Education     

Martin Brunner  Ulrich Keller  Marina Wenger  Antoine Fischbach  Oliver Lüdtke 《Journal of research on educational effectiveness》2018,11(3):452-478

To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated.  相似文献   

Professional ethics education for future teachers: A narrative review of the scholarly writings     

Bruce Maxwell  Marina Schwimmer 《Journal of moral education》2016,45(3):354-371

This article provides a narrative review of the scholarly writings on professional ethics education for future teachers. Against the background of a widespread belief among scholars working in this area that longstanding and sustained research and reflection on the ethics of teaching have had little impact on the teacher education curriculum, the article takes stock of the field by synthesizing viewpoints on key aspects of teaching ethics to teacher candidates—the role ethics plays in teacher education, the primary objectives of ethics education for teachers, recommended teaching and learning strategies, and challenges to introducing ethics curriculum—and maps out how opinions on these matters have evolved over the three decades since the initial publication of Strike and Soltis’ seminal book, The Ethics of Teaching. In light of the review’s results, the article identifies critical deficits in this literature and proposes a set of recommendations for future inquiry.  相似文献   

Is being gifted always an advantage? Peer relations and self-concept of gifted students     

Katja Košir  Marina Horvat  Urška Aram  Nina Jurinec 《High Ability Studies》2016,27(2):129-148

The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies.  相似文献   

Telework in academia: associations with health and well-being among staff     

Heiden  Marina  Widar  Linda  Wiitavaara  Birgitta  Boman  Eva 《Higher Education》2021,81(4):707-722

Higher Education - As the development of technical aids for telework has progressed, work has become more flexible in time and space. Among academics, the opportunity to telework has been embraced...  相似文献   

Design,development and evaluation of open interactive learning objects for secondary school physical education     

Papastergiou  Marina  Mastrogiannis  Iakovos 《Education and Information Technologies》2021,26(3):2981-3007

Education and Information Technologies - The aim of this study was twofold: (a) the design and development of a set of open, interactive, digital Learning Objects (LOs) for high school Physical...  相似文献   

Choosing Among Computational Software Tools to Enhance Learning in Introductory Business Statistics     

Marina E. Johnson  Mark L. Berenson 《Decision Sciences Journal of Innovative Education》2019,17(3):214-238

AACSB has now mandated that analytics be integrated into the undergraduate business curriculum. Given that the subject of statistics provides the underpinnings of the developing discipline of business analytics, this article focuses on effective course delivery aimed at enhancing the learning of introductory business statistics in the modern world of big data. To this end, the choice and use of computational software tools are essential to the successful delivery of the course. A set of seven competing tools are compared and contrasted, their advantages and disadvantages are discussed, and a link is provided to show demonstrations of needed instructions and resulting output.  相似文献   

Project InterActions: A Multigenerational Robotic Learning Environment     

Marina U. Bers 《Journal of Science Education and Technology》2007,16(6):537-552

This paper presents Project InterActions, a series of 5-week workshops in which very young learners (4- to 7-year-old children) and their parents come together to build and program a personally meaningful robotic project in the context of a multigenerational robotics-based community of practice. The goal of these family workshops is to teach both parents and children about the mechanical and programming aspects involved in robotics, as well as to initiate them in a learning trajectory with and about technology. Results from this project address different ways in which parents and children learn together and provide insights into how to develop educational interventions that would educate parents, as well as children, in new domains of knowledge and skills such as robotics and new technologies.

Marina U. BersEmail:

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An instrument for analysing students’ argumentative reasoning when participating in debates     

Marina Martins 《International Journal of Science Education》2019,41(6):713-738

The aims of this paper are twofold. First, we present, justify, and characterise an instrument for analysing students’ argumentative reasoning developed from Walton’s ideas. Then, from the analysis of students’ argumentative discussion about a socio-scientific controversy, we identify the advantages and disadvantages of using the instrument. The results show that the analysis of students’ argumentative reasoning require nine stages, which have logical and pragmatic criteria that should be used in order to decrease the subjectivity of the analysis. The analysis sheds light on the characterisation of students’ argumentative reasoning by supporting the understanding of the move of students’ argumentative clusters, since it enables us to understand that: the argumentative quality depends on the relations between arguments and other statements; and an argumentative cluster can be developed according to the frequency of refutations or attacks by means of questions involving its constituents. This is because when arguments, questions, and/or claims are evaluated, the individuals have the possibility of bringing other reasons and/or arguments that support them in the discussion. Therefore, the main contribution of this study is the development of an instrument, based on dialectical principles, that contributes to analyse students’ argumentative discuss and to support discussions of their argumentative quality.  相似文献   

Managing Sex Education Controversy Deep in the Heart of Texas: A Case Study of the North East Independent School District (NEISD)     

David C. Wiley  Marina Plesons  Venkataram Chandra-Mouli  Margarita Ortega 《American journal of sexuality education》2020,15(1):53-81

Abstract

Comprehensive sexuality education (CSE), one of the key evidence-based strategies in our programmatic toolbox to address adolescent pregnancy and birth rates, remains a politically-charged issue countrywide. Though there is some funding available at the federal level, there are no national policies mandating the provision of sex education; as such, most decision-making occurs at the state or even the local level. Consequently, the provision of sex education and the quality and comprehensiveness of curricula used to do so are highly variable across the country, and are heavily influenced by the level of support or resistance in communities. This paper analyzes the experience of institutionalizing an evidence-based sex education in a large suburban school district in San Antonio, Texas, a socially conservative context. Understanding the politics of sex education is key to developing effective policies and strategies to ensure quality sex education programs are provided in public schools. However, there are no published papers documenting specific experiences with resistance to sex education in local communities in the USA. Given this, the strategies employed by opponents and the response by district officials can be informative for other school settings in the USA and around the world.

Abbreviations: AFLA: Adolescent Family Life Act; CHAMPSS: Choosing And Maintaining effective Programs for Sex education in Schools Model; CSE: Comprehensive sexuality education; DTL/RTL: Draw the Line/Respect the Line; HSAE: Human Sexuality and Abstinence Education, the middle school sex education curriculum in NEISD prior to 2008; NEISD: North East Independent School District; SAFA: San Antonio Family Association; SHAC: School health advisory council; STI: Sexually transmitted infection; TEC: Texas Education Code; TPIA: Texas Public Information Act; USA: United States of America; UTHSC: University of Texas Health Science Center  相似文献