Comparing active game-playing scores and academic performances of elementary school students     

Serhat Bahadır Kert  Meryem Köşkeroğlu Büyükimdat  Ahmet Uzun 《Education 3-13》2017,45(5):532-542

In the educational sciences, many discussions on the use of computer games occur. Most of the scientists believe that traditional computer games are time-consuming software and that game-playing activities negatively affect students’ academic performance. In this study, the accuracy of this general opinion was examined by focusing on the real game-playing scores of an elementary school students in Turkey. First, researchers selected a single-player strategy game. Second, the selected game was given to 105 fifth-grade students, who had not played it before, so that they could play it over a 30-minute period. The most successful student of the group finished the 23rd level of the game and collected 8152 points in total. In order to investigate the correlation between strategy game performance and academic performance, researchers derived the students’ average exam scores for six different courses (mathematics, physical science, science and technology, visual arts, music, and social sciences) from official documents. At the end of the study, it was found that participants’ mathematical or physical science skills were positively correlated with game success; however, a negative relationship was not exists between an individual's computer game success and academic performance.  相似文献   

An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Solution Concepts   总被引：2，自引：0，他引：2  

Tacettin PinarbaŞi;  NurtaÇ Canpolat  Samih BayrakÇeken  Ömer Geban 《Research in Science Education》2006,36(4):313-335

This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry.  相似文献   

Girls and Information Technology in Denmark—an account of a socially constructed problem     

Bente Elkjær 《Gender and education》1992,4(1-2):25-40

The author offers an interpretation of why we resist associating the female sex with competence on the computer, and conversely, why the male sex is not regarded as a problem in terms of learning to deal competently with the computer. The aim of this paper is to investigate the relationship between gender and computers.  相似文献   

The deterioration and mobilization effects of trauma on social support: childhood maltreatment and adulthood military violence in a Palestinian community sample     

Punamäki RL  Komproe I  Qouta S  El-Masri M  de Jong JT 《Child abuse & neglect》2005,29(4):351-373

OBJECTIVES: To show that exposure to childhood maltreatment deteriorates, whereas exposure to adulthood military violence mobilizes social support; second, to show that associations between traumatic events and mental health problems are mediated through social support and, subsequently, adulthood military violence is associated with low level and childhood maltreatment with high level of mental health symptoms; third, to explore whether the moderating (protecting) effect of sufficient and satisfactory social support would differ among victims of childhood maltreatment and adulthood military violence. METHOD: The participants were a random-sample of Palestinian men and women (n=585) of 16-60 years of age. Exposure to military violence in adulthood was assessed by the Harvard Trauma Questionnaire (HTQ_I), and to childhood maltreatment by a 13-item questionnaire developed for the study. A Social Network Schedule was applied to assess the function, source, and satisfaction with social support, and the Revised SCL90-R Symptoms Checklist to assess mental health symptoms. RESULTS: Findings supported our hypothesis that exposure to childhood maltreatment was associated with low levels of social support, whereas exposure to adulthood military violence was associated with high levels of social support. Contrary to our second hypothesis, both childhood maltreatment and adulthood military violence were associated with high levels of mental health symptoms. Finally, high level and satisfactory social support moderated the association between exposure to military violence in adulthood and mental health symptoms, but not between childhood maltreatment and mental health symptoms. CONCLUSION: The findings emphasize that the nature of trauma, that is, whether familial or political, determines the availability of protective resources versus vulnerability, which should be considered when tailoring interventions to trauma victims.  相似文献   

Between Turk and Muslim: children and the Qur’an courses after the 1928 Alphabet Law     

Hale Yılmaz 《Paedagogica Historica: International Journal of the History of Education》2019,55(6):812-828

ABSTRACT

This paper examines how the religious education of Turkish children in the “old letters” became an area of everyday contestation between the state and families and communities in the late 1920s and 1930s. Since children were seen as the nation’s future, state authorities were adamant about teaching the new generation the new alphabet and were equally interested in preventing them from learning the old alphabet. While schools began using the new Turkish alphabet in the 1928–1929 academic year, the informal neighbourhood Qur’an courses held in mosques and private homes became a fiercely contested site between a state determined to socialise children into secular nationhood (partly) by preventing them from learning the Arabic letters, and families and imams who were committed to giving children religious education (necessitating the study of the Arabic alphabet so the Qur’an could be read in its original Arabic). Combining primary sources from previously untapped Ministry of the Interior documents concerning the monitoring in Anatolian towns of these informal courses with insights from the subaltern school on everyday forms of resistance, this article sheds light on a dimension of the 1928 alphabet reform that ties together questions of alphabet change, national and religious identities, education, and childhood.  相似文献   

The classroom observation protocol for socioscientific issue-based instruction: development and implementation of a new research tool     

Mustafa Sami Topçu  Jaimie A. Foulk  Troy D. Sadler  Sasithep Pitiporntapin  Nejla Atabey 《Research in Science & Technological Education》2018,36(3):302-323

Background: For the past decade, science educators have been exploring the use of Socio-scientific Issues (SSI) as contexts for science teaching and learning, and research indicates that doing so can support significant learning gains. However, research related to how teachers take up the practice of SSI-based instruction is far more limited, due in part to a lack of tools for use in this kind of research.

Purpose: The focus of this research is development and testing of a new classroom observation protocol specifically designed for SSI-based instructional contexts.

Design and methods: Development of this SSI-Observation Protocol (SSI-OP) took place in four distinct phases: review of existing protocols and SSI-based instruction frameworks, writing and revision of protocol items, initial testing of the draft protocol, and soliciting feedback from SSI experts.

Sample: Following the four stages of SSI-OP development, we progressed to a series of field tests. The field tests were conducted with three different samples. The first sample was an experienced (10 + years) high school biology teacher and one of her honors biology classes. The second sample consisted of seven Turkish Pre-service Science Teachers (PST) participating in a science methods course. The third sample included two Thai PST from a field experience course embedded within a teacher education program.

Results: The final version of the protocol addressed five dimensions of SSI-based instructional activities: focus of instruction, teaching moves, role of teacher, role of students, and classroom environment.

Conclusions: The SSI-OP could be used in a variety of ways for research including documentation of current practices, impacts of professional development and/or curricula on teaching practices, and changes in teaching over time. We offer the SSI-OP as a new tool with the potential to contribute to science teacher education and research that may advance the teaching and learning of science through SSI.  相似文献   

Coexistence of proangiogenic potential and increased MMP-9, TIMP-1, and TIMP-2 levels in the plasma of patients with critical limb ischemia     

Wieczór  Radosław  Wieczór  Anna Maria  Kulwas  Arleta  Pulkowski  Grzegorz  Budzyński  Jacek  Rość  Danuta 《Journal of Zhejiang University. Science. B》2019,20(8):687-692

Journal of Zhejiang University-SCIENCE B - 本研究通过比较间歇性跛行 (IC)...  相似文献   

The existence of dyslexia without severe literacy problems     

T.?R.?MilesEmail author  T.?J.?Wheeler  M.?N.?Haslum 《Annals of dyslexia》2003,53(1):340-354

This paper is concerned with those who display positive indicators on tests for dyslexia but seemingly do not have any severe literacy problems. A case study is presented by way of illustration. On the basis of data from the British Births Cohort Study (12,905 10-year-old children), it was found that some seemingly normal achievers who showed signs of dyslexia (N=422) obtained different results on five measures associated with dyslexia than did other normal achievers without such signs (N=4,998). The measures used were: underachievement at word recognition; and underachievement at spelling, reading comprehension, pseudoword reading, and mathematics. The proportion of boys to girls in the groups was also noted. It is suggested that these were cases of mild dyslexia, who, on the basis simply of reading and spelling tests, might escape detection. The consequences for the concept of dyslexia are discussed, and it is suggested that the needs of dyslexics with only mild literacy problems should not be overlooked.  相似文献   

Learning in multiple contexts: are there intra-, cross- and transcontextual effects on the learner’s motivation and help seeking?     

Jean-Luc Gurtner  Alida Gulfi  Philippe A. Genoud  Bernardo de Rocha Trindade  Jér?me Schumacher 《European Journal of Psychology of Education - EJPE》2012,27(2):213-225

In Germany, Austria and Switzerland, the majority of 15?C19-year olds follow vocational education programmes within a dual-track system, spending most of their time in a company and going to school only 1?day each week. With their separate aims, content and sociological organisation, the company and the school can be considered as two distinct contexts within which apprentices have to acquire the various skills and competencies of their future occupation. In this paper, the development of apprentices?? learning intentions and motivation to learn, subjective competence, perceived utility of what is learned and estimated learning place attractiveness (study 1) as well as their readiness to seek help in these different contexts over the year of training (study 2) is analysed using both longitudinal and cross-sectional data. The findings show significant differences in apprentices?? motivation, their beliefs and their readiness to seek help in the different contexts throughout the training. Moderate (cross-different contexts, same time) as well as transcontextual (different contexts, different times) influences can also be seen. These results emphasise the importance of a careful delimitation of contexts when studying the impact of contextual factors on learners?? motivation and behaviours; they also suggest that motivation within one of these contexts can indirectly affect the learner??s motivation within another of these contexts. It is therefore likely that, by using these various dynamics appropriately, educators might temporarily sustain learners?? motivation in an unappreciated context by having recourse to a better accepted one.  相似文献   

The impact of friendship on synchronous collaborative retrieval tasks in the primary school     

Jérôme Dinet  Robin Vivian 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):439-447

Two experiments aim at describing the impact of friendship during a synchronous collaborative information retrieval (SCIR) with young pupils (recruited in Grade 3). In the first study, 68 pupils were asked to look for 13 answers in one of the three following conditions: on an individual basis (condition “Single”), as part of a designed duo with social friendship (condition “Affinity +”), or as part of a designed duo without social friendship (condition “Affinity ?”). In the second experiment, we investigated more precisely the impact of friendship on verbal interactions between partners. Main results obtained in these two experiments are the following: (1) pairs retrieved effectively more answers, more correct answers and were more efficient than singles; (2) pairs composed of pupils without social friendship retrieved more answers, more correct answers and were more efficient than pairs composed by friends; (3) pairs composed of friends produced significantly more irrelevant queries; and (4) pairs composed of friends produced more verbalisations related to conflicts, while pairs composed of pupils without social friendship are engaged in a great deal of consensus seeking. Finally, educational implications are discussed.  相似文献