Science education research in Papua New Guinea 1978–1990     

Mr W P Palmer 《Research in Science Education》1990,20(1):240-248

This paper presents a science/science education bibliography, to assist science educationalists interested in Papua New Guinea. 392 articles were reviewed. The bibliography was then categorised in a number of ways to indicate patterns of research productivity in various areas of science education, and at different levels of education. A questionnaire was devised to obtain information from former and current researchers in the field about their own contributions. This exercise produced some surprising information about science education research in Papua New Guinea. Specializations: science teacher education, chemical education, science education in developing countries, educational issues.  相似文献   

Alternative assessment of high school laboratory skills     

Rodney L. Doran  Joan Boorman  Fred Chan  Nicholas Hejaily 《科学教学研究杂志》1993,30(9):1121-1131

The purpose of this study was to develop and validate instruments that will assess the laboratory skills of students completing high school science courses. In each of the science areas (biology, chemistry, and physics), tests were developed around six laboratory tasks. Each test used a two-part format with a total time of 80 minutes. Students had to plan an investigation, collect and organize appropriate data, and formulate conclusions based on calculations and graphs. A different test was developed for 12th-grade students not enrolled in a science course. This test consisted of a series of stations where students conducted a short activity that was presented to them. Over 1000 students from 32 Ohio schools formed the sample for this study. Data are presented by skill and by task. In addition, analysis for gender and school effects is included.  相似文献   

Education and the changing world economy: The imperative of reform     

Nicholas Burnett  Harry Anthony Patrinos 《Prospects》1997,27(2):223-230

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Education under Siege*     

Nicholas C. Burbules 《Educational theory》1986,36(3):301-313

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Patterns of utilisation of university counselling services: A comparison of a South African and a North American University     

Lionel Nicholas 《International journal for the advancement of counseling》1996,19(1):65-71

This study compared the concerns that prompted clinets to seek counselling at a South African and a North American campus. A further assessment of first-year student client concerns was done in order to establish the extent of the use of the counselling service in relation to the expressed needs of the first-year student population. Altogether 580 clients were surveyed and depression, family problems and anxiety/stress were listed as concerns by more clients than other personal concerns on both campuses.  相似文献   

The Impact of Changing Conditions of Service on the Recruitment of Teachers in Nigeria     

Nicholas Nwagwu 《比较教育学》1981,17(1):81-86

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The great neoliberal hijack of collaboration: a critical history of group-based learning in tertiary education     

Nicholas Rowe 《高等教育研究与发展》2020,39(4):792-805

ABSTRACT

This article examines the teaching of collaboration within tertiary education, critiquing the hegemony of a neoliberal mandate. This review of academic literature first identifies the significance of social capital and an intrinsic motivation to collaborate, to theorize how an important and complex graduate attribute (termed here ‘collaborative dexterity’) might be approached by pedagogy. This leads into a historical analysis of research into higher education, revealing how the instrumentalization of collaboration to enhance the private advantage of learners continues to pervade academia’s understanding of collaboration. As higher education transitioned from learning ‘through’ collaboration to learning ‘to’ collaborate, extrinsic motivations for collaboration were promoted further through assessment procedures, maintaining a narrow economic-exchange approach to collaboration. These educational practices inhibit the development of collaborative dispositions, foster self-interest and ultimately limit graduates’ preparation for the needs of collaborative work environments. Moreover, while educational scholarship has extensively explored why collaboration is important and how it may be assessed, much less consideration has been given to how collaboration might actually be taught within diverse disciplinary areas in tertiary education. This suggests an urgent need for further research into how collaboration is taught within tertiary education, in ways that extend beyond a neoliberal conceptualization of collaboration.  相似文献   

A grammar of difference: Some ways of rethinking difference and diversity as educational topics   总被引：2，自引：0，他引：2  

Nicholas C. Burbules 《The Australian Educational Researcher》1997,24(1):97-116

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What Role May Admissions Office Diversity and Practices Play in Equitable Decisions?     

Nicholas A. Bowman  Michael N. Bastedo 《Research in higher education》2018,59(4):430-447

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Post-secondary Science Students’ Explanations of <Emphasis Type="Italic">Randomness</Emphasis> and <Emphasis Type="Italic">Variation</Emphasis> and Implications for Science Learning     

Rebekka Darner Gougis  Janet F. Stomberg  Alicia T. O’Hare  Catherine M. O’Reilly  Nicholas E. Bader  Thomas Meixner  Cayelan C. Carey 《International Journal of Science and Mathematics Education》2017,15(6):1039-1056

The concepts of randomness and variation are pervasive in science. The purpose of this study was to document how post-secondary life science students explain randomness and variation, infer relationships between their explanations, and ability to describe and identify appropriate and inappropriate variation, and determine if students can identify sources of variation. An instrument designed to test statistical concepts was administered to 282 college students from three universities, ranging from introductory non-science majors to science graduate students. Students readily distinguished between causes of variation. A naïve no-pattern concept of randomness persisted from first-year non-science majors to senior-level science majors, contributing to incorrect responses on the variation instrument. Students’ expressions of randomness were better predictors of performance on the variation instrument than their expressions of variation. It is argued that inclusion of everyday language uses of randomness in instruction can bridge the gap between vernacular and scientific uses of this term.  相似文献