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Pasi Nieminen Antti Savinainen Jouni Viiri 《International Journal of Science and Mathematics Education》2013,11(5):1137-1156
This quantitative case study used a pre- and posttest design for exploring the gender differences in secondary school students’ (n?=?131, 45 males and 86 females) learning of the force concept when an interactive engagement type of teaching was used. In addition, students’ ability to interpret multiple representations (i.e., representational consistency) was documented by a pre- and posttest and scientific reasoning ability by a pretest only. Males significantly outperformed females in learning of the force concept, pre- and posttest representational consistency, and pretest scientific reasoning. However, the gender difference in learning of the force concept was not significant when ANCOVA was conducted using pretest results of representational consistency and scientific reasoning as covariates. This appeared to indicate that the gender difference in learning gain was related to students’ abilities before the instruction. Thus, the teaching method used was equally effective for both genders. Further, our quantitative finding about the relation between representational consistency and learning of the force concept supports the assumption that multiple representations are important in science learning. 相似文献
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Rethinking accountability in a knowledge society 总被引：2，自引：0，他引：2
Pasi Sahlberg 《Journal of Educational Change》2010,11(1):45-61
Competition between schools combined with test-based accountability to hold schools accountable for predetermined knowledge
standards have become a common solution in educational change efforts to improve the performance of educational systems around
the world. This is happening as family and community social capital declines in most parts of developed world. Increased competition
and individualism are not necessarily beneficial to creating social capital in schools and their communities. This article
argues that: (1) the evidence remains controversial that test-based accountability policies improve the quality and efficiency
of public education; (2) the current practice of determining educational performance by using primarily standardized knowledge
tests as the main means of accountability is not a necessary condition for much needed educational improvement; and (3) there
is growing evidence that increased high-stakes testing is restricting students’ conceptual learning, engaging in creative
action and understanding innovation, all of which are essential elements of contemporary schooling in a knowledge society.
Finland is used as an example to suggest that educational change should rather contribute to increasing networking and social
capital in schools and in their communities through building trust and strengthening collective responsibilities within and
between schools. This would create better prospects of worthwhile lifelong learning in and out of schools. Based on this analysis,
the article concludes that education policies should be directed at promoting more intelligent forms of accountability to
meet external accountability demands and to encourage cooperation rather than competition among students, teachers and schools. 相似文献
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Many countries whose economies are in transition have initiated ambitious education reforms intended to modernize their education systems to better respond to the needs of new social and economic realities. Albania is a good example of a society that is emerging from a closed planned socialist system and moving fast to an open society and knowledge‐based economy. As an essential tool in transforming people's knowledge and skills to promote a knowledge society, teaching must reflect, among other things, an active role for students and multilateral communication to support productive learning in classrooms. The aim of this study was to generate scientific evidence for policy‐makers about whether teaching in the first grade of upper secondary schools meets these criteria. Based on our observation data from 303 classrooms in 34 schools in Albania, analyzed using the categories of Flanders' interaction analysis, we found that teacher talk occupies more than 70% of all lesson time and that student‐initiated talk constituted less than 30 seconds within a typical 45‐minute lesson. We conclude that unless education policies give a high priority to supporting teachers in transforming teaching in schools to promote productive, interactive learning, students will not be able to acquire the knowledge and skills they need within a modern knowledge society. 相似文献
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The Fourth Way of Finland 总被引：2，自引：0，他引：2
Pasi Sahlberg 《Journal of Educational Change》2011,12(2):173-185
Globalization has increased mobility of people, resources, and ideas. It is also affecting how governments think about education
and what schools teach to their students. Attributes related to education for a knowledge society, sustainable development,
or 21st century skills are parts of current national educational policies and reforms. A powerful pretext for global educational
reform thinking is current international student assessments. As a consequence, particular educational reform orthodoxy has
emerged that relies on a set of basic assumptions in order to improve the quality of education and fix other educational deficiencies.
This article describes the beginning of the present global educational reform movement discussing some of its key characteristics
and implications in practice. Although overlooked by many policy analysts, Finland represents a striking and highly successful
alternative to this global educational reform movement. The scholarly work of Andy Hargreaves is seen as essential in understanding
the requirements and resources that are needed in securing good public education for all in the future. 相似文献
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Current discussions in higher education and alumni training acknowledge the challenges training programs face in responding to the authentic needs of the labor market. In addition to academic knowledge, higher education institutions are expected to provide general twenty-first-century skills, such as problem-solving, critical thinking, collaboration, and interpersonal skills. To meet these challenges, many institutions utilize collaborative pedagogies such as learning in teams. However, teamwork in higher education tends to focus primarily on the task aspects of performance at the expense of the team aspects, and for educators, there may be no feasible way to assess whether the students are learning to work successfully as teams. This paper explores how new student teams (n?=?3) that simulate real business teams by taking a challenging entrepreneur assessment, developed over three semesters for general skills (i.e., communication), and whether the improvement in their communication also indicated the teams’ improved performance (i.e., financial success). As an analytical tool, the study relies on initial parameters on teams’ microdynamics of communication [Losada, M. (1999). The complex dynamics of high performance teams. Mathematical and Computer Modelling, 30, 179–192] normalized with fuzzy logic. In accordance with the current understanding of team development, the results did not show any linear improvement, but the quality of communication in the teams improved episodically. Further, the results provide evidence of the possible relationship between the improved quality of communication and the teams’ collective financial success. However, in future work, due to the lack of sensitivity of the parameters in this context together with the recent criticisms of the mathematical basis of the patterns of team dynamics based on Losada's parameters, they will be reexamined with a Monte Carlo sensitivity analysis. 相似文献
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Sealing of a microfluidic cartridge is a challenge, because the cartridge commonly contains heat-sensitive biomolecules that must also be protected from contamination. In addition, the objective is usually to obtain a sealing method suitable for mass production. Laser welding is a rapid technique that can be accomplished with low unit costs. Even though the technique has been widely adopted in industry, the literature on its use in microfluidic applications is not large. This paper is the first to report the effects of laser welding on the performance of the heterogeneous immunoassay in a polystyrene microfluidic cartridge in which biomolecules are immobilized into the reaction surface of the cartridge before sealing. The paper compares the immunoassay performance of microfluidic cartridges that are sealed either with an adhesive tape or by use of laser transmission welding. The model analyte used is thyroid stimulating hormone (TSH). The results show that the concentration curves in the laser-welded cartridges are very close to the curves in the taped cartridges. This indicates, first, that laser welding does not cause any significant reduction in immunoassay performance, and second, that the polystyrene cover does not have significant effect on the signal levels. Interestingly, the coefficients of variance between parallel samples were lower in the laser-welded cartridges than in the taped cartridges. 相似文献
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Along with the diffusion of information and communication technologies (ICTs), work processes are becoming ever more knowledge intensive. In keeping with this trend, the number of informational (or knowledge) workers in Finland has more than tripled from 12% in 1988 to 39% in 2000. What makes the Finnish case unique and interesting is the exceptional speed with which the information sector of the economy has grown. A few years after facing the most severe economic recession in its history in the early 1990s, Finland is now considered to have an advanced information economy. However, our empirical analysis--based on survey data from 1988, 1994, and 2000--yields a somewhat more critical picture of the Finnish information society than what usually comes across in the mainstream media. The opportunities for social equality offered by the growth of informational work are far more limited than was the case with the transition from agricultural to industrial production. 相似文献
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Caroline Göpfert Mikko V. Pohjola Vesa Linnamo Olli Ohtonen Walter Rapp Stefan J. Lindinger 《Sports Engineering》2017,20(2):141-153
The purpose of this paper was to present and evaluate a methodology to determine the contribution of bilateral leg and pole thrusts to forward acceleration of the centre of mass (COM) of cross-country skiers from multi-dimensional ground reaction forces and motion capture data. Nine highly skilled cross-country (XC) skiers performed leg skating and V2-alternate skating (V2A) under constant environmental conditions on snow, while ground reaction forces measured from ski bindings and poles and 3D motion with high-speed cameras were captured. COM acceleration determined from 3D motion analyses served as a reference and was compared to the results of the proposed methodology. The obtained values did not differ during the leg skating push-off, and force–time curves showed high similarity, with similarity coefficients (SC) >0.90 in the push-off and gliding phases. In V2A, leg and pole thrusts were shown to contribute 35.1 and 65.9% to the acceleration of the body, respectively. COM acceleration derived from ground reaction forces alone without considering the COM position overestimated the acceleration compared to data from motion analyses, with a mean difference of 17% (P < 0.05) during leg push-off, although the shapes of force–time curves were similar (SC = 0.93). The proposed methodology was shown to be appropriate for determining the acceleration of XC skiers during leg skating push-off from multi-dimensional ground reaction forces and the COM position. It was demonstrated that both the COM position and ground reaction forces are needed to find the source of acceleration. 相似文献