Assessing complexity in learning outcomes – a comparison between the SOLO taxonomy and the model of hierarchical complexity     

Kristian Stålne  Sofia Kjellström  Jukka Utriainen 《Assessment & Evaluation in Higher Education》2016,41(7):1033-1048

  相似文献   

The Collective that Didn't Quite Collect: Reflections on the IALS     

Gomez  Sofia Valdivielso 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(5):419-431

The concept and methodology of IALS obviously represent progress for literacy research. Nevertheless, this survey presents serious limitations. It prioritises the handling of data-based information as opposed to experiential and contextualized information, ranking at a higher position those who handle the first kind of information. The survey ignores how people solve problems in their life context. The competence of people cannot be understood merely through outside observation and a questionnaire situation. In the case of Poland, the interpretation of data manifests an ethnocentric Western attitude, tending to reduce cultural differences to a cultural deficit. Two IALS-inspired surveys conducted in Spain and Portugal mixed quantitative and qualitative methods in order to take into account the social relations in their cultural context. This article questions the role of research, which cannot be limited to the objectivation of reality, but should help to transform and improve it. The alternative model proposed is named "investigation action."  相似文献   

Continuing professional development: pedagogical practices of interprofessional simulation in health care     

Sofia Nyström  Johanna Dahlberg  Samuel Edelbring  Håkan Hult  Madeleine Abrandt Dahlgren 《Studies in Continuing Education》2017,39(3):303-319

The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.  相似文献   

Students' conceptions of the second law of thermodynamics—an interpretive study     

Sofia Kesidou  Reinders Duit 《科学教学研究杂志》1993,30(1):85-106

Thirty-four clinical interviews were conducted with Grade 10 students (15–16 years old) who had received four years of physics instruction. The interview's focus was to understand students' responses from their point of view and not solely from the physicist's angle. The results of the study confirm and deepen, on the one hand, findings from other studies concerning students' severe difficulties in learning the energy concept, the particle model, and the distinction between heat and temperature. On the other hand, students' qualitative conceptions in a new area—the second law of thermodynamics—are revealed. For instance, in the case of irreversibility (i.e., the idea that all processes take place by themselves only in one direction), most students came to conclusions similar to those of modern physicists. But their explanations of irreversibility are based on significantly different conceptual frameworks. The results of the study suggest that a mere enlargement of the traditional physics curriculum by the addition of ideas of the second law is not sufficient to familiarize students with these ideas. A totally new teaching approach to heat, temperature, and energy is necessary. In this approach, basic qualitative ideas of the second law should be a central and integral part from the beginning of instruction.  相似文献   

Ethics in Neuroscience Graduate Training Programs: Views and Models from Canada     

Sofia Lombera  Alan Fine  Ruth E. Grunau  Judy Illes 《Mind, Brain, and Education》2010,4(1):20-27

Consideration of the ethical, social, and policy implications of research has become increasingly important to scientists and scholars whose work focuses on brain and mind, but limited empirical data exist on the education in ethics available to them. We examined the current landscape of ethics training in neuroscience programs, beginning with the Canadian context specifically, to elucidate the perceived needs of mentors and trainees and offer recommendations for resource development to meet those needs. We surveyed neuroscientists at all training levels and interviewed directors of neuroscience programs and training grants. A total of 88% of survey respondents reported general interest in ethics, and 96% indicated a desire for more ethics content as it applies to brain research and clinical translation. Expert interviews revealed formal ethics education in over half of programs and in 90% of grants-based programs. Lack of time, resources, and expertise, however, are major barriers to expanding ethics content in neuroscience education. We conclude with an initial set of recommendations to address these barriers which includes the development of flexible, tailored ethics education tools, increased financial support for ethics training, and strategies for fostering collaboration between ethics experts, neuroscience program directors, and funding agencies.  相似文献   

Preschool teachers and classroom aides: Same context,similar perceptions of children's behaviors?          下载免费PDF全文

Sofia O. Major  Maria J. Seabra‐Santos  Maria F. Gaspar 《Psychology in the schools》2018,55(7):801-814

This study explored the correspondence and differences between school staff perceptions of preschool children's social skills and behavior problems. One hundred preschoolers were assessed by 14 pairs of teachers and classroom aides with the Preschool and Kindergarten Behavior Scales – 2^nd Edition (PKBS‐2 Portuguese version). Indexes of agreement and disagreement were calculated. Risk levels and item analyses of PKBS‐2 scores according to both informants' ratings were compared. A higher level of agreement was obtained for social skills scores than for behavior problems (mean correlation of .62). No statistically significant differences between informants were obtained for the risk levels, and item analyses revealed a similar pattern of behaviors that were most and least rated by both informants. Results indicate that the classroom aides' perspective on preschool assessment represents a reliable input, which justifies that they network with teachers in addressing preschoolers' social‐emotional and behavioral challenges.  相似文献   

Development of the Exercise Motives and Gains Inventory     

Sofia T. Strömmer  David K. Ingledew  David Markland 《Measurement in physical education and exercise science》2013,17(2):53-68

There are existing measures of exercise motives (what people want from exercise), but corresponding measures of gains (what people get) are needed, because motives and gains could influence each other and together influence other variables. An exercise motives and gains inventory (EMGI) was developed by creating gains scales to complement existing Exercise Motivations Inventory 2 scales. Confirmatory factor analyses of EMGI items established that items reflected their intended constructs; and that motive and gain constructs were distinct. Exploratory structural equation modeling of EMGI scales established that the higher-order structures of motives and gains were somewhat different: Appearance motive was associated with weight management, whereas appearance gain was associated with health and fitness. Paired-sample t-tests established that gains were less than motives in some instances (ill-health avoidance, positive health), and greater in others (e.g., affiliation, challenge). The EMGI can be used to investigate the consequences and causes of motives and gains.  相似文献   

Participation,roles and processes in a collaborative action research project: a reflexive account of the facilitator   总被引：2，自引：2，他引：0  

Sofia Avgitidou 《Educational Action Research》2013,21(4):585-600

  相似文献   

"OTHER" ENCOUNTERS: DANCES WITH WHITENESS IN MULTICULTURAL EDUCATION   总被引：1，自引：0，他引：1  

Troy Richardson  Sofia Villenas 《Educational theory》2000,50(2):255-273

  相似文献   

Early intervention in Portugal: family support and benefits     

Carina Sofia Correia Leite  Ana Paula Da Silva Pereira 《Support for Learning》2013,28(4):146-153

This study investigated the support and benefits of early intervention (EI) in families with children with special needs. Data were gathered through a written questionnaire, ‘Family Benefits Inventory’, completed by 126 families with children with special needs supported by EI teams, with ages from six months to six years in Portugal. The global results obtained in this study allowed us to conclude that families considered that they obtained benefit from EI and received support most of the time in the different dimensions of the questionnaire. Furthermore, support given by an EI professional had a positive influence on families' perceptions regarding the benefits of EI.  相似文献