Opportunities for and obstacles to science in preschools: views from a community perspective     

Bodil Sundberg  Sofie Areljung  Karin Due  Kenneth Ekström  Christina Ottander  Britt Tellgren 《International Journal of Science Education》2013,35(17):2061-2077

ABSTRACT

In this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units, where science activities were described as a common feature of the practice. Two factors were found to be particularly important for how and whether science learning opportunities were afforded the children: the structure of the preschool community and the type of educational culture within it. In communities characterised by weak mutual commitment and without joint understanding of the purpose of the activities, the science learning objects of the activity often became fragmented and thereby elusive. This was also true for strong communities, with a shared approach and a joint understanding of the purpose of the science activities, but with educational cultures where science learning was not actively supported. In contrast, a strong community combined with an educational culture that allowed teachers to lead and intentionally frame the science content, offered child-centred science activities with clear science learning objects.  相似文献   

Media literacy and audiovisual languages: a case study from Belgium     

Sofie Van Bauwel 《Educational Media International》2013,50(2):119-130

This article examines the use of media in the construction of a “new” language for children. We studied how children acquire and use media literacy skills through their engagement in an educational art project. This media literacy project is rooted in the realm of audiovisual media, within which children’s sound and visual worlds are the focus of inquiry. Using an ethnographic approach, we examined the engagement in the project of participating children, and we analyzed how they used this “new” discourse as a tool to express themselves. Our analysis focused on how the project was received by children, and on the potential for educational media art projects to stimulate media knowledge.

Connaissance raisonnée des medias et langages audio‐visuels: une étude de cas en Belgique

Cet article étudie l’usage des medias dans la construction d’un nouveau langage pour les enfants. Nous avons étudié la façon dont les enfants acquièrent et font usage de compétences liées à la connaissance raisonnée des medias en s’impliquant dans un projet artistique éducatif. Ce projet sur la connaissance raisonnée des medias s’enracine dans les médias audio‐visuels au sein desquels les mondes visuels et sonores des enfants font l’objet de notre enquête. En ayant recours à une approche ethnographique, nous avons examiné l’implication dans le projet des enfants qui y participaient et nous avons analysé la façon dont ils utilisaient ce nouveau discours comme instrument de leur propre expression. Notre analyse a mis l’accent sur la façon dont le projet a été reçu par les enfants et sur le potentiel des projets artistiques reposant sur les médias éducatifs pour stimuler la connaissance des medias.

Medienkompetenz und audiovisuelle Sprachen: Eine Fallstudie aus Belgien

Dieser Artikel untersucht die Nutzung von Medien in der Entwicklung einer “neuen” Sprache bei Kindern. Wir untersuchten wie Kinder Medienkompetenzen bei ihrer Auseinandersetzung mit einem pädagogischen Kunstprojekt erwarben und verwendeten. Dieses Medienkompetenzprojekt basierte in dem Bereich der audiovisuellen Medien, wobei die auditorischen und visuellen Welten der Kinder im Mittelpunkt der Untersuchung standen. Durch die Verwendung eines ethnographischen Ansatzes untersuchten wir, wie sich die an dieser Studie teilnehmenden Kinder mit dem Projekt auseinandersetzten. Wir analysierten zusätzlich, wie die Kinder diesen “neuen” Diskurs benutzten, um sich selbst auszudrücken. Unsere Analyse konzentrierte sich darauf, wie das Projekt von den Kindern aufgenommen wurde, sowie auch auf das Potenzial von pädagogischen Medienprojekten für die Förderung von Medien‐Wissen.

Alfabetismo mediático y los lenguajes audio‐visuales: un estudio de caso de Bélgica

El presente artículo examina el uso de los medios en la construcción de un nuevo lenguaje para los niños. Hemos estudiado como los niños adquieren y aprovechan sus competencias en alfabetismo mediático cuando se involucran en un proyecto artístico educativo. Este proyecto de alfabetismo mediático está arraigado en el reino de los medios audiovisuales en el cual los mundos sonoros y visuales de los niños son el foco de la presente encuesta. Utilizando una metodología etnográfica, hemos examinado la implicación en este proyecto de los niños participantes y analizado como aprovechaban este « nuevo » discurso como una herramienta para expresarse. Nuestro análisis enfoca la manera de acoger el proyecto por parte de los niños y el potencial de los proyectos artísticos basados en los medios educativos para incentivar el conocimiento de los medios.  相似文献   

Europe versus Asia: foreign language education other than English in Japan’s higher education     

Yoko Kobayashi 《Higher Education》2013,66(3):269-281

The era of Asia has been felt in foreign language education in Japan, with more and more youth reportedly opting to study Chinese and Korean as the second foreign language. The shift in popularity, from European to Asian languages, not only reflects the societal demand for the institutional rearrangement of academic staff but also stirs teachers of European languages to appeal for the continued study of their language. The present discussion paper, drawing from secondary statistics and scholarly knowledge, first reviews a series of Japan’s foreign language education policies from the 1990s to 2012 that have been affecting the organizational structure of foreign language education in Japanese higher education. The study then addresses an array of issues that emerge with the changing needs of the times: the waning popularity of European languages, the Japanese government’s policy shift to English and Chinese, English language professionals’ detached attitudes toward other language education, and the dominance of university language teachers with little to no language teaching training. By addressing these pending yet gravely overlooked issues that merit due attention from language teaching professionals beyond Japan, the present study hopes to provide insight into the traditionally one-sided, English-centric discussion on foreign language education in Japanese higher education in a matter that is informative for international scholarship.  相似文献   

Students’ approaches to learning in problem-based learning: Taking into account professional behavior in the tutorial groups,self-study time,and different assessment aspects     

Sofie M.M. Loyens  David Gijbels  Liesje Coertjens  Daniel J. Côté 《Studies in Educational Evaluation》2013

Problem-based learning (PBL) represents a major development in higher educational practice and is believed to promote deep learning in students. However, empirical findings on the promotion of deep learning in PBL remain unclear. The aim of the present study is to investigate the relationships between students’ approaches to learning (SAL) and academic achievement in a PBL environment, taking into account the role of self-study time and students’ professional behavior in the PBL tutorial groups. In addition, different knowledge categories that determine achievement (i.e., understanding of concepts, understanding of the principles that link concepts, and the linking of concepts and principles to conditions and procedures for application) were taken into account. A hypothesized structural equation model including these variables was tested. Results showed that the PBL students in this study reported more use of a surface compared to a deep approach to learning. The hypothesized model demonstrated an excellent fit of the model with the data. The relationship between SAL and academic achievement was mediated by self-study time and professional behavior. These findings imply that self-study time and professional behavior are crucial variables to take into account when studying SAL.  相似文献   

Attachment style and loneliness in adolescence     

Luc Goossens  Alfons Marcoen  Sofie van Hees  Odile van de Woestijne 《European Journal of Psychology of Education - EJPE》1998,13(4):529-542

Possible associations between parent-child interactions and adolescent well-being have been explored from a number of theoretical perspectives. In the present study, attachment theory was used as a general theoretical framework to study these associations with attention being concentrated on one particular aspect of adolescent well-being, i.e., loneliness and attitudes towards being alone. Measures of adolescent attachment style (based on ratings of both normal family scenes and stressful separation situations) and a multidimensional measure of loneliness were administered to two samples of Belgian (Dutch-speaking) adolescents aged 15 to 18 (n=200 and n=357, respectively). Subjects were classified into four attachment groups: Secure, Dependent, Anxious-Ambivalent and Avoidant. Results indicated that Securely attached adolescents experienced lower levels of parent-related loneliness and this effect extended to loneliness in the relationships with peers. Aversion to being alone was experienced more strongly among Dependently attached adolescents. Finally, adolescents who evidenced Avoidant or Anxious-Ambivalent attachment felt more positive about being on their own. Implications of these findings for attachment theory are discussed and problems associated with the four-category model of attachment as used in the present study are outlined.  相似文献   

Combined Effects of Note‐Taking/‐Reviewing on Learning and the Enhancement through Interventions: A meta‐analytic review     

Keiichi Kobayashi 《教育心理学》2006,26(3):459-477

Meta‐analyses of 33 studies were conducted to examine (1) how much the combination of taking and reviewing notes contributes to school learning, and (2) whether interventions in the note‐taking/‐reviewing procedure enhance note‐taking/‐reviewing effects, and if so, how much and under what conditions. Syntheses of findings from note‐taking/‐reviewing versus no note‐taking/‐reviewing comparison studies indicated that the overall effects of note‐taking/‐reviewing were substantial. The advantage of note‐taking with intervention over without intervention was modest but significantly greater than zero. This intervention effect was moderated by two variables: presence of provided notes and academic level of participants. Providing a framework or instructor's notes was more effective in the enhancement of note‐taking/‐reviewing effects than pre‐training or verbal instruction only. The participants at lower academic levels gained greater benefits from interventions compared with the participants at a higher academic level.  相似文献   

Relationship quality time: the validation of a relationship quality scale in higher education     

Ingrid Snijders  Remy M. J. P. Rikers  Lisette Wijnia  Sofie M. M. Loyens 《高等教育研究与发展》2018,37(2):404-417

This study investigated the overall quality of the interpersonal relationship students have with faculty and staff, that is, relationship quality (RQ). In relationship management research, RQ is paramount for the creation of bonds with customers, which in turn is necessary for the sustainability of organizations, that is, continuity and growth. In higher education, it is not only recent changes in funding of education that urge us to further investigate RQ, as students having relational bonds with their teachers and faculty/staff is important as well. These relationships are expected to positively influence students’ college experiences. Although educational literature addresses the importance of student–faculty relationships, little is known about students’ perceptions of the quality of their relationship with their program. The aim of this study was therefore to get a more in-depth understanding of the concept and measurement of RQ within a higher education context. To that end, an existing RQ scale was used measuring five dimensions: trust in honesty, trust in benevolence, satisfaction, affective commitment, and affective conflict. A confirmatory factor analysis (CFA) was conducted on survey responses of 551 students from a Dutch university of applied sciences. Next to the CFA, a small-scale focus group discussion was held to validate the quantitative findings of students’ perceptions on RQ. The findings confirm that the RQ instrument is an adequate instrument to investigate RQ in a higher education context. Additional qualitative findings also suggest that students acknowledge the relevance of RQ and the need for having a good relationship with their faculty and staff.  相似文献   

Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time     

Marit Wijnen  Sofie M. M. Loyens  Guus Smeets  Maarten Kroeze  Henk van der Molen 《European Journal of Psychology of Education - EJPE》2017,32(3):431-447

In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational method, is believed to stimulate the use of these effective learning strategies. Several aspects of PBL such as discussions of real-life problems, selecting literature by the students themselves, and formulating answers to learning issues encourage students’ use of deep processing and self-regulation. In the present study, third-year PBL law students were compared to third-year law students of a lecture-based program with respect to their learning strategies, which were measured with the Inventory Learning Styles (ILS; Vermunt in British Journal of Educational Psychology, 68, 149–171, 1998). In addition, the relation between time invested in self-study and learning strategies, when taking the instructional method into account, was explored. Results showed that PBL students reported to apply deep processing, self-regulation, and external regulation more frequently than their non-PBL counterparts. PBL seems to contribute to the use of effective learning strategies, but PBL students also relied more often on external sources for their regulation, such as teachers, course material, and assessment.  相似文献   

Declining Gaze to Faces in Infants Developing Autism Spectrum Disorder: Evidence From Two Independent Cohorts     

Devon N. Gangi  Sofie Boterberg  Amy J. Schwichtenberg  Erika Solis  Gregory S. Young  Ana-Maria Iosif  Sally Ozonoff 《Child development》2021,92(3):e285-e295

Two independent cohorts (N = 155, N = 126) of infants at high and low risk for autism spectrum disorder (ASD) were followed prospectively between 6 and 36 months of age, when n = 46 were diagnosed with ASD. Gaze to adult faces was coded—during a developmental assessment (Cohort 1) or a play interaction (Cohort 2). Across both cohorts, most children developing ASD showed sharp declines in gaze to faces over time, relative to children without ASD. These findings suggest that declining developmental trajectories may be more common than previously recognized by retrospective methods. Trajectory-based screening methods could potentially identify children in the early stages of symptom onset and allow for early intervention before the full disorder has developed.  相似文献   

The Influence of Critical Reading Orientation on External Strategy Use during Expository Text Reading     

Keiichi Kobayashi 《教育心理学》2007,27(3):363-375

This study examined the influence of critical reading orientation on use of external strategies such as note‐taking and underlining while reading an expository text. In two experiments, undergraduate students were asked either to review an article on a linguistic policy (critical reading) or to summarise it (less‐critical reading). Experiment 1 indicated that, when permitted to do so, the majority of students used note‐taking and/or underlining strategies for critical reading as well as for less‐critical reading. In Experiment 2, an analysis of think‐aloud protocols, notes, and underlines revealed that critical readers produced more critical notes/underlines and fewer summary notes than did less‐critical readers. Also, critical readers substantially increased their production of critical notes/underlines over the course of reading and decreased highlightings, whereas less‐critical readers increased summary notes and decreased highlightings.  相似文献