Science Teachers’ Meaning-Making When Involved in a School-Based Professional Development Project     

Birgitte Lund Nielsen 《Journal of Science Teacher Education》2012,23(6):621-649

A group of teachers?? meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers?? meaning-making includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students?? learning. Furthermore, they all felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed.  相似文献   

Effect of Dental Course Cycle on Anatomical Knowledge and Dental Carving Ability of Dental Students     

Ademar Fonseca  Victoria B. da S. Guimarães  Sinval A. Rodrigues-Junior  Alisson A.R. Fonseca  Renato A. de Azevedo  Marcos B. Corrêa  Rafael G. Lund 《Anatomical sciences education》2022,15(2):352-359

This study assessed the effect of the course cycle on theoretical knowledge of dental morphology and the dental carving ability of dental students. Thirty-two dental students from the third semester (initial cycle) and 30 students from the eighth and tenth semesters of the dental course (end cycle) had their theoretical knowledge on dental morphology assessed using a questionnaire with ten closed questions. Their dental carving ability was also assessed using wax carvings in macro models of plaster (for the third [S3] and eight [S8] semesters) and natural-sized artificial teeth (for the tenth [S10] semester). The teeth chosen for the dental carving activity were #16 and #47. The scores were statistically analyzed using the t-test, Kruskal–Wallis test, and Mann–Whitney test (α = 0.05). Students from the initial cycle presented better theoretical knowledge than the other groups did (P < 0.007). No significant differences in carving score were found between the initial and end cycles (P > 0.05), although S10 students obtained a higher score for teeth #16 and #47 (P < 0.05). Natural-sized artificial teeth received a higher evaluation score in dental carvings than the macro models (P < 0.001). Within the limits of this study, it was possible to conclude that students from the initial cycle (S3) presented higher theoretical knowledge, whereas no difference in carving ability was observed between the initial and end cycles. The tenth semester (S10) students performed dental carvings with better quality. Furthermore, carvings in natural-sized artificial teeth presented better quality compared with the macro models.  相似文献   

Negative student emotions and educator skill in experiential education: a taxonomy of classroom activities     

Wright  Sarah  Dean  Kathy Lund  Forray  Jeanie M. 《Higher Education》2022,83(5):987-1002

Higher Education - Experiential teaching practices can provide transformative learning opportunities for students. However, thus far the experiential education literature considers...  相似文献   

Existential career guidance for groups of young refugees and migrants: a Danish initiative     

Petersen  Inger-Lise Vanja Lund  Mariager-Anderson  Kristina  Patillon  Thi-Van  Bernaud  Jean-Luc 《International Journal for Educational and Vocational Guidance》2022,22(2):511-529

International Journal for Educational and Vocational Guidance - For many young migrants and refugees, adapting to a new life in Denmark is a challenging process. They often find themselves...  相似文献   

Acknowledgments     

George D. Kuh  Katie Branch Douglas  Jon P. Lund 《ASHE Higher Education Report》1994,23(8):xv-xvi

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Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue     

Stang Lund  Elisabeth  Bråten  Ivar  Brandmo  Christian  Brante  Eva W.  Strømsø  Helge I. 《Reading and writing》2019,32(2):335-356

Reading and Writing - The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers’ ability to integrate...  相似文献   

Quality over quantity?: Mentoring relationships and purpose development among college students     

Terese J. Lund  Belle Liang  Lily Konowitz  Allison E. White  Angela DeSilva Mousseau 《Psychology in the schools》2019,56(9):1472-1481

A growing number of studies have demonstrated that purpose in life is associated with positive outcomes among adolescents and young adults. The college years represent an important period of both personal and professional growth, including purpose in life. Supportive relationships may play a critical role in the identification and pursuit of purpose. Relationships with mentors, for example, have been linked with purpose among adolescents. The present study examined whether mentoring relationships were linked with purpose among college students (N = 194) from three institutions across the United States. Both aspects of quality (relational health) and quantity (i.e., number of mentors) were examined as predictors of purpose. Students who had at least one mentor reported higher levels of purpose compared to students with no mentors. Among students with at least one mentor, quality of mentoring was significantly associated with a greater commitment to purpose, while the number of mentors was not associated with commitment to purpose. Results are discussed in the context of practical applications regarding student success and purpose formation in higher education settings.  相似文献   

Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement          下载免费PDF全文

Renato A. de Azevedo  Marcos B. Correa  Marcos A. Torriani  Rafael G. Lund 《Anatomical sciences education》2018,11(4):377-384

Knowledge of dental anatomy is of great importance in the practice of dentistry, especially in oral rehabilitation, because without this knowledge, professional practice is not possible. Dental carving plays a major role in training dental students as it develops their manual dexterity. This randomized controlled trial aimed to evaluate the influence of didactic‐theoretical reinforcement on the theoretical and practical knowledge of dental anatomy of preclinical students by examining the quality of the anatomical restorations performed by these students before and after a didactic‐theoretical reinforcement. For the evaluation of theoretical knowledge, a questionnaire with closed questions about dental anatomy was used. To evaluate the effect of didactic reinforcement on dental carvings, two groups of 15 preclinical students were assessed. Experimental group (G1) received a three‐hour theoretical tutoring on dental anatomy, while the control group (G2) did not. The dental carving scores obtained by the two different groups were compared using Student's t‐test. Cohen's d was used to estimate the effect sizes between groups. The frequency of correct answers given for each theoretical knowledge question was compared in each group using Fisher's exact test. T‐test was also used to compare the means of the two groups' final scores of theoretical evaluations. To compare these final scores obtained in both carving and theoretical tests, a principal component analysis was performed with different items assessed in each test to obtain factor loading scores and a final weighted score, where factor loadings were considered for each item. Weighted scores were compared using t‐test. Also, scores obtained during the head and neck course were assessed and compared using t‐test. Spearman's correlation test was used to assess the correlation between scores obtained prior to the anatomy course and scores obtained in the dental carving exercise. The theoretical evaluation revealed no significant difference between the grades (mean ± SD) of G1 (85.1 ± 6.6%) and G2 (86.2 ± 9.1%) with the grades of a baseline test that was previously obtained when students submitted to the study (P = 0.725). Regarding the tooth carving assessment, the dental carving quality by students of G1 has significantly improved, except for tooth #23 (P = 0.096). Theoretical reinforcement of dental anatomy seems to improve the students' carving performance but does not enhance their knowledge about dental anatomy. Anat Sci Educ 11: 377–384. © 2017 American Association of Anatomists.  相似文献   

Understanding leading as travelling practices     

Jane Wilkinson  Anette Olin  Torbjørn Lund  Else Stjernstrøm 《School Leadership & Management》2013,33(3):224-239

In this paper, we propose the concept of leading as travelling practices in order to understand how enhanced pedagogical practices ‘catch on’ in educational sites. Drawing on parallel case studies in Australia, Sweden and Norway, we analyse how leading practices moved within and between settings, transforming the discursive, material and social conditions for teaching and learning. We examine the composition and ecological connections of these leading practices with professional learning and pedagogical practices in schools and pre-schools. We conclude that practice-informed lens can shed new light on the spread of practices, which foster the conditions necessary for transformed pedagogy.  相似文献   

Argumentation Skills as Prerequisites for Collaborative Learning among Finnish,French, and English Secondary School Students     

Miika Marttunen  Leena Laurinen  Lia Litosseliti  Kristine Lund 《Educational Research and Evaluation》2013,19(4):365-384

Argumentation skills of secondary school students were evaluated in Finland (n?=?290), France (n?=?54), and England (n?=?41). The data were collected from 4 tasks comprising 7 variables. The results indicated that most of the students had correctly justified arguments and conclusions, and composed clear claims and relevant arguments. However, many students had difficulties in recognising the main claim and arguments for it in an expository text, and in commenting analytically on an argumentative text. Thus the students possessed the prerequisites for argumentative reasoning and writing but need further practice in analytical and critical reading.  相似文献