Students’ knowledge acquisition and ability to apply knowledge into different science contexts in two different independent learning settings     

Mutlu Cukurova  Judith Bennett  Ian Abrahams 《Research in Science & Technological Education》2018,36(1):17-34

Background: Recently, there is a growing interest in independent learning approaches globally. This is, at least in part, due to an increased demand for so-called ‘21st century skills’ and the potential of independent learning to improve student skills to better prepare them for the future.

Purpose: This paper reports a study that explored the effectiveness of two different independent learning approaches: (i) guided independent learning and (ii) unguided independent learning with independent research, in enabling students in an undergraduate Macromolecules course to acquire knowledge in one chemistry context and apply it successfully in another.

Sample: The study involved 144 chemistry students commencing their first term of undergraduate study at a northern university in England. Students completed pre- and post-intervention tests containing 10 diagnostic questions, of which 4 measured students’ knowledge acquisition in one context and 6 measured their ability to apply it in another.

Design and methods: Diagnostic questions had been identified using a Delphi approach. Paired t-tests and chi-square tests were used to analyse the significance of any change in students’ responses to the diagnostic questions and the number of responses evidencing misconceptions, respectively.

Results: Whilst guided independent learning settings were found to improve students’ knowledge and ability to apply that knowledge in novel situations, unguided independent learning had no statistically significant effect. Unguided independent learning was also linked to a statistically significant increase in the number of student misconceptions in one of the diagnostic questions.

Conclusions: The results of this study show that guidance in independent learning activities is a key necessity for effective learning in higher education. This paper has strong relevance and high significance to tertiary STEM education, especially in the light of increased importance of teaching, such as the Teaching Excellence Framework in the UK, and shifts to more independent learning activities.  相似文献   

Trends in the Educational Placement of Students with Disabilities in New South Wales     

Ian Dempsey  Phil Foreman 《International Journal of Disability, Development & Education》1997,44(3):207-216

This paper reports the results of an analysis of trends in the placement of students with intellectual, physical, sensory, or behavioural disabilities in New South Wales for the period 1986 to 1994. Although there was a general trend of movement of students from special schools to support classes, there were some major differences across disability groups. The results are discussed in relation to current special education policy in New South Wales and the philosophy of including students with a disability in regular schools and classes.  相似文献   

CITIZENSHIP EDUCATION AND CHARACTER EDUCATION: SIMILARITIES AND CONTRASTS   总被引：1，自引：0，他引：1  

Ian  Davies   Stephen  Gorard  Nick  McGuinn 《British Journal of Educational Studies》2005,53(3):341-358

ABSTRACT:  We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between 'character education' and 'citizenship education'. We argue, drawing from US and UK literature but focusing our attention on contexts and issues in England, that there are indeed some broad areas of overlap between these two fields. Citizens should be of 'good' character and the educational initiatives that we consider both emerge from a concern about current trends in society. However, we suggest that the overlaps with citizenship education principally apply when character education is drawn very broadly. When we examine a particular approach to character education that is often US-based, and titled as 'citizenship', we note many contrasts with citizenship education as formulated in the National Curriculum for England. We suggest that citizenship educators in England need to interpret claims about the similarity between these two fields with caution, or meanings that apply to both character education and citizenship education will be distorted.  相似文献   

Good readers but at a cost? Attitudes to reading in England     

Liz Twist  Michela Gnaldi  Ian Schagen  Jo Morrison 《Journal of Research in Reading》2004,27(4):387-400

The results of the Progress in International Reading Literacy Study 2001 (PIRLS) were reported in 2003. In addition to data about the reading achievements of 10‐year‐olds in 35 countries, the study also collected questionnaire information from children, their teachers, headteachers and parents. One aspect of the data that attracted comment in the media was the fact that, despite high achievement on the reading tests, children in England were reported as having relatively poor attitudes to reading, compared to children in many other countries. A review of the results of selected surveys over the past 30 years suggests that there may be some evidence of attitudes to reading in primary schools becoming less positive. Preliminary analysis of the attitude and achievement data from PIRLS suggests a more complex picture than that presented in the summary index published in 2003.  相似文献   

An analysis of scientific understandings of preservice elementary teacher education students     

Ian S. Ginns  James J. Watters 《科学教学研究杂志》1995,32(2):205-222

This article reports an investigation of the intuitive scientific ideas and understandings of 321 preservice elementary teacher education students enrolled in the 2nd year of a 3-year program. The sample completed a physical science concept challenge instrument by responding, in writing, to open-ended questions about the concepts of floating/sinking, the nature of matter, air pressure and its effects, and the balance beam. Subjects' responses and explanations were analyzed, and response categories established. The results reveal that the majority of subjects, with the exception of a high proportion of those who had a successful senior high school background in physics and chemistry, have misunderstandings in these basic concept areas. It is argued that teachers should have a sound conceptual knowledge base in order to implement effective problem-solving strategies in the elementary science classroom. The importance of teaching science in elementary schools is widely acknowledged, therefore, teacher educators must identify and implement more effective strategies for science instruction in preservice teacher education courses that will enable all students to construct scientifically accurate concept knowledge.  相似文献   

A longitudinal study of pupils’ understanding of dynamics: Relationship between cognitive development and performance on dynamics items     

Joan Bliss  Ian Morrison 《European Journal of Psychology of Education - EJPE》1990,5(4):439-457

In this article we describe a longitudinal study with secondary school pupils which focuses on the relationship between pupils’ cognitive development and understanding dynamics. Two classes of pupils the first between 12–14 and the second between 14 and 16, together with a sub-sample from each of these classes were followed for three years. The main sample completed two tests composed of standard dynamics items and a Piagetian cognitive task. The subsample were interviewed on some of the dynamics items tested and carried out additional cognitive tasks. The results showed that the majority of younger pupils, and the sub-sample reflect the tendency, make very little or no cognitive progress during the three years whereas the older pupils of the main sample and sub-sample make reasonable propgress mainly in the fourth year. The study showed that the relationship between cognitive scores and results on dynamics items is variable with both samples and sub-samples. Further different domains within dynamics related in different ways to cognitive development. An analysis of dynamics concepts suggested that some are more accessible to pupils than others. Three different types of relations are proposed between pupils’ understanding of dynamics concepts and the use of these in the real world.  相似文献   

An investigation of hierarchical relationships in children’s literacy attainments at baseline     

Marian Sainsbury  Ian Schagen  Chris Whetton  Louise Caspall 《Journal of Research in Reading》1999,22(1):45-54

This paper describes one element of the research basis for the Baseline Assessment Scales now published for optional use in baseline schemes nationally (SCAA, 1997a). The aim in developing these scales was to provide a range of criteria that would allow almost all children to show some attainment, whilst also acknowledging the attainments of the most able. For this purpose, four-point scales were required. The first point would be attainable by over 80 per cent of children in their first term of school, and the fourth by only 20 per cent or fewer, with two intermediate points. Four such scales were trialled for reading, and one for writing. As part of the trial analysis, an investigation was undertaken into the hierarchies amongst the items on each scale – that is, to what extent was it possible for a child to attain a more difficult item, whilst failing an easier item on the same scale? A ‘coefficient of dependency’ was calculated for each pair of items on each scale. The percentages of children achieving each item are reported, and the strength of the hierarchies amongst them. This provides some evidence as to the interrelationships between children’s literacy attainments at the start of school.  相似文献   

In support of teachers’ learning: specifying and contextualising teacher inquiry as professional practice     

Ian Hardy 《Asia-Pacific Journal of Teacher Education》2016,44(1):4-19

Drawing upon research into a case study of teacher inquiry in one school in Queensland, Australia, recent theorising into professional practice, and relevant literature on teachers’ learning, this article reveals the complexity and particularity of teacher inquiry processes in support of teachers’ learning. Specifically, the research reveals how particular actions, dialogue, and relationships collectively constitute a practice of teacher inquiry which seeks to promote substantive teacher-led learning. The research draws upon a group of Year 5 teachers engaged in collective inquiry into their work in what was described as an “Inquiry Cycle” approach in a school in northern Queensland, during a period of support for substantial curriculum reform. The research reveals the Inquiry Cycle approach as characterised by specific actions, dialogue, and relationships – “doings,” “sayings,” and “relatings” – productive of the development of a learning culture focused on significant curriculum reform; overt support for whole-school “explicit” approaches to teachers’ pedagogies; and active/robust critique of data-focused assessment processes. The research reveals necessary texture and detail in support of teachers’ learning, and the specific circumstances and contextual “arrangements” that help constitute this learning.  相似文献   

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?          下载免费PDF全文

Marina‐Stefania Giannakaki  Ian David McMillan  John Karamichas 《British Educational Research Journal》2018,44(2):191-211

This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.  相似文献   

Sensitivity of the χ2 Goodness‐of‐Fit Test to the Choice of Classes     

Jennifer Mooney  Ian Jolliffe 《Teaching Statistics》2004,26(1):22-23

The χ² goodness‐of‐fit test is often one of the first tests of hypotheses encountered by students. When some of the expected frequencies are small, classes need to be combined. A real‐life example is given that illustrates a surprising sensitivity of the results of the test to the way in which such combinations are chosen.  相似文献