Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement Tests     

Şebnem Kandil İngeç 《International Journal of Science Education》2013,35(14):1897-1915

Concept mapping is a technique that paves the way to represent knowledge schematically. In this research, concept mapping was used as an assessment method on the impulse–momentum topic. The purpose of this study was to determine teacher candidates’ knowledge about understanding of the concepts of impulse and momentum by comparing and contrasting two different methods; namely, students’ concept maps and an achievement test. The mean of teacher candidates’ concept map scores are extremely low when compared with the scores of the achievement test. In addition, it was seen that although a great number of concepts were written down, not many relationships were established between these concepts. There is a weak correlation between the achievement test and the concept map scores since concept maps assess the students’ knowledge from a conceptual perspective while the achievement tests measure the level of students’ knowledge on the topic and his/her ability to apply this knowledge on different occasions.  相似文献   

Comparison of the Criterion-Related Validity of Sit-and-Reach Tests with and without Limb Length Adjustment in Asian Adults     

Sai Chuen Hui  Pak Y. Yuen  James R. Morrow Jr.  Allen W. Jackson 《Research quarterly for exercise and sport》2013,84(4):401-406

Abstract

The stages of motivational readiness as conceptualized by the Transtheoretical Model have been widely used among adult samples to assess readiness for adopting exercise behavior. To date, little research has been conducted using a staging framework with adolescent samples. There is a need for validation of the staging framework prior to a substantial amount of research with this age group. The current article presents two studies assessing stage and reported exercise behavior (Study 1: n = 819; M age = 15.0 years, SD = 1.2; 51 % men; Study 2: n = 184; M age = 18.6 years, SD = .5; 45 % men). As hypothesized in both studies, reported exercise consistently varied as a function of stage classification; those in earlier stages of readiness reported less exercise than those in later stages. Staging algorithms showed good sensitivity to detect reported exercise; however, specificity was distinctly better with the algorithm that used a specific activity criterion and immediate intention, as opposed to irregular behavior, in defining the preparation stage. Results support the validity of the staging framework for measuring motivational readiness for exercise behavior among North American adolescents.  相似文献   

Innovation and Enterprise in Singapore Schools     

Ng Pak Tee 《Educational Research for Policy and Practice》2006,5(2):185-186

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Singapore's response to the global war for talent: Politics and education     

Pak Tee Ng 《International Journal of Educational Development》2011

This paper describes and analyses how Singapore engages in the global war for talent. The paper discusses how Singapore demonstrates a Foucauldian perspective of ‘governmentality’ in trying to mould citizens into a way of thinking that is geared suitably to an engagement in a global talent war. It first examines the social, political and economic thinking of the government in responding to the talent war. It then analyses more deeply the initiatives in the education system to support the national strategy in competing globally for talent. It also discusses the challenges ahead for Singapore in this talent war.  相似文献   

Gender differences in academic achievement among Turkish prospective teachers of English as a foreign language     

İsmail Hakkı Erten 《欧洲师范教育杂志》2009,32(1):75-91

This study seeks to explain prevalent gender differences in academic achievement of 84 third‐year students enrolled in a pre‐service ELT (English Language Teaching) teacher training department. The study collected both qualitative and quantitative data through semi‐structured interviews from a sample of 38 students. A content analysis of the data indicated that male and female trainee teachers had differentiating perceptions of social roles and, as an artefact of these roles, they differed in the quality and quantity of time and effort allocated for their academic studies. Girls reported both longer periods of time and more efficient metacognitive disposition than their male peers. Another important factor for the observed differences appeared to be the perception of teaching as a profession. Female trainee teachers reported more intrinsic orientations towards the profession whereas male trainee teachers mentioned more extrinsic orientations, which seemed to directly influence the participants' engagement with their academic endeavour.  相似文献   

Changing models of university government in Turkey     

Tokay Gedİkoğlu 《Minerva》1995,33(2):149-169

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Cultural politics and vocational religious education: the case of Turkey   总被引：1，自引：0，他引：1  

Soon‐Yong Pak 《比较教育学》2004,40(3):321-341

The ‘project of modernity’ that has transformed every aspect of Turkish society since the founding of the new republic in 1923 has been increasingly questioned and scrutinized in recent decades. Meanwhile, Islam has reasserted itself to become a real force in contemporary Turkish politics with ambiguous implications for long‐term social integration and political stability. Controversies surrounding religious education in general, and the Imam‐Hatip (prayer‐leader/preacher) schools in particular, exemplify the ‘cultural politics’ that has been going on between the secularists and the Islamists in Turkey. This article examines whether the Imam‐Hatip schools in the long run can play a positive role in the promotion of a broader educated Muslim base enabling the secular and the Islamic domains to cohabit successfully, or a negative role in which the schools are viewed as producing a new generation of Islamists resisting the secular establishment, thereby deepening the secularist‐Islamist divide.  相似文献   

Dynamics of change: decentralised centralism of education in Singapore   总被引：1，自引：0，他引：1  

Charlene Tan  Pak Tee Ng 《Journal of Educational Change》2007,8(2):155-168

Many countries are introducing major educational changes to prepare their students to meet the challenges in a knowledge economy and enhance the country’s competitive edge. This paper discusses recent educational changes in Singapore using the framework of decentralised centralism proposed by Karlsen (2000). The paper explores the dynamics of change in the initiation, content, levels and simultaneity of the decentralisation process in Singapore since 1997. The paper further analyses the ideological roots of the decentralisation policy through a discussion of the tension between the functionalist and liberal forms of education in the Singapore context. The discussion adds to existing literature on the tensions and challenges faced by countries in their attempts to introduce educational changes in their countries.  相似文献   

Robust non-fragile finite frequency H∞ control for uncertain active suspension systems with time-delay using T-S fuzzy approach     

Yahui Xu  Zhengchao Xie  Jing Zhao  Wenfeng Li  Panshuo Li  Pak Kin Wong 《Journal of The Franklin Institute》2021,358(8):4209-4238

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The effect of phubbing,a behavioral problem,on academic procrastination: The mediating and moderating role of academic self-efficacy     

İzzet Parmaksız 《Psychology in the schools》2023,60(1):105-121

Our preoccupation with smartphones affects our attitudes. Our changing attitudes also create disruptions in our daily routines. Smartphones, the most common technological device we use, have exposed individuals to phubbing behavior. The behavioral problem we define as phubbing causes disruptions and procrastination in our academic responsibilities. In this study, the relationship between phubbing frequency and academic procrastination tendencies of students and the effect of academic self-efficacy on this relationship were performed. For this purpose, in this study, the mediator and moderator role of academic self-efficacy in the relationship between academic procrastination and phubbing was examined. The study group of the research consisted of 518 students in late adolescence from Turkey. 323 (62.4%) of the participants were females and 195 (37.6%) of them were males (Mage = 19.4 years). They completed questionnaires measuring phubbing tendency, academic procrastination, academic self-efficacy, and personal information form. It was found that academic self-efficacy was a partial mediator in the relationship between academic procrastination and phubbing. In addition, academic self-efficacy also had a moderator effect. According to these results, it can be said that the acquisition of academic self-efficacy can reduce the negative effects of phubbing, which is a behavioral problem, and the tendency to academic procrastination.  相似文献