Review symposium     

Crain Soudien  Carlos Alberto Torres 《British Journal of Sociology of Education》2008,29(6):719-725

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Making Connections: Learning and Teaching Chemistry in Context     

Donna King  Alberto Bellocchi  Stephen M. Ritchie 《Research in Science Education》2008,38(3):365-384

Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues.  相似文献   

Emotional climate of a pre-service science teacher education class in Bhutan     

Sonam Rinchen  Stephen M. Ritchie  Alberto Bellocchi 《Cultural Studies of Science Education》2016,11(3):603-628

This study explored pre-service secondary science teachers’ perceptions of classroom emotional climate in the context of the Bhutanese macro-social policy of Gross National Happiness. Drawing upon sociological perspectives of human emotions and using Interaction Ritual Theory this study investigated how pre-service science teachers may be supported in their professional development. It was a multi-method study involving video and audio recordings of teaching episodes supported by interviews and the researcher’s diary. Students also registered their perceptions of the emotional climate of their classroom at 3-minute intervals using audience response technology. In this way, emotional events were identified for video analysis. The findings of this study highlighted that the activities pre-service teachers engaged in matter to them. Positive emotional climate was identified in activities involving students’ presentations using video clips and models, coteaching, and interactive whole class discussions. Decreases in emotional climate were identified during formal lectures and when unprepared presenters led presentations. Emotions such as frustration and disappointment characterized classes with negative emotional climate. The enabling conditions to sustain a positive emotional climate are identified. Implications for sustaining macro-social policy about Gross National Happiness are considered in light of the climate that develops in science teacher education classes.  相似文献   

茶叶香气成分的研究--乌龙茶与鲜茶香气成分的比较   总被引：9，自引：0，他引：9  

侯冬岩  回瑞华  李铁纯  Alberto  朱永强  刘晓媛 《鞍山师范学院学报》2003,5(6):53-55

报道了用同时蒸馏-萃取装置分别提取乌龙茶与鲜茶香气成分，测得乌龙茶的香气成分含量为3．65％．鲜茶的香气成分含量为2．40%。用GC／MS法分别从乌龙茶与鲜茶香气成分中分离并确定出42种和19种化学成分，并对香气化学成分及含量进行了对比。  相似文献   

The construct validity of Institutional Commitment: A confirmatory factor analysis   总被引：1，自引：0，他引：1  

Amaury Nora  Alberto F. Cabrera 《Research in higher education》1993,34(2):243-262

The present study examined the underlying structure of the variable Institutional Commitment by testing for the convergence, or lack thereof, among different indicators of the construct as represented by three theoretical frameworks (Tinto, 1975, 1987; Bean, 1985; Huselid and Day, 1991). Confirmatory factor analyses revealed that Institutional Commitment could be decomposed into two multiple indicators of the same latent construct: a general factor that groups items related to institutional quality, practical value of an education, utility of an education, fit between student and institution, and loyalty to the institution and another factor represented by items indicating similarity of values (Affinity of Values). Moreover, the study established the predictive validity of each subcomponent on different outcomes related to student persistence. While Institutional Commitment was found to have a significant direct effect on both students' intents to persist and actual persistence behavior, Affinity of Values was not as equally predictive of measures of student retention.Paper presented before the 1991 ASHE Annual Meeting. Boston, Massachusetts.  相似文献   

A Framework for Learning to Teach Science in Initial Primary Teacher Education     

Mellado  Vicente  Blanco  Lorenzo J.  Ruiz  Constantino 《Journal of Science Teacher Education》1998,9(3):195-219

Journal of Science Teacher Education -  相似文献   

The Entrepreneurial University: a Fine Answer to a Difficult Problem?     

Virgílio A. Meira Soares  Alberto M. S. C. Amaral 《Higher Education in Europe》1999,24(1):11-21

The recent changes in the relationship between universities and society and the change of attitudes of governments towards higher education institutions are analysed. The different possible reactions of the institutions to the more demanding attitude of society as a whole are discussed. The authors present a critical view of the concept of entrepreneurial universities based on the work of Burton Clark and on the results of the quality audits of the Association of European Universities (CRE), and offer some comments about their applicability and usefulness to European higher education systems.  相似文献   

Survey on the implementation of the Bologna process in Portugal     

Amélia Veiga  Alberto Amaral 《Higher Education》2009,57(1):57-69

For several years Portuguese higher education institutions have been waiting for the legislation framework necessary for the implementation of the Bologna process. Such legislation was passed quite recently (2006) and has resulted in an unexpected flood of proposals presented at very short notice by higher education institutions to the Ministry. It is possible that such fast implementation rate corresponds to implementation “in form” rather than “in substance”, thus softening tensions between the European and the national and local levels. This hypothesis will be tested by analysing the outcomes of a survey conducted in all higher education institutions that have presented proposals of Bologna-type degree programmes or adaptations of old degree programmes to the new Bologna-type structure.  相似文献   

Analysis and evaluation of lecturers’ activity in Learning Management Systems: Subjective and objective perceptions     

Magdalena Cantabella  Belén López  Alberto Caballero 《Interactive Learning Environments》2018,26(7):911-923

Learning Management Systems (LMS) have become the principal resource for the distribution of educational material and collaboration among lecturers and students in Higher Education. The potential of these platforms does not limit to a simple manager of contents, but they also offer a wide range of tools that support the development of different methodologies according to the learning modality, namely on-campus, blended or online. This work analyzes the use of LMS and the interactions with their different tools from the lecturers’ point of view, in order to detect possible incidents, check the tools’ utility and evaluate their complexity. All these metrics represent valuable information to the Degree Coordinators, if they are presented in a suitable manner, to detect and resolve deficiencies in the methodology. For the analysis of the teaching activity two methods are employed: (1) surveys, to measure the subjective perception of lecturers when using LMS tools; and (2) visual analysis of the real lecturer’s activity through OnlineData, a graphical analytic tool developed as part of our work to monitor LMS tools metrics. The results of both methods show differences among the perceived self-usage and actual usage, especially for the e-learning methodologies  相似文献   

Reliability and stability of anthropometric and performance measures in highly-trained young soccer players: effect of age and maturation     

Martin Buchheit  Alberto Mendez-Villanueva 《Journal of sports sciences》2013,31(12):1332-1343

Abstract

The purpose of this study was to assess both short-term reliability and long-term stability of anthropometric and physical performance measures in highly-trained young soccer players in relation to age and maturation. Data were collected on 80 players from an academy (U13–U18, pre- (n = 14), circum- (n = 32) and post- (n = 34) estimated peak height velocity, PHV). For the reliability analysis, anthropometric and performance tests were repeated twice within a month. For the stability analysis, these tests were repeated 12 times over a 4-year period in 10 players. Absolute reliability was assessed with the typical error of measurement, expressed as a coefficient of variation (CV). Relative reliability and long-term stability were assessed using the intraclass correlation coefficient (ICC). There was no clear age or maturation effect on either the CVs or ICCs: e.g., Post-PHV vs. Pre-PHV: effect size = –0.37 (90% confidence limits (CL):-1.6;0.9), with chances of greater/similar/lower values of 20/20/60%. For the long-term stability analysis, ICCs varied from 0.66 (0.50;0.80) to 0.96 (0.93;0.98) for 10-m sprint time and body mass, respectively. The short-term reliability of anthropometry and physical performance measures is unlikely to be affected by age or maturation. However, some of these measures are unstable throughout adolescence, which questions their usefulness in a talent identification perspective.  相似文献