Characterising Learning Interactions: A Study of University Students Solving Physics Problems in Groups     

Maria Berge  Anna T. Danielsson 《Research in Science Education》2013,43(3):1177-1196

The purpose of this article is to explore how a group of four university physics students addressed mechanics problems, in terms of student direction of attention, problem solving strategies and their establishment of and ways of interacting. Adapted from positioning theory, the concepts ‘positioning’ and ‘storyline’ are used to describe and to analyse student interaction. Focused on how the students position the physics problems, themselves, and each other, the analyses produced five different storylines. The dominant storyline deals with how the students handled the problem solving, whilst two other storylines characterise alternative ways of handling the physics problems, whereas the two remaining storylines are concerned with how students positioned themselves and others—as either funny and/or knowledgeable physics students—and constitute different aspects of the physics community. Finally, the storylines are discussed in relation to the pedagogical situation, with recommendations made for teaching practice and future research.  相似文献   

Dangerous encounters? Boys' peer dynamics and neighbourhood risk     

Jenny Parkes  Anna Conolly 《Discourse: Studies in the Cultural Politics of Education》2013,34(1):94-106

This article traces links between subjectivity, peer relations and neighbourhood risk for a group of boys living in an area of London with high levels of crime, gang activity and socio-economic inequality. Drawing on data from a qualitative study of young people and neighbourhood risk, we use a psycho-social approach to analyse how gendered subjectivities are shaped by the specific social context. We found that tough masculinities were performed by boys across different social arenas of school, neighbourhood and in the context of a weekly research group. But the boys were also troubled by these masculinities, and their own engagement in data analysis illuminated some of their fears. While the tough masculine ideal is revealed often to be a masquerade, it nevertheless exerts a powerful and pernicious influence over the subjectivities of young men trying to navigate safely through a context of everyday risks.  相似文献   

Relevance matters. Eighteen-month-olds’ use of relevant informative pointing as a predictor of two-year-olds’ language abilities / La relevancia es importante. El uso de gestos deícticos relevantes e informativos por parte de niños de año y medio como factor predictor de las capacidades lingüísticas a los dos años     

Arkadiusz Białek  Marta Białecka-Pikul  Anna Filip  Maria Broda 《Infancia y Aprendizaje》2013,36(4):674-701

Abstract

The significance of pointing gestures in the development of linguistic communication is linked to their referential character and formation of common ground in use of gestures and speech. Our longitudinal study aimed to define the nature of this relationship more precisely and to explore whether the relevance vs lack of relevance of a child’s pointing gestures is related to development of language abilities. We developed a special protocol to measure relevant and irrelevant pointing gestures in 18-month-olds, sampled production of spontaneous speech and measured their language comprehension at two years of age. A group of 343 children was tested, and using structural equation modelling we showed that relevant gestures predict the level of development of language production and comprehension. As predicted, this association was not applied to irrelevant gestures. It is likely that a child’s more frequent use of relevant pointing gestures helps the caregiver to recognize the child’s communicative intentions and to comment on his/her behaviour appropriately. The identified developmental/predictive relationship is valid in both mentalistic and teleological interpretation of early communicative development.  相似文献   

Faculty and staff perceptions of undergraduate mentoring     

Kristi L. Law  Deanna D’Amico Guthrie  Barbara R. Beaver  Susan M. Johnson  Jodie Parys  Ozalle M. Toms 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):399-415

ABSTRACT

The connection between students and faculty is a recognized component of student belonging and engagement. To better understand how these relationships are formed, we utilized a qualitative design to explore the ways in which faculty and staff at a mid-sized public university perceived their roles in supporting, and connecting with, students. Based on our focus group data, we identified three themes. The first theme defined the mentoring relationship in the university context. The second theme addressed the unique features of mentoring Underrepresented Minority (URM) and First Generation (FG) students. Our third theme focused on perceived barriers to mentoring, including personal, institutional, and student-related barriers. Our findings provide a first step in developing a framework for colleges and universities working to promote a culture of mentoring as a means to support students.  相似文献   

Third‐person effect,gender differences,pornography exposure and support for restriction of pornography     

Ven‐hwei Lo  Anna Paddon 《亚洲交流杂志》2013,23(1):120-142

The interrelationship of the factors that influence attitudes in support of restrictions on pornography are explored in this study. From data gathered in a survey of Taiwanese high school students, a model is constructed to depict these relationships. Although both male and females subjects perceived pornography to have greater negative influence on others than on themselves, females who had a lower level of past exposure to pornography perceived greater negative effects of pornography on others than did male respondents. Findings also supported the hypotheses that gender, lower level of past exposure and perceived negative effects all are related to an attitude that favours control of pornography.  相似文献   

Activity-related typologies and longitudinal change in physical activity and sedentary time in children and adolescents: The UP&DOWN Study     

Kate Parker  Anna Timperio  Jo Salmon  Karen Villanueva  Helen Brown  Irene Esteban-Cornejo  Veronica Cabanas-Snchez  Jos Castro-Piero  David Snchez-Oliva  Oscar L. Veiga 《运动与健康科学(英文)》2021,10(4):447

BackgroundChildren and adolescents can be distinguished by different typologies (clusters) of physical activity and sedentary behavior. How physical activity and sedentary behaviors change over time within different typologies is not known. This study examined longitudinal changes in physical activity and sedentary time among children and adolescents with different baseline typologies of activity-related behavior.MethodsIn this longitudinal study (3 annual time points) of children (n = 600, age = 9.2 ± 0.4 years (mean ± SD), 50.3% girls) and adolescents (n = 1037, age = 13.6 ± 1.7 years, 48.4% girls), participants were recruited in Spain in 2011–2012. Latent class analyses identified typologies based on self-reported screen, educational, social and relaxing sedentary behaviors, active travel, muscle strengthening activity, and sport at baseline. Within each typology, linear mixed growth models explored longitudinal changes in accelerometer-derived moderate-to-vigorous physical activity and sedentary time, as well as time by class interactions.ResultsThree typologies were identified among children (“social screenies”, 12.8%; “exercisers”, 61.5%; and “non-sporty active commuters”, 25.7%) and among adolescents (“active screenies”, 43.5%; “active academics”, 35.0%; and “non-sporty active commuters”, 21.5%) at baseline. Sedentary time increased within each typology among children and adolescents, with no significant differences between typologies. No changes in physical activity were found in any typology among children. In adolescents, physical activity declined within all typologies, with “non-sporty active commuters” declining significantly more than “active screenies” over 3 years.ConclusionThese results support the need for intervention to promote physical activity and prevent increases in sedentary time during childhood and adolescence. Adolescents characterized as “non-sporty active commuters” may require specific interventions to maintain their physical activity over time.  相似文献   

Focusing on the Complexity of Emotion Issues in Academic Learning: A Dynamical Component Systems Approach   总被引：2，自引：0，他引：2  

Peter Op ’t Eynde  Jeannine E. Turner 《Educational Psychology Review》2006,18(4):361-376

Understanding the interrelations among students’ cognitive, emotional, motivational, and volitional processes is an emergening focus in educational psychology. A dynamical, component systems theory of emotions is presented as a promising framework to further unravel these complex interrelations. This framework considers emotions to be a process that is composed of cognitive, neurophysiological, motor expression, and motivational processes—as well as feelings—that mutually regulate each other over time and within a particular context. This comprehensive view of emotions provides a more complete understanding of the social and dynamical nature of emotions and the integration of emotions within learning processes. Using a dynamical, component systems view of emotional processes, interrelated with learning processes, involves a shift in research methodologies and instruments to adequately investigate the role(s) of emotions within learning contexts. But more importantly, it may provide a powerful framework that can clearly show teachers and parents the role(s) that emotions play in students’ acquisition of knowledge and skills.

Peter Op ’t EyndeEmail: Phone: +32-16-326299Fax: +32-16-326274

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The problems associated with the evaluation of world-class competitiveness of Russia’s science, as illustrated by clinical medicine     

V. I. Starodubov  N. G. Kurakova  L. A. Tsvetkova  P. G. Aref’ev  A. F. Kurakov 《Scientific and Technical Information Processing》2012,39(3):139-152

The main vectors for reforming Russia??s scientific-technological and innovative spheres, which are reflected in program documents that were adopted in late 2011 and early 2012, are discussed in the article. The authors propose to formalize the concepts that were used in these documents, such as world-class research competence and world-leading science and technology sectors. Using the Field Normalized Citation Score (NCSf) as a bibliometric indicator for the analysis of different research areas of Russia??s clinical medicine, the authors show the degree of variance between individual research areas within the same national subject field in terms of their correspondence to world-class excellence. The authors also emphasize the necessity of developing Russia??s national methodology for auditing Russian science, which will take its Russian-language segment into account where the world??s recognized methodologies are not always adequately applicable.  相似文献   

The Experiences of Students with Mobility Disabilities in Cypriot Higher Education Institutions: Listening to their voices     

Kika Hadjikakou  Vaso Polycarpou  Anna Hadjilia 《International Journal of Disability, Development & Education》2010,57(4):403-426

This article explores the experiences of students with mobility disabilities in Cypriot higher education institutions. In order to obtain relevant information, in‐depth semi‐structured interviews were conducted with 10 Cypriot students with different forms of mobility disabilities, who attended different Cypriot higher education institutions and a variety of courses. This study yielded interesting results in terms of provision (e.g., accommodation for examinations and assignments, note‐taking services, tutorials, counselling services) as well as lecturers’ and students’ attitudes towards disability, raising interesting issues of social inclusion and rights. The quality of their experiences was affected by physical access, provision availability, positive responses by fellow students without disabilities, and the level of awareness among the members of the academic staff or the rest of the staff (e.g., cleaners, administrative officers, and accommodation staff). The findings of this study have implications at an institutional level for rethinking and refining policy and practice on disability.  相似文献   

University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience   总被引：1，自引：0，他引：1  

Teresa Guasch  Ibis Alvarez  Anna Espasa 《Teaching and Teacher Education》2010

This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles. The main objective of our analysis was to identify the achievements and difficulties in a specific formative experience in order to assess the suitability of this conceptual-methodological framework for the design of training proposals aiming to develop teachers’ competencies for virtual environments in higher education.  相似文献