Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach     

José Bidarra 《Open Learning》2017,32(1):6-20

This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to ‘real-world’ situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today’s flexible, interactive and immersive technologies (e.g. mobile, augmented reality, virtual reality).  相似文献   

Writing week-journals to improve the writing quality of fourth-graders’ compositions     

Pedro Rosário  Julia Högemann  José Carlos Núñez  Guillermo Vallejo  Jennifer Cunha  Vera Oliveira  Sonia Fuentes  Celestino Rodrigues 《Reading and writing》2017,30(5):1009-1032

Students’ writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth grade students was conducted. We examined whether students’ writing quality differed when writing journals on a weekly basis for 12 weeks, compared with a control group. Three covariates were analyzed, namely: (i) the students’ attitudes towards writing; (ii) their self-efficacy in writing; (iii) and their use of self-regulation (SRL) strategies while writing. Findings have shown that students who wrote week-journals significantly improved the writing quality of their compositions and reported a higher use of SRL strategies in writing. Nevertheless, self-efficacy and attitude towards writing were found to not be related to the quality of the compositions. Moreover, data indicated that the writing quality of compositions improved along with the writing quality of the week-journals. Findings suggest the use of week-journals in class to promote writing.  相似文献   

A framework for authenticity in designing a research-based curriculum     

Navé Wald 《Teaching in Higher Education》2017,22(7):751-765

This conceptual paper is concerned with the discursive and applied attributes of ‘authenticity’ in higher education, with a particular focus on teaching science through student research. Authenticity has been mentioned in passing, claimed or discussed by scholars in relation to different aspects of higher education, including teaching, learning, assessment and achievement. However, it is our position that in spite of the growing appeal of authenticity, the use of the term is often vague and uncritical. The notion of authenticity is complex, has a range of meanings and is sometimes contested. Therefore, we propose here a practice-oriented and theoretically-informed framework for what constitutes authenticity within the context of teaching through research. This framework brings together aspects of the ‘real world,’ existential self, and embedded meaning, and aligns them with different outcomes relating to knowledge and to students. Different models of teaching through research with conflicting claims to authenticity are used to illustrate the framework.  相似文献   

CICBS: a methodology and a framework for measuring and managing intellectual capital of cities. A practical application in the city of Mataró     

José María?ViedmaEmail author 《知识管理研究与实践》2004,2(1):13-23

The governments of cities have to make important decisions on the future of their communities. In the past, the vision, objectives, and goals of cities have been determined mainly by considering tangible assets as the main factors of a city's prosperity. However, in the knowledge economy, the role of intangible assets in wealth creation has become fundamental. As a result, a framework of intangible assets that allows navigation from the present reality to the future vision has become an urgent need for all cities. The paper has two well-defined parts. In the first part, it develops a specific methodology and framework for measuring and managing the intellectual capital of cities. In the second part, the study deals with the practical application of this model of intellectual capital in cities with the specific case of the city of Mataró, providing some details of the first cities’ intellectual capital report.  相似文献   

The impact of a peer-tutoring program on quality standards in higher education     

José L. Arco-Tirado  Francisco D. Fernández-Martín  Juan-Miguel Fernández-Balboa 《Higher Education》2011,62(6):773-788

The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather demographic and academic relevant information on both samples, and assigning first-year students to either an experimental or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate, success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning strategies and social skills.  相似文献   

Phonological awareness in kindergarten: a field study in Luxembourgish schools     

Sylvie Bodé  Alain Content 《European Journal of Psychology of Education - EJPE》2011,26(1):109-128

The purpose of the present study was to assess the effectiveness of a phonological awareness training program in the specific context of the Luxembourgish educational system. The intervention was run by the kindergarten teachers in their classes with minimal external supervision. Forty-one classes of the area around Luxembourg City participated in the study. One hundred and fifty children from 20 kindergarten classes were part of the training group and 157 children from 21 classes formed the control group. At the end of kindergarten, clear training effects were observed for all phonological awareness tasks, except for the highly demanding phoneme deletion task. After 6 months of reading and writing instruction in first grade, no training effects were found in a pseudoword spelling task for the entire training group. Only at-risk children, which had the lowest performance on preschool phonological awareness measures, showed significant training effects. We conclude that early phonological awareness training may be profitably incorporated in kindergarten classroom activities, particularly for at-risk pupils, even when the language characteristics and teaching methods already concur in facilitating the understanding of the alphabetic principle.  相似文献   

Resilience does not predict academic performance in gross anatomy     

Rodrigo Enrique Elizondo‐Omaña  María de los Angeles García‐Rodríguez  José Miguel Hinojosa‐Amaya  Eliud Enrique Villarreal‐Silva  Rosa Ivette Guzmán Avilan  Juan José Bazaldúa Cruz  Santos Guzmán‐López 《Anatomical sciences education》2011,4(1):56-56

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Optimal design for manipulation of random consensus over discrete information in networked systems     

Sidney Roberto Carvalho  Ubirajara Franco Moreno 《Journal of The Franklin Institute》2021,358(9):5039-5072

In distributed and cooperative systems, the network structure is determinant to the success of the strategy adopted to solve complex tasks. Those systems are primarily governed by consensus protocols whose convergence is intrinsically dependent on the network topology. Most of the consensus algorithms deal with continuous values and perform average-based strategies to reach cohesion over the exchanged information. However, many problems demand distributed consensus over countable values, that cannot be handled by traditional protocols. In such a context, this work presents an approach based on semidefinite programming to design the optimal weights of a network adjacency matrix, in order to control the convergence of a distributed random consensus protocol for variables at the discrete-space domain, based on the voter model. As a second contribution, this work uses Markov theory and the biological inspiration of epidemics to find out a dynamical spreading model that can predict the information diffusion over this discrete consensus protocol. Also, convergence properties and equilibrium points of the proposed model are presented regarding the network topology. Finally, extensive numerical simulations evaluate the effectiveness of the proposed consensus algorithm, its spreading model, and the approach for optimal weight design.  相似文献   

The impact of academic patenting on university research and its transfer     

Gustavo CrespiPablo D’Este  Roberto FontanaAldo Geuna 《Research Policy》2011,40(1):55-68

This paper contributes to the ongoing debate on the impact of academic patenting on publishing and knowledge transfer. Drawing upon two separate surveys of academics, and their CV information, we provide empirical evidence for UK academics in engineering and physical sciences. The contribution of this paper is two-fold. First, our findings show that (the intensity of) academic patenting complements publishing up to a certain level of patenting output, after which we find evidence of a substitution effect. We also find weak evidence of important differences across scientific fields with the more basic-oriented fields showing indications of a crowding-out effect. Second, our analysis of the potential impact of patenting on knowledge transfer shows a positive correlation between the stock of patents and engagement in knowledge transfer channels. However, we find that a substitution effect sets in, indicating an inverted U-shaped relationship between patenting and several knowledge transfer channels.  相似文献   

Lipemia interferences in routine clinical biochemical tests     

Calmarza P  Cordero J 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2011,21(2):160-166

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