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21.
Jukka Utriainen Miika Marttunen Eeva Kallio Päivi Tynjälä 《Scandinavian Journal of Educational Research》2017,61(6):629-649
This study investigates the quality of the critical thinking skills of applicants (n?=?77) seeking entry to the faculty of educational sciences in a Finnish university and how these skills are associated with the applicant’s age, previous higher education experience, and matriculation and entrance examination scores. The data consist of the applicants’ responses to problem-solving tasks and their matriculation and entrance examination scores. Critical thinking skills were measured with comparison and argumentation tasks. The results indicate that comparison of the texts and analysis of the arguments they contained were more difficult tasks than putting forward arguments both for and against of one’s personal standpoint. In addition, previous experience of higher education predicted participants’ comparison skills and their matriculation examination grades predicted their argumentation skills. The feasibility of using critical comparison tasks in the entrance examination tests is discussed. 相似文献
22.
The purpose of this study was to construct and study the impact of a research‐based sequence for teaching the concept of modelling to seventh‐grade science students. We identified students' notions of models and the aspects of school science to be addressed regarding the model concept, which were then taken into account when we planned the learning sequence. The idea of modelling in science was taught while the students were learning about the change of states of matter in seventh‐grade physics. A pre‐interview revealed that the students' notions of models were very limited, while a post‐interview showed that this improved in the course of the series of lessons. There was also a statistically significant difference in the students' understanding of modelling between our target group and a control group consisting of ninth‐grade students who had received only the normal teaching. However, a delayed post‐questionnaire completed a few months after the teaching sequence showed that the stability of learning results were dependent on whether models and modelling were used in the normal teaching conducted after the teaching sequence. Implications for teaching, teacher education and research are also addressed in this paper. 相似文献
23.
Pasi Nieminen Antti Savinainen Jouni Viiri 《International Journal of Science and Mathematics Education》2013,11(5):1137-1156
This quantitative case study used a pre- and posttest design for exploring the gender differences in secondary school students’ (n?=?131, 45 males and 86 females) learning of the force concept when an interactive engagement type of teaching was used. In addition, students’ ability to interpret multiple representations (i.e., representational consistency) was documented by a pre- and posttest and scientific reasoning ability by a pretest only. Males significantly outperformed females in learning of the force concept, pre- and posttest representational consistency, and pretest scientific reasoning. However, the gender difference in learning of the force concept was not significant when ANCOVA was conducted using pretest results of representational consistency and scientific reasoning as covariates. This appeared to indicate that the gender difference in learning gain was related to students’ abilities before the instruction. Thus, the teaching method used was equally effective for both genders. Further, our quantitative finding about the relation between representational consistency and learning of the force concept supports the assumption that multiple representations are important in science learning. 相似文献
24.
The University of Eastern Finland was established through a merger at the beginning of the year 2010. The article focuses on the commitment of the personnel to the organization prior to and after the merger process. The data are based on 42 theme-interviews. The study discusses the merger and its impacts on the personnel’s commitment by analysing: (a) the interviews with members of staff, and (b) key intentions, messages and choices by the university management. The differences between the orientations and viewpoints of the personnel and university management will be discussed in relation to the changing operational environment of universities. Implications for the leadership in the context of a merger will be discussed, especially from the point of view of the impact of leadership and governance on research, teaching and learning. 相似文献
25.
Michelle A. Harris Ronald F. Peck Shannon Colton Jennifer Morris Elias Chaibub Neto Julie Kallio 《CBE life sciences education》2009,8(1):29-43
We conducted a controlled investigation to examine whether a combination of computer imagery and tactile tools helps introductory cell biology laboratory undergraduate students better learn about protein structure/function relationships as compared with computer imagery alone. In all five laboratory sections, students used the molecular imaging program, Protein Explorer (PE). In the three experimental sections, three-dimensional physical models were made available to the students, in addition to PE. Student learning was assessed via oral and written research summaries and videotaped interviews. Differences between the experimental and control group students were not found in our typical course assessments such as research papers, but rather were revealed during one-on-one interviews with students at the end of the semester. A subset of students in the experimental group produced superior answers to some higher-order interview questions as compared with students in the control group. During the interview, students in both groups preferred to use either the hand-held models alone or in combination with the PE imaging program. Students typically did not use any tools when answering knowledge (lower-level thinking) questions, but when challenged with higher-level thinking questions, students in both the control and experimental groups elected to use the models. 相似文献
26.
Jouni Kekäle 《Tertiary Education and Management》2018,24(2):144-153
Higher education is facing increasing expectations on accountability, better quality, outcomes and social relevance. Recruitment of academic staff is often considered the single most important component in creating a successful university. This paper describes a model for proactive strategic recruitment that can be seen as a way to improve strategic academic recruitments and, consequently, outcomes of academic work. 相似文献
27.
Research in Science Education - Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based... 相似文献
28.
Sami?LehesvuoriEmail author Jouni?Viiri Helena?Rasku-Puttonen 《Journal of Science Teacher Education》2011,22(8):705-727
It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking
into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined
answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences
of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk
in addition to authoritative teacher-talk. This approach was introduced to the students in an interventional teaching program
running parallel to the student teachers’ field practice. The practical implications of this approach during initial teacher
education are the central focus of this study. The data consisting of videos of lessons and interviews indicate that the student
teacher awareness of teacher-talk and alternative communicative options did increase. Student teachers reported greater awareness
of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching. 相似文献
29.
Stelian Andrei Bejan Tero Janatuinen Jouni Jurvelin Susanne Klöpping Heikki Malinen Bernhard Minke 《Quality in Higher Education》2015,21(3):343-371
This paper reports on methodological approaches, experiences and expectations referring to impact analysis of quality assurance from the perspective of three higher education institutions (students, teaching staff, quality managers) from Germany, Finland and Romania. The presentations of the three sample institutions focus on discussing the core characteristics of quality assurance procedures applied and their expected and observed impacts, and how intended and non-intended undesirable ones are measured. It turns out that all sample institutions have already some instruments and sub-procedures in place for impact analysis of quality assurance and all of them are striving for further improvement by applying internal and external quality assurance procedures and impact analyses. Finally, a closer look at the recently revised Standards and Guidelines for Quality Assurance in the European Higher Education Area shows that the European sample institutions are on their way towards coherent quality assurance policies, while there is also room left for further improvement and investigation (for example, in implementing systematic methodologies of impact evaluation and quality policies in general). 相似文献
30.
One of the main issues of internationalisation is networking. The network way of action within higher education institutions (HEIs) represents new modes of the information work. Networks are worth evaluating more precisely in the future, and social network analysis (SNA) is a useful tool for this evaluation. This article describes the network of people working with internationalisation in Finnish universities of applied sciences (UASs). The study combines SNA and knowledge‐sharing between HEIs. The model of knowledge creation introduced by Nonaka and Takeuchi is used in the analysis. On this ground of network evaluation, we study the network structure, relations and roles in the internationalisation network and discuss appearance of trust and competition in co‐operation between HEIs.
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