Information literacy education: Applications of mediated learning and multiple intelligences     

Intan Azura Mokhtar  Shaheen Majid  Schubert Foo 《Library & information science research》2008

Research has shown that mastering information literacy (IL) competencies helps students perform better academically or otherwise. However, there is limited evidence that indicates a relationship between IL teaching methods and IL competencies. This study investigates the impact of IL teaching that incorporates appropriate pedagogical approaches on students' applicability of IL competencies. The study was carried out in four secondary schools in Singapore. Students were organized into groups of five and were assigned a group project. Those in the experimental sub-clusters were exposed to various intervention approaches, while the control sub-clusters were left on their own to carry out the project. Three independent, neutral teacher-examiners evaluated the results of the group reports and projects. The results showed significant differences in the achievements of students in the experimental groups that underwent both interventions as compared to the control groups.  相似文献   

Making learning effective – quantity and quality of pre-service teachers’ feedback     

Mathias Ropohl  Silke Rönnebeck 《International Journal of Science Education》2013,35(15):2156-2176

ABSTRACT

Feedback is an essential formative assessment practice that has the potential to influence student learning and achievement positively. Providing effective feedback, however, is a challenging task for teachers. Especially beginning teachers struggle with the provision of information that supports students in developing and improving their competences. Learning to provide feedback thus is an important aspect of teacher education. The present exploratory study investigates pre-service chemistry teachers’ practices regarding the judgement of students’ level of achievement and the provision of feedback in the context of the control-of-variables strategy. A sample of N?=?40 bachelor and master students at Kiel University judged students’ written artefacts and provided feedback with the aim to support students in their progression towards the learning goals. The quality of the feedback was coded with respect to its correct judgement of the students’ current levels of achievement and the support it provided regarding next steps in learning. The results show that only a few of the pre-service teachers could correctly judge students’ current levels of achievement and provide feedback that is expected to be effective. Overall, the findings indicate a need for more research in this field and a need for the implementation of formative assessment practices as a topic in pre-service teacher education.  相似文献   

Mentoring on a Programme for New University Teachers: A partnership in revitalizing and empowering collegiality     

Haydn Mathias 《International Journal for Academic Development》2013,18(2):95-106

This paper evaluates the use of subject‐based collegial mentors in an initial teacher development programme for new lecturers in a research‐intensive UK university. The use of mentors is common in such programmes but their status tends to be that of critical friend and they have little formal influence in the programme. In the programme reported, departmental mentors were accorded a higher status as collegial partners and members of the programme team who also acted as formal assessors. The rationale for their enhanced involvement was to facilitate a genuine sense of ownership and responsibility by subject departments for the initial development of their new lecturers as university teachers. The evaluation study found that formalized mentoring engendered a strong sense of collegiality and ownership by disciplinary communities of practice in the process of initial teacher development. Some of the anticipated issues, such as the potential role conflict of mentor as guide and assessor, did not arise. The longer‐term development of the use of disciplinary mentoring in the programme is discussed.

Cet article évalue l’emploi de collègues‐mentors disciplinaires dans le cadre d’un programme de développement initial pour les enseignant‐es au sein d’une université de recherche située au Royaume‐Uni. L’emploi de mentors est chose commune dans le cadre de tels programmes; leur rôle tend cependant à être celui d’“ami critique”, ce qui leur accorde peu d’influence dans le cadre du programme. Dans ce cas‐ci, le mentors départementaux se sont vus accorder un statut supérieur, étant considérés comme partenaires‐collègues et membres de l’équipe du programme, devenant du coup des évaluateurs formels. Leur implication accrue visait à faciliter le développement d’un sentiment de propriété et de responsabilité par les départements disciplinaires relativement au développement initial en tant qu’enseignant‐e de leurs nouveaux membres. Cette recherche‐évaluation semble indiquer que le mentorat formalisé a engendré un fort sentiment de collégialité et de propriété par les communautés disciplinaires de pratique au sein du processus de développement initial des enseignants. Certains des problèmes anticipés, tels que le conflit potentiel causé par les rôles contradictoires de guide et d’évaluateur du mentor, ne se sont pas concrétisés. Le développement à long terme de l’emploi du mentorat disciplinaire au sein du programme est aussi abordé.  相似文献   

Bibliometric cartography of information retrieval research by using co-word analysis   总被引：6，自引：0，他引：6  

Ying Ding  Gobinda G. Chowdhury  Schubert Foo 《Information processing & management》2001,37(6)

The aim of this study is to map the intellectual structure of the field of Information Retrieval (IR) during the period of 1987–1997. Co-word analysis was employed to reveal patterns and trends in the IR field by measuring the association strengths of terms representative of relevant publications or other texts produced in IR field. Data were collected from Science Citation Index (SCI) and Social Science Citation Index (SSCI) for the period of 1987–1997. In addition to the keywords added by the SCI and SSCI databases, other important keywords were extracted from titles and abstracts manually. These keywords were further standardized using vocabulary control tools. In order to trace the dynamic changes of the IR field, the whole 11-year period was further separated into two consecutive periods: 1987–1991 and 1992–1997. The results show that the IR field has some established research themes and it also changes rapidly to embrace new themes.  相似文献   

Cognitive Styles and Preferred Learning Mode,Reading Attainment and Cognitive Ability in 11‐year‐old Children     

Richard Riding  David Mathias 《教育心理学》1991,11(3-4):383-293

Eighty 11‐year‐old children were assessed for preferred learning mode (pictorial or text), reading attainment and cognitive ability. They also received the Cognitive Styles Analysis which gave their positions on the Wholist‐Analytic and verbal‐Imagery cognitive style dimensions. With respect to learning mode, wholists preferred the mode which corresponded to their verbal‐imagery style; verbalisers chose text while Imagers chose pictures. Analytics, by contrast, were fairly equally divided across the verbal‐imagery dimension. On reading attainment and cognitive abilities, the performance of the wholists was superior by the verbalisers and declined fairly linearly with increasing imagery style, while analytics were again fairly constant across the dimension. The results were discussed in terms of their implications for the cognitive style dimensions.  相似文献   

Bildung und Popmusik     

Cornelie Dietrich  Volker Schubert 《Zeitschrift für Erziehungswissenschaft》2002,5(2):325-344

Die Bedeutung von Popmusik im Leben von Jugendlichen und jungen Erwachsenen wird meist nur im Hinblick auf ihre alltagspraktische Funktion oder den Gebrauch thematisiert, der von ihr gemacht wird. Ausgehend von einigen Anregungen aus ?sthetik, Biographieforschung und Bildungstheorie soll dagegen im vorliegenden Beitrag versucht werden, diese Sichtweise durch die Einbeziehung der Musik selbst auf eine Weise zu erweitern, die es erlaubt, die Auseinandersetzung mit Popmusik als ?sthetische Erfahrung ernst zu nehmen und damit auch die Frage nach ihrem m?glichen Bildungssinn neu zu stellen. Anhand einiger Beispiele aus einer Schreibwerkstatt, in der junge Erwachsene sich erinnernd mit ihren popmusikalischen Erfahrungen auseinander gesetzt haben, wird gezeigt, wie im je spezifischen Zusammenwirken von lebensgeschichtlichem Kontext, dem besonderem musikalischen Material und den Erfahrungen, die damit gemacht werden, neue Sinnschichten und Bedeutungen performativ hervorgebracht werden, die weder als „Ausdruck“ der jeweiligen Situation noch als blo?e „Projektionen“ von momentanen Stimmungen auf ein für sich genommen bedeutungsloses Klanggebilde verstanden werden k?nnen. Ihre Bedeutung für Bildungsprozesse erschlie?t sich freilich erst, wenn eher vom rezeptiven als vom souver?nen Selbst, eher von dem Leben, das wir leben, als von dem, das wir „führen“, ausgegangen wird.  相似文献   

Does a Strategy Training Foster Students’ Ability to Learn From Multimedia?     

Katharina Scheiter  Carina Schubert  Peter Gerjets  Kim Stalbovs 《Journal of Experimental Education》2015,83(2):266-289

Despite the general effectiveness of multimedia instruction, students do not always benefit from it. This study examined whether students’ learning from multimedia can be improved by teaching them relevant learning strategies. On the basis of current theories and research on multimedia learning, the authors developed a strategy training for 9th-grade students. To evaluate it, 31 students received the aforementioned training and 33 students received placebo control training. After that, students completed a multimedia learning session on meiosis. Results showed that although the experimental training improved students’ strategy knowledge, it had no effect on learning outcomes. Accordingly, students acquired strategy knowledge but did not apply it later. Implications for the design of multimedia strategy interventions and future research are discussed.  相似文献   

The role of the entry-and-stretch phase at the different paces of race in front crawl swimming     

Mathias Samson  Tony Monnet  Anthony Bernard  Patrick Lacouture  Laurent David 《Journal of sports sciences》2015,33(15):1535-1543

The aim of this study was to determine the role played by the entry-and-stretch phase in the coordination of swimming, at the different paces of race. Three national level swimmers (two men and one woman) were recorded, in lateral and bottom views, in three swimming paces: sprint (50 m and 100 m), middle-distance (200 m and 400 m) and long-distance (800 m and 1500 m). Anatomical landmark positions were obtained by manual digitalisation of the videos. Computational fluid dynamics and experimental studies (with a strain gauge balance and particle image velocimetry method) were used to measure and to calculate the external forces applied to the hand and to the forearm and to visualise the flow around the profile. Entry-and-stretch is the phase which varies the most according to the swimming pace. This phase can be decomposed into two sub-phases: one, the extension forward coordinated with the insweep of the opposite arm, and another one, the rotation downward coordinated with the upsweep. Results show that, at the three paces, this phase is not propulsive and could contribute essentially to maintain the horizontal balance of the body.  相似文献   

Foundations of Curriculum and Program Design     

William H. Schubert 《Teaching Education》2013,24(1):86-91

  相似文献   

Research in brief: Using participatory action research     

Marsha Schubert 《Roeper Review》2013,35(3):232-233

  相似文献