Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation   总被引：1，自引：0，他引：1  

Bayram Co?tu  Alipa?a Ayas  Mansoor Niaz 《Instructional Science》2012,40(1):47-67

This article reports on the development of a Predict–Observe–Explain, POE-based teaching strategy to facilitate conceptual change and its effectiveness on student understanding of condensation. The sample consisted of 52 first-year students in primary science education department. Students’ ideas were elicited using a test consisting of five probe questions and semi-structured interviews. A teaching activity composed of three Predict–Discuss–Explain–Observe–Discuss–Explain (PDEODE) tasks was employed, based on students’ preconceptions identified with the test. Conceptual change in students’ understanding of condensation was evaluated via a pre-, post-, and delayed post-test approach and students’ interviews. Test scores were analyzed using both qualitative and quantitative methods. The findings suggested that the strategy helps students to achieve better conceptual understanding for the concept of condensation and enables students to retain these new conceptions in their long-term memory.  相似文献   

“Compromising La Causa?”: The Ford Foundation and Chicano Intellectual Nationalism in the Creation of Chicano History, 1963–1977     

Victoria‐María MacDonald  Benjamin Polk Hoffman 《History of education quarterly》2012,52(2):251-281

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The rationale for a wider concept of inclusive education for teacher education: A case study of Serbia     

Sun?ica Macura-Milovanovi?  Nata?a Panti?  Alison Closs 《Prospects》2012,42(1):19-39

Teacher education for inclusive education (IE) is recognized as vital for improving quality and equity in education globally. In the Western Balkan countries it is also part of the transition process towards joining the European Union and has attracted international funding for IE-related projects. A key finding from research funded by the European Training Foundation, carried out by the authors as members of a seven-country research team in 2009?C2010, was that the prevailing local understanding of IE was very narrow. In this article we hypothesize the reasons for this finding. We use a case study of school and teacher education systems in Serbia to explore how this understanding has constrained the development of IE and associated teacher education and limited the efficacy of some recent internationally supported developments. We identify both challenges and possible ways forward for teacher education for IE based on promoting a concept of IE that is both collaboratively agreed and comprehensive.  相似文献   

Students’ self-grading,professor’s grading and negotiated final grading at three university programmes: analysis of reliability and grade difference ranges and tendencies     

Victor M. López-Pastor  María L. Santos Pastor  Antonio Fraile Aranda 《Assessment & Evaluation in Higher Education》2012,37(4):453-464

This study was undertaken at three teacher education programmes and was designed to determine the following within each programme: (1) the reliability correlations among students’ self‐grade (SSG), the grade granted by the professor (PG) and the negotiated final grade (NFG); (2) the range and frequency of grade differences between SSG and PG; and (3) the tendency of the negotiation on NFG as compared to SSG (i.e. NFG > SSG or NFG < SSG), when SSG was not equal to PG. The samples were made up of three professors and their corresponding student groups (students, n = 100, 34 and 53, respectively), each in a different teacher education programme. The results show that there was a high reliability correlation among SSG, PG and NFG in all three programmes. Furthermore, in these programmes, the grade differences were never higher than 1.5 on a scale of 0 to 10 points; in fact, agreement between DDG and PG was reached 96%, 35.29% and 43.39% of the time), and, when disagreement emerged, it was mainly within a minimum range of 0.1 to 0.5 points. As for the tendency of NFG versus SSG in each programme, slightly higher percentages were obtained for NFG > SSG in Programmes B and C, whereas the opposite (NFG < SSG) was true in Programme A; overall, however, it could be said that both tendencies balanced each other out, being the total percentages in each programme 0%, 41% and 30% for NFG > SSG; and 4%, 23% and 26%, for NFG < SSG, respectively.  相似文献   

民间信仰与乡土社会整合——以赣南长布村庙堂为例     

邢成举  魏程琳 《赣南师范学院学报》2012,33(2):11-14

赣南民间信仰形态多样,内涵丰厚,以村庄庙堂为中心的民间信仰,通过理事会成员的平等推选以及各项宗教活动的共同参与,使得乡土社会得以整合,乡土社会也为民间信仰的存续提供了基础。伴随着市场化进程的推进,民间信仰开始式微,乡土社会也在调适中变迁,两者都将面临一场重大的考验。民间信仰与乡土社会互构共生,两者的发展与衰败将是一体的过程。  相似文献   

印度基础教育改革及其对我国的启示     

万莉  邱小健  陈青 《赣南师范学院学报》2012,33(4):80-83

印度基础教育的发展有着悠久的历史,印度政府提出"经济发展植根于教育,未来之根在课室"的理念,对基础教育实施一系列的改革措施。印度基础教育发展也面临诸多问题,其经验与教训值得借鉴。  相似文献   

Am I That Talented? The experiences of gifted individuals from diverse educational backgrounds at the postsecondary level     

María P. Gómez-Arízaga  M. Leonor Conejeros-Solar 《High Ability Studies》2013,24(2):135-151

The experiences of gifted students at the postsecondary level have not been studied widely. The goal of the present study was to explore and describe gifted students’ perceptions of their first year after high school regarding experiences of success and failure. Two focus groups were conducted with 12 students (8 males, 4 females) from different educational backgrounds, who had participated in a university-based enrichment program, to discuss topics related to their academic and socio-emotional experiences at a postsecondary level. Many students who attended vocational high schools experienced high levels of discomfort with their academic preparedness to face postsecondary education. Other initial problems were adapting socially to a new environment and perceiving themselves as “less” gifted than their peers. However, after these initial adjustment problems, students revealed high perseverance to face difficulties and a strong motivation for continuing the academic path they had outlined for themselves. Conducting longitudinal research and rethinking college services offered for gifted students are some of the implications discussed in this study.  相似文献   

Intimate partner violence prevention: using interactive drama for intimate relationship education with young people in Samoa     

Emma Heard  Lisa Fitzgerald  Sina Vaai  Maxine Whittaker  Tonumaipe‘a J. Aiolupotea  Fiona Collins 《Sex education》2013,13(6):691-705

ABSTRACT

Globally, young people experience physical, sexual and emotion abuse within their intimate relationships. There is a need to explore creative, participatory sexual and relationship education that provides spaces for critical reflection regarding gender norms and approaches within intimate relationships. This study explores an interactive theatre intervention aimed at uncovering and analysing social and cultural influences affecting experiences and approaches within intimate relationships among young people in Samoa. Focus groups were conducted with the audience before and after a public, interactive theatre production. Focus groups aimed to capture shifts in understandings and perceptions as well as overall experiences related to participating in the production. Post production, participants showed a deepened of understandings related to social and cultural factors influencing approaches and actions within intimate relationships. Participants engaged in dialogue around new possible approaches to initiating and maintaining intimate relationships free from violence. Embodied learning opportunities appeared to contribute to feelings of empowerment to try out new responses in everyday life. Study findings highlight a role for drama in intimate relationship education and advocate for the inclusion of intersectionality informed approaches that uncover diversity within a group and acknowledge interactions between individuals’ social position(s) within complex social and cultural contexts.  相似文献   

3G泛在定制式学习系统设计研究     

张红艳  马武  徐刚 《洛阳师范学院学报》2013,(8):60-62

泛在学习是利用广泛存在的各种资源进行的学习.它把整个社会和自然界都视为学习资源从而进行无时无刻的沟通、无处不在的学习.定制式学习强调学习的个性化,重视对学习者现有知识结构、学习动机、学习兴趣、学习需要的关注.本文探讨了泛在定制式学习的概念、内涵和泛在定制式学习系统的特征,提出了3G技术支持下的泛在定制式学习系统的设计.  相似文献   

Television and Digital Media in the 21st Century: New Business,Economic and Technological Paradigms by Zvezdan Vukanovic     

María Elena Gutiérrez Rentería 《媒体管理杂志》2013,15(2):113-114

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