Educating British Engineers to Work in Europe     

N. D. Vaughan  M. J. Shipway 《European Journal of Engineering Education》1995,20(1):75-81

This article discusses the formation requirements for British engineers to work effectively within the framework of a European manufacturing industry. Communication skills are vital and in view of the coming developments within the European Community, it is the European languages which are most relevant for British industry. Language itself is only the basic requirement, and aspects of culture and style are seen to be of equal importance. Various scenarios are outlined for education and training to be integrated within degree courses.  相似文献   

Influences of Writing Tasks on Students' Answers to Recall and Higher-Level Test Questions     

Hand  Brian  Prain  Vaughan  Wallace  Carolyn 《Research in Science Education》2002,32(1):19-34

This paper reports on two inter-related studies that examined the use of non-traditional writing strategies within secondary school science classrooms. The first study involved Year 10 students who incorporated one letter writing experience into the learning sequence when studying genetics. The second study was with Year 9 students who used both a non-traditional laboratory writing heuristic and letter writing as part of the learning sequence when studying a topic on light. The same teacher was involved in both case studies. A higher-level analogy question was added to the teacher-prepared tests for each study to examine if students who participated in writing-to-learn activities were able to perform significantly better as a group than a group of students who completed traditional teacher directed laboratory activities and note-taking. Results indicate that for the first study there was not a significant difference using t-test analysis, while for the second study involving two writing treatments there was a statistically significant difference using t-test analysis. There was no statistically significant difference in responses between treatment and control groups when answering low level recall questions for either case study. Student interviews indicated awareness by students of the metacognitive value gained by using the non-traditional writing types.  相似文献   

A Person-Centered Approach to Students' Evaluations of Perceived Fear Appeals and Their Association With Engagement     

Laura J. Nicholson  David W. Putwain  Ghada Nakhla  Benjamin Porter  Anthony Liversidge  Monika Reece 《Journal of Experimental Education》2019,87(1):139-160

A person-centered approach was employed to investigate how students' evaluation of perceived teacher utility value messages, i.e., fear appeals, as a threat and as a challenge, combined within individuals and how these combinations related to student engagement. Two studies were conducted with students in their final two years of secondary education. Empirically distinct clusters emerged at two time points in the academic year. Evaluating the message in the fear appeal at a higher level of challenge than threat was beneficial. Unexpectedly, high threat was associated with high engagement, as long as high challenge was also present, however, this combination was also related to high emotional disaffection. Moderate threat combined with moderate challenge had the most detrimental relationship with student engagement. Educational interventions should aim to increase the likelihood of a challenge evaluation.  相似文献   

Book reviews     

Michalina Vaughan  Elchanan Cohn  Vivien Hodgson  Alec Ross  J. C. Mathews  David McNamara  John Hladczuk 《Higher Education》1987,16(4):503-512

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The Downgrading of the Humanities in French and English Secondary Education     

Michalina Vaughan  Jane Mark‐Lawson 《比较教育学》1986,22(2):133-147

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Drawing to reason and learn in science     

Russell Tytler  Vaughan Prain  George Aranda  Joseph Ferguson  Radhika Gorur 《科学教学研究杂志》2020,57(2):209-231

Despite mixed results in research on student learning from drawing in science, there is growing interest in the potential for this visual mode, in tandem with other modes, to enact and enable student reasoning in this subject. Building on current research in this field, and using a micro-ethnographic approach informed by socio-semiotic perspectives, we aimed to identify how and why student drawing can contribute to student reasoning and learning. In our study, secondary school students were challenged to explore and collaboratively create explanatory representations of phenomena including through drawing. Data were generated using multiple wall- and ceiling-mounted cameras capable of continuously tracking groups of students negotiating these representational challenges. Our analysis proceeded through active and iterative viewing of the extensive video record, and the identification of themes to establish possible relationships between drawing and reasoning. Through this process, we (a) identify multiple necessary conditions and varied opportunities for student drawing to enact and enable reasoning, and (b) extend current understandings of how the particular affordances of this mode interact with these conditions to contribute to student learning in science.  相似文献   

#Class Again? How Education Faculty Engage the Disengaged College Student     

Lori Dassa  Michelle Vaughan 《Clearing house (Menasha, Wis.)》2018,91(1):42-45

Technology should play a role in the classroom, however, the gaps that currently exist between student and teacher use of technology can impede successful technology integration. While teacher education programs and faculty build courses based on foundational pedagogies in the field of curriculum and instruction, current needs, such as technology skills, may be overlooked as an essential part of the coursework for preservice teachers. This article presents a synthesized list of available websites and applications for both teacher educators and preservice teachers which can serve as a starting point for technology integration. If faculty can create an environment that honors and assesses the technological skills of their students and commit to understanding how the next generation of learners are using technology to learn, there may be a future impact on the classrooms of those preservice teachers as they start their own careers.  相似文献   

Examining the effect of multiple writing tasks on Year 10 biology students’ understandings of cell and molecular biology concepts   总被引：1，自引：0，他引：1  

Brian Hand  Liesl Hohenshell  Vaughan Prain 《Instructional Science》2007,35(4):343-373

This paper reports on a study that examined the cumulative effects on students’ learning of science, and perceptions of the role of writing in learning, when the students engaged in multiple writing tasks with planning strategy support. The study was conducted with Year 10 biology students who completed two consecutive units on Cells and Molecular Biology. A mixed method study was implemented using a pre-/post-test design with a focus on student performance on higher order conceptual questions, and semi-structured interviews with treatment students after the completion of each unit of study. Results from the quantitative component indicated that multiple, non-conventional writing had a significant benefit in helping students learn Molecular Biology. The results for the Cell unit were not so conclusive suggesting the strategies are most useful for novel content. The interviews with students demonstrated that they understood and engaged successfully with both the conceptual and linguistic demands of the tasks. These findings, taken as a whole, confirm that multiple writing tasks can support effective student learning, provided various pedagogical conditions are met.  相似文献   

MetaMaps: Assessing understanding of large, complex or distributed knowledge domains     

Paul Nicholson  Richard Johnson 《Education and Information Technologies》1999,4(3):295-310

Many traditional assessment instruments and procedures are developed for the purpose of assessing a carefully defined degree of understanding of specific items, such as competence in arithmetic or demonstrating a particular physical skill. The knowledge or skill to be assessed is learnt through a limited set of learning experiences, in conjunction with selected texts and other resources as defined in the curriculum—often in a closed system. Evaluating learners understandings of wider and more complex knowledge systems can require a different approach. MetaMaps—a reflective, hypertext alternative to the traditional essay, provides an alternative approach to the linear essay, term paper or minor thesis for evaluating students holistic understandings of open knowledge systems. For students, MetaMaps have the advantage of being developmental, allowing for the ready inclusion of developing knowledge and perspectives, and they make the learning/evaluation cycle more holistic by using the MetaMap as both a learning and assessment tool. This paper describes the development and ongoing revision of the MetaMap concept.  相似文献   

Message from the “Island group”: What is literacy in science literacy?     

Brian M. Hand  Donna E. Alvermann  James Gee  Barbara J. Guzzetti  Stephen P. Norris  Linda M. Phillips  Vaughan Prain  Larry D. Yore 《科学教学研究杂志》2003,40(7):607-615

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