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91.
Justin Dillon 《Cultural Studies of Science Education》2008,3(2):397-416
This paper provides a critical commentary on a suite of eight papers, which focus on conceptual change research in science
education. Responses by Mercer, Smardon and Wells to a paper by Treagust and Duit are observed to reflect the backgrounds
of the three authors with Wells focusing on issues of ontology and the affective domain. Mercer and Smardon focus on issues
of identity and the role of dialog. Hewson’s, Vosniadou’s and Tiberghien’s responses to Roth, Lee and Hwang offer robust critique
of what appear to be exploratory ideas. To what extent the authors of the response papers enter into dialog with the papers
is discussed. How far research into learning in science has progressed since the 1980s is examined.
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Justin DillonEmail: |
92.
David Dillon 《Studying Teacher Education》2017,13(2):145-164
AbstractThis self-study examines a teacher educator’s quest to provide an integrated practice-and-theory approach to learning to teach that places the experiences of the teacher candidates at the centre of the curriculum by focussing on their developing questions, challenges and issues through socio-constructivist discussions of their emerging practices. Constraints of university structures with regards to offering such an approach are discussed, including the impact that offering seminars on the university campus rather than in schools has on teacher candidates’ ability to integrate theories and practices of learning to teach. The research questions guiding this study include: How can I understand what process candidates actually undergo during practicum in the development of their ability as teachers vis-à-vis my course?, and How can I re-structure and re-organize my course to enhance the development of candidates’ practice as teachers? Data include interviews with volunteer student participants before and after observations made during classroom visits as well as discussions with groups of students. Analysis is based on reading and rereading the data as well as discussing it with the larger research team. The findings include the realization of how little of my course is integrated into my teacher candidates’ teaching, how much greater the influence of their mentor teacher is, and the extent to which teacher candidates need explicit help and guidance to transform or reframe their teaching. The article concludes with specific suggestions for adjusting a seminar associated with the practicum to enhance the development of a practice-and-theory approach to teaching. 相似文献
93.
94.
Heather Dillon Carolyn James Tara Prestholdt Valerie Peterson Stephanie Salomone Eric Anctil 《Assessment & Evaluation in Higher Education》2020,45(3):387-400
AbstractFaculty peer observation has seen increasing uptake in recent years, in some cases as an alternative or supplement to student teaching evaluations. While many universities encourage faculty peer observation, it is not widely used in a formal way for formative assessment. This article outlines the development of a new faculty peer observation protocol designed for formative assessment of evidence-based educational practices. The goal of the protocol is to foster reflective teaching practices. The peer observation protocol has been designed to mitigate common faculty fears of classroom observation, with detailed assessment methods for specific topic areas. Preliminary testing of the protocol at one university indicated positive faculty outcomes with regard to personal reflection: all the faculty who tested the protocol reported that the observation process had been helpful for them to reflect on their teaching. 相似文献
95.
University students are likely to experience high rates of stress, which has the potential to negatively affect academic performance and their experience of study. Research with on-campus students has found positive benefits of health-promoting behaviours such as stress reduction and academic achievement; yet no research has examined these relationships with distance education students (and in comparison with on-campus students). Distance education students are a growing cohort in Australia higher education and elsewhere. This paper aims to redress this imbalance by comparing the relationships between stress, strain and coping, academic outcomes, and health-promoting behaviours in tertiary students (on-campus and distance education students). The study involved 242 on-campus and 399 distance education students at a regional Australian university. A path model was developed comparing both cohorts, and relationships were found to be similar, indicating no significant difference. Online interventions for distance education students which could be used to enhance coping are discussed. 相似文献
96.
Science & Education - We propose explicit and implicit approaches for the teaching of acid-base chemistry based on research into the history and nature of science (NoS). To support these... 相似文献
97.
Jennifer DeWitt Louise Archer Jonathan Osborne Justin Dillon Beatrice Willis Billy Wong 《International Journal of Science and Mathematics Education》2011,9(2):243-271
Students’ interest in studying science and their aspirations to pursue science-related careers is a topic of global concern.
In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10–14
(the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students’ aspirations
was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach’s
alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable.
Further multivariate analyses indicated that students’ aspirations in science were most strongly predicted by parental attitudes
to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related
activities outside of school. Moreover, ‘Asian’ students appeared to exhibit a highly positive set of attitudes towards science
and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also
explored. 相似文献
98.
Tracey Bretag Rowena Harper Kiata Rundle Philip M. Newton Cath Ellis Sonia 《Assessment & Evaluation in Higher Education》2020,45(1):125-139
AbstractThis article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support. 相似文献
99.
Robin S. Dillon 《Ethics and Information Technology》2010,12(1):17-28
There is surprisingly little attention in Information Technology ethics to respect for persons, either as an ethical issue
or as a core value of IT ethics or as a conceptual tool for discussing ethical issues of IT. In this, IT ethics is very different
from another field of applied ethics, bioethics, where respect is a core value and conceptual tool. This paper argues that
there is value in thinking about ethical issues related to information technologies, especially, though not exclusively, issues
concerning identity and identity management, explicitly in terms of respect for persons understood as a core value of IT ethics.
After explicating respect for persons, the paper identifies a number of ways in which putting the concept of respect for persons
explicitly at the center of both IT practice and IT ethics could be valuable, then examines some of the implicit and problematic
assumptions about persons, their identities, and respect that are built into the design, implementation, and use of information
technologies and are taken for granted in discussions in IT ethics. The discussion concludes by asking how better conceptions
of respect for persons might be better employed in IT contexts or brought better to bear on specific issues concerning identity
in IT contexts. 相似文献
100.
Cath Ellis Karen van Haeringen Rowena Harper Tracey Bretag Ian Zucker Scott McBride 《高等教育研究与发展》2020,39(3):454-469
ABSTRACTContract cheating occurs when a student outsources their assessment to a third party, regardless of the third party’s relationship with the student, or whether money is exchanged. In higher education, there is a widespread belief that assessment design is a solution to the problem of contract cheating and that authentic assessment tasks are particularly effective. This research analysed two datasets – 221 assignment orders placed on academic custom writing websites and 198 assessment tasks in which contract cheating was detected – to investigate if authentic assessment can assure academic integrity. The authenticity of assessments was determined using five factors derived from the literature: frequency, fidelity, complexity, real-world impact and feed forward. Our analysis found that assessment tasks with no, some, or all of the five authenticity factors are routinely outsourced by students. 相似文献