Engaging students in learning: findings from a study of project-led education     

Sandra Fernandes  Diana Mesquita  Maria Assunção Flores  Rui M. Lima 《European Journal of Engineering Education》2014,39(1):55-67

This paper reports on findings from a three-year study of project-based learning implemented in the first year of the Industrial Engineering and Management programme, at the University of Minho, Portugal. This particular model was inspired on project-led education (PLE), following Powell and Weenk's [2003. Project-Led Engineering Education. Utrecht: Lemma] work. It aims to analyse students’ perceptions of PLE as a learning device and its implications for faculty and students’ role in teaching and learning. Data collection took place in two phases through individual surveys and focus groups to students. Findings suggest the importance of PLE as a device to enhance meaningful learning and provide evidence from students that it helps to increase their engagement in learning. Implications of PLE for faculty and students role in teaching and learning will be discussed in the paper.  相似文献   

Obturated vs. Obturator: What obturates what?     

Jorge M. Barcia B.Sc.  Ph.D.  Francisco J. Romero M.D.  Ph.D. 《Anatomical sciences education》2013,6(5):359-360

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Towards an insistent and transformative racial rhetorical criticism     

Lisa A. Flores 《传播与批判/文化研究》2013,10(4):349-357

ABSTRACT

Racial rhetorical criticism is a scholarly project that maps the rhetoricity of race and whiteness. Emerging in and through the intellectual labor of rhetorical scholars invested in critical explorations of race, racial rhetorical criticism is necessarily nimble, attentive to the ever-shifting yet always fixed parameters of race and whiteness. In this reflection, I advance two commitments of racial rhetorical criticism that emerge across the forum: critical vulnerability and obstinate intersectionality. Together, these two intellectual practices interrupt the static force of the canon as they produce transformative inclusion.  相似文献   

Dynamic Rhetorics of Race: California's Racial Privacy Initiative and the Shifting Grounds of Racial Politics     

Lisa A. Flores  Dreama G. Moon  Thomas K. Nakayama 《传播与批判/文化研究》2013,10(3):181-201

In October 2003, Californians voted in the high-profile gubernatorial recall election and on what is referred to as the “Racial Privacy Initiative.” The Initiative sought to prohibit the gathering of racial data in education and state employment. Unlike recent such initiatives addressing California's racial laws, this one was unsuccessful: 62 percent of voters said no. This essay examines the discourse surrounding the initiative over its three-year history and traces the rhetorical dynamics that led to its defeat. The analysis details the implications of this moment for hegemonic processes in general and as they relate to the specifics of race.  相似文献   

Constructing Rhetorical Borders: Peons,Illegal Aliens,and Competing Narratives of Immigration     

Lisa A. Flores 《Critical Studies in Media Communication》2013,30(4):362-387

Recent work in immigration suggests interconnections among race, nation, and immigration. This essay examines these relations, noting the rhetorical dynamics through which symbolic borders emerge and shift, in part through national debates over immigrants. Turning critical attention to mediated representations of Mexican immigrants in the 1920s and 1930s, I argue that Mexican immigrant bodies provided rhetorical space for a national discussion of race and nation. I highlight, in particular, a deportation drive and repatriation campaign that resulted in the mass exodus of hundreds of thousands of Mexicans and Mexican Americans.  相似文献   

Science Learning: A path analysis of its links with reading comprehension,question-asking in class and science achievement     

Francisco Cano  Ángela García  A.B.G. Berbén  Fernando Justicia 《International Journal of Science Education》2013,35(10):1710-1732

The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires administered to 604 ninth-grade students, and the data collected were analysed using a correlational, cross-sectional design. Results of a path analysis indicated that (a) students’ self-regulated and intentional knowledge-constructing activity (self-regulated strategy use, deep approach and knowledge-building) were what chiefly accounted for their question-asking in class; (b) question-asking (high and low levels) was related directly to reading comprehension and indirectly, through its contribution to the this, to academic achievement; (c) reading comprehension was directly and negatively associated with surface approach and indirectly and positively related to deep approach and knowledge-building; and (d) some of these variables, particularly reading comprehension, accounted for academic achievement in science. This model explained nearly 30% of the variance in academic achievement and provided a substantial and distinctive insight into the web of interrelationships among these variables. Implications for future research and science teaching and learning are discussed (e.g. the importance of supporting students' efforts to learn science in a meaningful, active and self-regulated way and of improving their reading comprehension).  相似文献   

Teaching and learning about human nutrition: a constructivist approach     

Enrique Banet  Francisco Núñez 《International Journal of Science Education》2013,35(10):1169-1194

The results of a constructivism‐based teaching programme on human nutrition for students in the second year of secondary education (13‐ and 14‐year‐olds) are analysed in light of the ideas held by the students before and after implementation of the programme. The results show how most of the students who participated in this programme reorganized their ideas concerning the nutritional process and achieved a fuller understanding of how nutrition comprises a series of related and integrated processes. Other students, who followed a more conventional method based on the teacher explanation and textbooks, tended to have erroneous or incomplete ideas concerning the nutritional process.  相似文献   

The evaluation of computer‐mediated technology by second language teachers: collaboration and interaction in CALL     

Francisco Gallardo del Puerto  Eider Gamboa 《Educational Media International》2013,50(2):137-152

This study presents the results of a web‐based questionnaire administered to 166 second language teachers and designed to obtain information about their use and needs of information and communication technologies (ICTs) as related to language learning (LL). Analyses revealed that, although teachers believe that second language acquisition is primarily driven by social interaction, they seldom use computers as a means to foster collaboration or interaction. ICTs are thought to be very helpful in individual learning scenarios but not for the interactive dimension of LL. Very few teachers incorporate interaction‐oriented digital tools in their language teaching, probably due to their self‐acknowledged deficient training in ICTs. However, instructors stated that they would like to introduce new interaction tools in their computer‐aided courses, which clearly shows the need for both teachers’ training in ICT and the technological development of proper interactive functionalities.

Die Auswertung computervermittelter Technik von Zweit‐Sprachlehrern: Kollaboration und Interaktion in CALL

Diese Studie zeigt die Ergebnisse einer Umfrage, die dafür entworfen wurde, Information darüber zu erhalten, die etwa Zweit Sprachlehrer verwenden, und den Bedarf an Informations‐ und Kommunikationstechniken (ICTs), die mit Sprachlernen (LL) generell verbunden sind. Analysen ergaben, dass, obwohl Lehrer glauben, dass der Erwerb einer zweiten Sprache in erster Linie von sozialer Interaktion angetrieben wird, sie selten Computer als Hilfsmittel verwenden, um Kollaboration oder Interaktion zu fördern. Es wird angenommen, dass ICTs sehr in einzelnen Lernzenarien, aber nicht für die interaktive Dimension von LL hilfreich sein kann. Sehr wenige Lehrer integrieren interaktionsorientierte digitale Werkzeuge in ihre – möglicherweise durch ihre selbstanerkannte unzulängliche Ausbildung in ICT – eigene Sprachlehre. Jedoch gaben Ausbilder an, dass sie neue Interaktionswerkzeuge in ihren computergestützten Verläufen einführen möchten. Das zeigt den Bedarf nach Ausbildung beider eindeutig: Lehrer in ICT und der technologischen Entwicklung von korrekten interaktiven Funktionalitäten.

L’évaluation dela technologie informatisée chez les professeurs de langue seconde :collaboration et interaction dans l’enseignement des langues assisté par ordinateur (CALL)

Cette étude présente les résultats d’une enquête conçue pour recueillir des renseignements sur la façon dont les professeurs de langue seconde utilisent et ont besoin des TICE spécifiques pour l’apprentissage linguistique.

Des analyses ont révélé que les professeurs utilisent rarement les ordinateurs pour stimuler la collaboration et l’interaction et ce, bien qu’ils croient que l’acquisition d’une langue seconde est avant tout entraînée par l’interaction humaine. Ils pensent que les TICE sont très utiles dans des situations d’apprentissage individuel mais pas pour la dimension interactive de l’apprentissage des langues. Très peu nombreux sont les professeurs qui intègrent des outils numériques à orientation interactive dans leurs cours de langues, ceci étant probablement dÛ à une formation informatique déficiente qu’ils reconnaissent eux‐mêmes. Certains professeurs ont toutefois indiqué qu’ils voudraient introduire de nouveaux outils interactifs dans leurs cours assistés par ordinateur ce qui fait clairement apparaître le double besoin de formation aux TICE pour les professeurs et d’un développement technique de fonctionnalités interactives appropriées.

Una evaluación de la tecnología basada en ordenadores por parte de los profesores de la segunda lengua: colaboración y interracción en aprendizaje de idiomas asistido por ordenador

Esta investigación presenta los resultados de una encuesta diseñada para conseguir información sobre las necesidades específicas para el aprendizaje de lenguas y el uso de las tecnologías de la información y la comunicación (TICs) por parte de 166 profesores de segunda lengua. Los análisis han revelado que, aunque los profesores creen que la adquisición de una segunda lengua está fundamentalmente impulsada por la interacción social, en realidad hacen poco uso del ordenador para incentivar la colaboración y la interacción. Los docentes piensan que las TICs son muy útiles para la modalidad de aprendizaje individual pero no para la dimensión interactiva del aprendizaje de idiomas. Son pocos los profesores que incluyen herramientas digitales con orientación interactiva en sus cursos de idiomas, probablemente, como confiesan ellos mismos, debido a las carencias de su propia formación digital. No obstante, algunos profesores señalan que quieren introducir nuevas herramientas interactivas dentro de sus cursos asistidos por ordenador, lo que claramente demuestra la necesidad tanto de una buena formación en TICs para los profesores como del desarrollo tecnológico de nuevas funcionalidades interactivas adecuadas.  相似文献   

The measurement of production efficiency in scientific journals through stochastic frontier analysis models: Application to quantitative economics journals     

Francisco J. Ortega  Jose M. Gavilan 《Journal of Informetrics》2013,7(4):959-965

The importance of a scientific journal is usually established by considering the number of citations received by the papers that the journal publishes. In this way, the number of citations received by a scientific journal can be considered as a measure of the total production of the journal. In this paper, in order to obtain measures of the efficiency in the production process, the approach provided by stochastic frontier analysis (SFA) is considered, and econometric models are proposed. These models estimate a frontier production, which is the maximum achievable number of citations to the journal based on its resources. The efficiency can then be measured by considering the difference between the actual production and the estimated frontier. This approach is applied to the measurement of the productive efficiency of the journals of the JCR social sciences edition database, which belong simultaneously to the areas of “economics” and “social sciences, mathematical methods”.  相似文献   

Comprensión de la inclusion jerárquica de clases Estudio evolutivo     

Jesús Alonso  Francisco Gutiérrez 《Infancia y Aprendizaje》2013,36(35-36):69-95

Resumen

En el presente trabajo se estudia el desarrollo de la comprensión de los principios que rigen la inclusión jerárquica de clases en sujetos de 4 a 14 años. Se presentan y comparan los resultados de tres experimentos en los que se utilizan, respectivamente, cuestiones de tipo piagetiano, problemas deductivos y problemas de inclusión con los cuantificadores «todos» y «algunos». Se examina también el efecto que diferentes variables definitorias de la estructura de las tareas tienen en el éxito o el fracaso en las mismas. Los resultados sugieren un desarrollo lineal progresivo en relación con la comprensión de la extensión diferente de clase y subclase, y la aplicación correcta de los cuantificadores, y un salto entre los 9 y 12 años en relación con la comprensión de la transitividad. Se discuten las implicaciones teóricas y prácticas de estos resultados.  相似文献