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The present study aims to critically interrogate the role of Critical Thinking (CT) in English language education in Chile through the analysis of teacher educators’ and postgraduate students’ perceptions and understandings of CT in relation to their academic trajectories through university. Five postgraduate students and five teacher educators from three different Masters of Teaching English as a Foreign Language (MTEFL) programs agreed to take part in the research. Informed by a qualitative paradigm, semi-structured interviews were conducted aimed mainly at (1) unpacking teacher educators’ and postgraduate students’ understandings of CT; (2) investigating postgraduates’ views of the place of critical thinking in their English teacher education training; (3) examining the ways in which teacher educators deal with CT in their pedagogies; and (4) identifying students’ preparedness to approach reading and writing critically, as viewed by both groups of participants. Analysis of responses revealed, on the one hand, students’ recognition of CT skills as necessary to succeed in academic life and, on the other, great concerns for the limited importance accorded to teaching these skills in teacher education courses. Teacher educators’ responses generally showed an increasing interest in trying to incorporate the teaching of CT skills in their pedagogies, but admitted to an overall lack of consistency in the implementation process. The paper concludes with critical questions about the perceived pedagogical mismatches between teacher educators’ and postgraduate students’ perceptions of the role of CT in their academic journeys, and about the role of Chilean teacher education programs in addressing these issues. 相似文献
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Antonio Mauricio F.L. Miranda de Sá 《Journal of The Franklin Institute》2006,343(7):688-698
Coherence plays a very important role in linear systems analysis, since, in addition to quantify the similarity between signals, it is related to other quantities of interest, such as the signal-to-noise ratio (SNR). The sampling distribution of coherence estimates between Gaussian signals is well established, and hence, in this particular case, the statistics of SNR can be readily found if it is calculated from coherence estimates. However, in some applications, one of the signals is periodic, leading to a different coherence sampling distribution, which has been recently investigated. This work aims at developing analytical expressions for bias, variance and the probability density function of coherence-based SNR estimates under this particular assumption. Routines for obtaining this latter as well as critical values of the estimates are also provided. 相似文献
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Michaël Canu Cécile de Hosson Mauricio Duque 《International Journal of Science and Mathematics Education》2016,14(1):101-123
Engineering students in control courses have been observed to lack an understanding of equilibrium and stability, both of which are crucial concepts in this discipline. The introduction of these concepts is generally based on the study of classical examples from Newtonian mechanics supplemented with a control system. Equilibrium and stability are approached in different ways at the various stages of a typical engineering syllabus: at the beginning, they are mostly dealt with a static point of view, for example in mechanics, and are subsequently handled through dynamic analysis in control courses. In general, there is a little clarification of the differences between these concepts or the ways in which they are linked. We believe that this leads to much confusion and incomprehension among engineering students. Several studies have shown that students encounter difficulties when presented with simple familiar or academic static equilibrium cases in mechanics. Our study investigates students’ conceptions and misconceptions about equilibrium and stability through a series of questions about several innovative non-static situations. It reveals that the understanding of these notions is shaken when the systems being studied are placed in inertial or non-inertial moving reference frames. The students in our study were particularly uncertain about the existence of unstable equilibrium positions and had difficulty in differentiating between the two concepts. The results suggest that students use a velocity-based approach to explain such situations. A poor grasp of the above fundamental concepts may result from previous learning experiences. More specifically, certain difficulties seem to be directly linked to a lack of understanding of these concepts, while others are related to misconceptions arising from everyday experiences and the inappropriate use of physical examples in primary school. 相似文献
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From early 1992 until the end of 2000, over 1,000 academic programmes in public universities in Mexico were externally evaluated by Peer Review Teams. The evaluating organisation decided, in 2001, to invite an independent group to study this exercise in order to assess the state of Mexican Higher Education. As a consequence of such revision, an analysis of the review process itself was also possible. This paper describes the main findings relating to this second aspect. 相似文献
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Christiane de Souza Guerino Macedo Rafael Chagas Vicente Mauricio Donini Cesário 《Journal of sports sciences》2016,34(4):348-357
The purpose of this study was to evaluate the effects of cold-water immersion on the electromyographic (EMG) response of the lower limb and balance during unipodal jump landing. The evaluation comprised 40 individuals (20 basketball players and 20 non-athletes). The EMG response in the lateral gastrocnemius, tibialis anterior, fibular longus, rectus femoris, hamstring and gluteus medius; amplitude and mean speed of the centre of pressure, flight time and ground reaction force (GRF) were analysed. All volunteers remained for 20 min with their ankle immersed in cold-water, and were re-evaluated immediately post and after 10, 20 and 30 min of reheating. The Shapiro–Wilk test, Friedman test and Dunn’s post test (P < 0.05) were used. The EMG response values decreased for the lateral gastrocnemius, tibialis anterior, fibular longus and rectus femoris of both athletes and non-athletes (P < 0.05). The comparison between the groups showed that the EMG response was lower for the athletes. Lower jump flight time and GRF, greater amplitude and mean speed of centre of pressure were predominant in the athletes. Cold-water immersion decreased the EMG activity of the lower limb, flight time and GRF and increased the amplitude and mean speed of centre of pressure. 相似文献
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Luís Gonzalo De la Casa Auxiliadora Mena Juán Carlos Ruiz-Salas Esperanza Quintero Mauricio R. Papini 《Learning & behavior》2018,46(1):49-59
Three experiments explored the link between reward shifts and latent inhibition (LI). Using consummatory procedures, rewards were either downshifted from 32% to 4% sucrose (Experiments 1–2), or upshifted from 4% to 32% sucrose (Experiment 3). In both cases, appropriate unshifted controls were also included. LI was implemented in terms of fear conditioning involving a single tone-shock pairing after extensive tone-only preexposure. Nonpreexposed controls were also included. Experiment 1 demonstrated a typical LI effect (i.e., disruption of fear conditioning after preexposure to the tone) in animals previously exposed only to 4% sucrose. However, the LI effect was eliminated by preexposure to a 32%-to-4% sucrose devaluation. Experiment 2 replicated this effect when the LI protocol was administered immediately after the reward devaluation event. However, LI was restored when preexposure was administered after a 60-min retention interval. Finally, Experiment 3 showed that a reward upshift did not affect LI. These results point to a significant role of negative emotion related to reward devaluation in the enhancement of stimulus processing despite extensive nonreinforced preexposure experience. 相似文献
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