Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom     

Jin Su Jeong  David González-Gómez  Florentina Cañada-Cañada 《Journal of Science Education and Technology》2016,25(5):747-758

Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students’ perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students’ perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80 % of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students’ emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students’ perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.  相似文献   

The influence of university students’ learning beliefs on their intentions to use mobile technologies in learning: a study in China and Spain     

Huang  Fang  Sánchez-Prieto  José Carlos  Teo  Timothy  García-Peñalvo  Francisco J.  Sánchez  Eva María Torrecilla  Zhao  Chen 《Educational technology research and development : ETR & D》2020,68(6):3547-3565

Educational technology research and development - As an emerging learning method, mobile technologies allow students to gain knowledge via both formal and informal learning. In spite of the...  相似文献   

Significant learning in catholic religious education: the case of Temuco (Chile)     

Jessica Navarrete  Angélica Vásquez  Efraín Montero  Daniel Cantero 《British Journal of Religious Education》2020,42(1):90-102

ABSTRACT

The object of this article is to reveal the teaching strategies used by teachers for religious education in Temuco, Chile. The paradigm used was qualitative and the design was a single interpretative case study. The data were collected by semi-structured interviews with pupils and religious education (RE) teachers. The results show convergences of successful strategies, such as the use of conversations to form opinions related with the pupils’ everyday interests. We conclude that significant learning for catholic religious education in schools (CRES) includes teaching strategies associated with individual and collective reflections and conversations on topical social issues. Thus, religious education may enable us to advance towards a pluralist approach to the teaching of religion.  相似文献   

The Impact of Early Social Interactions on Later Language Development in Spanish–English Bilingual Infants          下载免费PDF全文

Nairán Ramírez‐Esparza  Adrián García‐Sierra  Patricia K. Kuhl 《Child development》2017,88(4):1216-1234

This study tested the impact of child‐directed language input on language development in Spanish–English bilingual infants (N = 25, 11‐ and 14‐month‐olds from the Seattle metropolitan area), across languages and independently for each language, controlling for socioeconomic status. Language input was characterized by social interaction variables, defined in terms of speech style (“parentese” vs. standard speech) and social context (one‐on‐one vs. group). Correlations between parentese one‐on‐one and productive vocabulary at 24 months (n = 18) were found across languages and in each language independently. Differences are highlighted between previously published monolingual samples, which used the same methods as the current study of bilingual infants. The results also suggest cultural effects on language input and language development in bilingual and bicultural infants.  相似文献   

Can political inequality be reduced in the classroom? Testing the compensation hypothesis and the BFLPE on youth civic competence     

Aleš Kudrnáč  Pat Lyons 《School Effectiveness & School Improvement》2018,29(2):204-224

This study examines the general question of how classroom characteristics are linked with differences among students in civic competence, which is seen to be an important basis for political inequality. A resource-mobilisation account of youth civic competence is presented, and this is tested using hierarchical linear modelling and International Civic and Citizenship Study 2009 data. The determinants of youth civic competence are explored at the individual, family, and classroom levels, where resource and mobilisation factors at each level are examined. Evidence for classroom effects are tested using Campbell’s compensation hypothesis and insights derived from Marsh’s big-fish-little-pond effect (BFLPE). This case study of the Czech Republic shows limited evidence for an open classroom climate reducing civic competence differences between low- and high-SES students, and no evidence of BFLPE increasing such differences among youths.  相似文献   

Positive and negative experiences related to doctoral study conditions     

M. Corcelles  M. Cano  E. Liesa  G. González-Ocampo  M. Castelló 《高等教育研究与发展》2019,38(5):922-939

ABSTRACT

During their doctoral studies, students undergo an emotionally and intellectually intensive process involving a wide range of positive and negative experiences. This article analyses PhD students’ perceptions of the most positive and negative experiences related to doctoral study conditions. Previous researchers have primarily focused on analysing experiences that negatively affect doctoral work and have related these experiences to institutional, social and individual variables. However, little is known regarding positive experiences and how both positive and negative experiences are interpreted and related to variables connected with doctoral study, such as discipline, funding, enrolment type, and the stage of the doctoral process. In total, 1173 doctoral students from 56 Spanish universities completed an open-ended online survey. The findings indicate that opportunities for PhD students to communicate their scientific advances, receive expert feedback and interact with other researchers have a high positive influence on their doctoral journey. However, funding difficulties, particularly for students in the social sciences, and relationships with the research community, principally with the supervisor, were perceived as the main negative challenges. Experiences related to research design, data collection and analysis were perceived either negatively – primarily for mid-level students – or positively. These results should be considered in future doctoral programme policies to determine when, how and why to provide specific support during the doctoral process.  相似文献   

Possible reasons for low scientific literacy of Slovak students in some natural science subjects     

Renata Bellová  Danica Melicherčíková  Peter Tomčík 《Research in Science & Technological Education》2018,36(2):226-242

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Giving or receiving feedback: which is more beneficial to students’ learning?     

Georgeta Ion  Angelina Sánchez Martí  Ingrid Agud Morell 《Assessment & Evaluation in Higher Education》2019,44(1):124-138

Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students’ development of cognitive and metacognitive, affective and professional competences. One-hundred and eighty-eight students enrolled in teacher education answered a survey. Results indicate that, after providing feedback, the students perceived a better learning experience and an increased sense of commitment to their own learning and their colleagues’ progress. A key finding from this study was the role of students in their own learning. As most participants recognised, providing feedback helped them improve their learning, which is a clear indicator that students want to adopt an active role in their own learning and consider their involvement critical in the design of teaching and learning experiences. To achieve the greatest advantages, feedback must be accompanied by tutoring and mentoring to ensure positive connections with the task, address doubts and clarify the comments received.  相似文献   

Cognitive Brain Event-Related Potentials and Emotion Processing in Maltreated Children   总被引：1，自引：0，他引：1  

Seth D. Pollak  Dante Cicchetti  Rafael Klorman  Joan T. Brumaghim 《Child development》1997,68(5):773-787

Cognitive event-related potentials (ERPs) were recorded from 23 maltreated and 21 nonmaltreated children. Children were presented with slides of Ekman photographs of asingle model posing an angry (25%), a happy (25%), or a neutral (50%) facial expression. In 1 of 2 counterbalanced target conditions, children were asked to press a button in response to the angry face; in the other target condition, they responded to the happy face. Both samples, as expected, exhibited the largest amplitude of the P300 component of the ERP to target stimuli and the smallest amplitude to nontargets. For nonmaltreated children, the average amplitude of P300 across slides was comparable for the 2 target conditions. In contrast, maltreated children displaed larger P300 ampltude to stimuli when they were directed to attend to angry, as opposd children displayed larger p300 amplitude to stimuli whe they were directed to attend to angry, as opposed to happy, targets. These reaults suggest different cognitive processing for positive versus negative affective expressions by children with histories of atypical emotiaonal exotional experiences.  相似文献   

A comprehensive approach to managing school safety: case studies in Catalonia,Spain     

Anna Díaz-Vicario  Joaquín Gairín Sallán 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):89-106

Background: Schools should be safe spaces for students, teaching staff and non-teaching staff. For the concept of ‘safety’ to be meaningful, it must be interpreted broadly to encompass well-being in its widest sense. A common challenge for schools and educational authorities is, therefore, to manage school safety appropriately not only to prevent physical accidents and incidents, but also with the purpose of creating an environment that promotes physical, emotional and social well-being, both individually and collectively.

Purpose: The aim of this research paper is twofold: (a) to explore the concept of safety as it is interpreted by schools and analyse the extent to which schools are committed to the goal of creating safe and healthy school environments; and (b) to identify organisational and management practices that promote the safety of school staff and users.

Design, sample and methods: The research was carried out from a qualitative perspective, based on a study of multiple cases carried out in Catalonia, Spain. The case studies (N = 9 schools) were selected by means of a purposive sampling process in order to obtain a selection of schools covering different education stages and under different types of ownership. The data collection process involved carrying out semistructured interviews (N = 39) with school principals, health and safety officers, teaching staff and non-teaching staff; focus groups with families (N = 2) and a review of general documentation and specific safety documents (N = 58). The data collected were completed and verified by means of interviews with experts (N = 3). The interviews, focus groups and notes arising from the document review were transcribed literally and analysed thematically, following a cross-case analysis structure.

Results: The data analysis indicated that creating safe and healthy environments was not always an explicitly endorsed principle or goal for schools. However, all members of the educational community were involved in ensuring adequate levels of school safety; and diverse management and organisational actions and measures were implemented to ensure physical, emotional and social safety.

Conclusions: We conclude that according to a broad interpretation of safety, which encompasses well-being in its widest sense, a comprehensive school safety management approach had not been fully adopted by schools in the studied sample. Whilst involvement in safety practices was evident, many actions appeared to be carried out without full consideration of the wider promotion of school safety. The study suggests the importance of training and awareness activities for education professionals in order to build and promote safety culture and to facilitate the introduction of a comprehensive school safety approach in the day-to-day management of schools.  相似文献