排序方式： 共有26条查询结果，搜索用时 15 毫秒
21.
The present study set out to survey Finnish parents’ participation in their child’s schooling and related experiences. The subjects were a nationally representative group of academically and vocationally educated fathers and mothers (N = 391) who had a child on the fifth grade. A great majority of the parents reported that they attended the parent evenings and saw them in a positive light. Most parents helped their child in her/his schoolwork, though some of them were doubtful of their own competence for it. The choice of schools, which was considered mainly by urban parents and academically educated parents, seemed to introduce a new private element into parental participation without changing the existing communal forms of participation. 相似文献
22.
Laura Rimkute Riikka Hirvonen Asko Tolvanen Kaisa Aunola Jari-Erik Nurmi 《Scandinavian Journal of Educational Research》2013,57(6):571-590
The present study examined the extent to which mothers' and fathers' expectations for their offspring's future education, their level of education, and adolescents' academic achievement predict adolescents' educational expectations. To investigate this, 230 adolescents were examined twice while they were in comprehensive school (in the 7th and 9th grades). Their parents also filled in questionnaires at the same time points. The results showed that high parental expectations concerning their offspring's future education predicted high educational expectations among adolescents and they became more similar in the 9th grade compared to 7th grade. Parents' high level of education predicted both mothers' and adolescents' high level of educational expectations in the 7th grade, which then contributed to adolescents' high expectations in 9th grade. 相似文献
23.
Ville Nivalainen Mervi A. Asikainen Pekka E. Hirvonen 《Journal of Science Teacher Education》2013,24(3):449-474
This study has investigated the use of an open guided inquiry laboratory course in which a group of pre-service teachers planned and implemented practical work for school purposes. A total of 32 pre-service teachers (physics, mathematics, and chemistry majors) participated in the study. Each participant wrote a reflective essay after completing the course, and three pre-service teachers were interviewed four times during the course. The results show that the use of an open guided inquiry environment provides support for pre-service teachers to discover the limits of their understanding of subject matter knowledge, allowing them to construct knowledge in a different kind of environment from any they had possessed previously, and helping them to understand the possibilities of practical work in teaching. In the course of developing their competence in these aspects, pre-service teachers also gain an understanding of various aspects of teachers’ knowledge. 相似文献
24.
Nina Katajavuori Sari Lindblom-Ylänne Jouni Hirvonen 《Research in Science Education》2005,35(2-3):323-345
Practical knowledge and skills are necessary components of expertise. Practical training in higher education has been shown
to foster students' learning and understanding of theoretical backgrounds. The attitude and skill of mentors play a central
role in enhancing the quality of students' practical learning. The aims of this study were to explore mentors' experiences
of the practice period and mentoring process, and to develop practical performances to improve the practice period that s
included in theoretical pharmaceutical studies in Finland. A total of 48 pharmacy mentors were interviewed during the practice
period of the pharmacy curriculum. The interviews were analysed using qualitative content analysis. The results showed that
the mentors considered the practice period an essential part of pharmacy studies, which fostered student learning and benefited
the community pharmacy. Mentoring activities, mentoring processes and assessment of students varied in the pharmacies. The
results showed that it is necessary to pay more attention to the aims and the content of the practice period. More cooperation
is needed between the University and pharmacies. There is also a clear need to pay attention to reflective action in order
to foster the quality of practical learning. 相似文献
25.
This study describes the use of the double-slit thought experiment as a diagnostic tool for probing physics teachers’ understanding. A total of 9 pre-service teachers and 18 in-service teachers with a variety of different experience in modern physics teaching at the upper secondary level responded in a paper-and-pencil test and three of these teachers were interviewed. The results showed that the physics teachers’ thought experiments with classical particles, light, and electrons were often partial. Many teachers also suffered a lack of the basic ideas and principles of physics, which probably hindered thought experimenting. In particular, understanding the ontological nature of classical particles, light and electrons seemed to be essential in performing the double-slit experiment in an appropriate way. However, the in-service physics teachers who had teaching experience in modern physics were more prepared for the double-slit thought experiment than the pre-service teachers. The results suggest that both thought experiments and the double-slit experiment should be given more weight in physics teacher education, even if experience in modern physics teaching at upper secondary school seems to some extent to develop teachers’ abilities. 相似文献
26.
Today’s experts must continuously reconstruct their expertise and be able to apply their theoretical knowledge in actual work.
The development of expertise is a long process, during which theoretical, practical and metacognitive elements of expert knowledge
are integrated into a coherent whole. It is important to foster student’s learning and integration of theoretical knowledge
in practice during tertiary education. One tool for this is to pay more attention to practical knowledge in the theoretical
part of the curriculum. The aim of this study was to evaluate the significance of early practical training as a part of the
pharmacy curriculum and to find out to what extent the students felt their practical training fostered their learning. A total
of 47 pharmacy students were interviewed during the three-month practice period. Content analyses of the interviews showed
that the practical training increased students’ understanding of theoretical knowledge and their motivation to study. The
students acquired practical skills and knowledge in a working community of professionals. The results also showed that the
students should be able to rehearse their reflective skills during the theoretical studies as well, because the practice period
was too short to permit adequate development of reflective skills. 相似文献