Massification in higher education: large classes and student learning     

David J. Hornsby  Ruksana Osman 《Higher Education》2014,67(6):711-719

In introducing the special issue on Large Class Pedagogy: Opportunities and Challenges of Massification the present editorial takes stock of the emerging literature on this subject. We seek to contribute to the massificaiton debate by considering one result of it: large class teaching in higher education. Here we look to large classes as a problem in promoting student learning, quality education, and consequently as a challenge to socio-economic development. That said, whilst large classes do pose very specific challenges, they also hold promise and opportunities for innovation in support of student learning. Here we consider the contributions to this special issue from a cross section of disciplines and higher education environments.  相似文献   

An alternative repertoire of imageries of masculinities beyond the heteronormative paradigm     

Nurseli Yeşim Sünbüloğlu 《Gender and education》2014,26(7):816-818

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Teachers’ beliefs about improving transfer of algebraic skills from mathematics into physics in senior pre-university education     

Süleyman Turşucu  Jeroen Spandaw  Steven Flipse  Marc J. de Vries 《International Journal of Science Education》2013,35(5):587-604

ABSTRACT

Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers’ beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a semi-structured questionnaire that was based on an algebraic transfer problem. Almost all teachers acknowledged this transfer problem and considered it to be important. We found a continuum of teachers’ beliefs about aspects influencing transfer, including beliefs on improving this transfer. Together with identified improvement aspects about coherent mathematics education, these may help reduce physics teachers’ frustrations who spend extra time on re-teaching mathematics. Teachers think that transfer does not happen, because students see both subjects as separate disciplines. Contrary to most physics teachers, most mathematics teachers do not feel the need to collaborate with physics teachers. We found two extreme, opposite beliefs about the transfer of algebraic skills into physics. An intermediate group believes that only an integrated approach can solve the transfer problem. Some of the teachers’ beliefs could be organised into a beliefs system. Further research could investigate to which extent such beliefs systems exist and which beliefs these contain.  相似文献   

School Students’ Conceptions about Biodiversity Loss: Definitions, Reasons, Results and Solutions     

Ahmet Kilinc  Namik Kemal Yeşiltaş  Tezcan Kartal  Ümit Demiral  Baris Eroğlu 《Research in Science Education》2013,43(6):2277-2307

Environmental degradation stemming from anthropocentric causes threatens the biodiversity more than ever before, leading scholars to warn governments about the impending consequences of biodiversity loss (BL). At this point, it is of great importance to study the public’s conceptions of BL in order to identify significant educational implications. However, a review of the literature reveals a relatively small body of research about the public understanding of BL. In this qualitative study, we thus strived to elicit Turkish school students’ conceptions about BL using a written questionnaire including open-ended questions with respect to the definition of biodiversity as well as reasons for, results of and solutions to BL. The sample consisted of 245 school students in a relatively small city. A two-staged content analysis was run on the responses. The results showed that school students most commonly preferred species-focused definitions of biodiversity and understood BL through such various conceptual patterns as, ‘balance of nature’, ‘forest’, ‘global warming’, ‘hunting’ and ‘indirect conservation’. At the end of the paper, the possible educational implications and future perspectives were discussed.  相似文献   

Visiting Shrines: A Turkish Religious Practice and Its Mental Health Implications     

Deniz Canel-Çınarbaş  Ayşe Çiftçi  Gökçe Bulgan 《International journal for the advancement of counseling》2013,35(1):16-32

The purpose of the present study was to explore through qualitative methodology the practice of visiting shrines, a religious practice indigenous to Turkish Muslims, and its potential mental health benefits. Thirteen individuals were interviewed at two shrines in Istanbul, Turkey. The researchers focused on visitors’ presenting issues, beliefs regarding the practice, the mental health benefits of the visit, and the behaviors that the visitors engaged in during their visit. The data were analyzed using the Consensual Qualitative Research method. Five domains emerged from the data: (i) degree of religiosity and duties, (ii) knowledge and beliefs about shrines, (iii) purpose of visits, (iv) activities during the visit, and (v) experience and impact of the visit. The findings were discussed based on the mental health benefits of visiting shrines and the counseling and cultural implications.  相似文献   

Analogical reasoning for understanding solution rates: students’ conceptual change and chemical explanations     

Muammer Çalık  Alipaşa Ayas  Jazlin V. Ebenezer 《Research in Science & Technological Education》2013,31(3):283-308

The study aims to demonstrate evidence of (a) students’ conceptual change on solution rates; (b) students’ sub‐microscopic explanations of dissolution; and (c) retention of the concepts of solution rates. The sample consists of 44 Grade 9 students (18 boys and 26 girls) drawn purposively from two different classes (22 each) in the city of Trabzon, Turkey. The current study incorporates multiple methods of data collection: items from a solution concept test, clinical interviews and examination of students’ self‐assessment tasks. The results reveal that there is a statistically significant difference between scores in pre‐test and post‐test and between pre‐test and delayed test (p < 0.05). This research indicates that the intervention has improved students’ understanding of the conceptual relationship between solution rates and the sub‐microscopic explanation of dissolution. It has also helped in overcoming students’ alternative conceptions to some extent. However, alternative conceptions have not been eliminated completely. In the light of the results, this current study suggests that a simple model such as the four‐step constructivist teaching (4E) is efficient.  相似文献   

Negotiating differences: cosmopolitan experiences of international doctoral students     

Başak Bilecen 《Compare》2013,43(5):667-688

Drawing on the literature on international student experiences and identities, this study discusses theories of identity from a social constructionist perspective. ‘Identification’ is the preferred term to describe a dynamic process through which students negotiate the meaning of their identities in different societies and communities. Based on interviews with 35 international doctoral students from two graduate schools in Germany, the article illustrates the significance of international mobility for education when external ‘differences’ are appreciated and contribute to cosmopolitan imaginations and when internal differences are created in relation to ‘Others’ in the host society. The article contributes to the literature on international student mobility by providing a fine-grained analysis of student identification, showing how the discourse of difference is used as a double strategy.  相似文献   

数学分析教学探微     

李洁坤 《柳州师专学报》2000,15(4):88-90

对数学分析教学方法进行探讨和研究,提出了自己的看法与观点。  相似文献   

弱酸弱碱盐溶液中氢离子浓度计算的探讨     

王鸿显  赵红坤 《商丘师范学院学报》2000,16(4):108-110

导出了弱酸弱碱盐溶液中氢离子浓度应满足方程式[H ] 4 (C0 Ka KwKb) [H ] 3 (Kw×KaKb-Kw) [H ] 2 - (KaKw K2 wKb KwKaC0Kb) [H ] - K2 wKaKb=0利用Mathcad工具软件求得了NH4CN溶液中不同初始浓度时的氢离子浓度 .结果表明 ,Ka≈Kb 时 ,浓度的改变对氢离子浓度的影响不大 ,可用近似公式计算 :当Ka 和Kb 差别较大 ,C0 >0 .0 0 0 5mol·L- 1 时 ,可用近似公式求解氢离子浓度 ,溶液极稀时 (C0 <0 .0 0 0 5mol·L- 1 ) ,用近似公式求得的氢离子浓度与实际结果差别较大 ,近似公式不再适用  相似文献   

固体过碳酸钠分解机理研究     

王鸿显 《商丘师范学院学报》2000,16(6):74-75,88

固体分解反应的最大分解速率对应的分解程度取决于物质的本性和反应机理,与参加反应的样品量及实验条件无关,对过碳酸钠在空气及氮气氛围中的分解机理进行了研究,结果表明,这两种氛围中过碳酸钠最大分解速率对应的分解速度接近于理论值０．５５６,其分解机理均为自催化机理。  相似文献