Abstract Two experiments were designed to further examine the levels of processing analysis of Bloom's taxonomy of the cognitive domain proposed by Kunen, Cohen & Solman (1981). In the first experiment six groups of secondary school students processed 20 principles at the levels of knowledge, comprehension, application, analysis, synthesis and evaluation respectively. The percentages of correctly recalled principle names, were adjusted for the fact that increasingly fewer students successfully completed the taxonomic orienting questions as their level increased from knowledge to evaluation. After adjustment these measures of incidental memory demonstrated a dichotomy of performance, with students who successfully synthesised or evaluated the material being superior. Also recorded in this experiment were measures of working memory and field dependence/independence. These scores proved to be better predictors of student performance on the taxonomic orienting tasks at the higher levels of the taxonomy, and they correctly ordered the levels of analysis, synthesis and evaluation. It was suggested that they provided some independent support for Bloom's contention that the complexity of the cognitive operations required to complete the taxonomic tasks increases with their level. The second experiment manipulated the six taxonomic orienting tasks in a repeated measures design, which required all students to process principles at each of the six levels in order from knowledge to evaluation. While there were minor differences in performance between the Year 7 and the Year 11 students who participated in this study, the adjusted incidental memory data again revealed a performance dichotomy with synthesis and evaluation forming the superior category. That the students demonstrated superior performance after synthesising and evaluating material, was interpreted as support for the continued practice of teaching them to operate at the higher taxonomic levels. This support was qualified, however, by noting that the benefits were confined to those who successfully completed the higher tasks. 相似文献
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?ebnem Feriver Gaye Teks?z Refika Olgan Alan Reid 《Environmental Education Research》2016,22(5):717-746
In this study, we discuss findings from a small-scale project evaluating an in-service teacher training programme focused on ‘perspective transformation’ in early childhood education and education for sustainability (EfS). A bespoke professional development programme was developed for Turkish early childhood teachers, based on a variety of Mezirowian-inspired adult education activities. Data were gathered using a mixed method research design, from 24 early childhood educators, through learning diaries, a Learning Activities Survey and follow-up interviews. Initial findings illustrate the range of transformations possible in the teachers’ perspectives during and after the training workshops. Influential factors in facilitating perspective transformation are shown to be the content, structure and sequencing of the training, and peer support. We conclude that transformative learning techniques offer a viable framework for engaging practicing early childhood teachers with EfS and also discuss implications for teacher preparation in both areas. 相似文献
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Gaye Tuncer Hamide Ertepinar Ceren Tekkaya Semra Sungur 《Environmental Education Research》2005,11(2):215-233
The purpose of this study is to investigate the effect of school type (private and public) and gender on sixth, seventh, eighth and tenth grade students’ attitudes toward the environment. A total of 1497 students (n?=?765 girls; n?=?715 boys; and n?=?17 gender not provided) attending public (n?=?603) and private schools (n?=?892) located in Ankara participated in the study. A 45‐item Likert‐type questionnaire consisting of four dimensions, namely, awareness of environmental problems, national environmental problems, solutions to the problems and awareness of individual responsibility, was used to measure students’ environmental attitudes. A two‐way multivariate analysis of variance (MANOVA) was conducted to determine the effect of school type and gender on four dimensions of the environmental attitude questionnaire. Results showed that school type and gender had a significant effect on the collective dependent variables. Univariate ANOVAs indicated that mean scores on each dimension of the questionnaire were significantly different for students in public and private schools. Moreover, there was statistically significant mean difference between boys and girls with respect to scores on each dimension of the questionnaire. It is concluded as a result of the study that, although there are differences between categories of individuals, there is a widespread support for conservation of the environment among young people living in Ankara/Turkey. 相似文献
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We study school choice in England using a new dataset containing the choices of all parents seeking a school place in state secondary schools. We provide new empirical evidence to inform how the school choice market functions, including the number of choices made, whether the nearest school is the first choice and the probability of an offer from the first choice school. These indicators show that school choice is actively used by many households in England. We use the rich data available to describe how choices vary by pupil, school and neighbourhood characteristics and how school choice is used differently by different groups and in different parts of the country. For the first time, we are able to present national data on how the school choices made by parents vary according to pupils’ ethnic group and across urban and rural areas. We show, contrary to some existing literature that has relied on smaller and less representative samples of parents and pupils, that school choices do not vary significantly by social background. We show that parents pro-actively use the choice system and present new evidence on the extent to which the current school admissions criteria that prioritise distance penalise poorer families. 相似文献
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Recent trends in geriatric care have focused on the importance of teamwork through interdisciplinary interaction as a means of improving and maintaining the quality of life for clients and their families, while at the same time fostering professional growth of the health care providers. However, the literature is sparse on how university students are prepared through interdisciplinary team approaches to work effectively with geriatric clients in a diverse cultural environment. This article discusses how one undergraduate course was developed and implemented using an interdisciplinary focus to help students learn about ethnicity, health, and older adults. To begin the interdisciplinary focus, an interdisciplinary advisory team was assembled. This team was instrumental in guiding the process of planning, implementing, and evaluating this course. Recommendations from both the students and the advisory team demonstrate that a combination of team learning and multicultural education is essential to empower students to acquire skills for cross‐cultural work. 相似文献
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Gaye Rosen 《Research in Science Education》1979,9(1):133-143
Conclusions It should be pointed out that the results of this study showed the students did just as well, and sometimes better, in a gaming
situation when compared with traditional revision situations. Therefore games were as good as, and sometimes a better revision
aid than, other more traditional means such as video tapes and slides. Hence games could be useful as a means of providing
variety and active student involvement in the classroom. Further, the acceptance of games did not appear to be dependent,
to any large extent, on personality factors such as need for achievement, need for affiliation, and cognitive level. This
seemed to be an indication that games were suitable for use with a broad spectrum of students. 相似文献
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