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Amani K. Hamdan Alghamdi Misfer Saud Al-Salouli 《International Journal of Science and Mathematics Education》2013,11(2):501-525
This study explored Saudi elementary school science teachers’ beliefs about the process of teaching and learning science. This involved the exploration of their views about the new Saudi science curriculum, which emphasizes critical thinking and problem solving. Comprehensive interviews were held in 8 schools with 4 male and 6 female—2 of whom were from private schools—science teachers. The interviews were analyzed to identify and assess common themes among their beliefs as well as associations between their beliefs and self-reported classroom practices. The findings revealed perceptual differences between teaching the old and the new science curricula and also that these science teachers were challenged by available class time, the student–teacher ratio, and the lack of laboratory space, equipment, and administrative support. It appears that the more interactive and group-oriented activities that formed the instructional foundation of the new curriculum have increased enjoyment for teaching science and led students to better comprehension of scientific concepts. 相似文献
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肘关节屈伸肌群等速肌力的测定与分析 总被引：8，自引：0，他引：8
为了解肘关节屈、伸肌群在不同收缩方式、不同运动速度、不同关节角度时力矩变化情况。为运动医学、临床医学、康复医学的实践提供参考,用BIODEX等速测力及康复系统,测定了北京体育大学体育生物科学系9名男生肘关节屈、伸肌群静力和等速向心、等速离心不同运动速度的肌力。结果为：肘关节屈、伸肌群最大力矩与肌肉收缩方式的关系符合一般规律,即离心收缩大于静力收缩,静力收缩又大于向心收缩。肘关节屈、伸肌群最大力矩,在收缩速度为60°～120°／s范围内．无明显差异,可选为慢速测试速度。如测定快速肌力,速度至少提高到180°／s以上。肘关节屈／伸肌群力矩比率均值＞1,即屈肌肌力大手伸肌肌力,但个体差异较大。并根据肘关节屈、伸肌群力矩、最大力矩与关节角度的关系,提出进行直立位屈肘力量练习时,可取肩关节屈曲10°～20°用的位置;进行伸肘肌群力量练习时,可采取直立位头后上举的抗阻练习。 相似文献
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Hamdan Alamri Victoria Lowell William Watson Sunnie Lee Watson 《Journal of Research on Technology in Education》2020,52(3):322-352
AbstractIn this qualitative comparison study, we examine the perceived efficacy of using personalized learning (PL) activities based on PL principles to support students’ psychological need satisfaction and intrinsic motivation in an online course using a traditional one-size-fits-all model. We apply self-determination theory as a framework to investigate students’ perceptions of their psychological need satisfaction (e.g., competence, autonomy, and relatedness) and relation to students’ intrinsic motivation when enrolled in an online course implementing PL principles. Overall, the study results showed the potential of implementing personalized learning principles in online courses to support students’ psychological need satisfaction (e.g., autonomy and competence) and intrinsic motivation. Furthermore, students perceived the PL interventions as engaging and effective in meeting their learning needs and interests. 相似文献
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May Hamdan 《Educational Studies in Mathematics》2006,62(2):127-147
This study reports on how students can be led to make meaningful connections between such structures on a set as a partition,
the set of equivalence classes determined by an equivalence relation and the fiber structure of a function on that set (i.e.,
the set of preimages of all sets {b} for b in the range of the function). In this paper, I first present an initial genetic
decomposition, in the sense of APOS theory, for the concepts of equivalence relation and function in the context of the structures
that they determine on a set. This genetic decomposition is primarily based on my own mathematical knowledge as well as on
my observations of students’ learning processes. Based on this analysis, I then suggest instructional procedures that motivate
the mental activities described in the genetic decomposition. I finally present empirical data from informal interviews with
students at different stages of learning. My goal was to guide students to become aware of the close conceptual correspondence
and connections among the aforementioned structures. One theorem that captures such connections is the following: a relation
R on a set A is an equivalence relation if and only if there exists a function f defined on A such that elements related via R (and only those) have the same image under f. 相似文献
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May Hamdan 《PRIMUS》2017,27(10):916-925
This paper reflects on a teaching experiment and presents details of a pedagogical technique where students periodically write down their clearest interpretation of the conditions imposed on various discrete mathematical subjects they are learning in class. Through iterations, students generate a more complete understanding of the material, one that they themselves can justify. This experiment was conducted in the Discrete Mathematical Structures course; as it contains several subtopics, each of which uses a discrete set of elements with specific conditions. The textbook does not mention how those conditions are effectively put to use, and often uses the natural numbers as the default domain. Students are required to identify in their journals the exact properties that the elements need to have, justify how they are being put to use, and in ambitious cases attempt to sharpen them if possible. This activity can be adapted to different contexts and is not specific to the topic of Discrete Mathematical Structures. 相似文献
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Abdul Rahim Hamdan Muhammad Khairul Anuar Aqeel Khan 《Asia Pacific Education Review》2016,17(2):289-298
The objective of this study was to determine the relationship aspect of the challenge, readiness, and the role of special education teacher (SET) in implementing common approaches in inclusive classrooms. Experiences as a moderator were used to see the effect of the co-teaching component. This study used a sampling method that involved 240 respondent’s representatives of the population of SET in Malaysia. The findings of this study showed that there was a high positive tendency in choosing the approach that is likely to progress than the existing ones. In this area, there were challenges and readiness of positive selection than teacher experience. Overall, this study could impact the implementation of co-teaching approach than the implementation of the existing programme. 相似文献
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Enja Osman Saouma BouJaoude Hiba Hamdan 《International Journal of Science and Mathematics Education》2017,15(7):1257-1280
Lebanese educators claim that middle and secondary school students exhibit poor understanding of genetics due to misconceptions and difficulties that hinder progression in conceptual understanding of major genetics concepts and phenomena across different grade levels. They attributed these problems to Lebanon’s ill-structured genetics curriculum which needs a thorough revision in light of curricular reform models that take into account student misconceptions, cognitive abilities, and past experiences. Despite these claims, no empirical tests were done. Consequently, this study aimed to investigate G7-12 Lebanese students’ misconceptions and difficulties in genetics in an attempt to design a curriculum that would enhance student understanding of genetics. Using quantitative and qualitative data collection methods, we obtained an in-depth understanding of the nature of the misconceptions and difficulties encountered by students in grades 7–12, determined the level of students’ genetics literacy, and explored the progression of their level of conceptual understanding of major genetics concepts across grade levels. A questionnaire was administered to 729 students (G7-12) in 6 schools and was followed by semi-structured interviews with 62 students to validate the questionnaire results, gain further understanding of students’ misconceptions, and assess their level of genetics literacy. Findings showed that patterns of inheritance, the deterministic nature of genes, and the nature of genetic information were found to be among the most difficult concepts learned. Students also showed inadequate understanding of many basic genetics concepts which persist across grade levels. Furthermore, results indicated that students across all grade levels exhibited a low level of genetics literacy. Implications for practice and research are discussed. 相似文献
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Abdul Malek Abdul Karim Nabilah Abdullah Abdul Malek Abdul Rahman Sidek Mohd Noah Wan Marzuki Wan Jaafar Joharry Othman Lihanna Borhan Jamaludin Badushah Hamdan Said 《Asia Pacific Education Review》2012,13(3):541-548
The main function of Higher Educational Institutions (HEIs) is to produce skilled and knowledgeable workforce who are able to not only function with minimal guidance but also to contribute effectively to the hiring organizations. Many studies have indicated that most HEIs have somewhat similar course content and thrived at producing students with good academic achievement. But what differentiated them from one another is their ability to develop knowledge workers with the right employability skills or ??soft skills?? such as communication, problem-solving, interpersonal and other skills deemed important as the foundations by which they require to function at work regardless of the nature of employment. This paper reports findings of a large-scale study looking into the soft skills attainment of Malaysian HEI graduates. A quantitative survey design was employed whereby data were obtained through the administration of an instrument called the Malaysian Soft Skills Scale (My3S). My3S consists of 180 items covering seven elements namely Communications, Critical Thinking and Problem Solving, Teamwork, Moral and Professional Ethics, Leadership, Life Long Learning and Entrepreneurial aspects. The mean scores for the seven My3S subscales were found to be between 6.3 and 7.8 from the maximum possible score of 10. Specifically, comparisons were made between graduates of public and private institutions with respect to the seven elements. Findings of the study suggest that, in general, students of public HEIs scored higher in all seven skills. With respect to gender, male students scored higher than female students in all elements except for teamwork skills and moral and professional ethics. A comparison between fields of study showed that for both types of HEIs, technical students scored the highest in all skills except for moral and professional ethics. Based on the findings of this study, it is suggested that in addition to offering specific courses to improve soft skills attainment, HEIs need to embed soft skills in their academic curricula. 相似文献