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1.
Factors affecting bioscience students’ academic achievement 总被引：1，自引：0，他引：1
Henna Rytk?nen Anna Parpala Sari Lindblom-Yl?nne Viivi Virtanen Liisa Postareff 《Instructional Science》2012,40(2):241-256
The examination of academic progression has become an essential tool for measuring the effectiveness of educational systems.
Research concerning the relationship between student learning and how they progress in their studies, however remains scarce.
The aim of this study is two-fold: Firstly, the study aims to analyse first-year bioscience students’ perceptions of their
teaching–learning environment and their approaches to learning as well as the relationship of these to academic achievement
as measured by students’ progression in studies and how they succeed. Secondly, the present study explores factors students
feel either enhance or impede their studying as well as the relationship of those factors with their approaches to learning
and academic achievement. The data consist of responses from 188 first-year students who began their studies in the fall 2007
and 2008. The data were collected in a Finnish context with a modified and shortened version of the Experiences in Teaching
and Learning Questionnaire (ETLQ). The analyses were carried out using factor analysis, one-way ANOVA and structural equation
modeling. According to the results, organised studying was related to both academic progression and study success. In addition,
academic progression was positively related to peer support. Furthermore, most of the students found that problems in time
management impeded their studies and that pre-set schedules enhanced them. Results indicate that social support and self-regulation
skills are important for academic achievement. 相似文献
2.
Henna Asikainen Anna Parpala Viivi Virtanen Sari Lindblom-Ylänne 《Studies in Educational Evaluation》2013
Assessment has an important role in affecting students’ learning, but qualitative studies regarding this relationship are rather scarce. In addition, course grades do not necessarily reflect the quality of learning outcomes. The aim is to qualitatively examine why high and low achieving students in the same course study differently according to the assessment method and how they explain their behaviour. Altogether 24 students were interviewed in this study. Analyses were conducted with inductive content analysis. The results indicate that course grades do not necessarily reflect qualitative learning outcomes due to the nature of the assessment. In addition, the present study suggests that self-regulation and motivation are important factors in studying and might prevent the negative effect of inappropriate assessment. 相似文献
3.
Kezban Dilek Onal Ye Zhang Ismail Sengor Altingovde Md Mustafizur Rahman Pinar Karagoz Alex Braylan Brandon Dang Heng-Lu Chang Henna Kim Quinten McNamara Aaron Angert Edward Banner Vivek Khetan Tyler McDonnell An Thanh Nguyen Dan Xu Byron C. Wallace Maarten de Rijke Matthew Lease 《Information Retrieval》2018,21(2-3):111-182
A recent “third wave” of neural network (NN) approaches now delivers state-of-the-art performance in many machine learning tasks, spanning speech recognition, computer vision, and natural language processing. Because these modern NNs often comprise multiple interconnected layers, work in this area is often referred to as deep learning. Recent years have witnessed an explosive growth of research into NN-based approaches to information retrieval (IR). A significant body of work has now been created. In this paper, we survey the current landscape of Neural IR research, paying special attention to the use of learned distributed representations of textual units. We highlight the successes of neural IR thus far, catalog obstacles to its wider adoption, and suggest potentially promising directions for future research. 相似文献
4.
So far the research on historical environment-related education has focused on scientific rather than ‘humanistic’ (including Romantic and religious) educational approaches and ideologies. In the field of non-formal education implemented by associations these have, however, been common. We used content analysis to study two membership magazines of a prominent Finnish animal welfare organization, Helsinki Humane Society, before the Second World War. Our results show that the educational ideology of Helsinki Humane Society was based on romanticist and humane ideas. They emphasized especially the development of a human being’s total personality and a kindness-to-animals ethic as a solution to social problems. In the early 1900s, humane education seems to have been an effective way of advancing the animal welfare cause, but its importance declined by the 1930s. We believe that today’s environmental and sustainability educators could benefit from a better understanding of how historical animal welfare organizations were able to combine romantic and humane ideas with environmental goals. 相似文献
5.
AbstractAn interdisciplinary and pluralistic approach to teaching and learning has been proposed as one solution to the lack of a consensus definition of sustainable development (SD). For teachers, such an approach requires an awareness of the interconnections among different dimensions of SD and their underlying value-based assumptions. In this article, we investigate whether higher education teachers’ conceptions of SD are consistent with these aims. We present the results of our interviews with five university teachers who are experienced in interdisciplinary SD in Finland. Our findings show that despite the teachers’ rich conceptions of cultural sustainability, including a variety of topics, concepts and value questions, their understanding of economic sustainability is rather limited and sketchy. We suggest that universities support the teachers’ social and peer learning based on reflections on unclear concepts and emerging SD ideas. 相似文献
6.
Feel American,Watch American,Eat American? Remote Acculturation,TV, and Nutrition Among Adolescent–Mother Dyads in Jamaica 
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下载免费PDF全文 Gail M. Ferguson Henna Muzaffar Maria I. Iturbide Hui Chu Julie Meeks Gardner 《Child development》2018,89(4):1360-1377
Globalization prompts remote acculturation toward U.S. culture in Jamaica; this study used a bioecological systems approach to examine its proximal impact on nutrition through U.S. cable TV consumption, and maternal influences in the home. Overall, 330 randomly selected adolescent–mother dyads from schools in Kingston, Jamaica (Madolescent_age = 13.8 years, SDadolescent_age = 1.8) completed questionnaires reporting American identity and behavioral preferences, daily time spent watching U.S.‐produced TV programs, and frequency of eating unhealthy foods. Actor–partner interdependence models revealed that girls’ American identity/behavior directly predicted their unhealthy eating, whereas girls’ mothers and boys’ American identity/behavior indirectly predicted unhealthy eating as mediated by their U.S. TV hours. Additionally, mothers’ American identity/behavior predicted daughters’ unhealthy eating as mediated by mothers’ U.S. TV hours. Remote acculturation theory may facilitate more targeted research and prevention/intervention. 相似文献
7.
The aim of the study was to explore whether short online pedagogy courses can have an effect on university teachers’ interpretations of teaching–learning situations. Before and after participating in a short online pedagogical training programme, a total of 66 participants wrote their interpretations of two short video clips, which depicted a content-focused teacher and a learning-focused teacher, respectively. The training was successful in changing participants’ interpretations from a knowledge-transmission view to a learning-facilitation view of teaching. This result indicates that even short online training programmes have the potential to affect participants’ interpretations of teaching–learning situations, especially when participants are not very experienced in teaching. Therefore, pedagogical training should be offered already at the early stages of teaching careers.
相似文献8.
Ilona Södervik Mirjamaija Mikkilä-Erdmann Henna Vilppu 《Journal of Science Teacher Education》2014,25(5):581-600
The purpose of this study was to investigate elementary school pre-service teachers’ understanding of photosynthesis and to examine if a refutational text can support understanding of photosynthesis better than a non-refutational text. A total of 91 elementary school pre-service teachers read either a refutational or a non-refutational text concerning photosynthesis and then answered open-ended questions. Our results indicate that there are critical problems associated with student teachers learning about the process of photosynthesis, even after it has been systematically taught in teacher education. However, the results positively indicate that refutational science texts seem to foster effective conceptual change among student teachers. The results interestingly showed that students who read a refutational text improved their systemic and factual understanding of photosynthesis more than did those who read a non-refutational text. Especially students who had naïve prior understanding regarding photosynthesis benefitted more from a refutational text. Thus, a refutational text may act as an effective facilitator of conceptual change. These results have implications for teacher education, where conceptual mastery of the most important science phenomena, such as photosynthesis, should be achieved. A refutational text is an easy and effective way to support conceptual change in higher education. Thus, this study highlights the importance of domain-specific science education in teacher programmes. 相似文献
9.
Marja Laasonen Jenni Väre Henna Oksanen-Hennah Sami Leppämäki Pekka Tani Hanna Harno Laura Hokkanen Emmanuel Pothos Axel Cleeremans 《Annals of dyslexia》2014,64(1):1-33
In this study of the project DyAdd, implicit learning was investigated through two paradigms in adults (18–55 years) with dyslexia (n?=?36) or with attention deficit/hyperactivity disorder (ADHD, n?=?22) and in controls (n?=?35). In the serial reaction time (SRT) task, there were no group differences in learning. However, those with ADHD exhibited faster RTs compared to other groups. In the artificial grammar learning (AGL) task, the groups did not differ from each other in their learning (i.e., grammaticality accuracy or similarity choices). Further, all three groups were sensitive to fragment overlap between learning and test-phase items (i.e., similarity choices were above chance). Grammaticality performance of control participants was above chance, but that of participants with dyslexia and participants with ADHD failed to differ from chance, indicating impaired grammaticality learning in these groups. While the main indices of AGL performance, grammaticality accuracy and similarity choices did not correlate with the neuropsychological variables that reflected dyslexia-related (phonological processing, reading, spelling, arithmetic) or ADHD-related characteristics (executive functions, attention), or intelligence, the explicit knowledge for the AGL grammar (i.e., ability to freely generate grammatical strings) correlated positively with the variables of phonological processing and reading. Further, SRT reaction times correlated positively with full scale intelligence quotient (FIQ). We conclude that, in AGL, learning difficulties of the underlying rule structure (as measured by grammaticality) are associated with dyslexia and ADHD. However, learning in AGL is not related to the defining neuropsychological features of dyslexia or ADHD. Instead, the resulting explicit knowledge relates to characteristics of dyslexia. 相似文献
10.
Henna Asikainen Telle Hailikari Markus Mattsson 《Journal of Further & Higher Education》2018,42(4):439-453
Research concerning students’ emotions as well as their way of coping with their emotions in different situations has been scarce. The purpose of this study is to explore the relationship between self-regulated learning, academic emotions, psychological flexibility, study success and study pace during university-level studies. A total of 274 arts students participated in this study. Academic emotions were first explored with factor analyses, parallel analysis and confirmatory factor analyses. The relationship between self-regulated learning, psychological flexibility, academic emotions and study success and study pace was analysed using Pearson’s correlations and path analysis using Amos. The results revealed that there is a strong connection between self-regulated learning and academic emotions and that students’ self-regulations appear to affect students’ emotions with regard to their academic study. Furthermore, psychological flexibility appeared to be an important mediator between academic emotions and study pace. The study suggests that students’ emotions and their way of coping with these emotions should be taken into account when considering learning and teaching. 相似文献