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ABSTRACTThe interpretation and reuse of previous design solutions, or precedents, is central to design. This paper describes qualitative research conducted over three years at two institutions, aimed at investigating the role of design knowledge re-use in project-based mechanical design courses. Research data were collected through participant observation, student interviews, anonymous questionnaires, and website analytics. The paper identifies challenges that must be addressed in order to support novice engineers in rehearsing the types of knowledge required to successfully reason about and engage with design precedents. Two categories of design precedents are identified: concept precedents and detail precedents. Providing students with access to the latter is identified as a particular challenge, as is providing students with access to engineering communities of practice. Approaches to addressing these challenges are discussed. 相似文献
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Context-based chemistry education aims at making connections between real life and the scientific content of chemistry courses. The purpose of this study was to evaluate context-based chemistry studies. In looking for the context-based chemistry studies, the authors entered the keywords ??context-based??, ??contextual learning?? and ??chemistry education?? in well-known databases (i.e. Academic Search Complete, Education Research Complete, ERIC, Springer LINK Contemporary). Further, in case the computer search by key words may have missed a rather substantial part of the important literature in the area, the authors also conducted a hand search of the related journals. To present a detailed thematic review of context-based chemistry studies, a matrix was used to summarize the findings by focusing on insights derived from the related studies. The matrix incorporates the following themes: needs, aims, methodologies, general knowledge claims, and implications for teaching and learning, implications for curriculum development and suggestions for future research. The general knowledge claims investigated in this paper were: (a) positive effects of the context-based chemistry studies; (b) caveats, both are examined in terms of students?? attitudes and students?? understanding/cognition. Implications were investigated for practice in context-based chemistry studies, for future research in context-based chemistry studies, and for curriculum developers in context-based chemistry studies. Teachers of context-based courses claimed that the application of the context-based learning approach in chemistry education improved students?? motivation and interest in the subject. This seems to have generated an increase in the number of the students who wish to continue chemistry education at higher levels. However, despite the fact that the majority of the studies have reported advantages of context-based chemistry studies, some of them have also referred to pitfalls, i.e. dominant structure of out-of-school learning, tough nature of some chemistry topics, and teacher anxiety of lower-ability students. 相似文献
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Suat Khoh Lim-Teo Kwee Gek Chua Wai Kwong Cheang Joseph K. Yeo 《International Journal of Science and Mathematics Education》2007,5(2):237-261
Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating
generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It
is the objective of mathematics methodology courses in teacher preparation programmes to begin the development of MPCK in
their pre-service teachers. As part of a research study on the development of MPCK in primary school beginning teachers, a
16-item instrument was developed to measure some aspects of the MPCK for teaching mathematics at primary level. The instrument
was administered to the 2003 Intake of the Diploma in Education student teachers at the National Institute of Education, Singapore
just at the beginning of their programme. As they completed their methodology course in February 2005, the instrument was
administered again. This paper will discuss the findings concerning their performance in these two tests, with reference to
the overall performance as well as topic-specific and MPCK construct-specific performance. The findings indicate that student
teachers at the beginning of their programmes are generally quite weak in their mathematics pedagogical content knowledge,
as might be expected. There was significant improvement in some aspects of their MPCK on completion of their mathematics pedagogy
course. 相似文献
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Muammer ?al&#;k Alipa&#;a Ayas Richard K. Coll Suat ünal Bayram Co&#;tu 《Journal of Science Education and Technology》2007,16(3):257-270
The research presented in this paper consisted of an investigation of the effectiveness of a four-step constructivist-based
teaching activity on student understanding of how pressure and temperature influence the dissolution of a gas in a liquid.
Some 44 Grade 9 students (18 boys and 26 girls) selected purposively from two school classes in the city of Trabzon, Turkey
participated in the study. Students’ understanding were evaluated from examination of two items from a purpose-designed solution
concept test, face-to-face semi-structured interviews and examination of students’ self-assessment exercises. Statistical
analysis using two-way ANOVA of student test scores point to statistically-significant differences in test and total scores
(p < 0.05) suggesting that the teaching activities employed help students achieve better conceptual understanding. Further,
no statistically significant differences were seen between post-test and delayed test scores, suggesting that teaching the
activities enable students to retain their new conceptions in their long-term memory. However, in a few instances the activities
resulted in the development of new alternative conceptions, suggesting teachers need to be conscious of the positive and negative
effects of any teaching intervention. 相似文献
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Bayram Co&#;tu Alipa&#;a Ayas Mansoor Niaz Suat ünal Muammer ?alik 《Journal of Science Education and Technology》2007,16(6):524-536
The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the
boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were
elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions.
Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test.
The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student
test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge
system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding.
No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching
strategy enabled students to retain their new conceptions in the long-term memory. 相似文献
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Education and Information Technologies - The aim of the present study was to examine the effects of Technology-Assisted Learning (TAL) and Project-Based Learning (PjBL) approaches upon... 相似文献
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Canan A. Agirtan Taner Akar Seher Akbas Recep Akdur Cahide Aydin Gulsen Aytar Suat Ayyıldız Sevgi Baskan Tugba Belgemen Ozdecan Bezirci Ufuk Beyazova Fatma Yucel Beyaztas Bora Buken Erhan Buken Aysu D. Camurdan Demet Can Sevgi Canbaz Gurol Cantürk Meltem Ceyhan Abdulhakim Coskun Kadriye Yurdakok 《Child abuse & neglect》2009,33(4):247-255
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f Wuhan UniversityMedical Journal of Wuhan UniversityMedical Journal of Wuhan UniversityMedical Journal of Wuhan UniversityMedical Journal of Wuhan Univ 相似文献