Paired peer learning through engineering education outreach     

Laura Fogg-Rogers  Fay Lewis  Juliet Edmonds 《European Journal of Engineering Education》2017,42(1):75-90

ABSTRACT

Undergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and engineering for school children, providing teachers with expert contributions to engineering subject knowledge, and developing professional generic skills for engineers such as communication and teamwork. This pilot intervention paired 10 pre-service teachers and 11 student engineers to enact engineering outreach in primary schools, reaching 269 children. A longitudinal mixed methods design was employed to measure change in attitudes and Education Outreach Self-Efficacy in student engineers; alongside attitudes, Teaching Engineering Self-Efficacy and Engineering Subject Knowledge Confidence in pre-service teachers. Highly significant improvements were noted in the pre-service teachers’ confidence and self-efficacy, while both the teachers and engineers qualitatively described benefits arising from the paired peer mentor model.  相似文献   

The Effectiveness of Cooperative and Individualistic Approaches in Teaching Mathematics and English     

Chin Long Fay  P.L. Teh  Fong Ho Kheong 《Asia Pacific Journal of Education》1988,9(2):1-17

This paper reports an experimental study into the effects of cooperative and individualistic approaches in teaching Mathematics and English. The study was conducted at a Vacation Learning Camp (VLC) which was held for two weeks in one of the secondary schools in Singapore. This VLC was targeted at Secondary One pupils who were classified as below average based on general ability streaming.

The individualistic teaching approach was assumed to contribute to individual efforts while the cooperative teaching approach was expected to produce cooperativeness among the subjects. The results indicated that there were no significant differences in performances in the main effects classified as the treatment groups and the sex groups in both Mathematics and English; in Mathematics, the individualistic teaching approach was more effective for the male pupils whereas the cooperative teaching approach was more effective with females. However, in English, the results were reversed.

The female pupils in the cooperative group seemed to have improved in their attitude towards learning Mathematics whereas the male pupils in the individualistic group seemed to have a more positive attitude towards learning English.  相似文献   

Spillover effects in environmental behaviors,across time and context: a review and research agenda     

Andreas Nilsson  Magnus Bergquist  Wesley P. Schultz 《Environmental Education Research》2017,23(4):573-589

When implementing environmental education and interventions to promote one pro-environmental behavior, it is seldom asked if and how non-target pro-environmental behaviors are affected. The spillover effect proposes that engaging in one behavior affects the probability of engagement or disengaging in a second behavior. Therefore, the positive spillover effect predicts that interventions targeting one specific behavioral have the capacity to promote non-targeted and/or future pro-environmental behaviors. However, the negative spillover effect predicts that engaging in a first pro-environmental behavior will prevent or decrease a second pro-environmental behavior. Since the theoretical and empirical basis for positive and negative spillover effects are not sufficiently understood, the present paper (1) suggests a distinction between behavioral, temporal, and contextual spillovers (2) reviews the existing spillover research literature across a variety of environmental domains, (3) presents potential moderators governing the direction of spillover effects, and finally (4) discuss techniques to promote pro-environmental spillovers.  相似文献   

What do we know and where do we go? Formative assessment in developing student teachers’ professional learning of teaching science     

Pernilla Nilsson 《Teachers and Teaching》2013,19(2):188-201

In the context of teacher education, it could well be suggested that assessment activities that build on formative interactions between student teachers and teacher educators might offer new windows into better understanding teaching and learning. This paper presents findings from a study into a primary science teacher education initiative that seeks to build the foundations on which 24 primary science student teachers, through the use of formative assessment of their science teaching and learning, can begin developing their pedagogical content knowledge (PCK). In the project, formative assessment consists of activities used by teacher educators to stimulate interactions, self- and peer-assessment in order to provide insights into how student teachers develop their PCK during a semester. Content Representations (CoRes), were used as a tool to unpack the student teachers’ approach to teaching a science topic and the reasons for that approach. The results indicate that the use of CoRes, together with subsequent self-assessment and formative interactions with teacher educators and peers, do have the potential for PCK development for student teachers. The results further highlight the need for developing reliable and valid tools for capturing and assessing student teachers’ PCK in pre-service teacher education.  相似文献   

Role of exteroceptive background context in taste-aversion conditioning and extinction     

Trevor Archer  Per-Olow Sjödén  Lars-Göran Nilsson  Ned Carter 《Learning & behavior》1979,7(1):17-22

In two experiments, saccharin (CS) and lithium chloride (US) were paired in a context consisting of specific visual, auditory, tactual, and olfactory cues. The saccharin aversion was then extinguished in a context free from conditioning-context cues. Later, saccharin preference tests were given in the presence and absence of these cues. The results indicated that the background cues of the conditioning trial controlled the amount of saccharin drunk on extinction trials, and, furthermore, that extinction of the taste aversion was context specific; i.e., groups given extinction trials in a different (from conditioning) context retained their saccharin aversion in the conditioning context only. The results indicate an important role played by the exteroceptive context in taste-aversion conditioning.  相似文献   

Understanding curriculum as geo/biospheric text     

Bigloo  Fay  Scott  Sandra  Adler  Douglas 《Prospects》2021,51(1-3):117-128

PROSPECTS - The world is experiencing crises related to the cascading effects of anthropization. These crises result from imperialist and capitalist practices that categorize and exploit the other...  相似文献   

IT Education and Workforce Participation: A New Era for Women in Kenya?     

Victor W. A. Mbarika  Fay Cobb Payton  Lynette Kvasny  Atieno Amadi 《The Information Society》2007,23(1):1-18

While Sub-Saharan African women have historically assumed the roles of both housewives and subsistence farmers, they have had few opportunities to participate in the modern economies of the region. However, this trend is changing with the exponential growth of information and communications technologies (ICT), giving many Sub-Sahara African women access to computers, the Internet, and other related technologies. Based on the work of a four-member research team from Kenya and the United States, this article examines the integration of female college students into the formal ICT work sector in Kenya. We do so by examining major bottlenecks and enablers to such integration from historical and contemporary perspectives. Using an interpretive approach, we conducted 32 interviews with women in an ICT program offered by a university in Kenya. Our findings indicate that women were highly optimistic, embracing ICT as a practical mechanism for achieving entry into the labor market. However, they perceived significant structural barriers, such as public policies that failed to facilitate the development of the ICT sector, gender discrimination by employers, and training that provided them with insufficient technical skills to enable them to effectively perform in the workplace. These findings largely confirm the gendered perspectives found in similar studies conducted in other countries. However, what appear as global perspectives are informed by the local causes.  相似文献   

Different ways in which students handle chance encounters in the explorative setting of a dice game     

Per Nilsson 《Educational Studies in Mathematics》2007,66(3):293-315

The purpose of this study is to investigate the ways in which Swedish seventh grade students (12 and 13 years old) handle chance encounters. Four groups of students working in pairs participated in the study. In the group discussions, which were tape-recorded and fully transcribed, the students were encouraged to explore strategies for winning a specifically designed dice game based on the sum of two dice. The dice game included four different set-ups of dice designed to bring to the fore different aspects of probability modelling and to offer the student the opportunity to encounter small differences in the mathematical structure of the sample space and of the probability distribution between the four different set-ups. The study describes strategies that the students use when confronted with these different set-ups, what their activities imply in terms of resources in handling random phenomena and what the dice game offers in terms of opportunities for learning probability. In order to explain such meaning-making processes the students’ activities are viewed from a perspective that takes into consideration how the students’ understanding varies with their interpretations of the situation they are confronted with, i.e., how they contextualize the different set-ups of the dice game. The results show how the students, during the course of the game, reorganize their interpretations of the mathematical content confronting them, and how a variation of guiding principles becomes the object of exploration. Approaches of extremes and a number model are described as a means for the students to identify and assign probabilities for the total of two dice.  相似文献   

The transfer of content knowledge in a cascade model of professional development     

Fay Turner  Elaine Wilson 《Teacher Development》2017,21(2):175-191

A cascade model of professional development presents a particular risk that ‘knowledge’ promoted in a programme will be diluted or distorted as it passes from originators of the programme to local trainers and then to the target teachers. Careful monitoring of trainers’ and teachers’ knowledge as it is transferred through the system is therefore imperative. This paper focuses on the transfer of content knowledge through an in-service teacher professional development programme and offers an innovative methodology for investigating knowledge transfer, i.e. through insights gained during a mentoring process. The findings suggest that this methodology facilitated assessment of knowledge transfer because it involved the identification of knowledge in practice. The focus on knowledge in practice appeared to avoid a deficit model of trainers’/teachers’ knowledge and revealed that content knowledge was generally being successfully transferred throughout the system. A detailed analysis of different aspects of content knowledge transfer suggested various foci for additional training.  相似文献   

Why Inquiry? Primary Teachers’ Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students’ Science Learning     

Susanne Walan  Pernilla Nilsson  Birgitta Mc Ewen 《Research in Science Education》2017,47(5):1055-1074

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers’ knowledge about of students’ understanding and intended learning outcomes. Content representations created by the teachers and students’ experiences of the enacted teaching served as foundations for the teachers’ reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students’ experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers’ intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers’ choice of instructional strategies and their knowledge about students’ understanding, with the exception that the teacher who also added drama wanted to support her students’ understanding of the states of water.  相似文献