— the contribution of educational establishments to the actualization of engineers' technological knowledge.
— the participation of industry in the precise definition of curricula.
— the contribution of engineering education to the industrial growth of developing countries. 相似文献
All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
— industry must have a clear idea of its requirement for qualified engineers;
— the role of the engineer in industry — extending from research, development and production into the service area and into society (with the implied social responsibility);
— the time constraints in the educational system in relation to the rate of growth of knowledge and the consequent problems associated with course planning;
— the continuing challenge to the role of university education arising from the demands of industry and from very close links with sectors of industry or particular industrial companies. 相似文献
(1) More case-studies of engineering problems highlighting information retrieval aspects.
(2) More accurate grounding in the way engineers actually use information.
(3)Better integration between lectures, information guides, exercises and test material.
(4)Greater emphasis on the analysis stage of technical problems, and linkage to types of available information to help generate solutions—information needs analysis.
Scope exists for packaged teaching material incorporating improvements and drawing upon advances in educational technology such as CAL methods. The author attaches a sample scheme based on advanced manufacturing themes, developed for the BTEC Production Engineering course at Coventry Polytechnic in the UK. 相似文献
“Distance learning” techniques, providing an alternative form of study based on multi‐media methods outside formal educational systems, have emerged in response to this new demand.
Within the sector of higher education the Open University of the United Kingdom is one of the most comprehensive distance learning systems.
Many requests have been made to the University for information on distance education and for advice and assistance in establishing similar ventures elsewhere. In response to these developments the University Senate has created recently a Centre for International Co‐operation and Services (CICS).
We give below information on the main functions of this Centre within the framework of the Open University activities. 相似文献
The system is aware of the need to promote a real change in the pedagogical‐educational approach to teaching and learning, and recent reforms have implemented structural innovations and have required changes in the teachers’ roles and functions.
The new professional profile of the teacher points out the need for initial and in‐service education and training; given the insufficient provisions available, in 1979 the Ministry of Education, in cooperation with OECD, has initiated a project for introducing PRESET pilot projects in a number of Italian universities.
The MPI/OECD Project has gone through a four‐phase preparation process, including a background report, a national seminar, feasibility studies, planning of pilot projects.
The basic ideas were to improve the scientific/cultural and methodological preparation of teachers: curricula of study must ensure an appropriate balance between scientific knowledge in a subject‐matter or in a discipline area and educational studies. Teaching practice is considered as essential all through the course of study.
Starting November 1983 the University of Bologna will start a PRESET course of study for primary school teachers as a joint activity between the Faculty of Education and the Faculty of Sciences.
Other projects are on study at other universities. 相似文献
Aims.
The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.
Sample.
The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.
Method.
The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.
Results.
When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.
Conclusion.
The results were considered to have implications for the origins and treatment of problem behaviour. 相似文献
˙ implementing a bloc diagram of a system using a flexible data structure and a high level language, and
˙ time domain and frequency domain analysis of an implemented system.
The system could be linear, non-linear, continuous or discrete. Also outlined are the main extensions and applications of SICA. 相似文献
Purpose: The purpose of the study was to investigate the effectiveness of using case-based learning instruction to increase pre-service primary teachers’ chemistry motivation and improve their attitudes toward chemistry as a school subject.
Sample: The subjects of this study consisted of 51 (20 female, 31 male) freshman primary pre-service teachers from an urban university in Turkey. The mean age of the primary pre-service teachers was 21.
Design and methods: One group pre-test and post-test design was used. A chemistry motivation questionnaire and chemistry attitude scale were used for data collection. For the data analysis, two-way repeated measures of ANOVA and repeated measures MANOVA were conducted.
Results: The results indicated that the mean of the attitude score after the treatment was significantly greater than the mean of the attitude before the treatment. The results also demonstrated that there is no significant difference between females and males. According to the results of the study, there is no significant difference between primary pre-service teachers’ chemistry motivation. However, some chemistry motivation constructs mean scores are greater after the treatment.
Conclusions: In sum, it could be stated that case-based learning is helpful for the development of students’ chemistry motivation and attitudes toward chemistry. 相似文献
There is a sound legislative base: a series of laws passed since 1973 create both a new model of school and the procedures and organisations designed to facilitate its emergence, including councils at the class and school level. The right and duty of teachers to engage on in‐service education is firmly recognised as an essential component in school development.
The European Centre for Education and the Pedagogical Documentation Library are mentioned, but the author dwells at greater length on the Regional Institutes for Educational Research, Experimentation and In‐Service Training (IRRSAE). He provides a detailed explanation of the duties of the IRRSAE and of their organisation and functioning.
The IRRSAE are widely regarded as key institutions in educational development in Italy. 相似文献
One hundred and eighty subjects took part in the study. They were assigned to two experimental, two control and one Hawthorne control groups. Experimental subjects participated in enrichment activities held outside the school. Control subjects were not given these activities while the Hawthorne control group was taken out on excursions unrelated to their science lessons.
The Cooperative Science Test (COST) was used to assess the acquisition of science concepts while science achievement was based mainly on school science examination scores.
The results indicated that the experimental subjects showed significantly greater improvement in concept attainment and science achievement. Correlations between science concept attainment and science examination scores were positive and significant.
The study concluded that participation in enrichment activities relevant to school science would improve science achievement. 相似文献
Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.
Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.
Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.
Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.
Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research. 相似文献
Pedagogical historiography must now liberate itself from Prussian dominance and take a keener interest in the activities which took place away from the better‐known centres of reform.
The basically bipartite teacher training system for a tripartite school system has evolved into contradictory models of integration in the different federal states.
_____ comprehensive and unified;
_____ able to take into account the particular possibilities of individual adult educators; and
_____ easily adjustable to the particular needs within the community.
Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere. 相似文献
The different styles and approaches which could be made within the Open University Continuing Education division are considered.
Within this framework two important threads emerge. One is the need to provide further learning opportunities by the provision of additional educational materials. The second relates to the necessity of subjecting the knowledge claims of television to more rigorous assessment. 相似文献
Purpose: The study aims to find out primary school students’ perceptions of microorganisms and to analyze whether theoretical or practical teaching interventions produce different levels in student’s learning about this topic.
Sample: The sample consisted of 199 primary students in 2nd (aged 7–8) and 6th (11–12) grades from two public schools in Albacete (Spain).
Design and method: This study uses a pre- and post-intervention questionnaire to evaluate the knowledge of students on the issue of microorganisms. We compare differences by age and two teaching–learning intervention methodologies: theoretical and practical.
Results: Results from the pre-test showed a poor understanding and several misconceptions. Children have a limited and negative view of microorganisms, mainly derived from non-formal learning. Both types of intervention provided an improvement in knowledge, but closed questions did not reveal clear statistically significant differences between methods. Open questions showed how the scientific use of the language and quality of verbalization is much better in the groups that received a practical intervention.
Conclusion: The findings can be a starting point for curriculum planners and for teachers interested in engaging students in science learning. 相似文献
Significant societal and educational changes in the US during the last two decades have influenced kindergarten education for five‐year‐olds. The American family structure has been effected by the increased divorce rate, the economy, and the increase in two‐employed parents.
Education changes include a shift to an emphasis on standardised testing at all levels, accountability, and the incorporation of four‐year‐olds in public schools. The result has been a ‘spiraling down’ of academic expectations.
In addition, schools are responding to the needs of demographic shifts in the nature of the population. Increasing numbers of children have multicultural backgrounds and English in their second language.
These societal and educational changes have precipitated the movement to the all day kindergarten. As more and more schools offer an all day experience to kindergarten children, numerous issues surface that challenge the original purpose of kindergarten. Entrance age, screening practices, retention, commercial books and materials are all influencing the nature of the all day kindergarten.
The current focus in the US on developmental appropriate practice places the emphasis on child‐centred programs that utilise hands‐ on learning and attention to the development of the whole child. A strong parent education and involvement component, a rich environment, and a qualified teacher are components of a quality kindergarten program. These issues and trends will be discussed within the context of the historical perspective of kindergarten education. The results of a current and thorough literature review will be shared with participants. 相似文献