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This study examined relationships between conceptual understanding, self-efficacy, and outcome expectancy beliefs as preservice teachers learned science in a constructivist-oriented methods class. Participants included 49 preservice elementary teachers. Analysis revealed that participants increased in self-efficacy, outcome expectancy, and conceptual understanding. Engaging preservice teachers in hands-on, minds-on activities and discussion were important contributors. Participants reported that they would be inclined to teach from a constructivist perspective in the future. One implication from this study is that increasing the quantity of science content courses that preservice elementary teachers are required to take may not be sufficient to overcome their reluctance to teach science if some of their learning does not take place in a constructivist environment. In our teaching, we have tried to integrate pedagogy with learning science content. 相似文献
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We examined two aspects of college students' (N = 385) sense of belonging and its relations with three indicators of self-regulated learning. We also tested the mediating role of achievement goals in these relations. One aspect, sense of belonging to school, functioned as a significant predictor of self-reported metacognitive and academic time management strategies. In comparison, a second aspect, sense of belonging to peer groups, was a significant predictor of self-reported peer learning strategies. Findings from the mediation analyses indicated that sense of belonging to school was related with mastery goals, whereas sense of belonging to peer groups was related with performance goals. Further, mastery goals mediated the relations between sense of belonging to school and metacognitive and academic time management strategies. 相似文献
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虚拟社区的形成有助于超越空间的局限以加强社会成员之间的团结与归属,但如果在虚拟空间中个体行为没有规范的约束,也可能造成对共同体成员的情感与利益伤害。虚拟社区更多地从社会情感方面增强社会凝聚力,这为加强大学生思想政治教育提供了重要启示。在网络思想政治教育中,应遵循内容引导、媒介推动和以学生为本的思想政治教育原则,提高大学生群体对共产主义理想信念、高尚道德情操的认同与归属感,从而提高思想政治教育的有效性。 相似文献
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Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups 总被引:1,自引:0,他引:1
Marieke Meeuwisse Sabine E. Severiens Marise Ph. Born 《Research in higher education》2010,51(6):528-545
The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning
environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was
tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students
from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model.
The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship
with teachers and fellow students. Ethnic minority students’ sense of belonging to the institution nevertheless did not contribute
to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led
to a sense of belonging. In these students, the sense of belonging did further academic progress. 相似文献
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Gila Cohen Zilka Ilan Daniels Rahimi Revital Cohen 《The American journal of distance education》2019,33(1):2-15
Feelings of threat, challenge, motivation, self-efficacy, and transactional distance reflect students’ struggles with the learning process. This study examined the relationship between students’ subjective feelings about the learning process in virtual and blended courses (VC and BC). This is a mixed-method study. The sample included 484 students from two academic institutions in Israel. The study found a connection between students’ subjective feelings about the learning process in VC and BC and feelings of threat/challenge, motivation, and self-efficacy. We found differences between students in different years of study and between those studying in various fields of study. 相似文献
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Barbara Bergstrom 《Teaching Artist Journal》2019,17(1-2):23-33
If the roles students play earning an MFA and the work they pursue after graduation vary considerably, how do those within MFA programs prepare students for professional lives? Where does one's sense of self as an art student begin to shift toward a professional identity? This article addresses literature about earning the degree and the work-related lives of MFA graduates as well as what some scholars claim should be taught within graduate-level visual arts programs. Supporting students' multifaceted lives, the author shares pedagogies employed within a course for MFA students that assist in clarifying understandings of self and professional identity. 相似文献
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Issues of combating social exclusion are often held to be synonymous with a reduction of truancy and exclusion from schools. In the UK, for example, the Labour Party has expressed a commitment to reducing the number of pupils truanting or excluded from our schools Social Exclusion Unit (SEU) (1998). As this paper will illustrate however, the social exclusion of pupils goes way beyond simple measures of school attendance. Equally important are issues of affect, the external, observable manifestation of emotion and feeling, which are related to the engagement and active participation of pupils in schools. Drawing on years of teaching and research in Australia and the UK, this paper examines the role of affect in learning and teaching. We begin by examining the ways in which pupils' participation and inclusion is related to their perceptions of themselves, the quality of their relationships in school and their feelings about the culture of the classrooms in which they work. We then examine the ways in which teachers' perceptions of themselves and their feelings about the culture of the school in which they work influences how they teach and indeed how they learn. We argue that constructivist approaches to learning provide an opportunity for pupils, and teachers, to feel more included, rather than excluded, from the education process. 相似文献
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潘从义 《湖南师范大学教育科学学报》2012,11(6):96-99
网络虚拟环境下的大学生非正式群体是伴随着互联网发展而出现,其群体结构和群体特征以及影响出现了许多新的特点,应当引起重视并加以探讨和研究。加强对网络虚拟环境下的大学生非正式群体的教育与引导,有助于提高学生教育管理的针对性和有效性,促进大学生的全面发展。 相似文献
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This article investigates the development of agency in science among low-income urban youth aged 10 to 14 as they participated in a voluntary year-round program on green energy technologies conducted at a local community club in a midwestern city. Focusing on how youth engaged a summer unit on understanding and modeling the relationship between energy use and the health of the urban environment, we use ethnographic data to discuss how the youth asserted themselves as community science experts in ways that took up and broke down the contradictory roles of being a producer and a critic of science/education. Our findings suggest that youth actively appropriate project activities and tools in order to challenge the types of roles and student voice traditionally available to students in the classroom. 相似文献
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Ariko Kawabata 《Children‘s Literature in Education》2006,37(2):125-131
Mary Norton’s The Borrowers has a complicated narrative framework, through which the story of the small people, the Borrowers, is told. Once we find that the embedded story is carefully set at the turn of the nineteenth century, parallels with Burnett’s The Secret Garden are recognized, in which a lonely Anglo-Indian child experiences some mysterious happenings in an old English country house. Sharing the cultural ambiguity and the sense of loss, both the Garden’s Mary and The Borrowers’ Boy tell stories. Comparing the two works, I will explore the specific cultural meaning of the life of an Anglo-Indian child, and how it relates to the theme of The Borrowers.
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Ariko KawabataEmail: |
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First‐Generation Students' Sense of Belonging,Mental Health,and Use of Counseling Services at Public Research Universities 下载免费PDF全文
Michael J. Stebleton Krista M. Soria Ronald L. Huesman Jr. 《Journal of College Counseling》2014,17(1):6-20
This study explored 1st‐generation students' sense of belonging, mental health status, and use of mental health services in comparison to non‐1st‐generation students. Using the Student Experience in the Research University multi‐institutional survey, the authors found that 1st‐generation students tended to report lower ratings of belonging, greater levels of depression/stress, and lower use of services compared to non‐1st‐generation students. Implications for college counselors and suggestions for future inquiry are provided. 相似文献
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Paul Dash 《The International Journal of Art & Design Education》2006,25(3):256-267
This article addresses the issue of Caribbean cultural under‐representation in school art departments. It argues that diasporic subjects are not seen and their cultures not recognised precisely because their contributions to the way we live are indivisible from the mainstream. This in contradistinction to some groups whose cultures and heritages are relatively distinct and separate from Western mores. Our ways of understanding culture do not take this into account. Yet diasporic contributions to the way we live have buttressed Western lifestyles since the beginning of the slave trade. The article argues that this relationship, characterised by multiple entanglements, must be recognised if Caribbean cultural identities are to be seen and valued. In doing so it challenges the way we construct notions of cultural heritage and belonging, and promotes the adoption of more risk‐taking pedagogies possibly based on contemporary practices. 相似文献
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《宁波教育学院学报》2016,(6):7-10
高校门户网站承担着培养大学生学校认同感的重要功能,它能"活化"学校历史,形成历史认同;能传播学校文化,形成文化认同;能倡导学校价值观,形成价值共识。因此,需要以学生为主体,创新门户网站设计,运用各种新媒体技术手段和创新性表现形式,以增强大学生对学校的认同感。 相似文献
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李亚林 《襄樊职业技术学院学报》2009,8(4):76-78
英语自主学习模式不能只关注学生对教师角色的期待或者片面强调教师的角色转变,学生是教学活动的主体,英语自主学习模式的成功与否最终取决于学生,因此,学生在自主学习模式中的角色定位同样值得关注. 相似文献