A comparison of scientific epistemological views between mainland China and Taiwan high school students

This study investigates the similarities and differences between high school students from Taiwan and China in terms of their scientific epistemological views. In addition, the effects of age and gender on scientific epistemological views were also examined. The results indicate that the students from these two localities, which signify two similar yet different cultures, are substantially different in five out of the six dimensions. Age and gender were also found to have significant effects in some dimensions. Implications for future research were discussed at the end of the paper.     

A comparative study of learning patterns of secondary school,high school and college students

The main aim of the current research was to identify the similarities and differences in learning patterns used by secondary school, high school and college students. There were 8,072 participants and they responded to the Chinese version of Inventory of Learning Styles (ILS) online. Findings show that the three groups of students were significantly different in their adoption of learning patterns; the dimensionalities of learning patterns observed in secondary school and high school students were similar, but were different from those of college students; these students’ learning patterns differed from each other in relation to personal characteristics (i.e. gender and age), but tended to have similar strong relationships with parents’ education level and parents’ jobs. This study contributes to the understanding of the learning patterns characterized by school and college students. By acknowledging this, educators can help to develop better support for students in adapting to new study environments.     

高校学生纪律处分制度研究——中英比较的视角

学生纪律处分是高等教育法制的重要问题,与学生权利保护及学校管理都具有密切的关系.牛津大学是英国历史最为悠久、枝内立法较为健全的高校,在此以牛津大学为个案,研究英国高等学校学生纪律处分制度.在对其纪律规范的对象和范围、纪律处分的类型和条件以及纪律处分的程序进行分析后,从学生纪律处分的规范对象、学术与非学术行为的区分、校内纪律处分与校外法律责任的竞合以及纪律处分的程序等四个方面与我国的高校学生纪律处分制度进行比较,并据此提出了完善我国高校学生纪律处分制度的若干建议.     

A comparison of learning and motivation among high school students

The academic performance of minority high school students, particularly in urban inner-city settings, is of great interest to educators and individuals concerned with the academic development of these students. It is widely recognized that in order to positively influence academic achievement related factors such as learning and study behavior, motivation, attitudes, self-concept, and other pertinent psychosocial characteristics should also be targeted for positive change. The present study compared 20 sophomore students who participated in a special program and 128 of their nonprogram peers on achievement and related measures. The program at a target high school was structured to positively impact achievement, as well as related student behavior and attributes. Significant differences were found on achievement, attendance, learning and study behavior and skills, self-concept, and other pertinent psychosocial attributes.     

大中学生英语听力元认知比较研究

采用Vandergrift等人的听力元认知意识调查问卷,对244名大学生和205名中学生进行调查,以探讨听力元认知和听力水平的关系.结果发现:1)大学生的总体英语听力元认知及其计划评价和个人知识维度均高于中学组,且存在显著差异;2)大学组与中学组在集中注意、问题解决和心译三维度不存在统计上的显著差异.研究结果对提高我国中学英语听力教学有启发意义.     

Scientific views and religious beliefs of college students: The case of biological evolution

The purpose of this study was to explore how some university biology majors in Beirut, Lebanon, accommodate the theory of biological evolution with their existing religious beliefs. Sixty-two students enrolled in a required senior biology seminar responded to open-ended questions that addressed (a) their understanding of the theory of evolution, (b) their perception of conflict between this theory and religion, and (c) whether the theory of evolution clashed with their own beliefs about the world. Based on their responses, 15 students were selected for an in-depth exploration of their written responses. Students' answers clustered under 1 of 4 main positions: for evolution, against evolution, compromise, and neutral. The authors suggest that teaching students about the nature of scientific facts, theories, and evidence is more likely to enhance understanding of evolutionary theory if students are given the opportunity to discuss their values and beliefs in relation to scientific knowledge. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 429–445, 1997.     

Supporting students with Tourette syndrome in secondary school: a survey of staff views

Tourette syndrome is a neurological condition involving involuntary movements and sounds (tics) and is thought to affect as many as 1% of school‐aged children. Some young people with Tourette syndrome experience educational difficulties and social difficulties. Current clinical guidelines suggest educators can play an important role in maximising learning potential and reducing the negative impact of this condition on students' social adjustment. Secondary school staff (N = 63) with responsibilities for special educational needs or disabilities completed a survey about support strategies for students with Tourette syndrome. Participants were first asked to suggest potentially helpful strategies and then rated how easily 17 recommended strategies could be implemented in school. The survey participants suggested a range of support strategies that were categorised as (1) promoting knowledge and understanding in school, (2) helping the student to cope with his/her tics, (3) supporting the student's learning and (4) providing social and emotional support. All the recommended support strategies were rated as being easy to implement (or already in place) by the majority of respondents (e.g., increasing staff awareness and regular communication with home). The strategies that were identified as being least easy to implement were those requiring extra staff input (support from teaching assistants and individual/small group working). Additional challenges to providing support were also identified by the participants (e.g., getting input from outside agencies).     

Interpreting experimental data: the views of upper secondary school and university science students

In this paper we examine students' views about the interpretation of experimental data within a specified science context. A written survey was completed by 731 science students drawn from upper secondary schools and universities in five European countries. An additional 19 upper secondary science students were interviewed individually after they had completed the survey. A minority of students emphasized the role of models in the interpretation of the data, despite the emphasis placed on theoretical models within the survey text. A substantial proportion of respondents focused on the quantity and quality of the data to be interpreted. Post-survey interviews showed that many students had difficulty in articulating a view concerning the role of theoretical models. Our data support previous studies, typically involving younger respondents, which have found that science students tend not to recognize the role of theoretical models in the interpretation of data.     

Metaphors as a reflection of middle school students' perceptions of school: A cross-cultural analysis

This study analyzes the perceptions of Turkish and American middle school students of school and schooling by examining the metaphors they produce. A total of 18 American and 24 Turkish students were interviewed as part of this study. The results show differences in the participants' perceptions of schooling by culture. Turkish participants perceived the school environment as family-like, care-giving, psychologically nurturing, educationally exemplary, and physically appealing. School was also seen as a fundamental prerequisite in the preparation for life and the possibility of employment, promising upward social mobility as an adult. Overall, while some American participants perceived school as a wild, crowded, chaotic, boring, painful, regulated environment in which students must learn to survive, others see it as a place of joy, caring, involvement, and learning. The study also indicates that metaphors are useful tools in understanding how students as real actors of school make sense of schooling and their experiences in school.     

高中生的大学升学抱负和升学选择--兼论其他社会经济因素的影响

根据对安徽省和上海市高中3年级学生的抽样问卷调查分析,结果表明,升学和就业选择不受大学升学抱负安定性的影响,但是本科和专科选择受升学抱负变化的影响,升学抱负形成越早,越有可能到本科院校学习。     

高职院校学生高考成绩与在校成绩相关性分析

采用实证分析法,以广东某高职院校为研究对象,对该校计算机学院2011级全体学生高考成绩与在校期间学习成绩进行相关性研究。研究发现：高考成绩和在校学习成绩呈现出显著的相关性,这和部分学者以本科学校为研究样本结果是相同的。以招生类别为分类变量对成绩相关性进行进一步研究,发现农村生源学生相关性依然显著,而城镇生源学生高考成绩和学生大三期间学习成绩相关性不显著。针对此种现象进行深入分析探讨并给出相关政策建议。     

A comparison of the health knowledge of hearing-impaired and hearing high school students

A health knowledge questionnaire was administered to 139 hearing and 66 hearing-impaired high school students from 12 to 18 years of age. The level of health knowledge of the normally-hearing students was found to be superior to that of hearing-impaired students at all ages but appeared not to improve with increasing school grade. In contrast, the health knowledge of the hearing-impaired students increased markedly from Grade 8 to Grade 12, so that by Grade 12 they were achieving only marginally below their hearing grade mates. Some of this apparent increase in health knowledge probably was due to the fact that only academically able hearing-impaired students continue at school in Australia after Grade 10. Deficits in the health knowledge of hearing-impaired students were distributed uniformly over all areas investigated.     

Teachers' views of forgiveness for the resolution of conflicts between students in school

This study investigated teachers' views of forgiveness and institutional pardon for conflict resolution at schools. We asked, "Should teachers endorse student resolution of interpersonal conflicts at school by asking for forgiveness and forgiving?" "Considering that students' conflict led to behaviours that violated norms in the school, should schools pardon students' misconduct if students effectively used forgiveness for interpersonal conflict resolution?" Finally, "Is an internal and autonomous orientation for forgiveness related to social harmony or interpersonal ethics of care?" Fifty-three participants answered a background information questionnaire and two dilemmas. Findings showed that teachers endorse forgiveness as social expectation, a humanitarian, moral response to conflicts at conventional levels. Teachers do not endorse institutional pardon because they do not perceive forgiveness as being related to resolving social issues. Opposition to forgiveness and pardon was supported by authoritarian, discipli narian views of education.     

Home and school: parental views

Citizenship, even in KS1, should help children develop their own value systems and understanding about challenging injustice. This paper reports on a small project working with 6–7 year olds through the statutory History curriculum. Children learned about three people from the past whose personal actions contributed to changing discriminatory institutional structures and attitudes. The children surprised their teachers by their maturity and understanding of the issues. The paper details some principles for engaging in controversial work of this nature, identifies some areas of potential misunderstanding and provides examples of the teachers' strategies and support.     

Young children’s overestimation of performance: A cross-cultural comparison

Western literature suggests that young children overestimate their performance across a range of tasks. Research in non-Western cultures, however, is lacking. In 2019, 101 Chinese (52% girls) and 98 Dutch (49% girls) children, ages 4 and 5, were asked to estimate how well they would perform on both a motor and a memory task. Children from both countries overestimated their performance to the same extent ( = .077 and .027 for the motor and memory tasks, respectively). They generally persevered in doing so despite receiving realistic performance feedback. Yet, children overestimated their peers’ performance about as much as their own performance, in some cases even more. This is the first demonstration of performance overestimation in children growing up in a non-Western culture.     

A multiple cross-cultural comparison of approaches to learning

This study compares learning approaches of local English-speaking students and students from Asian countries studying at an Australian metropolitan university. The sample consists of students across 13 different countries. Unlike previous studies, students from Asian countries are subdivided into two categories: students from Confucian Heritage Cultures (CHC) and students from Asia-based non-Confucian Heritage Cultures (non-CHC). The rich diversity of student background enables meaningful comparison between cultural groups. There are three key findings. Firstly, CHC and non-CHC students are more likely to adopt a deep learning approach than local English-speaking (LES) students. Secondly, CHC students show a strong tendency to simultaneously adopt surface and deep approaches to learning. This tendency also exists with non-CHC students, albeit not as strongly as in as the former group. The LES students show the least tendency to adopt this mixed approach. Thirdly, memorisation appears correlated with deep learning across all three groups. The study is exploratory in nature but, if confirmed with larger samples, points to the need for further research beyond the traditional focus on CHC students on the role that memorisation and culture play in learning.     

Student ratings of college teaching: a comparison of faculty and their students

Based on the review of student ratings myths by Aleamoni (1987, 1999), a survey research design was used to analyse differences between college students' (n = 968) and faculty's (n = 34) perceptions. Generally, students held stronger beliefs in these myths, in that they believed faculty with excellent publication records were better qualified to evaluate teaching and that student ratings on single general items are accurate measures of teaching effectiveness. On the other hand, faculty believed that student ratings were invalid and unreliable. Further examination of student characteristics revealed that male students held stronger beliefs in these myths. Finally, students' beliefs in these myths were correlated with their actual ratings of nine dimensions of the Student Evaluation of Educational Quality. A discussion as well as suggestions for using student ratings is provided.     

校园文化对大学生成长的作用

高校校园文化作为社会文化的一种亚文化,对大学生的成长具有重要的作用。主要包括:桥梁作用、规范作用、调节作用、激励作用、潜课程作用、社会化作用等。