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1.
Marina Papastergiou 《Education and Information Technologies》2011,16(3):281-299
The increasing importance that Information and Communication Technologies (ICT) have been gaining for Physical Education (PE)
and sports pedagogy has generated the need to prepare ICT-proficient prospective PE teachers within PE and sport science university
departments. This study was aimed at: (a) the design and implementation of two project-based elective courses on ICT in education
(entitled ‘Informatics in Education’ and ‘Computers in Physical Education Teaching’) for the undergraduate students of a PE
and sport science department, and (b) the investigation of students’ responses to the courses and instructor’s experiences
from organizing and imparting the courses. The courses were focused on educational multimedia and web development for PE.
Twenty-three students that had attended ‘Informatics in Education’ and 13 students that had attended ‘Computers in Physical
Education Teaching’ participated in the study. Research data were collected through student questionnaires and instructor’s
notes. It was found that students were helped to acquire basic multimedia and web development skills for educational purposes,
and that their responses to the courses were positive overall. The courses fulfilled students’ expectations and were successful
in equipping students with self-confidence in their ability to make use of ICT in PE courses and to construct multimedia and
web-based learning materials. Furthermore, students were provided with opportunities to express their creativity and improve
their future instructional practices. However, the study also brought to light the various difficulties and challenges of
training prospective PE teachers in the didactical utilization of ICT at undergraduate level. 相似文献
2.
Kurt De Wit Dirk Heerwegh Jef C. Verhoeven 《Education and Information Technologies》2012,17(2):205-231
In the last decade, ICT use has expanded enormously in most Western countries. In line with this development, we hypothesised
that freshmen at university would not only have mastered more ICT skills, but would also use computers more often than their
counterparts of 5 years previously. To compare students’ opinions and behaviour between 2005 and 2009, responses to two online
questionnaires (N = 714 in 2005 and N = 1529 in 2009) offered at a large university were compared. The main variables of the Technology Acceptance Model (as well
as facilitating factors, study motivation and some contextual variables) were used as predictors to explore the possible changes
between 2005 and 2009 in the mastering of 19 ICT skills, and the frequency of the use of computers for six different tasks.
The results of the study show that freshmen became more proficient in some ICT skills, while proficiency in other skills did
not change or even dropped. Gender is still an important factor to predict ICT skills and the frequency of using computers,
but it is shown that for some skills female students have caught up with their male counterparts. 相似文献
3.
This study explored university students’ views of whether they will need research skills in their future work in relation
to their approaches to learning, situational orientations on a learning situation of quantitative methods, and difficulties
experienced in quantitative research courses. Education and psychology students in both Finland (N = 46) and the USA (N = 122), who thought that they would need research skills in their future work, differed significantly from the students who
were not sure whether they would need these skills. The students, who considered research skills important for their future
work, were more task-oriented, used a deeper approach to learning and experienced fewer difficulties in the learning of research
skills than other students. This finding implies that experiences in learning, learning approaches and situational orientations
are related to expectations about future work. For instruction, this means that if we were somehow able to change students’
experiences and orientations towards research into a more positive direction, students might be better prepared for their
future work. 相似文献
4.
This paper reports on an Irish study examining first year students’ recollections of their concerns, motivations, level of
preparedness and perceived skills on entry to university. The study aims to investigate and understand the implications of
the attitudes of first year students as they make the transition to university. It also explores students’ behaviour during
their initial weeks at university. It is important to understand the anxieties of new students, their views on their abilities
and their confidence in managing their new role as these factors will have consequences for their experience as first year
university students. These findings are explored with a view to enhancing the quality of support for students during this
key transition. 相似文献
5.
Conclusion First year students in geography, biology and chemistry indicate many similarities in their expectation of university courses.
There are some interesting differences when categories of expectations are considered in isolation and when students are allowed
to choose in the ‘final four’ expectations test. Expectations of geography are quite definitely science oriented if one assumes
that a ‘practical’, ‘problem solving’ approach is inherently scientific. If these orientations are a consequence mainly of
experience, and this would seem to be very likely, then one needs to consider carefully the appropriateness of these orientations.
There are aspects of these results which should be of interest to curriculum developers and educators interested in a broad
evaluation of student goals.
Student's expectations emphasize knowledge, thinking skills, experimental work and related skills, as well as long term goals
and attitudes. There is certainly an element of general balance which must be heartening to those who might have had doubts
about the motivation of new university students. Students have expectations which indicate that they are aware of and presumably
value all four categories of goals. 相似文献
6.
This paper examines the role of self-reflection and self-evaluation in early childhood practicum students’ development of
positive guidance skills with children. We examine how helpful students find self-reflection and self-evaluation exercises
and how their thoroughness of reflection relates to their progress in acquiring positive guidance skills. Self-reflection
also plays a role in students’ attitudes towards positive guidance and their confidence in using guidance skills. This paper
explores the extent to which reflection and evaluation affect the attitudes and confidence of future early childhood educators,
which could have an impact on the children and families they work with. Participants were 63 university students (60 female
and 3 male) in their junior or senior years in a Human Development and Family Sciences undergraduate program at a university
in the southern region of the United States. They were enrolled in an undergraduate class focused on learning “positive guidance”
interaction skills and classroom management with young children. Students generally found the self-ratings and goal setting
helpful in learning guidance skills. We did not find that thoroughness of self-reflection was related to guidance skills or
amount of improvement. There were three groups of students in regards to self-evaluation and supervisor evaluation: those
who initially overinflate their abilities, those who initially underinflate their abilities, and those who evaluate themselves
consistently. 相似文献
7.
This study investigated teacher educators’, prospective teachers’, and K-12 teachers’ opinions about the effectiveness of
ICT related courses and the ways to improve the courses in Turkey’s pre-service teacher education programs. The researchers
used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were
collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from
6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants
felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be
more beneficial in practice. 相似文献
8.
Jef C. Verhoeven Dirk Heerwegh Kurt De Wit 《Education and Information Technologies》2016,21(1):71-103
Since our first studies of information and communications technology (ICT) skills and ICT use at universities in 2004, ICT and its use by students has changed greatly. In order to obtain a more detailed picture of ICT skills, we first construct a new instrument to measure the self-perception of ICT skills (49 items) and of ICT use (53 items) by students. This allows us to find some patterns for ICT skills and ICT use. In order to explain these patterns, two basic hypotheses are formulated. The first suggests that positive ICT learning experiences at home, in school, and with peers could contribute to mastering a higher level of ICT skills and more frequent use of ICT among bachelor’s students, a hypothesis that aligns with Dewey’s learning theory. The second hypothesis suggests that there is a similarity between the characteristics of information systems and scientific research, and that students who identify more with scientific research would be more likely to have greater ICT skills and a higher frequency of ICT use. Both hypotheses are tested among bachelor’s students, using some important contextual variables (gender, domain of study, ICT course in secondary school or at university, and education level of parents). It can be concluded that there is a relationship between the ICT learning experience and the research-oriented identity commitment of bachelor’s students on the one hand, and their command of ICT skills and the frequency of use of computers, ICT instruments, and ICT programs on the other. 相似文献
9.
It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in
higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and regulation
skills to self-regulate their learning adequately. This study explores the potential of reciprocal peer tutoring to promote
both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a
naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method
pretest–posttest design was used combining a self-report questionnaire, assessing students’ metacognitive knowledge and their
perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students’ actual use of metacognitive
strategies. Results indicate no significant pretest to posttest differences in students’ metacognitive knowledge, nor in their
perception of metacognitive skill use. In contrast, significant changes are observed in students’ actual metacognitive regulation.
At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially
during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound
and higher-quality strategy use at posttest. 相似文献
10.
We investigate students’ negative perceptions about an online peer assessment system for undergraduate writing across the
disciplines. Specifically, we consider the nature of students’ resistance to peer assessment; what factors influence that
resistance; and how students’ perceptions impact their revision work. We do this work by first examining findings from an
end-of-course survey administered to 250 students in ten courses across six universities using an online peer assessment system
called SWoRD for their writing assignments. Those findings indicate that students have the most positive perceptions of SWoRD
in those courses where an instructor graded their work in addition to peers (as opposed to peer-only grading). We then move
to an in-depth examination of perceptions and revision work among 84 students using SWoRD and no instructor grading for assessment
of writing in one university class. Findings from that study indicate that students sometimes regard peer assessment as unfair
and often believe that peers are unqualified to review and assess students’ work. Furthermore, students’ perceptions about
the fairness of peer assessment drop significantly following students’ experience in doing peer assessment. Students’ fairness
perceptions—and drops in those perceptions—are most significantly associated with their perceptions about the extent to which
peers’ feedback is useful and positive. However, students’ perceptions appear to be unrelated to the extent of their revision
work. This research fills a considerable gap in the literature regarding the origin of students’ negative perceptions about
peer assessment, as well as how perceptions influence performance. 相似文献
11.
Ahmad Mohammad Qablan Amjad Abuloum Jamal Abu Al-Ruz 《Journal of Science Education and Technology》2009,18(3):291-300
A series of interviews and classroom observations were conducted with a group of in-service science teachers, students, school
principal, and computer lab supervisors, from a “Discovery” female school in Jordan to assess their utilization of information
and communication technology (ICT) in teaching science. The study also intended to determine how these participants were using
ICT and if they had any internal and external impediments in the way of the effective integration of ICT in the teaching of
science. Results showed that some participants were using ICT creatively in their science teaching. However, despite considerable
political pressure to increase ICT use in the classroom, most expressed frustration at the lack of ICT tools, support from
the school, from the Ministry of Education, and from the surrounding community. The article proposes possible resolutions
to help these participants overcome their impediments. Some of the suggested resolutions for the internal impediments include
involving teachers in preparing the school’s time-table, equipping the school with more ICT tools and offering more training
courses for teachers. However, the suggested resolutions for the external impediments involve (1) The Ministry of Education
to rethink the administration of board examinations, (2) The school to sacrifice scoring higher in board examinations for
preparing more creative and more versatile students’ perspectives. 相似文献
12.
Zvia Kaberman Yehudit Judy Dori 《International Journal of Science and Mathematics Education》2009,7(3):597-625
A new learning unit in chemistry, Case-based Computerized Laboratories (CCL) and Computerized Molecular Modeling (CMM) was developed at the Technion. The CCL and CMM curriculum integrates computerized desktop experiments and molecular
modeling with an emphasis on scientific inquiry and case studies. Our research aimed at investigating the effect of the CCL
and CMM learning environment on students’ higher-order thinking skills of question posing, inquiry, and modeling. The experimental
group included 614 honors 12th grade chemistry students from high schools in Israel who studied according to this learning
unit. The comparison group consisted of 155 12th grade chemistry honors students who studied other chemistry programs. Pre-
and post-tests questionnaires were used to assess students’ higher-order thinking skills. Students’ responses were analyzed
using content analysis rubrics and their statistical analysis. Our findings indicated that the scores of the experimental
group students improved significantly in question posing, inquiry and modeling skills from the pre-test to the post-test.
The net gain scores of the experimental group students were significantly higher than those of their comparison peers in all
three examined skills. In modeling skills, experimental group students significantly improved their achievements in making
the transfer from 3D models to structural formulae, but only about half of them were able to transfer from formulae to 3D
models. By presenting a case-based chemistry assessment tool and content analysis of students’ responses in this paper, we
enable teachers and educators to analyze their students’ higher-order thinking skills both qualitatively and quantitatively. 相似文献
13.
Kinshuk Tzu-Chien Liu Sabine Graf 《Educational technology research and development : ETR & D》2009,57(6):739-752
Although learning styles are considered as an important factor in education, students often have to learn in courses that
do not support their learning styles. A challenge for technology facilitated learning is therefore to assist and help students
to cope with courses that do not match their learning styles by training and developing their less preferred skills. In this
paper, the interactions between students’ learning styles, their behaviour, and their performance in an online course that
is mismatched regarding their learning styles were analysed. The results show which learners need more help in mastering mismatched
courses, help in getting a better understanding about how students with good performance record and poor performance record
learn with respect to their learning styles, and provide information about how to identify learners who might have difficulties
in learning based on their behaviour. 相似文献
14.
The present study builds on research that indicates that teachers play a key role in promoting those interactional behaviours
that challenge children’s thinking and scaffold their learning. It does this by seeking to determine whether teachers who
implement cooperative learning and receive training in explicit strategic questioning strategies demonstrate more verbal behaviours
that mediate children’s learning than teachers who implement cooperative learning only. The study also sought to determine
whether students who receive training in explicit questioning strategies demonstrate more explanatory behaviour than their
untrained peers, and, as a consequence, do these same students demonstrate more advanced reasoning and problem-solving skills
on follow-up reasoning and problem-solving tasks. The study involved 31 teachers in two conditions, the cooperative + strategic
questioning condition and the cooperative condition, and two groups of students from each teacher’s classroom. The results
show that the teachers in the cooperative + strategic questioning condition used significantly more mediating behaviours than
their peers in the cooperative condition. The study also showed that the children in these teachers’ classes engaged in more
elaboration and obtained significantly higher scores on the follow-up reasoning and problem-solving tasks. The study demonstrates
the importance of explicitly teaching strategic questioning strategies to children during cooperative learning. 相似文献
15.
16.
The first year university experience: using personal epistemology to understand effective learning and teaching in higher education 总被引:1,自引:0,他引:1
Personal epistemological beliefs, or beliefs about knowing, provide a way in which to understand learning in a range of educational
contexts because they are considered to act as filters for all other knowledge and beliefs. In particular, they provide a
useful framework for investigating learning and teaching for first year students in tertiary education, who are typically
considered to hold less sophisticated epistemological beliefs. Using semi-structured interviews, this study investigated the
nature of beliefs about knowing and learning of 35 first year teacher education and creative writing students at a large metropolitan
university in Australia. The interview analysis indicated that a relationship existed between individuals’ core beliefs about
knowing and their beliefs about learning. This relationship has implications for the way in which we support first year students’
learning as they transition into university and progress through their courses. 相似文献
17.
Leigh N. Wood Glyn Mather Peter Petocz Anna Reid Johann Engelbrecht Ansie Harding Ken Houston Geoff H. Smith Gillian Perrett 《International Journal of Science and Mathematics Education》2012,10(1):99-119
We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study
and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from
two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended
questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual
skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able
to articulate how it would be used in their future. This has implications for their approach to learning and our approach
to teaching. 相似文献
18.
Jef C. Verhoeven Dirk Heerwegh Kurt De Wit 《Education and Information Technologies》2012,17(1):109-133
Do ICT skills of freshmen change in 6 months at the university? What is the contribution of learning styles (or patterns)
to the explanation of the variance in self-perceived ICT skills and the possible change in these skills? And what is the contribution
of learning styles and of gender, social class, and ICT course attendance to the explanation of the variance in these skills?
To answer these questions, data were collected in a panel research project that recruited 714 freshmen at a large Belgian
university. The data show that the ability of the students to maintain a computer and to develop a website improves at the
university but not the ability to use the Internet or to apply basic ICT skills. The analyses show that there is a link, albeit
weak, between learning styles and self-perceived ICT skills. Learning styles can partially explain differences between groups
of students with different characteristics. The data show that having a certain learning style might influence the perception
of students of their ICT skill, but learning styles do not allow one to predict the change in the self-perceived ICT skills
of the students. 相似文献
19.
Conclusions One of the things particularly disturbing about managing our doctoral programs is the growing realization that our professionals
must be more highly trained than those working in the traditional social or physical sciences. It takes longer (and I suspect
it is more difficult) to produce the hybrid professional capable of and committed to contributing to educational practice.
Our students must be as knowledgeable as the doctoral candidate in (for example) psychology and in addition must acquire a
set of skills that deal with enhancing practice in a great variety of settings. It also is disturbing to realize that our
doctoral students probably won’t acquire this capability unless faculty members begin to model the skills and approaches they
expect their students to acquire.
I have consciously ignored a number of areas (curriculum, focus for courses and assessment, and delineation of desirable competencies
and performances). At the moment my concern is to communicate my strong belief that we must grow away from the training of
people primarily concerned with technical skills in developing instruction, evaluating programs, managing resource centers,
and producing films and television programs and focus on the training of people skilled in inquiring about problems and their
solutions. Presumably these people would be able to arrive at some solutions that would be useful regardless of their career
choices—research, development, production, and/or administration. All student activities involving the actual development
of instruction should be conducted in an atmosphere of constant inquiry and critical discussion of the usefulness of the concepts
being acquired and the process being employed. 相似文献
20.
Ozgul Yilmaz-Tuzun 《Journal of Science Teacher Education》2008,19(2):183-204
In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers’ self-reported
comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques,
and science content. Participants included 166 preservice teachers from three different US universities. Analyses revealed
significant correlations among participants’ confidence level with assessment techniques, classroom management, teaching methods,
and science content and number of science methods and science content courses taken. A significant difference was observed
among the students enrolled at each university. Overall, study participants felt more comfortable teaching biology concepts
than teaching chemistry concepts, physics concepts, or both. 相似文献