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91.
ABSTRACTEngineering education has traditionally focused on the development of technical skills and knowledge. Nowadays, the need for educating engineers in non-technical skills, such as reflective thinking, is being recognised internationally. This paper proposes that socio-cultural impacts of technology be studied together with the technology itself through the integration of social awareness modules into advanced technical courses, providing a venue for students to exercise their reflective thinking skills in the context of technologies that are of interest to them. The paper presents an exploratory study of the essays of senior year engineering students on the socio-cultural impacts of computer vision technologies. It provides insights on the themes that are of interest to the students and on the students’ strengths and weaknesses relating to their reflective thinking abilities. Similar modules would apply well to other advanced courses in the engineering curriculum, to help contextualise technology and enhance the reflective abilities of engineering graduates. 相似文献
92.
Religious education (RE) has been recently introduced into the Russian educational system as a compulsory regular school subject. The present study offers a critical analysis of one of the most popular Russian textbooks of RE. This critical analysis supports our earlier findings regarding the controversial character of RE in Russia. Despite the official cultorological and religious studies approach to RE, the textbook on the module of Fundamentals of Orthodox Culture is catechetical in content and approach and also serves the political indoctrination of students. The textbook enhances patriotism and turns Russian RE into a specific kind of citizenship education. 相似文献
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Andreia Pacheco Alexandra Reis Susana Araújo Filomena Inácio Karl Magnus Petersson Luís Faísca 《Reading and writing》2014,27(9):1529-1545
Recent studies have emphasized that developmental dyslexia is a multiple-deficit disorder, in contrast to the traditional single-deficit view. In this context, cognitive profiling of children with dyslexia may be a relevant contribution to this unresolved discussion. The aim of this study was to profile 36 Portuguese children with dyslexia from the 2nd to 5th grade. Hierarchical cluster analysis was used to group participants according to their phonological awareness, rapid automatized naming, verbal short-term memory, vocabulary, and nonverbal intelligence abilities. The results suggested a two-cluster solution: a group with poorer performance on phoneme deletion and rapid automatized naming compared with the remaining variables (Cluster 1) and a group characterized by underperforming on the variables most related to phonological processing (phoneme deletion and digit span), but not on rapid automatized naming (Cluster 2). Overall, the results seem more consistent with a hybrid perspective, such as that proposed by Pennington and colleagues (2012), for understanding the heterogeneity of dyslexia. The importance of characterizing the profiles of individuals with dyslexia becomes clear within the context of constructing remediation programs that are specifically targeted and are more effective in terms of intervention outcome. 相似文献
96.
Maria Charles Bridget Harr Erin Cech Alexandra Hendley 《International Studies in Sociology of Education》2014,24(1):85-112
Some of the most male-dominated science, technology, engineering and mathematics occupations and degree programmes are found in the world’s most affluent societies. This article assesses whether gender gaps in attitudes follow similarly surprising patterns. Multivariate analysis of eighth-graders’ affinity for mathematics and aspirations for mathematically related jobs in 53 countries shows that the attitudinal gender gap is indeed larger in affluent ‘postmaterialist’ societies. Moreover, both girls and boys view mathematics more negatively in these societies. The authors suggest that cultural ideals of individual self-expression, highly prevalent under conditions of broad-based existential security, operate to reduce girls’ and boys’ interest in pursuits thought to be economically practical but personally non-expressive. Girls may be particularly susceptible to this negative effect, because taken-for-granted cultural beliefs about core female personality traits (and girls’ gendered understandings of their own authentic inner selves) are often at odds with dominant representations of mathematical and technical work. 相似文献
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Patricia A. Alexander Emily M. Grossnickle Alexandra List Carla M. Firetto 《Journal of Experimental Education》2016,84(1):119-151
Relational reasoning is the foundational cognitive ability to discern meaningful patterns within an informational stream, but its reliable and valid measurement remains problematic. In this investigation, the measurement of relational reasoning unfolded in three stages. Stage 1 entailed the establishment of a research-based conceptualization of the construct and the development of a corresponding Test of Relational Reasoning (TORR). Stage 2 focused on the reliability and validity of data from the TORR. Analyses showed the data from the TORR to be reliable indicators of students' ability to reason relationally, and TORR performance predicted students' performance on SAT verbal and math problems. Stage 3 examined the underlying structure of the construct through Confirmatory Factor Analysis (CFA). Of the three CFA models tested, models with dedicated factors for analogical, anomalous, antinomous, and antithetical reasoning were deemed the best fit for the data. 相似文献
98.
ABSTRACTPrevious research on children’s moral reasoning usually used a quantitative approach and a pre-determined set of methods in order to establish early moral landmarks. We proposed a qualitative perspective on the basis of which we have formulated three main objectives: 1) to identify the main categories of behaviors that children spontaneously associate with the notion of morality, in line with Turiel’s Domain Theory; 2) to investigate children’s conceptions of moral and social-conventional rules and 3) to assess the gender differences in the use of care and justice reasoning, in line with Gilligan’s assertion that females are care-oriented and that males consistently use the justice orientation and infrequently use the care orientation. Ninety-two children (57% boys, mean age was 8.19 years) were required to describe morality in behavioral terms without being guided by specific indications from the researchers. Our results reflected a tendency towards morality perceived through behaviors directed towards others, namely through altruism, and also the domination of moral norms as compared to social ones, partially confirming Gilligan’s theory concerning gender specificities regarding moral reasoning in the questions of care and justice. 相似文献
99.
Metacognition and Learning - The literature on calibration suggests that students consider a multitude of factors when they self-evaluate task performance. Nevertheless, few studies have focused on... 相似文献
100.
Research in Science Education - The aim of this study is to explore how tertiary science students’ use of metaphors in their popular science article writing may influence their understanding... 相似文献