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This research focuses on the study of the processes of collaborative solving of information problems and their impact on group learning outcomes. Forty-nine pairs of students solved three learning tasks with learning goals of increasing complexity: information selection, information interpretation, and interrelating concepts. We analysed two types of data: group work processes and group learning outcomes. The group work processes were assessed using eight dimensions, and group learning outcomes were evaluated in two ways: quality of the group written product, and shared correct knowledge. Findings reveal the significant influence of some aspects of the group work processes (such as searching for information, processing information, shared task regulation, the construction of shared knowledge, and emotional climate) in the group learning outcomes. Results also show that this influence is most evident in tasks with more complex learning demands. Finally, some educational proposals for school education are provided. 相似文献
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The goal of the study reported here is to gain a better understanding of the role of belief systems in the approach phase
to mathematical problem solving. Two students of high academic performance were selected based on a previous exploratory study
of 61 students 12–13 years old. In this study we identified different types of approaches to problems that determine the behavior
of students in the problem-solving process. The research found two aspects that explain the students’ approaches to problem
solving: (1) the presence of a dualistic belief system originating in the student’s school experience; and (2) motivation
linked to beliefs regarding the difficulty of the task. Our results indicate that there is a complex relationship between
students’ belief systems and approaches to problem solving, if we consider a wide variety of beliefs about the nature of mathematics
and problem solving and motivational beliefs, but that it is not possible to establish relationships of causality between
specific beliefs and problem-solving activity (or vice versa). 相似文献
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Badia Antoni Liesa Eva Becerril Lorena Mayoral Paula 《European Journal of Psychology of Education - EJPE》2020,35(4):865-879
European Journal of Psychology of Education - Over the last 30 years, a substantial number of publications have attempted to conceptualise the ways in which teachers carry out inquiries in... 相似文献
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Antoni Verger Clara Fontdevila Lluís Parcerisa 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):248-270
ABSTRACTIn the last decades, most countries have adopted data-intensive policy instruments aimed at modernizing the governance of education systems, and strengthening their competitiveness. Instruments such as national large-scale assessments and test-based accountabilities have disseminated widely, to the point that they are being enacted in countries with very different administrative traditions and levels of economic development. Nonetheless, comparative research on the trajectories that governance instruments follow in different institutional and socio-economic contexts is still scarce. On the basis of a systematic literature review (n?=?158), this paper enquires into the scope and modalities of educational governance change that national large-scale assessments and test-based accountability instruments have triggered in a broad range of institutional settings. The paper shows that, internationally, educational governance reforms advance through path-dependent and contingent processes of policy instrumentation that are markedly conditioned by prevailing politico-administrative regimes. The paper also reflects on the additive and evolving nature of educational governance reforms. 相似文献
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Antoni Kukliński 《Higher Education in Europe》2001,26(3):437-445
At the start of the Twenty-First Century, European universities must play a number of roles in terms of social and economic development. In particular, they must increasingly serve as engines for local and regional development, thus filling a niche that only seems logical for them. At the same time, universities will form e´lites, particularly local e´lites; however, those universities that are world-class institutions will and should educate global e´lites. In performing the latter role, European universities in the Twenty-First Century will reassume a role, seized by American universities in the Twentieth Century, which they had successfully played in the Nineteenth Century. 相似文献
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The effects of antioxidant diet supplements on blood lactate concentration and on the aerobic and anaerobic thresholds and their adaptations to training were analysed. Fifteen amateur male athletes were randomly assigned to either a placebo group or an antioxidant-supplemented group (90 days supplementation with 500 mg x day(-1) of vitamin E and 30 mg x day(-1) of beta-carotene, and the last 15 days also with 1 g x day(-1) of vitamin C). Before and after the antioxidant supplements, the sportsmen performed a maximal exercise test on a cycle ergometer and maximal and submaximal physiological parameters were assessed together with blood lactate concentration. Maximal oxygen uptake (VO(2max)), maximal blood lactate concentration, and the maximal workload attained rose significantly in both groups after the 3 months of training. At the end of the study, maximal blood lactate concentration was lower in the group that took supplements than in the placebo group. The percentage of VO(2max) attained at the anaerobic threshold rose significantly in both groups after 3 months of training, although the final value in the supplemented group was higher than that in the placebo group. Antioxidant diet supplements induced lower increases in blood lactate concentration after a maximal exercise test and could improve the efficiency in which aerobic energy is obtained. 相似文献
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Antoni Cerda‐Navarro Francesca Salva‐Mut Ruben Comas Forgas 《European Journal of Education》2019,54(4):635-650
The main objective of this article is to define a typology of students enrolled in intermediate vocational education and training programmes in Spain. Students were first placed in groups based on various factors related to engagement. Then, their sociodemographic characteristics were analysed. Finally, the intentions of dropping out were considered in each of the groups. The results obtained describe a typology of students consisting of five groups with different levels of engagement. Each of the groups is associated with distinct sociodemographic characteristics and shows notable differences with regards to intentions of leaving their studies. The results of this research can serve to detect and prevent drop‐outs that take place at this level by identifying at‐risk profiles and creating more adequate approaches and interventions. 相似文献
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