Influences on choice of course made by university Year 1 bioscience students - a case study

This study, by questionnaire, of a cohort of university bioscience students, has clarified factors influencing course choice, particularly those relating to the role of schools. In-school experiences provided the earliest source of interest in science for the majority, with males developing interests earlier and ages 10-14 important for both genders. Interest and success in previous studies were the most popular reasons given as the main influence on course choice. Work experience was very influential for some. The practical nature of school science, intellectual satisfaction of studying science and quality of senior school teaching and examination results in biology and chemistry, were identified by almost all as encouraging influences. Significant gender differences were found for influences of early perception of science as difficult, study of physics at 14-16 and quality of physics teaching in the senior school. Advice from the university and attendance at an open day were influential, particularly for female students.     

Science achievement in semester and all-year courses

The study investigated the effects of full-credit semester and all-year timetables on science attitudes and science achievement of grade-10 students in British Columbia. All grade-10 students in British Columbia completed multiple matrix sampled assessment instruments in May of 1986. These instruments provided background information, affective scores, and cognitive scores which were used to compare the groups. It was found that, contrary to reported teacher perceptions of semester versus all-year courses, students in the all-year courses consistently outperformed both first- and second-semester students in the cognitive domains tested, and there were no significant differences in the affective domains. The finding that second-semester students out-performed the first-semester students casts doubt on the reported teacher perception that knowledge retention is of little concern under a semester system.     

校本德育的实践探索

传统德育的缺憾在于疏离生活。德育内容只有来源于生活,才能对学生产生吸引力。学生只有亲身体验,才能不断提升自己的道德认识水平,并内化为自己的行为准则。通过“大”、“小”两类生活德育和校园环境文化的开发与建设,对学生达成“立体包围”、潜移默化的教育,取得实效。     

Time demands in online instruction1

This article reports findings from a Mellon Foundation research project at Syracuse University with regard to the time demands placed on teachers and learners in online courses. This exploratory research was primarily a study of cases involving three online courses and one face‐to‐face course. The focus of the study was the effects of different forms of communication and collaboration on time invested by teachers and learners. The online courses made use of e‐mail, threaded discussion forums, and online chat sessions; the face‐to‐face course used e‐mail in addition to a course Web site and lectures. Learning outcomes and retention in the three online courses were similar to outcomes and retention in comparable face‐to‐face courses at this institution. Students invested slightly more time in online courses whereas faculty, all of whom were experienced online teachers, invested considerably more time in their online courses. An analysis of interviews with online teachers at other institutions confirms the finding that experienced online teachers invest significantly more time in online teaching than their counterparts in face‐to‐face settings.     

A flow-map method of representing cognitive structure based on respondents' narrative using science content

Increasing interest in science education research has focused on ways of representing cognitive structure in graphical and quantitative terms. A method is presented for displaying the sequential and multirelational ideation of scientific narrative elicited from respondents. The flow map provides a figural representation of the flow of information, the points in the flow where multirelational and recurrent linkages are made, and the time required to retrieve and express the information at major intervals in the sequence and in total. In keeping with constructivist models of information analysis, the elicitation of responses requires minimal intervention by the interviewer, and flow-map representation requires low inference for its construction, providing a convenient diagram of the sequential and multirelational thought patterns expressed by the respondent. The method is illustrated by analyzing interviews from students varying in academic achievement under two interview conditions that varied in emphasis on recall of multiple relationships. The illustrative data show that students of increasing academic ability produce flow maps of more complex patterns with more cross-relational linkages. These kinds of linkages, on the whole, increase with increased emphasis in the interview on recall of relationships.