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261.
Chapman Angela Rodriguez Felicia D. Pena Carmen Hinojosa Erica Morales Lizbeth Del Bosque Valeria Tijerina Yakeline Tarawneh Constantine 《Cultural Studies of Science Education》2020,15(3):723-737
Cultural Studies of Science Education - Factors that influence the underrepresentation of females in STEM careers begin early in childhood when gender biases and stereotypes emerge. Stereotypes... 相似文献
262.
Eva Argente-Linares M. Carmen Pérez-López Celia Ordóñez-Solana 《Mentoring & Tutoring: Partnership in Learning》2016,24(5):399-414
The need of a guided and supervised learning has become the cornerstone of the new model of higher education. One response to such need has been the introduction of mentoring programs to facilitate student learning and to provide guidance. In this way, the main aim of our study is to determine the extent to which the implementation of information technology (IT) into a traditional mentoring program, improves students’ global satisfaction, and therefore its effectiveness. A survey was conducted of program participants’ overall satisfaction with the mentoring and also with each of the activities carried out. We concluded that the inclusion of IT in a traditional (face-to-face) mentoring model increases overall student satisfaction with the program, and thus its effectiveness. The findings obtained can serve as a resource to clarify the importance of educational interventions in the field of student guidance, to design new mentoring programs and to improve existing ones. 相似文献
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ResumenEn este trabajo se estudia la habilidad de iniciar la comunicación en alumnos con parálisis cerebral que usan tableros con pictografías para comunicarse, así como el papel que juegan los interlocutores en la adquisición de esta habilidad. El estudio expone tres casos, dos niños y una niña de entre 12 y 13 años, escolarizados en un centro de educación especial. Los tres presentan discapacidad motora grave y retraso intelectual. Utilizan tableros de comunicación no electrónicos desde hace 5 años, y sus interlocutores habituales (en casa y en la escuela) ya conocen diferentes estrategias de interacción necesarias para comunicarse con hablantes asistidos. Para facilitar la iniciativa en la comunicación se ha empleado la espera estructurada y la guía física y/o verbal, con la retirada progresiva de estos soportes. Los resultados muestran que tales estrategias, cuando son utilizadas por los interlocutores adultos, pueden aumentar las posibilidades comunicativas de los alumnos. También se ilustra cómo las habilidades aprendidas se mantienen a lo largo del tiempo. 相似文献
268.
Luís Ballester Carmen Orte Marti X. March Josep Lluís Oliver 《Educational gerontology》2013,39(4):253-261
ABSTRACT In this paper we consider that, to a great degree, educational quality is insured through successful educational and social-relationship strategies developed among educators and their older adult students. Proposals to improve educational quality should be considered within the unique context of each university's mission and goals. Otherwise, the same measures used in different institutions may lead either to progress or to educational and social regression. Much depends on the conditions under which programs are implemented, and the way they are perceived by participants in the educational process. 相似文献
269.
Carmen Gómez-Granell 《Infancia y Aprendizaje》2013,36(31-32):229-239
ResumenLa teoría de Piaget abre grandes posibilidades a la educación, pero su aplicación en el aula requiere una investigación rigsrosa que nos muestre las significaciones que el alumno atribuye a los contenidos concretos que debe aprender. En esta línea se presenta una experiencia de aprendizaje de la representación gráfica de la multiplicación aritmètica con un grupo reducido de alumnos de 3.° de EGB. Se analizan los procesos de generalización que se producen al cambiar de un contexto (manipulativo) a otro (gráfico), así como las características del proceso de construcción de un código en su doble vertiente cognitiva y social. 相似文献
270.
Carmen M. P. Damhuis Eliane Segers Ludo Verhoeven 《School Effectiveness & School Improvement》2013,24(3):382-396
We investigated effects of listening to single or multiple storybook readings versus testing with and without feedback on children’s breadth (i.e., the number of words) and depth (i.e., the quality of word knowledge) of vocabulary learning. Kindergartners (n = 125) were divided into 3 intervention and 1 control conditions. Children in the control condition listened once to a storybook reading. In the experimental conditions, the initial storybook reading was followed by (a) repeated storybook reading, (b) repeated testing, or (c) repeated testing with feedback. For breadth of vocabulary, all 3 conditions showed learning gains compared to a single storybook reading, and no “testing effect” was found. For depth of vocabulary, repeated storybook reading and repeated testing with feedback were more effective than the control condition with the former seemingly most effective. Both for breadth and depth of vocabulary, the effects of testing were found to be conditional upon the provision of feedback. 相似文献