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61.
Liliane Dionne Giuliano Reis Louis Trudel Gabriel Guillet Leonard Kleine Corina Hancianu 《International Journal of Science and Mathematics Education》2012,10(3):669-693
Science fairs have been for many years a popular school activity in North America. They are a venue for the popularization of science and consequently an important encouragement for the pursuit of careers in science or engineering. However, little is known about students?? perceived motives for participating in local or national science fairs and about the way in which their involvement mediates their interest in science learning and scientific careers. The present study investigates the motivational factors associated with the high school students?? decision to participate in the 2008 Canada-Wide Science Fair, a thoroughly selected and highly motivated group. Our study examines 5 sources of motivation: (1) interest in science content, (2) sense of self-efficacy, (3) assurance of achievement through rewards or gratifications, (4) the social aspect of participating and (5) working strategies to gain scientific knowledge and methods. The understanding of the anticipated benefits participants seek through their involvement in science fairs may have the potential to help science teachers adapt instruction to appeal to a broader range of students in schools, thus nourishing the emergence of more interest in science. 相似文献
62.
Christian Harteis Barbara Morgenthaler Christine Kugler Karl-Peter Ittner Gabriel Roth Bernhard Graf 《Vocations and Learning》2012,5(2):119-136
Intuition presents as a crucial component of professional competence for many occupations, including emergency physicians because many of their decisions have to be made quickly. When arriving at the scene of an accident, they promptly have to assess the circumstances and initiate immediate life-saving measures without opportunities for deep analyses of patients’ conditions. Therefore, spontaneous and intuitive decisions are required to solve the problem appropriately, rather than more intentional and time-consuming forms of decision-making. Yet, the efficacy of and processes underpinning these intuitive activities remain far from fully understood or clearly conceptualised. The study reported here aims at revealing the efficacy of such intuition by analysing decision-making behaviour of emergency physicians. Based on patient simulation mannequins, which can be programmed to present specified clinical situations, three groups of participants with different levels of emergency medicine expertise (n 1 = 10 novices, n 2 = 10 semi-experts, n 3 = 10 experts) each addressed two different authentic problem cases. In the first simulation, time pressure was utilised to press participants to decide intuitively. In the second simulation, the participants had to legitimise their decisions without any time pressure in order to generate rational decisions. Whereas no clear difference in the participants’ performances between both cases could be identified, experts and semi-experts performed better than novices in their intuitive decision-making, thereby supporting beliefs about the efficacy of intuition. It is proposed that medical education, as well as other forms of occupational preparation, should consider theories of mental simulations in order to improve surgeons’ professional education. 相似文献
63.
Andrea Oxley da Rocha Deivis de Campos Marco Aurélio Farina Gabriel Sartori Pacini Marina Cornelli Girotto Arlete Hilbig 《Anatomical sciences education》2017,10(5):475-486
The use of human material in anatomy education depends upon the generosity of body donors. However, little is known regarding the demographics of body donors in Brazil, where voluntary body donation is a relatively rare phenomenon. Hence, the aim of the present study was to elucidate the demographic profile of applicants to the Body Donation Program (BDP) at the Federal University of Health Sciences of Porto Alegre in Brazil, as well as to assess whether the observed characteristics of body donors are unique to that sample, or if they merely reflect the characteristics of the regional population. Information derived from the specific forms filled out by donors between January 2008 and June 2016 at the time of registration were collected. Data from 416 forms were analyzed. Based on this study, the typical applicant in Brazil is typically a white female (67.4%), over 60 years of age (60.3%), unmarried or single (70.6%), affiliated with a religious group (89.1%), of middle class background (40.4%), who has completed high school and/or holds a university degree (93.8%). The motivation of donors was, in most cases, an altruistic gesture, represented by the desire to help society and science. Elucidating these demographic characteristics of potential donors may help identify the target public to which information regarding body donation campaigns could be directed. Anat Sci Educ 10: 475–486. © 2017 American Association of Anatomists. 相似文献
64.
Comments on “the uses of Lawson's test of formal reasoning in the israeli science education context”
Gabriel Sunday Bomide 《科学教学研究杂志》1991,28(5):463-464
In a recent article that appeared in this journal, Hofstein and Mandler (1985) reported a study which employed the Lawson's (1978) classroom test of formal reasoning to determine, among other things, the relationship between achievement in science and mathematics in a sample of Israeli students. Based on their findings, the authors raised objections to the classroom utility of the test for diagnosing students' developmental levels. The present author, however, argued that the case has not been properly established in view of one major methodological problem which seemed to characterize the study. Accordingly, the plea to abandon Lawson's test of formal reasoning was questioned. 相似文献
65.
Varalakshmi Sontam George Gabriel 《Community College Journal of Research & Practice》2013,37(10):808-820
Previous research shows that there are individual differences in academic achievement associated with gender and race. Research also suggests that student engagement is an important determinant of student outcomes/achievement. The present study explored student engagement at an extra-large community college. It specifically investigated possible individual differences in student engagement and explored how it maps on to student achievement. As predicted, the results indicate that there are gender and race differences in student engagement—females show greater engagement than males, and African-American students show greater engagement than students of other races. The results are discussed in the context of student achievement as indicated by students’ self-reported GPAs. 相似文献
66.
Julie C. Libarkin Stephen R. Thomas Gabriel Ording 《International Journal of Science Education》2013,35(13):2214-2236
Exploratory factor analysis was used to identify models underlying drawings of the greenhouse effect made by over 200 entering university freshmen. Initial content analysis allowed deconstruction of drawings into salient features, with grouping of these features via factor analysis. A resulting 4-factor solution explains 62% of the data variance, suggesting that 4 archetype models of the greenhouse effect dominate thinking within this population. Factor scores, indicating the extent to which each student's drawing aligned with representative models, were compared to performance on conceptual understanding and attitudes measures, demographics, and non-cognitive features of drawings. Student drawings were also compared to drawings made by scientists to ascertain the extent to which models reflect more sophisticated and accurate models. Results indicate that student and scientist drawings share some similarities, most notably the presence of some features of the most sophisticated non-scientific model held among the study population. Prior knowledge, prior attitudes, gender, and non-cognitive components are also predictive of an individual student's model. This work presents a new technique for analyzing drawings, with general implications for the use of drawings in investigating student conceptions. 相似文献
67.
Thierry Karsenti Simon Collin Gabriel Dumouchel 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(5):549-568
Teacher attrition: state of knowledge – At a time when a number of countries are concerned about teacher shortages, the question arises why so many teachers are leaving the profession. This review of the literature, based on the analysis of 69 scientific papers (containing either empirical data or rigorous theoretical analysis) specifically aims to provide answers to this question by identifying the factors involved in teacher attrition. The listed factors are divided into three categories (factors related to teaching tasks, to the teacher or to the social environment), and then examined in the conclusion. 相似文献
68.
Gabriel A. Reich 《课程研究杂志》2013,45(4):507-532
This article tests the assumption that state-mandated multiple-choice history exams are a cultural tool for disseminating an ‘official’ collective memory. Findings from a qualitative study of a collection of multiple-choice questions that relate to the history of the Soviet Union are presented. The 263 questions all come from New York State Regents exams that were administered between 1980–2010. Test questions were organized by decade, analysed for content, and then synthesized into historical narratives. These narratives were then analysed to see the extent to which they changed as the Soviet Union decayed, collapsed, and then broke up into new nation states. Particular attention was paid to the period that begins with the Cold War and ends with the present situation in post-Soviet Russia. The analysis shows that, despite great upheavals in the history of the Soviet Union, and changes in New York State standards and testing policies, the narrative that exists on these exam questions largely remains the same. This suggests that official narratives are slow to change. Further research should look at the extent to which test-taker knowledge and acceptance of official narratives affect performance on multiple-choice history items. 相似文献
69.
Narciso de Gabriel 《History of education》2013,42(3):334-354
The admission of women to the teaching field was conditioned by many different circumstances that varied depending on time and place. This article will examine the evolution of this process in Spain in an attempt to identify some of the contributing factors: a patriarchal mentality which held that women had a special aptitude for teaching; a segregationist and sexist conception of education; the intention of some of the reformist sectors to broaden work opportunities for women; and the struggle of women themselves to enter the workforce, owing to the lack of opportunities for study and work offered to them. I will also examine some of the resistance they had to overcome to gain access to this profession. 相似文献
70.
When teaching style matches students’ epistemic (in)dependence: The moderating effect of perceived epistemic gap 总被引:1,自引:0,他引:1
Alain Quiamzade Gabriel Mugny Armand Chatard 《European Journal of Psychology of Education - EJPE》2009,24(3):361-371
In a 2×2×2 factorial design, 3rd year Romanian psychology students (N=94) were assigned into 2 groups according to the extent to which they acknowledged an epistemic dependence (lowvs. high) toward their professor. They then compared the competence of 3rd year students to that of 1st year or 5th year students. Finally, they were exposed to a persuasive counter-attitudinal message from an epistemic authority, framed in an authoritarian vs. democratic style. The main dependent variable was the influence of the counter-attitudinal message. Results show an interaction between the three variables. No effects were found among students in the upward social comparison condition in which they felt particularly incompetent. The expected interaction between style and dependence was significant in the down ward comparison condition where participants felt more competent than 1st year students. Students high in perceived epistemic dependence were more influenced by the authoritarian style than those low in epistemic dependence. The reverse tended to be true for participants exposed to the democratic style. 相似文献