排序方式: 共有74条查询结果,搜索用时 5 毫秒
71.
Higher and lower-order cognitive skills: The case of chemistry 总被引:2,自引:0,他引:2
A major driving force in the current effort to reform science education is the conviction that it is vital for our students
to develop their higher-order cognitive skills capacity in order to function effectively in our modem, complex science and
technology-based society. In line with this rationale, this study focuses on the use of examinations for studying student
performance in chemistry examination on items that require higher-order cognitive skills (HOCS) or lower-order cognitive skills
(LOCS). This usage of examinations is explored and demonstrated via “post-factum” data analysis of two case studies: the General
Examination (in chemistry) and the Panhellenic Chemistry Competition administered natinally in Greece for secondary-school
graduates in 1991. The main findings were: (a) students performed considerably lower on questions requiring HOCS than on those
requiring LOCS; (b) performance on questions requiring HOCS may not correlate with that on questions requiring LOCS for which
affective factors, LOCS-orientation in teaching and the extent of prior examination preparation may be responsible; and (c)
examinations that contain intems of both types can be effectively used to identify HOCS- and LOCS- students within various
contexts of chemistry teaching. Based on the above and previous related studies, the fostering of students' HOCS by appropriate
teaching and assessment trategies is advocated. 相似文献
72.
Why are students with LD depressed? A goal orientation model of depression vulnerability 总被引:1,自引:0,他引:1
Sideridis GD 《Journal of learning disabilities》2007,40(6):526-539
The thesis of the present study was that failure in achievement tasks may constitute a stress factor that can trigger a depression episode, particularly for students with learning disabilities (LD), and that a particular motivational pattern may constitute a cognitive diathesis for depression. Participants were 104 students referred for LD who were drawn from a pool of approximately 900 students from Grades 5 and 6. Students were challenged with a series of difficult math exercises, and their achievement behaviors were examined as a function of achievement goal orientations. Results from structural equation modeling provided empirical support of the contention that performance-avoidance goals may account for a series of negative cognitions and affect. Direct positive paths linked performance-avoidance goals to anxiety, depression, and negative affect; negative paths were revealed with regard to self-esteem and positive affect. Thus, performance-avoidance goals may possess elements of the diathesis mechanism described by Dykman, constituting a vulnerability factor that triggers the mechanism of depression when negative events are in place. 相似文献
73.
Dimitrios Tsolis Spyros Sioutas Michalis Nik Xenos Georgios Styliaras 《Journal of Cultural Heritage》2011,12(4):466
As a general and effective protection measure for copyright violations, which occur with the use of digital technologies including peer-to-peer (P2P) networks, copyright owners from the cultural sector often use Digital Rights Management (DRM) systems and digital watermarking techniques so as to encrypt copyright information to the cultural content. In other cases, copyright owners restrict or even block access to the digital cultural content through the Internet and the P2P infrastructure. This chapter claims that DRM and P2P can be quite complementary. Specifically, a P2P infrastructure is presented which allows broad digital cultural content exchange while on the same time supports copyright protection and management through watermarking technologies for digital images. 相似文献
74.
Vassilis Barkoukis George Grouios Georgios Sideridis 《Assessment in Education: Principles, Policy & Practice》2008,15(1):39-55
Self‐determination theory provides an integrated conception of school‐ and academic motivation. The theory proposes a continuum comprising three types of motivation: intrinsic motivation (IM), extrinsic motivation (EM), and amotivation (AM), characterised by seven dimensions (IM = to know, to accomplish and to experience stimulation, EM = external regulation, introjection and identification, and Amotivation). The purpose of the present study was to examine the psychometric properties of the Academic Motivation Scale (AMS) with Greek high school students. Two studies were conducted to examine the factorial, construct, concurrent and predictive validity of the scale along with its reliability properties. Confirmatory factor analyses supported the proposed seven‐factor structure. The scale showed satisfactory levels of internal consistency and temporal stability. Additionally, indices of the scale’s construct, concurrent, and predictive validity were in the desired direction. These findings support the use of the Greek version of the AMS for the assessment of intrinsic motivation, extrinsic motivation, and amotivation. 相似文献