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91.
92.
José Bidarra 《Open Learning》2017,32(1):6-20
This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to ‘real-world’ situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today’s flexible, interactive and immersive technologies (e.g. mobile, augmented reality, virtual reality). 相似文献
93.
Diego-Mantecón José Manuel Haro Elena Blanco Teresa F. Romo-Vázquez Avenilde 《Educational Studies in Mathematics》2021,107(2):339-357
Educational Studies in Mathematics - The competency-based approach conceives mathematics as a necessary tool for dealing with daily-life tasks. Many studies have focused on examining the low math... 相似文献
94.
David Rodríguez-Gómez Julio Meneses Joaquín Gairín Mònica Feixas José Luís Muñoz 《高等教育研究与发展》2016,35(4):815-828
Studies of student re-enrolment patterns in higher education constitute, along with traditional studies of persistence and dropout, a key element for improving the quality of higher education institutions. However, these studies tend to be limited as they are centred on a single institution, due to the lack of national-scale data sets for monitoring students between different institutions. Using a longitudinal population-based data set provided by the Catalan University Assurance Agency (AQU), which includes information records on 21,473 undergraduate students, this paper aims to develop and test an exploratory model of student re-enrolment, specifically in the Catalan public university system. We are not only interested in student re-enrolment, but also in whether they do so during the first year after dropout or in the same area of knowledge. Results from logistic regression analysis revealed that although most students return to the university system in the first year after dropout, many of these change to a different area of knowledge, which is clear evidence of dysfunctional and inefficient guidance systems and university entrance. Findings provide a more accurate and complete picture of student re-enrolment behaviour and suggest the need to develop targeted policies to improve the efficiency and effectiveness of our university systems. 相似文献
95.
PROSPECTS - Effects rippling from the Covid 19 emergency include changes in the personal, social, and economic spheres. Are there continuities as well? Based on a literature review (primarily of... 相似文献
96.
This paper asks whether the integrated training provision currently offered through the different Spanish Second Chance Programmes (SCPs) constitutes a valid response to the educational needs and deficits known to exist among those young people who do not satisfactorily complete the Compulsory Secondary Education stage (ESO). The objectives of the current Social Guarantee Programmes (SGPs) are examined, as are the characteristics of the young people who participate in them. The Programmes of Initial Vocational Qualification (PCPI) envisaged in the most recent educational legislation are also discussed. Having identified the key factors which the empirical studies suggest influence the effectiveness of these programmes in addressing the educational needs and training deficiencies of the young people involved, a number of proposals are presented in connection with the training needs of teaching staff. The paper concludes with a number of proposals for improving the educational response to the challenges that the new perspectives and expectations raise for the development of a system of inclusive education to overcome the education deficits of the young people concerned. 相似文献
97.
Cofré Hernán Núñez Paola Santibáñez David Pavez José M. Valencia Martina Vergara Claudia 《Science & Education》2019,28(3-5):205-248
Science & Education - There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science... 相似文献
98.
99.
Julian Barreiro-Gomez Carlos Ocampo-Martinez Nicanor Quijano José M. Maestre 《Journal of The Franklin Institute》2017,354(14):5771-5796
This paper solves a data-driven control problem for a flow-based distribution network with two objectives: a resource allocation and a fair distribution of costs. These objectives represent both cooperation and competition directions. It is proposed a solution that combines either a centralized or distributed cooperative game approach using the Shapley value to determine a proper partitioning of the system and a fair communication cost distribution. On the other hand, a decentralized non-cooperative game approach computing the Nash equilibrium is used to achieve the control objective of the resource allocation under a non-complete information topology. Furthermore, an invariant-set property is presented and the closed-loop system stability is analyzed for the non-cooperative game approach. Another contribution regarding the cooperative game approach is an alternative way to compute the Shapley value for the proposed specific characteristic function. Unlike the classical cooperative-games approach, which has a limited application due to the combinatorial explosion issues, the alternative method allows calculating the Shapley value in polynomial time and hence can be applied to large-scale problems. 相似文献
100.
María José Fernández Díaz Rafael Carballo Santaolalla Arturo Galán González 《Higher Education》2010,60(1):101-118
The main objective of the Bologna Process is to create a “European space” for higher education that allows for comparability,
compatibility, and coherence between the existing systems of higher education across Europe. This objective is commonly known
as the European higher education area (EHEA). The creation of the EHEA is a new and specific challenge for higher education
in Europe, one that depends upon improved faculty development and training across Europe. The integration of Spain and other
European countries into European higher education more generally entails these challenges. In order for necessary changes
in faculty development and training to take place, university managers and policy makers must account for designing training
plans, as well the knowledge, attitudes and needs of faculty members. This investigation was undertaken with these themes
in mind. Conducted in Madrid, Spain, it included 257 professors from ten different schools of the Universidad Complutense
de Madrid. The aim of the investigation was to understand faculty knowledge and attitudes about changes in higher education
in Europe. Moreover, with an eye to helping faculty members cope with the change that is accompanying the creation of EHEA,
the investigators sought to understand the importance that faculty members place upon professional development and how current
approaches to professional development at the university level could be improved. The results indicate a degree of ignorance
regarding changes in European higher education as well as a feeling of resistance on the part of many faculty members. While
many faculty members consider knowledge of change processes and adaptability to be important qualities, faculty responses
also indicate a clear need for guidance if they are going to integrate new learning models and adequate coping strategies
into their work in higher education. 相似文献