Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy

The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and sociocultural knowledge. The subjects of the study were 95 student-teachers. The data were collected with questionnaires. In addition to social skills, the student-teachers reported learning of domain-specific skills, generic academic skills, skills for acting creatively in different situations and development of independence. We conclude that the model of Integrative Pedagogy is feasible in teacher education.     

The effect of eye-like schema on shuttling activity of wild house mice (Mus musculus domesticus): Context-dependent threatening aspects of the eyespot patterns

The effects of footshock and various light-spot models on the shuttling activity of mice were examined in a passive avoidance situation. It was found that mild footshocks elicited initial exploration followed by an increased tendency to escape from the compartment in which the shocks were administered. An encounter with models, consisting of various numbers of small yellow lights, without footshock did not cause significant differences in shuttling activity. But if the models were paired with footshock, a tendency to explore during the first trial, high readiness to escape, and avoidance learning were found. These were characterized by a temporary increase in number of gate crossings, a decrease in the time spent in the shocked compartment, and a considerable increase in latency to enter the shocked compartment. The most effective model had two horizontally arranged yellow lights, which may share some characteristics with eye-like patterns.     

High school students’ acceptance and use of mobile technology in learning mathematics

The purpose of this research is to investigate factors affecting the acceptance and use of mobile technology in learning mathematics based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. The study group comprised of 1640 students attending different types of high schools and grade levels. The results of the study revealed both direct and indirect effects of exogenous variables on Behavioral Intention and Use Behavior in mobile technology acceptance of high school students in learning mathematics. It was also found that the theoretical model was confirmed adequately based on the regression coefficients, the significance of the regression coefficients, and the goodness of fit indices obtained from the SEM analysis. The strongest predictors of Behavioral Intention were Hedonic Motivation and Habit, respectively. Exogenous variables of the study together explained 76% of the variance in Behavioral Intention and 13% of the variance in Use Behavior.

     

Turkish Preservice Science Teachers’ Informal Reasoning Regarding Socioscientific Issues and the Factors Influencing Their Informal Reasoning

The purpose of the study is to explore Turkish preservice science teachers’ informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. The researchers engaged 39 preservice science teachers in informal reasoning interview and moral decision-making interview protocols. Of the seven socioscientific issues, three issues were related to gene therapy, another three were related to human cloning, and one was related to global warming. The data were analyzed using an interpretive qualitative research approach. The characteristic of informal reasoning was determined as multidimensional, and the patterns of informal reasoning emerged as rationalistic, emotive, and intuitive reasoning. The factors influencing informal reasoning were: personal experiences, social considerations, moral-ethical considerations, and technological concerns.     

Data Have No Meaning when Separated from their Context

It is argued that many statisticians teach their subject without much concern about the context in which their methods will be used. This issue is illustrated by the analysis of data on cashier fraud at a supermarket. Here different contexts lead to different questions and different modes of analysis.     

"三自"教育模式的构建与实施

广州市第16中学构建的"三自"(自主学习、自我教育、自求发展)教育模式,是广州市教育局《经济发达地区中小学生素质结构及其培养的研究》总课题中的子课题之一.自1997学年度至2001学年度,学校经过研究与探索,取得了较明显的效果.     

"交往教学"模式的建构与实施

在"培养交往素质,促进全面发展"的交往教育实验中,我校教师全员参与,经过几年的艰苦努力,初步建构了能体现交往教育的基本理论和要求的、操作性较强的"交往教学模式",并基本形成了一个学科交往教学子模式群.这是交往教育实验的一个丰硕成果.     

What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation

We study the comprehension of a multimedia technical document about gear functioning by young pupils. The research is focused on the effect of three factors on the construction of a mental model: illustration format (animated versus static) signaling cues (presence versus absence) learner-control of information delivery (three rhythms of presentation: speed, slow and self-controlled). The experimental procedure, conducted with 123 children, follows three phases: pre-test, individual passation of the lesson, comprehension test, delayed post-test. The goal of the pre-test is the evaluation of prior knowledge about gears, but also the control of spatial and verbal working memory aptitude and reading performance. The results show an effect of the animated format, of signaling cues and of the rhythm on the immediate comprehension test and delayed test. For the immediate comprehension test, these effects are different according to the kind of comprehension question (recall, transfer, explanation). These effects are maintained at the delayed post-test, for the self-controlled condition and for the pupils with low prior knowledge. The factor information delivery rhythm shows an effect for the delayed post-test. Our observation device of the behaviour of the child during the lesson was specially designed to explore the reading strategies between the medias.     

Participatory design in secondary education: is it a good idea? Students’ and teachers’ opinions on its desirability and feasibility

Research has shown the importance of students’ perceptions of a learning environment and the existence of discrepancies between students’ and teachers’ perceptions. Participatory design could be a helpful strategy to reduce such discrepancies and eventually improve the design of learning environments, as it has proven to be effective to optimize design in other domains. The current study investigated the desirability and feasibility of possible use of participatory design in education. Students and teachers in secondary education were interviewed about their opinions on the idea of participatory design of a learning environment. Both students and teachers displayed predominantly positive opinions towards possibly engaging in participatory design, supporting its desirability and feasibility. Practical suggestions for implementation are included.