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21.
Vicente Mellado María Luisa Bermejo Lorenzo J. Blanco Constantino Ruiz 《International Journal of Science and Mathematics Education》2008,6(1):37-62
We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher’s conceptions
of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when
teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom
observations. The results reflected Miguel’s relativist conceptions of the nature of science that were consistent with his
constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of
external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that
knowledge. Miguel’s classroom behavior was completely contrary to his conceptions, which were to reinforce the students’ alternative
ideas through debate, and not by means of teacher explanation. 相似文献
22.
Joan Josep Suñol Joan Pujol Lidia Feliu Rosa Maria Fraguell Anna Planas-Lladó 《Assessment & Evaluation in Higher Education》2016,41(4):622-637
This article analyses the use of peer and self-assessment in oral presentations as complementary tools to assessment by the professor. The analysis is based on a study conducted at the University of Girona (Spain) in seven different degree subjects and fields of knowledge. We designed and implemented two instruments to measure students’ peer and self-assessment, and a rubric to guide the assessment process. Results were compared with the marks awarded by the professor. In contrast with studies by other authors, which show a high correlation between these different assessment systems, our study revealed significant deviations. Applying peer and self-assessment to oral presentation activities also demonstrates their formative value above and beyond their summative usefulness. 相似文献
23.
Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes.
In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a
spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the
stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties.
If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the
schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming
was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction
between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming
produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel
spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and
the target are not phonologically transparent but there is no evidence to suggest that younger children do so. 相似文献
24.
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
25.
26.
Rosa M. Rodríguez-Izquierdo 《Cultura y Educación》2018,30(1):177-204
The purpose of this study was to validate the IDI (Intercultural Development Inventory) and to assess the impact of international mobility programmes on the intercultural sensitivity of university students. For this, a quasi-experimental study was carried out using a longitudinal design of repeated pre-test and post-test measures, with an experimental group of students who carried out international mobility programmes and a control group of students who did not. The sample consisted of 3,047 university students. The inventory yielded a five-factor structure (negation/defence, minimization, reversion, acceptance/adaptation and encapsulated marginality) with alpha coefficients ranging from .82 to .91, revealing adequate reliability and validity. The results indicate the effectiveness of the IDI to measure intercultural sensitivity. Although the post-test scores are higher than the pre-test scores for both groups, there are significant differences in favour of the experimental group (p = .000) in all factors except the negation/defence stage. The conclusions focus on the implications of this study for curriculum development and policy at an educational level. 相似文献
27.
In view of the challenges facing universities in our days and in accordance with the guidelines of the EHEA, the present article presents the results of a project which aims to unite the use of blogs and a competency approach. Specifically, the project is structured around two basic, complementary aims: 1. The design and implementation of a teaching innovation project which through the use of blogs promotes the development of certain professional competencies and 2. To assess the experiences and comments of students regarding the use of blogs in a university context, in order to appraise how students assess the use of this new learning tool. To achieve the latter aim, we used a methodology that combines a questionnaire with content analysis, using a sample of 82 subjects. The article shows that university students consider the blog as a tool that enables the acquisition of professional competencies, boosts the teaching-learning process, and foments the development of reflection. Based on these results, several proposals are made concerning the use of blogs, including activities related to reflection, provision of training-focused feedback, and the use of labels as an exercise of metareflection, amongst others. 相似文献
28.
The main objective of this study is a reconstruction of students' and teachers' understanding of structure of the atom based on the following framework: a) history of science can be conceived as that of competing rival research programs; b) some of the greatest scientific research programs progressed on inconsistent foundations; c) in actual scientific practice, counter-examples would be considered as mere anomalies; d) work of Thomson, Rutherford and Bohr led to the postulation of atomic models based on competing frameworks of understanding. This study is based on 171 freshman students enrolled in General Chemistry I and 7 chemistry teachers at the Instituto Universitario de Tecnología, El Tigre, Venezuela. All the students and teachers were asked to respond to a 11 item questionnaire and explain their responses. The questionnaire was administered about a month after the students/teachers had finished the topic of atomic structure. Students' and teachers' responses were classified in the following categories: Positivist/inductivist, Transitional and Lakatosian. Results obtained show that students and teachers: a) have a very similar positivist understanding of the progress of science; b) are inconsistent in their responses by switching from a positivist response on one item to a Lakatosian on an another; c) also showed some consistent response patterns by resisting changes in some of their core beliefs by invoking "auxiliary hypotheses"; and d) consider that observable hard experimental facts give science its objective status, whereas the interpretations being subjective perhaps go beyond the fold of science. 相似文献
29.
Allan B. de Guzman Praxedes S. M. dela Rosa Clotilde N. Arcangel 《Educational Research for Policy and Practice》2005,4(2-3):65-82
This qualitative study is an attempt to describe how administrators, teachers and researchers in a select group of teacher
education institutions (TEIs) in the capital of the Philippines collectively view globalization. Specifically, concepts of
a globalized teacher education, impact of globalization in teacher education, and problems of teacher education in the context
of globalization were the delineated factors investigated in this study. A total of 23 respondents comprising 13 university
teachers, 6 deans and 4 educational researchers were asked to participate in an audio-taped interview and written responses.
Data yielded by the interview were transcribed and categorized based on saliency, meaning and homogeneity. Clearly, this study
has disclosed efforts initiated at both pre-service and in-service education levels in response to the challenges of globalization
consistent with the collective view of the various sectors.
This research segment is part of a research project submitted to the Asia-Pacific Education Policy Research Initiative/KEDI
(AP-EPRI/KEDI) and funded by the World Bank/GDN. 相似文献
30.