Outcomes Assessment and Legal Research Pedagogy

This article explores application of a taxonomic approach in legal research pedagogy to outcomes assessment based on Prof. Paul Callister's adaptation of Bloom's Taxonomy of Educational Objectives which integrates instructional design and learning activities compatible with formative assessment during the learning process and summative assessment at its conclusion. It reviews the development of outcomes assessment initiatives by legal educators and the development of outcomes assessment standards by the American Bar Association for the accreditation of law schools.     

Premarital Sex, Social Support, Submissive Behaviors, and Loneliness Among Turkish University Students

The purpose of this study was to investigate whether differences in social support, submissive behaviors, and loneliness existed among Turkish university students who had had premarital sexual intercourse and those who had not. Using self-reported questionnaires, students who had experienced sexual intercourse were contrasted with those who had not. Data were gathered on 420 university students in Ankara, Turkey. MANOVA statistics were used in the data analysis. Results indicated that more than 75?% of the total respondents reported that they had never had sexual intercourse; the frequency of sexual intercourse was higher among males than females. It was found that students who had had sexual intercourse reported less perceived support from family. The two groups were not significantly different, however, in perceived support from friends, submissive behaviors and loneliness. Possible interpretations of these data and implications for future study are suggested.     

A Cross-Age Study of Different Perspectives in Solution Chemistry from Junior to Senior High School

This study reports on research examining what students think about aspects of solution chemistry and seeks to establish what alternative conceptions they hold in this area. To achieve this aim the researchers developed a test comprising of open-ended questions that evaluated students understanding of solution chemistry. The test was administered to 441 students selected randomly from different grades, grade 7 through grade 10. The research findings suggest that students have difficulty at comprehending the investigated concepts in solution chemistry. Alternative conceptions about the concepts of dissolution, chemical bonding, evaporation and condensation influence latter learning. Interestingly, the grade 9 students have the least percentages, except for Item 3, amongst grades in terms of alternative conception. Also, students' alternative conceptions are also stored in long-term memory and interact with each another. In the light of the findings, it can be suggested that the future research may need to focus on classifying of students' responses in terms of categories in understanding such as propositions, strings, images, episode, intellectual skills and cognitive strategies.     

积极心理学介评

积极心理学是现代心理学研究的一个新思潮,似一股清新的空气注入传统消极心理学而迅猛发展.本文从积极心理学的背景和现状、理论研究以及应用领域予以介绍,最后对积极心理学进行简评.     

Developing a questionnaire on attitude towards school

The purpose of the present study was to develop a questionnaire to assess student attitudes towards school by describing the factors that affect these attitudes. For this purpose, a sample of 362 (11–13 years-old) elementary-school students was used. Both exploratory and confirmatory factor analyses were carried out. The questionnaire consists of six factors (Belongingness to School, School Image, Loneliness at School, Teaching, Testing and Feedback-Giving Activities, and Reluctance). When data were tested via structural equation modelling, examination of fit indices indicated that the model came close to fitting the data with goodness-of-fit coefficients at recommended levels. The School Attitude Questionnaire was found to be suitable in the light of the findings of our study, and its scales are thought to affect students’ attitudes towards school.     

沈福宗在17世纪欧洲的学术活动

南京人沈福宗是清初通晓拉丁文的少数中国学子之一,1682-1692年随比利时人柏应理出访欧洲六国,受到罗马教皇和法、英两国国王接见,又结识社会名流,展开东西方两大文明之间的直接对话,把中国语言文字、儒家道德哲学和波动说传到欧洲,帮助东方学家从事汉学研究,对西方人文科学和自然科学发展作出贡献.但中国史籍对他却只字不载,本文利用英文、法文和拉丁文史料对他不平凡经历和事迹作出全面评介.     

Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung?

In reviews of university teacher training, the parts of the curriculum based on educational science are often criticized as missing practical relevance and being non-cumulative. At the same time, uncertainty exists regarding which educational science based content is important for teacher candidates. The objective of the Delphi study presented here was the identification of core educational science content in university training. To this aim, a survey was carried out amongst 49 experts from different subject areas and phases of teacher training in three rounds using a standardized questionnaire. In the first round, 213 topics were specified, which were then assessed by experts regarding their importance for various aspects of the teaching profession. In the second and third rounds, which had the objective of reducing the number of topics, the experts chose a limited number of topics based on their relevance for university teacher training and for the practical success of teaching itself. The results show that the original list was comprehensive and that there is a consensus among most of the experts on their respective importance for teaching training.     

大学生运动员反应时跟踪实验及评定方法研究

采用EP202/204选择、声光反应时测定仪对武汉市5所高等院校的大学生运动员的反应时进行跟踪测试实验,结果显示:运动员反应时的个体差异较大,差异主要取决于遗传因素,训练虽可提高,幅度较小;不同运动员的反应时在一定范围内变化,变化的数据与本人机能状况相关,机能好时,反应时快,反之,反应时延长,变化范围在本人平均反应时的上下95-105%波动.提出了评定大学生运动员反应时的方法与标准.     

Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions

This article presents an analysis of a phenomenon that was observed within the dynamic processes of teaching and learning to read and elaborate Cartesian graphs for functions at high-school level. Two questions were considered during this investigation: What types of metaphors does the teacher use to explain the graphic representation of functions at high-school level? Is the teacher aware of the use he/she has made of metaphors in his/her speech, and to what extent does he/she monitor them? The theoretical framework was based on embodied cognition theory. Our findings include teachers’ expressions that suggest, among other ideas: (1) orientation metaphors, such as “the abscissa axis is horizontal”; (2) fictive motion, such as “the graph of a function can be considered as the trace of a point that moves over the graph”; (3) ontological metaphors; and (4) interaction of metaphors. We also show that teachers were not aware of using metaphors.