How do STEM-interested students pursue multiple interests in their higher educational choice?

Interest in science, technology, engineering and mathematics (STEM) has lately received attention in research due to a gap between the number of STEM students and the needs of the labour market. As interest seems to be one of the most important factors in deciding what to study, we focus in the present study on how STEM-interested students weigh multiple interests in making educational choices. A questionnaire with both open-ended and closed-ended items was administered to 91 STEM-interested students enrolled in a STEM programme of a Dutch University for secondary school students. Results indicate that students find it important that a study programme allows them to pursue multiple interests. Some students pursued multiple interests by choosing to enrol in two programmes at the same time. Most students chose one programme that enabled them to combine multiple interests. Combinations of pursued interests were dependent on the disciplinary range of interests of students. Students who were interested in diverse domains combined interests in an educational programme across academic and non-academic domains, whilst students who were mainly interested in STEM combined only STEM-focused interests. Together these findings stress the importance of taking a multiple interest perspective on interest development and educational choice.     

Assessing students’ perceptions about classroom learning environments: the New What Is Happening In this Class (NWIHIC) instrument

Learning Environments Research - The New What Is Happening In this Class questionnaire (NWIHIC) was constructed based on Moos’s scheme for human environments. The sample consisted of 2280...     

Facebook class groups of high school students: their role in establishing social dynamics and learning experiences

The study’s main aim was to explore the role of Facebook class groups, created and managed by high-school students, in facilitating social dynamics and learning experiences. Fourteen Facebook class groups were observed online and students were subsequently questioned through focus-group interviews. Our findings show that Facebook class groups can promote both bonding and learning. Bonding can be enhanced because Facebook class groups foster a sense of solidarity and unity among students. Also, Facebook can stimulate (social) learning because students gain more insights in the subject matter and are challenged to carry out an evaluation of their own study methods and progress. Therefore, drawing on the theories of seamless learning and affinity spaces, we conclude that Facebook class groups are important for social affiliation and effective learning.

     

Children’s use of number line estimation strategies

This study tested whether second graders use benchmark-based strategies when solving a number line estimation (NLE) task. Participants were assigned to one of three conditions based on the availability of benchmarks provided on the number line. In the bounded condition, number lines were only bounded at both sides by 0 and 200, while the midpoint condition included an additional benchmark at the midpoint and children in the quartile condition were provided with a benchmark at every quartile. First, the inclusion of a midpoint resulted in more accurate estimates around the middle of the number line in the midpoint condition compared to the bounded and, surprisingly, also the quartile condition. Furthermore, the two additional benchmarks in the quartile condition did not yield better estimations around the first and third quartile, because children frequently relied on an erroneous representation of these benchmarks, leading to systematic estimation errors. Second, verbal strategy reports revealed that children in the midpoint condition relied more frequently on the benchmark at the midpoint of the number line compared to the bounded condition, confirming the accuracy data. Finally, the frequency of use of benchmark-based strategies correlated positively with mathematics achievement and tended to correlate positively also with estimation accuracy. In sum, this study is one of the first to provide systematic evidence for children’s use of benchmark-based estimation strategies in NLE with natural numbers and its relationship with children’s NLE performance.     

技术和职业教育与培训教师教育:追求创新与卓越

为了促进技术和职业教育与培训教师教育更好的发展，我们需要创新。在欧盟委员会，进入21世纪以来，就开始为技术和职业教育与培训建立共同的政策框架。     

Promoting Self-Directed Learning in Simulation-Based Discovery Learning Environments Through Intelligent Support

Providing learners with computer-generated feedback on their learning process in simulation-based discovery environments cannot be based on a detailed model of the learning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for discovery learning based on an “opportunistic” learning model that takes the current hypothesis of the learner and the experiments performed to test this hypothesis as input. The method was applied in a simulation–based learning environment in the physics domain of collisions. Additionally, the method was compared to an environment in which subjects received predefined feedback on their hypotheses, not taking the experimentation behavior into account. Results showed that overall both groups did not differ on knowledge acquired. A further analysis indicated that, in their learning processes, the learners in the experimental condition built upon their intuitive knowledge base, whereas the learners in the control condition built upon their conceptual knowledge base. In addition, measures of the learning process showed that the subjects in the experimental condition adopted a more inquiry-based learning strategy compared to the subjects in the control condition. We concluded, therefore, that providing learners with adaptive feedback had a different and beneficial effect on the learning process compared to more traditional predefined feedback.     

Do more distant collaborations have more citation impact?

Internationally co-authored papers are known to have more citation impact than nationally co-authored paper, on average. However, the question of whether there are systematic differences between pairs of collaborating countries in terms of the citation impact of their joint output, has remained unanswered. On the basis of all scientific papers published in 2000 and co-authored by two or more European countries, we show that citation impact increases with the geographical distance between the collaborating counties.     

Effects of radiant heat exposure on pacing pattern during a 15-km cycling time trial

Abstract

The goal of this study was to investigate the effects of different durations of skin temperature manipulation on pacing patterns and performance during a 15-km cycling time trial. Nineteen well-trained men completed three 15-km cycling time trials in 18°C and 50% relative humidity with 4.5-km (short-heat), 9.0-km (long-heat) or without (control) radiant heat exposure applied by infrared heaters after 1.5 km in the time trial. During the time trials, power output, mean skin temperature, rectal temperature, heart rate and rating of perceived exertion were assessed. The radiant heat exposure resulted in higher mean skin temperature during the time trial for short-heat (35.0 ± 0.6°C) and long-heat (35.3 ± 0.5°C) than for control (32.5 ± 1.0°C; P < 0.001), whereas rectal temperature was similar (P = 0.55). The mean power output was less for short-heat (273 ± 8 W; P = 0.001) and long-heat (271 ± 9 W; P = 0.02) than for control (287 ± 7 W), but pacing patterns did not differ (P = 0.55). Heart rate was greatest in control (177 ± 9 beats · min^?1; P < 0.001), whereas the rating of perceived exertion remained similar. We concluded that a radiant heat exposure and associated higher skin temperature reduced overall performance, but did not modify pacing pattern during a 15-km cycling time trial, regardless of the duration of the exposure.     

The Role of Students’ Home Language in Science Achievement: A multilevel approach

The present study aimed to identify the role of both student- and school-level characteristics in primary school students’ achievement in the science curriculum. As societies become more culturally and linguistically diverse, many students enter the classroom with a home language that is different from the language of instruction used at school. This study takes into account both the home language and literacy in the language of instruction in relation to student achievement in science subjects. Questionnaires, reading performance tests, and science achievement tests were administered to 1,761 fourth-grade students from 67 schools across Flanders (Belgium). Multilevel hierarchical regression analyses show that the home language and literacy in the language of instruction play an important role in science achievement at the student level, next to gender and socioeconomic status. Students with a home language that is different from the language of instruction experience difficulties with science subjects. Moreover, the higher students’ performance on reading comprehension and self-assessed proficiency in the language of instruction, the higher their score on science achievement tests. At the school level, a school's teachability expectations are one of the key factors related to students’ science achievement. Limitations of this study and future directions for research are discussed.     

Online Dutch L2 learning in adult education: educators’ and providers’ viewpoints on needs,advantages and disadvantages

This study critically addresses the assumptions made by educators and providers in the field of Dutch second language (L2) acquisition about the online learning of Dutch L2. These include assumptions about advantages and disadvantages of online language learning, such as flexibility, learner autonomy, enhanced opportunities for remediation and differentiation versus disadvantages including the solitary learning mode, delayed feedback or high production costs. Even though stakeholders perceive a clear need for online Dutch L2 learning, and are aware of several advantages of online language learning, the current implementation level is still low. The perceived disadvantages might be a factor hindering the transition to online learning. A reorientation of the current provision of Dutch L2 courses is perceived as desirable, with self-directed, needs-oriented and customised learning as the key concepts. The outcomes shed light on perceptions that foster or hinder the development of online language courses for adult migrants, and could resonate with language professionals worldwide.