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991.
Antonio-Joaquín Franco-Mariscal José María Oliva-Martínez M. L. Almoraima Gil 《International Journal of Science and Mathematics Education》2016,14(5):885-906
The work reported here involved a comparative study regarding the understanding that high school students (16–18 years) have of the concept of chemical elements and their periodic classification. More specifically, the level of knowledge on this topic was compared before and after the completion of baccalaureate studies in a sample of Spanish students. In order to achieve this goal, a questionnaire was developed that included 14 items in an open format, through which various aspects of the students’ understanding of the idea of chemical element and their periodic classification were assessed. In addition, the application of this knowledge to interpret and predict the behaviour and properties of elements and to carry out calculations on the atomic composition of the elements was evaluated. Aspects concerning the acquisition of scientific knowledge, the application of knowledge to different contexts and situations, and the use of scientific evidence to draw conclusions and knowledge about the nature and history of science were evaluated. The questionnaire was previously validated with a large group of students. The results of this study show that improvements occur primarily in addressing higher level cognitive questions (analysis, synthesis and evaluation) in comparison to the lower level tasks (capacity for retention, understanding or direct application of learning). In addition, students who start high school have a very limited understanding of the ideas behind the Periodic Table of the chemical elements and that their lack of understanding, to a large extent, remains upon completion of the baccalaureate. These results suggest that there are real difficulties in understanding this topic and show the limited influence of the studies completed in high school. 相似文献
992.
Anja J. Boevé Rob R. Meijer Roel J. Bosker Jorien Vugteveen Rink Hoekstra Casper J. Albers 《Higher Education》2017,74(6):1015-1032
The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students’ study behaviour throughout a flipped course has not been investigated. This study explored students’ study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students’ study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students’ learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance. 相似文献
993.
Ana Inés Renta Davids Piet Van den Bossche David Gijbels Manel Fandos Garrido 《Vocations and Learning》2017,10(3):275-306
The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during the practice module in vocational education programmes in Spain. The study analysed individual, educational design and work environment factors that facilitate or hinder transfer of learning. The study took a multidimensional approach to professional competences by observing four dimensions: hard-specific, hard-generic, interpersonal and intrapersonal. The data collection drew from a questionnaire administered to students of vocational education programmes (N = 379) after they had completed the practice module scheme. A moderation analysis was applied to observe the effect of individual, educational design and workplace factors on the relation between the competences learned at school and those used at the workplace. The findings showed that compulsory placement, school-work alignment, work-based supervisor, access to resources and task complexity are significant moderators between the competences learned at school and those used at the workplace. The study highlights the coherence between the school and workplaces and work environment characteristics as factors conducive to transfer of learning. 相似文献
994.
Graduate in political sciences, University of El Salvador. Post-graduate in education and society, Facultad Latinoamericana
de Ciencias Sociales (FLACSO, Argentina). Co-ordinator for education and society, post-graduate professor of education and
society and of the diploma in social sciences (educational management) for FLACSO. Invited post-graduate professor at the
University of Bologna. Consultant to the OEI, CEPAL and INAP. Professor of educational policy at the National University of
La Plata. Editor of the reviewPropuesta educativa [Educational offer]. 相似文献
995.
Typology of students at risk of dropping out of school: Description by personal, family and school factors 总被引:1,自引:0,他引:1
Laurier Fortin Diane Marcotte Pierre Potvin Ph.D. ps.éd Égide Royer Jacques Joly 《European Journal of Psychology of Education - EJPE》2006,21(4):363-383
The purpose of this study was to identify the different subgroups of students at risk of dropping out of school. The typology
was developed based on the three main contexts associated with school dropout risk, namely, the personal, family and school
contexts. On the basis of these factors, the clustering results enabled us to categorize at-risk students into four subgroups:
(1) the Anti-Social Covert behavior type, (2) the Uninterested in school type, (3) the School and Social Adjustment Difficulties
type, and (4) the Depressive type. Moreover, considering all the contexts involved in school dropout, the clustering technique
confirms the importance of behavior problems and learning difficulties, while emphasizing the significance of both depression
and the family and classroom environments in the development of dropout risk. Students at risk of dropping out of school report
many family organisational problems and that they obtain little emotional support from their parents. They also perceive little
order or organisation in the classroom. 相似文献
996.
Renata Linertová Javier González-Guadarrama Pedro Serrano-Aguilar Manuel Posada-De-la-Paz Márta Péntek Georgi Iskrov 《International Journal of Disability, Development & Education》2019,66(4):362-373
ABSTRACTInclusive education of disabled students has been promoted in European disability policies. However, the transition process from more segregated system is slow. The purpose of this study was to provide an insight about different types of schooling of disabled children affected by a rare disease across Europe and to evaluate their and caregivers’ well-being. We analysed data from a cross-sectional study (BURQOL-RD) of persons with rare diseases that cause intellectual and/or physical disability: Prader-Willi syndrome, fragile X syndrome, three types of mucopolysaccharidosis and Duchenne muscular dystrophy. The sample consisted of 359 children aged 6–17 and 269 caregivers from eight European countries. Results showed differences between countries in proportion of students placed in special schools, which are still valid option in countries such as Germany, France or UK. Within the inclusive education modalities, lack of special support for disabled students was observed especially in low-income countries. No association between the type of schooling and quality of life was observed, but the subjective caregivers’ burden seems to be higher in special schools. The study shows existent differences in implementation of inclusive education in Europe. More research is needed in the field of rare disease disability and educational needs. 相似文献
997.
Thomas?M.?CreaEmail author Antonia?Eliana?Diaz-Valdes Elizabeth?Gruenfeld José?Acevedo Blain?Cerney Marlon?Medina Glenda?Hernandez Olga?Canelas 《Prospects》2017,47(3):245-256
School feeding programs in low- and middle-income countries tend to focus on school attendance and literacy. Some evidence suggests that bolstering schools as a nexus of community plays an important psychosocial function for children and families. This study examines the extent to which childhood literacy rates are associated with parents’ and teachers’ perceptions of community violence and cohesion, following participation in a large-scale school feeding program in the Department of Intibucá, Honduras. Primary school children (n = 3,147) from 176 schools completed standardized literacy tests. Scores were linked to parents’ (n = 328) and teachers’ (n = 537) responses about community cohesion and violence. Social bonding among parents was positively associated with children’s literacy. Community violence reported by teachers exerted a negative influence. The authors discuss these results in light of how vertically focused interventions such as school feeding can be integrated to account for the specific contextual factors that affect, and are affected by, the program itself. 相似文献
998.
Maria Martí Albert Bonillo Maria Claustre Jané Elisa M. Fisher Helena Duch 《Early education and development》2016,27(5):590-622
Research Findings: Supportive mother–child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother–child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother–child interactions among economically disadvantaged Latino families remains scarce and results are mixed. The current study used an ecological approach to examine the relationship between maternal cumulative risk, child developmental delay, observed and self-reported quality of the mother–child relationship, time spent in Head Start, and teachers’ and parents’ ratings of social-emotional competence among 106 Latino Head Start children and their mothers. Cumulative risk showed a negative association with observed maternal supportiveness and self-reported quality of the mother–child relationship. Cumulative risk had negative and positive indirect effects, respectively, on child social competence and problem behavior through perceived quality of the mother–child relationship. This association only occurred when parent ratings of child behavior were used. Time spent in Head Start moderated the association between observed maternal supportiveness and social competence. Practice or Policy: Implications for providers and researchers attempting to improve social-emotional competence in disadvantaged Latino children by enhancing positive and supportive parenting practice are discussed. 相似文献
999.
1000.
Career theorists emphasize the importance of the development of career maturity in adolescents if they are to successfully negotiate the school-to-work transition. Transitions of deaf and hard of hearing adolescents may be especially problematic. The authors examine the implications of current labor market trends for young people, in particular those with hearing loss, and review data on employment outcomes for deaf and hard of hearing people. They discuss the environmental and attitudinal barriers that can influence the career outcomes of this population, consider the impact of hearing loss on adolescents' career maturity, and review the studies on this topic in the literature. The article focuses on the experiences of students with significant hearing loss who are educated in regular classes with the support of itinerant teachers, who communicate orally, and who may be defined as hard of hearing. Recommendations for research and practice are provided. 相似文献