Exploring the Difference Between “Concrete” and “Abstract”

Abstract

This article discusses the results of a study concerning the interactive effects of learning style and computer competency on student satisfaction in library and information science (LIS) distance learning courses. “Concrete” and “abstract” learners react differently to online courses given different technology backgrounds. This study finds a statistically significant relationship between student satisfaction with Web-based courses, the grouping differences of learning style preferences (converging, diverging, assimilating, accommodating), and computer competency (high level and low level). The study concludes that, when students differ with regard to computer competency, there is a difference among learning styles with respect to student satisfaction level.     

Impact of a Scientist–Teacher Collaborative Model on Students,Teachers, and Scientists

Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist–teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students’ learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers’ and scientists’ science teaching. A quasi-experimental design was used to understand the impact on students’ scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students’ scientific competency and a large effect on students’ scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK.     

基于店长胜任力的连锁经营管理应用型本科人才培养

应用型本科教育定位于培养理论应用人才,强调与职业胜任力对接。在连锁经营管理应用型本科人才培养中选择店长作为目标岗位更能有效满足企业人才需求,有利于学生熟悉基本业务活动、培养经营管理能力,拓展职业发展空间。基于店长胜任力构建了包括知识、技能、能力和个性特征四个方面的连锁经营管理应用型本科人才培养目标,提出了优化课程设置、搭建知识融通平台、强化实践教学、综合测评学生职业胜任力等人才培养策略。     

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

ABSTRACT

Promoting preservice science teachers’ experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students’ experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N?=?16). Independent observers rated preservice teachers’ group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.     

知识型员工知识与技术能力因素结构研究及应用

遵循系统性的原则,综合考虑有效行为产生的两个重要方面,将知识型员工的个体能力分为知识与技术能力、职位行为能力和基本行为能力三个维度,在此基础上重点探讨了知识型员工知识与技术能力的因素结构.采用文献研究与理论分析相结合的方法,获得了知识与技术能力的具体因素结构,共包含7个能力簇群,不同的知识型企业可根据组织战略演绎出各能力簇群下包含的具体能力项.在此基础上,以A公司作为背景进行了案例分析,验证了文中所提出的因素结构的合理性.     

企业信息能力的识别与培育模型

通过对企业信息能力的再认识,首先研究了基于平衡计分卡的企业信息能力的培育;然后,在构建信息价值链内涵与模型的基础上,分析了基于信息价值链的企业信息能力的培育内容;最后,建立了基于平衡计分卡和信息价值链的企业信息能力培育模型.     

国有商业银行客户经理的胜任特征及其与工作态度的关系

在行为事件访谈等前期工作的基础上,得到1 145份某国有商业银行客户经理360度调查的他评有效问卷,因素分析结果表明,客户经理胜任特征包括3方面11个胜任特征.层次回归分析结果表明:敬业精神和协作与工作满意度、情感承诺呈显著正相关,敬业精神与离职意向呈显著负相关,但信息搜集能力与离职意向呈显著正相关.     

中国种业高层管理人员胜任特征结构研究

在研究我国种子行业情景特征基础上,综合国内外文献研究成果,编制了中国种业高层管理者胜任特征评价量表,针对167名种业企业管理者进行调查,采用因素分析和结构方程模型确定并检验了胜任特征因子和结构.结果表明,种业企业高层管理者胜任特征结构由战略能力、知识水平、适应调整能力、自我效能、情绪智力、团队协作能力、成就取向和责任意识8个特征构成;其中自我效能感、情绪智力和成就取向都与适应调整能力产生了较强的相关关系.     

高职外贸函电课程设计之研究——基于胜任力的视角

胜任力能够区分业绩优秀者和业绩一般者,是反映高职院校毕业生对工作适应能力的重要指标;外贸函电是商务英语专业一门操作性很强的专门用途英语课程,旨在面向进出口企业培养能够进行贸易合同磋商及程序履行能力的外贸业务员。文章以外贸业务员的胜任力为基准,对高职商务英语专业核心课程外贸函电进行设计。     

Competencies and employer engagement

Using the UK experience as a template, this paper explores the concept of competencies as a viable bridge to employer engagement. In this context, the definition of competency coalesces into three primary interpretations (input, output and ‘behaviour’), leading to three applications: work related skill sets, standards and professionalism. These in turn, inform intersecting relationships — the link between employer skills needs and education (work-based learning), educational and workplace competency, and quality (accreditation of employer based training, and credit accumulation and transfer systems) and vocational competency (fit for practice, and fit for purpose). For each element, relevant models and indicative practice is presented. The paper concludes by offsetting competencies with employer engagement, and offers approaches (vignettes) to actively advance this critical agenda.