Student Perceptions of Chemistry Laboratory Learning Environments, Student–Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

This study investigated the chemistry laboratory classroom environment, teacher–student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher–student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher–student interactions for gifted students are provided.     

A quantitative analysis of moral exemplars presented in moral education textbooks in Korea and Japan

This study is a comparative analysis of the characteristics of moral exemplars presented in moral education textbooks in Korea and Japan. The purpose of the study is to examine and compare moral values presented through the lives and stories of moral exemplars in the two countries that have moral education as an independent and separate subject based on the national curriculum. To this end, the study uses analytical criteria such as gender, nationality, social roles, historical backgrounds, and specific moral values in order to investigate characteristics of 307 moral exemplars in Korea’s and Japan’s most used moral education textbooks. The results show significant similarities and differences in moral exemplars between the two nations. In the case of the similarities, both countries emphasize moral autonomy and respect for human life. In the case of the differences, while Korea presents more historic figures as moral exemplars, Japan presents more students and ordinary people as moral exemplars.     

Is having more prerequisite knowledge better for learning from productive failure?

A critical assumption made in Kapur’s (Instr Sci 40:651–672, 2012) productive failure design is that students have the necessary prerequisite knowledge resources to generate and explore solutions to problems before learning the targeted concept. Through two quasi-experimental studies, we interrogated this assumption in the context of learning a multilevel biological concept of monohybrid inheritance. In the first study, students were either provided or not provided with prerequisite micro-level knowledge prior to the generation phase. Findings suggested that students do not necessarily have adequate prior knowledge resources, especially those at the micro-level, to generate representations and solution methods for a multilevel concept such as monohybrid inheritance. The second study examined how this prerequisite knowledge provision influenced how much students learned from the subsequent instruction. Although the prerequisite knowledge provision helped students generate and explore the biological phenomenon at the micro- and macro-levels, the provision seemingly did not confer further learning advantage to these students. Instead, they had learning gains similar to those without the provision, and further reported lower lesson engagement and greater mental effort during the subsequent instruction.     

Evaluating students’ perceptions and attitudes toward computer-mediated project-based learning environment: A case study

This research investigated 68 secondary school students’ perceptions of their computer-mediated project-based learning environment and their attitudes towards Project Work (PW) using two instruments—Project Work Classroom Learning Environment Questionnaire (PWCLEQ) and Project Work Related Attitudes Instrument (PWRAI). In this project-based learning environment, students experienced a face-to-face classroom setting and e-learning by using a synchronous computer-mediated communication (CMC) tool called ‘iCollaborate’ for online communication and project collaboration with peers from other countries. The PWCLEQ and PWRAI instruments were used to evaluate the computer-mediated project-based learning environment using students’ perceptions of the learning environment and to further investigate how their perceptions might affect their attitudes towards PW lessons. Students perceived the computer-mediated project-based learning environment favourably but they preferred to experience more Material Environment and more Open-Endedness and Social Presence. Simple correlation analysis revealed that all environment dimensions were significantly and positively related to the students’ attitudes towards PW, while multiple regression analysis indicated that two scales, Instructor Support and Social Presence, were the strongest predictors of attitudes towards PW lessons.     

Optimal residual generation for fault detection in linear discrete time-varying systems with uncertain observations

This work deals with the problem of optimal residual generation for fault detection (FD) in linear discrete time-varying (LDTV) systems subject to uncertain observations. By introducing a generalized fault detection filter (FDF) with four parameter matrices as the residual generator, a novel FDF design scheme is formulated as two bi-objective optimization problems such that the sensitivity of residual to fault is enhanced and the robustness of residual to unknown input is simultaneously strengthened. A generalized operator based optimization approach is proposed to deduce solutions to the corresponding optimization problems in operator forms, where the related H_∞/H_∞ or $H_{?}/H_{\infty }$ FD performance index is maximized. With the aid of the addressed methods, the connections among the derived solutions are explicitly announced. The parameter matrices of the FDF are analytically derived via solving simple matrix equations recursively. It is revealed that our proposed results establish an operator-based framework of optimal residual generation for some kinds of linear discrete-time systems. Illustrative examples are given to show the applicability and effectiveness of the proposed methods.     

Leveraging social grouping for trust building in foreign electronic commerce firms: An exploratory study

Internet development has fueled e-commerce firms’ globalization efforts, but many have met with only limited success. This often stems from the foreign firms’ limited understanding of a focal country's local culture and idiosyncrasies. Foreign firms are usually viewed as out-group entities, which lowers consumers’ trust in them. The extent of such a phenomenon varies. In locations where people are more skeptical of out-groups, a critical question is whether it is possible to transform such foreign out-group firms into in-groups, specifically with the support of popular social networking media. Based on Social Identity Theory and Trust Transference Process, five strategies leveraging social grouping and social ties to build trust for foreign electronic commerce firms were proposed. A survey was conducted to examine their effectiveness. The results suggest that social-grouping strategies are useful for in-grouping foreign out-group entities to build trust, and the effectiveness of strategies is determined by the social similarity and psychological distance between the consumer and the endorser. This has important implications for scholars and practitioners, both local and abroad, to leverage social grouping to boost Internet sales.     

Scaling up of Continual Professional Development for Mathematics Problem Solving in Singapore Schools

The more ambitious an educational innovation, the greater the challenge in scaling up. In this paper, we focus on the scaling up of an ambitious pedagogical practice—mathematics problem solving as a regular feature in the classroom. We adopt a long-term approach to continual professional development (CPD) that began with intensive work with one school before we broadened the programme to four other schools which span the spectrum of schools in Singapore. To evaluate this overall design, we examine the current state of each school’s capacity in sustaining mathematics problem-solving instruction. In particular, we study and report findings on these areas: the readiness of teachers, the instructional materials and supporting structures. Based on the findings, we reflect on our CPD strategies and our theory of action which guided the CPD programme.

     

Automatic testing and assessment of neuroanatomy using a digital brain atlas: Method and development of computer‐ and mobile‐based applications

Preparation of tests and student's assessment by the instructor are time consuming. We address these two tasks in neuroanatomy education by employing a digital media application with a three‐dimensional (3D), interactive, fully segmented, and labeled brain atlas. The anatomical and vascular models in the atlas are linked to Terminologia Anatomica. Because the cerebral models are fully segmented and labeled, our approach enables automatic and random atlas‐derived generation of questions to test location and naming of cerebral structures. This is done in four steps: test individualization by the instructor, test taking by the students at their convenience, automatic student assessment by the application, and communication of the individual assessment to the instructor. A computer‐based application with an interactive 3D atlas and a preliminary mobile‐based application were developed to realize this approach. The application works in two test modes: instructor and student. In the instructor mode, the instructor customizes the test by setting the scope of testing and student performance criteria, which takes a few seconds. In the student mode, the student is tested and automatically assessed. Self‐testing is also feasible at any time and pace. Our approach is automatic both with respect to test generation and student assessment. It is also objective, rapid, and customizable. We believe that this approach is novel from computer‐based, mobile‐based, and atlas‐assisted standpoints. Anat Sci Educ 2:244–252, 2009. © 2009 American Association of Anatomists.     

Developing Progress Files: A case study

This paper reports the development of a progress file, a tool to promote learning, planning and the recording of achievement, for dental therapists in training and professional practice. Progress files are to become obligatory in higher education in the United Kingdom. The aims of the file, its development and the naturalistic approach taken to evaluation are described; the outcomes are analysed. A number of potential challenges posed by progress files for teaching, learning, assessment, curriculum and policy development in the United Kingdom, and for researching these challenges, are highlighted. Issues relating to employment, self-appraisal, lifelong learning and reflection in learning are considered. The desirability of a discipline or professionally-based file, and for acceptance of flexibility in intent, length and usage of such devices is posited.