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1.
Previous research has documented a need for the development of a sex education programme in Turkish schools in terms of adolescence readiness and the presence of misconceptions regarding critical aspects of sexual issues. Currently no school‐based sex education is available for Turkish adolescents. This paper presents the development of a contemporary sex education programme for 12‐year‐old to 14‐year‐old adolescents, entitled ‘The Human Development Program for 12–14 Year Old Adolescents’. A five‐step programme development model was used including reviewing internationally recognised sex education programmes for this age group. Sexuality Information and Education Council of United States guidelines were chosen as an educational framework, and Turkish cultural values were integrated into the curriculum. The sex curriculum consists of an eight‐session interactive programme in which parental permission and involvement is required. Five units are presented: human development, relationships, sexual behaviour, sexual health, and society/culture. The programme and a related knowledge assessment tool were reviewed by a group of Turkish professionals and the validity of the educational content was received. The programme was piloted with a group of Turkish adolescents with positive results. Future recommendations include school counsellors implementing this sex educational programme into Turkish schools. 相似文献
2.
Jyrki Suomala 《Scandinavian Journal of Educational Research》2013,57(4):291-309
A LOGO teaching period was arranged for 38 eight‐year‐old Finnish pupils. After the teaching period the pupils’ problem‐solving processes were videotaped in an open LOGO problem‐solving situation. The data analysis focused on the occurrence of the pupils’ social problem solving, effectance motivation and information processing. Cluster analysis was used to identify three clusters which are based on the variables present in the problem‐solving processes. The different clusters’ associations with school readiness and school achievement were analysed. The results indicated that during the problem solving the passive pupils (n = 16) needed a lot of teacher support, the independent pupils (n= 10) displayed considerable self‐directivity and rule making, and impulsive pupils (n = 12) had an off‐task behaviour. The school‐readiness and school‐achievement scores were highest among the independent group, moderate among the impulsive group and lowest among the passive group. The results suggest that LOGO promotes the development of problem‐solving skills, if each pupil receives sufficient support from the teacher. 相似文献
3.
Two thousand and sixty‐five 11‐year‐olds in their first term at secondary school were given a variety of attitude and achievement tests. Overall both girls and boys had positive attitudes to science but there were substantial sex differences‐‐boys were much keener than girls to learn about physical science, and girls were keener than boys to learn about nature study and human biology. Boys had much greater experience than girls of tinkering activities, but girls had more experience of biological science activities. Boys were much more likely than girls to see science as a masculine preserve. At this age attitudes to science were virtually unrelated to achievement in science‐ and technology‐related areas. One important exception to this is that girls who saw science as masculine tended to perform worse on the cognitive tests. 相似文献
4.
Roger Trend 《International Journal of Science Education》2013,35(8):973-988
This research focused on the understanding of geological time among UK children aged 10 and 11 years. The empirical study, in two stages, involved a total of 189 children in activities designed to reveal knowledge and understanding of geological time. The preliminary study with 12 children was designed to identify the most powerful and appropriate techniques to use in the Main Study. It also resulted in some findings concerned with the place of deep time in children's conceptualization of Earth events. The Main Study, with 177 children, involved the sequencing of geological events in three separate but almost identical tasks. Results indicate that children of this age have a general awareness of major events such as the Ice Age and moving continents, but that a clear chronology is almost entirely lacking. Children conceive of events as falling into two distinct time zones: the ‘extremely ancient’ and the ‘less ancient’. 相似文献
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Synnøve Iversen Ann‐Mari Knivsberg Bjørn Ellertsen Magne Nødland Tommy Både Larsen 《Emotional and Behavioural Difficulties》2013,18(3):169-185
Incidence, severity and types of motor difficulties in children with severe behavioural and emotional problems were evaluated. A group of 6‐year‐olds (n = 29) with such problems and controls (n = 29) were compared on the Movement Assessment Battery for Children (M‐ABC). The groups were compared on total scores as well as manual dexterity, ball skills and balance. Individual M‐ABC profiles were compared with Teacher's Report Form profiles. It was found that 62.1% in the high‐risk group and 20.7% in the control group showed motor coordination difficulties. In the high‐risk group 55.2% fulfilled the criteria of the DSM‐IV for developmental coordination disorder, compared to 3.4% controls. The high‐risk group showed significant difficulties within all sub‐areas of the M‐ABC. There was a significant relationship between attention problems and manual dexterity difficulties. The combination of problems identified makes these children vulnerable with regard to school inclusion and in need of proper assessment and intervention. 相似文献
7.
Janina UszyNska 《International Journal of Early Years Education》1998,6(2):133-141
The subject of the study comprised individual differences of creative achievements among 6‐year‐old children in two basic and qualitatively different kinds of child's activity: verbal and artistic. The aim of the research was both the analysis of the creative capacity level differentiation and pointing out the hierarchy of factors which determine certain inter‐ and intra‐individual as well as inter‐ and intro‐group differences.
The study is based on the concepts of the creativity theory of Wallach and Kogan (1970) and the capacity theory of Renzulli (1986) and Monks (1981) developed within the framework of humanistic and cognitive psychology.
The researcher analysed 6,000 drawings and the same number of oral statements produced by 643 children attending two types of pre‐schools and living in three different habitats. The research also covered teachers working with the 6‐year‐old children.
The following were used in the study: the test ‘Draw‐a‐Man’ of Goodenough; Guilford's tests of divergent thinking; Uszynska's Questionnaire of self‐estimation; The Schaefer's and Aaronson's Classroom Behaviour Inventory Pre‐school to Primary Scale; Popek's Questionnaire of Creative Behaviour ‘KANH’, and Uszynska's Questionnaire for parents.
The results of the research confirm a great differentiation of creative capacity levels of children and suggest that the most significant factors determining them are the pedagogic ones, which may directly or indirectly be influenced by the preschool teacher. 相似文献
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This paper reports on school readiness (SR) and its predictors in five‐ to six‐year‐old children from a prospective, longitudinal study of children from eight months to seven years (the Early Language in Victoria Study – ELVS). The ELVS children came from a representative sample of children recruited though the State Government Infant and Child Health Centres at the age of eight months who were studied at yearly intervals with a combination of parent surveys and face‐to‐face assessments. The study had a focus on language, pre‐literacy and behavioural development. In pre‐school and preparatory grade, teachers of the children completed a brief questionnaire rating SR characteristics, including cognitive, language and personal/social competencies. The data bank on these children provided a set of hypothesised child and family predictors of the SR score which were tested via factor analysis and regression analyses. Significant predictors of SR in the equation were evident from two years of age, and were all related to language and pre‐literacy factors from two to six years. Twelve per cent of the children showed language impairment (LI) at five years according to their scores on the Clinical Evaluation of Language Fundamentals, 4th edition (CELF‐4). In an additional analysis we found that these children were significantly lower on SR; they were also of lower social class compared with the remainder of the sample. The most influential factors in readiness for school were child language competencies and pre‐literacy capacities, including phonemic awareness and letter knowledge. Preparation for school involving systematic emphasis on language and pre‐literacy enrichment is recommended for all children before school entry and particularly for children at risk, including those coming from socio‐economic disadvantage and those with delayed and impaired early language development. This addition to pre‐school programmes can have lasting positive effects into pre‐school and beyond, and prevent early school failure. 相似文献
10.
Conflict management is a skill best learned early in life, and lays a foundation for the development of future relationships. The present study examined the strategies children use when negotiating roles in a dynamic play situation. Participants were 156 children (M age = 6.5 years) in 39 groups of four, who were videotaped in a play activity that required the assistance of two children so that a third could view a cartoon. Groups varied in gender composition (all‐girl, all‐boy, mixed). Children in each group were unfamiliar with one another at the beginning of the session. There was more variation in the strategies children used to elicit the cooperation of peers than in the strategies they used to gain access to the resource. Children who gained high amounts of viewing time but did not often help others (individualists) said and did more to maintain their role, had longer turns, and used both prosocial and coercive strategies more than children who had high viewing times but often helped others (collaborators). Girl groups had more collaborators than boy groups, whereas boy groups had more onlookers (low viewing, low helping). Boys used a greater number and range of strategies to maintain control of the resource than girls did. The highest level of resource use was predicted by a combination of ‘successful entry’ and ‘individualistic maintenance’ strategies. Implications for initiatives to promote negotiation skills and effective conflict management in children are discussed. 相似文献
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Burckin Dal 《Research in Science & Technological Education》2013,31(2):115-130
This paper explores secondary school students’ representations of a geological map. Ninety‐two high school students (ninth graders – 15‐ to 16‐years‐old) participated in the survey in Turkey. The findings indicate that students have only a vague idea of how a geological map is constructed, and how the map is affected by the topography. The students’ poor understandings are based on insufficient information supplied to them during their learning process, and on their need to see things clearly in order to describe or understand them. Since research shows that developing an understanding of how to make and use geological maps fosters the development of cognitive skills in general, the implication of these research findings is that all pupils would benefit from education in how to make and use geological maps. Thus national curricula should require training in geological map work, teachers should be trained in teaching the necessary skills and textbooks should include good coverage of this topic. 相似文献
13.
Jon Swain 《International Journal of Inclusive Education》2013,17(4):305-324
It is important for educators to understand the tactics used in subordination between young people if they are going to take effective measures to counter them in their pedagogical practice. The paper explores strategies used by schoolboys aged 10–11 years to subordinate and position boys at the bottom of the pupil hierarchy. The findings are based on data gathered from a year‐long empirical study (between 1998 and 1999) set in three UK junior schools which were differentiated by the social characteristics of their intake. The research emphasizes the role of the body in the construction of masculinity. The hegemonic, or most idealized, form of masculinity at each school was constructed around activity and, in particular, various forms of embodied physicality/athleticism (exemplified through skill, strength, fitness and speed), and boys who did not wish to, or who were unable to, use these resources generally found themselves marginalized and/or subordinated. Many of the subordinated forms were symbolically assimilated to femininity, and the paper proposes that the main strategies of subordination can be summarized under the generic heading of ‘difference’. The final section discusses the pervasive use of homophobia and concludes that it should be conceptualized in terms of gender as well as sex. 相似文献
14.
Claire M.A. Haworth Philip Dale Robert Plomin 《International Journal of Science Education》2013,35(8):1003-1025
We investigated for the first time the genetic and environmental aetiology behind scientific achievement in primary school children, with a special focus on possible aetiological differences for boys and girls. For a representative community sample of 2,602 twin pairs assessed at age nine years, scientific achievement in school was rated by teachers based on National Curriculum criteria in three domains: Scientific Enquiry, Life Processes, and Physical Processes. Results indicate that genetic influences account for over 60% of the variance in scientific achievement, with environmental influences accounting for the remaining variance. Environmental influences were mainly of the non‐shared variety, suggesting that children from the same family experience school environments differently. An analysis of sex differences considering differences in means, variances, and aetiology of individual differences found only differences in variance between the sexes, with boys showing greater variance in performance than girls. 相似文献
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Submicrorepresentations (SMRs) are a powerful tool for identifying misconceptions of chemical concepts and for generating proper mental models of chemical phenomena in students’ long‐term memory during chemical education. The main purpose of the study was to determine which independent variables (gender, formal reasoning abilities, visualization abilities, and intrinsic motivation for learning chemistry) have the maximum influence on students’ reading and drawing SMRs. A total of 386 secondary school students (aged 16.3 years) participated in the study. The instruments used in the study were: test of Chemical Knowledge, Test of Logical Thinking, two tests of visualization abilities Patterns and Rotations, and questionnaire on Intrinsic Motivation for Learning Science. The results show moderate, but statistically significant correlations between students’ intrinsic motivation, formal reasoning abilities and chemical knowledge at submicroscopic level based on reading and drawing SMRs. Visualization abilities are not statistically significantly correlated with students’ success on items that comprise reading or drawing SMRs. It can be also concluded that there is a statistically significant difference between male and female students in solving problems that include reading or drawing SMRs. Based on these statistical results and content analysis of the sample problems, several educational strategies can be implemented for students to develop adequate mental models of chemical concepts on all three levels of representations. 相似文献
16.
Students’ engagement in first‐year university 总被引：1，自引：0，他引：1
This paper reports on seven calibrated scales of student engagement emerging from a large‐scale study of first year undergraduate students in Australian universities. The analysis presents insights into contemporary undergraduate student engagement, including online, self‐managed, peer and student‐staff engagement. The results point to the imperative for developing a broader understanding of engagement as a process with several dimensions. These must be acknowledged in any measurement and monitoring of this construct in higher education. The paper calls for a more robust theorising of the engagement concept that encompasses both quantitative and qualitative measures. It considers implications for pedagogy and institutional policy in support of enhancing the quality of the student experience. 相似文献
17.
Barbara BielÉn Hanna Malkowska‐Zegadlo 《International Journal of Early Years Education》1998,6(2):185-197
The language competence and reading comprehension of 406 7‐year‐old children are examined in the research discussed in this article. The children were tested using comparative tests as part of an international project conducted in 14 countries and sponsored by the IEA and the High Scope Research Foundation in Ypsilanti, USA. The discussion here relates only to a part of this wider research and focuses upon the aims and contents of Polish language teaching in grades I—III of the Polish primary school. 相似文献
18.
Karen Ellery 《Assessment & Evaluation in Higher Education》2008,33(6):607-617
Since the emergence of the electronic era, plagiarism has become an increasingly prevalent problem at tertiary institutions. This study investigated the role electronic sources of information played in influencing plagiarism in an essay assignment in a first‐year geography module at the University of KwaZulu‐Natal in South Africa. Despite explicit instruction in tutorials on academic writing, referencing and plagiarism, a quarter of students still plagiarised in their essay, with the majority having done so off the Internet. A survey questionnaire and interviews revealed that not only did the school writing experience prepare students poorly for academic writing discourses, but also highlighted that student ignorance with regard to acknowledgement of electronic sources, a pervasive perception of difference between electronic and print sources, as well as the availability of the copy‐and‐paste facility which reinforces the product view of writing, all contributed towards electronic‐source plagiarism. Active instructional engagement with electronic‐source material, and open dialogue on ownership of knowledge as well as on moral and ethical issues with students, are recommended as strategies to overcome such plagiarism. 相似文献
19.
Gus Turbeville 《Peabody Journal of Education》2013,88(3):182-186
Elementary Manual of Physiology. By Russell Burton‐Opitz (Columbia University). Philadelphia: W. B. Saunders Co., 1925. Pp.413. Price, $2.50. Geology in Its Relation to Landscape. By Juntos Henderson. Boston: Stratford Co. Pp. 362; 94 illustrations, half‐tones. Price, $2.50. The Psychology of Social Institutions. By Charles Hubbard Judd (University of Chicago). New York: Macmillan Co., 1926. Pp. ix + 346. Why Children Succeed. By Stuart A. Courtis (Detroit Teachers College). Detroit: Courtis Standard Tests, 1925. Pp. 271. Applied Print‐Shop Mathematics. By C. W. Hague (The Stout Institute, Menomonie, Wis.). Milwaukee: The Bruce Publishing Co., 1925. Pp. 32. Price, 28 cents. Automotive Repair. By Homer J. Smith (University of Minnesota) and Roy S. Kern. Peoria: The Manual Arts Press, 1925. Pp. 123. Price, $1. Permanent Bird Houses. By Gladstone Califf. Milwaukee: The Bruce Publishing Co., 1924. Pp. 64. Price, $1. Caleb Heathcote. By Dixon Ryan Pox. New York: Charles Scribner's Sons, 1926. Pp. vii + 301. Price, $3. Wood Finishing. By Harry R. Jeffrey (Kansas State Teachers College). Peoria: The Manual Arts Press, 1924. Pp. 175. Price, $1.50. Vertebrate Zoölogy. By Henry Sherring Pratt (Haverford College). Boston: Ginn &; Co., 1925. Pp. xi + 341. Price, $2.20. Constructive School Discipline. By Walter Robinson Smith (University of Kansas). Cincinnati: American Book Co., 1924. Pp.275. Price, $1.40. Far Away and Long Ago. By W. H. Hudson. New York: E. P. Dutton &; Co., 1925. Pp. xiv + 332. Price, $1.10. Elements of Chemistry. By William Foster (Princeton University). New York: D. Van Nostrand Co., 1925. Pp. xviii + 576. Price, $2. Brief Guide to the Project Method. By James F. Hosic and Sara E. Chase. Yonkers, N. Y.: World Book Co., 1924. Pp. x + 243. Expository Writing. By William S. Dye, Jr. (Pennsylvania State College). Richmond, Va: Johnson Publishing Co., 1926. Pp. ix + 372. Oral and Written English. Upper Book. By Milton C. Potter, H. Jeschke, and Harry O. Gillet. Boston: Ginn &; Co., 1926. Pp. xvi + 510. Price, $0.96. Elements of Astronomy. By Edward A. Fath (Carleton College). New York: McGraw‐Hill Book Co., Inc., 1926. Pp. viii + 307. Price, $3. National Spelling Scale for Senior High Schools. By John J. Tipton (Assistant Superintendent, Allegany County, Md.). Mountain Lake Park, Md.: National Publishing Co., 1926. The Music of the Spheres; a Nature Lover's Astronomy. By Florence A. Grondal. New York: The Macmillan Co., 1926. Pp. xiii + 334. Price, $5. Investigations in the Teaching of Science. By Francis D. Curtis (University of Michigan). Philadelphia: P. Blakiston's Son &; Co., 1926. Pp. xvii + 341. Price, $2. Food Study for High Schools. By Mabel T. Wellman. Boston: Little, Brown &; Co., 1926. Pp. xix + 528. Price, $1.50. The Science of Things About Us. By Charles E. Rush and Amy Winslow. Boston: Little, Brown &; Co., 1926. Pp. xiii + 318. Price, 90 cents. Introductory College Chemistry. By Neil E. Gordon (University of Maryland). Yonkers: World Book Co., 1926. Pp. xiv + 688. Price, $3.80. The Learner and His Attitude. By Garry Cleveland Myers (Cleveland School of Education). Chicago: Benj. H. Sanborn &; Co., 1925. Pp. xiii + 418. The Psychology of Elementary Education. By A. S. Edwards (University of Georgia). Cambridge: Houghton Mifflin Co., 1925. Pp. xvi + 333. Children's Drawings. Stella Agnes McCarty, editor. Baltimore: Williams &; Wilkins Co., 1924. Pp. 164. Price, $3. Methods of Handling Test Scores. By Luella Cole Pressey (The Ohio State University) and Sidney Leavitt Pressey (The Ohio State University). Yonkers: World Book Co., 1926. Pp. iv + 60. Price, $0.60. One Hundred and One Famous Poems. Published by The Cable Co., Chicago, 1924. Pp. 186. Prices: Paper binding, $0.25; cloth binding, $1; De Luxe edition, $1.50. The Word Builder. By Nina Joy Bellinger and Belle A. Mackinnon. New York: Charles Scribnert Sons, 1926. Pp. viii+ 162. Our Unitarian Heritage. By Earl Morse Wilbur (Pacific Unitarian School for the Ministry). Boston: The Beacon Press, Inc., 1925. Pp. xiii + 485. American Literature. By John Calvin Metcalf (University of Virginia). Richmond, Va.: Johnson Publishing Co., 1925. Pp. 562. Office Training and Standards. By Frank C. McClelland. Chicago: A. W. Shaw Co., 1925. Pp. xviii + 283. Letters from Famous People. By Sharpless D. Green. New York: The Gregg Publishing Co., 1925. Pp. xvii + 362. Chemical Calculations. By Bernard Jaffe. Yonkers, N. Y.: World Book Co., 1926. Pp. xv + 159. Price, $1.28. Stories for Junior High Schools. Edited by William Rabenort. New York: Charles Scribner's Sons, 1926. Pp. 416. 相似文献
20.
Lisa Marks Woolfson Kevin Durkin Julia King 《International Journal of Early Years Education》2010,18(1):3-26
The study examined how preschool intervention programmes set up by three Scottish local authorities changed parents’ cognitions. Quantitative parent outcomes were measured using Parenting Daily Hassles Scales (N = 88). A matched comparison group of parents (N = 55) recruited from the same areas of disadvantage but whose children did not attend the intervention programmes also completed questionnaires. Qualitative outcomes were evaluated using semi‐structured interviews (N = 30). A significant group × time interaction effect was found for daily hassle cognitions, Parenting Task–Intensity, Challenging Behaviour–Frequency and Challenging Behaviour–Intensity, with comparison group parents showing an increase in their experience of hassles during the ‘terrible twos’ compared with intervention group parents. Complementary qualitative data indicated that intervention group parents had gained valuable new insights into their children’s behaviour, changing how they thought about their role as parents and their behavioural and developmental expectations of their children. Implications for parental engagement in preschool programmes are discussed. 相似文献