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1.
This study applied environmental behavioural theories to develop a personal carbon footprint management system and used persuasive technology to implement it. The system serves as an educational system to improve the determinants of students’ low-carbon behaviours, to promote low-carbon concepts and to facilitate their carbon management. To assess the validity of the system, high school students were chosen to participate in an experiment, the results of which reveal (1) the system has significant and positive short-term and relatively long-term effects on the reduction of their self-reported carbon footprint, (2) the system significantly improves their carbon footprint awareness and perceived behavioural control (PBC), and it also promotes behavioural subjective norms, (3) reduction of their self-reported carbon footprint is significantly correlated to PBC, carbon footprint awareness and attitude and (4) PBC is the most critical determinant of carbon reduction. Suggestions are accordingly made.  相似文献   

2.
The purpose of this study was to investigate the relationship between both 9th-grade and 1st-year undergraduate students’ use of “look back” strategies and problem solving performance in multiple solution methods, the difference in their use of look back strategies and problem solving performance in multiple solution methods, and the role of look back strategies in problem solving in multiple solution methods. Data for this study were comprised of 30 9th-grade and 30 1st-year undergraduate students’ problem solving scores in multiple solution methods and their think-aloud protocols. Based on and expanded from Polya’s (1973) ideas, “look back” in the present study means “examination of what was done or learned previously.” The results of this study indicated that both the 9th-grade and 1st-year undergraduate students who looked back more frequently tended to perform better in multiple solution methods, the 1st-year undergraduate students tended to look back more frequently and perform better than the 9th-grade students in multiple solution methods, and both the 9th-grade and 1st-year undergraduate students tended to review and to compare multiple solution methods in their use of look back strategies.  相似文献   

3.
This study aimed to develop a new scale to examine primary and secondary school students’ perceptions of the severity of cyberbullying behaviours, and to explore further whether differences exist in the means of gender, grade and participant role. A total of 707 primary and secondary school students (M = 14.7) in Taiwan participated in this study. Two Olweus-like global items were used to identify students’ participant roles. A self-reported cyberbullying severity scale (CSS) was developed and validated by Rasch measurement. Results of this study supported the reliability and validity of the 16-item CSS. Impersonation was rated as the most serious type of cyberbullying. Cyberbullying behaviours that occurred in private were rated as less severe than were those that occurred in public. A Rasch latent regression analysis revealed that some gender and involvement effects were found, but no statistically significant difference was found among means of four participant roles. The behavioural hierarchy of cyberbullying severity, mean differences among personal attributions and cyberbullying intervention are discussed at the end of the article.  相似文献   

4.
With the rise of educational mobilities worldwide, students’ experiences of educational sojourn, especially that of the Chinese Mainland students, have come under greater research attention in recent years. Amongst diverse kinds of Chinese students/scholars abroad, this paper focuses on a type that finds themselves in a unique country under equally unique circumstances: Chinese students studying at pre- and undergraduate levels in Singapore under Singapore’s government-sponsored “foreign talent” scholarship schemes. Based on an ethnographic study conducted over a 16-month period in China and Singapore, this paper presents an overview account of these Chinese student-scholars’ sociocultural experiences in Singapore under three headings: (1) privilege—how Singapore’s “foreign talent” policy endows considerable privileges, opportunities, but also responsibilities on these Chinese students; (2) prejudice—how and why these PRC “foreign talents” encounter certain local discourses of discrimination and exclusion; and (3) predicament—how they sometimes experience complex and conflicted feelings about being made Singapore’s “foreign talent.”  相似文献   

5.
In some recent studies, researchers have measured teacher implicit bias and some have shown that teacher bias predicts student academic outcomes. Currently, however, how bias is portrayed to individual students is largely unknown. In this exploratory qualitative study, observations totalling 4 h per participant were undertaken with ten secondary, six intermediate, and four primary teachers in New Zealand. We utilised a thematic analysis approach to identify three themes: “differential nonverbal behaviours”, “differential academic interactions” and “differential reactions under the same conditions” that captured teachers' classroom interactions. Our findings suggested that teachers’ differential behaviours were mediating teacher bias. This was because teacher bias was recorded in every classroom; however, teachers displayed biased behaviours to varying degrees. Bias was displayed through various nonverbal and academic interactions, and some teachers portrayed their bias by treating some students differently when the situation for all students was the same.  相似文献   

6.
The author explores an assumption evident in the literature that “most” college instructors grade participation in undergraduate courses. Instructors (N = 521) at a large, northeastern university were surveyed regarding their attitudes and practices in grading participation in undergraduate courses. A survey instrument was developed for the purpose of this study and subjected to principal components analysis. This instrument yielded seven subscales of acceptable reliability (Cronbach's alpha ≥ .70), three of which are the focus of this article. Results suggest that the majority of instructors across disciplines do incorporate a “participation” factor into students’ final course grades. Course level is not a significant correlate, but some differences may be observed by discipline. Underlying instructor beliefs are examined, and implications and future directions for research are discussed.  相似文献   

7.
This article describes the design, evaluation, and results of an innovative undergraduate engineering course at the U.S. Air Force Academy (USAFA). The course, ENGR 110 — Introduction to Engineering, is a problem‐based learning environment in which freshmen students work in teams to solve problems integral to a “mission to Mars”, that is, getting to Mars, constructing a research site on Mars, and developing a renewable power source there. In addition to traditional knowledge and skill objectives, the course focuses on “higher order” outcomes such as: framing and resolving ill‐defined problems; communicating via multiple media; exhibiting intellectual curiosity; and developing a rich conceptualisation of engineering. The course is described in terms of a set of pedagogical dimensions for problem‐based learning environments. Several cognitive assessment methods were used to assess student achievement and evaluate the effectiveness of the course. Results included statistically and educationally significant differences in “problem‐solving” between two classes of ENGR 110 students and two control classes of sophomore engineering students.  相似文献   

8.
The effect of students’ subject discipline on their preferences toward m-learning applications was investigated by using a mixed-method research design. A questionnaire on students’ preferences of m-learning application features was used to collect data from 181 undergraduate students. One-way analysis of variance found a significant difference among perceptions of students from different subject disciplines related to the “collaboration” and “learning” features. Follow-up interviews were carried out to further investigate students’ perceptions. Content analysis revealed that “availability” and “ease of use” were the most preferred features, and “collaboration” and “entertaining” were the least preferred ones. Interview results related to universities’ readiness for m-learning were categorized into (i) universities’ infrastructures, (ii) instructors’ skills and (iii) students’ skills for m-learning. Students indicated their universities’ infrastructures as “moderately ready” for m-learning. They ranked their instructors’ skills as “low”. However, students assessed their own skills as “moderate” for utilizing m-learning in their respective universities.  相似文献   

9.
Undergraduate study behaviours, principally lecture attendance and additional study, are shown to predict better student achievement by many researchers. Despite this, there is not much evidence on the determinants of these behaviours. This is the first paper to explore the determinants of study behaviours across multiple subject areas; and is the first to incorporate students’ noncognitive traits into such a model; that the authors are aware of. This enables the formation of policy that can improve academic achievement by encouraging study behaviour. The results show that students’ noncognitive traits, in particular conscientiousness and future-orientation, are important determinants of lecture attendance and additional study hours. In fact, there is very little that explains undergraduate study behaviour besides noncognitive traits. Standard economic factors, such as family income, financial aid and parental transfers, are not predictive of study behaviours. Some comments are provided on a potential behavioural economics approach to encouraging study behaviours.  相似文献   

10.
Data from 484 students out of a Hawaiian high school graduating class of 643 were used in a study of post-high school destinations. of these 643 students, 360 were found to have selected academic destinations. They were going either to universities, a regional 2-year branch of the state university, 4-year colleges, junior colleges, or technical schools. A factor analysis of ten variables consisting of teachers’ ratings of school related behavior, verbal (V) and quantitative (Q) School and College Abilities Tests (SCAT) scores, and rank in graduating class (R) revealed two factors: “g” a general intellective factor (SCAT Q and V) and school skills (teachers’ ratings and R). In general the institutions of high academic quality attracted students who were significantly higher on the variables of both factors. Variation from this pattern of choice was discussed in terms of ego self-direction and social control as it affected mobility away from the island location.  相似文献   

11.
ABSTRACT

The present study aimed to investigate and compare school principals’ and teachers’ perceptions regarding online risk behaviours in school-aged children, examining simultaneously the predictive role of their perceived self-efficacy in their perceptions under study. The participants were 237 principals and 295 teachers, mainly from Central Macedonia and Attica, who completed a self-reported online questionnaire. According to the findings, participants declared awareness of students’ online risk behaviours. However, compared to teachers, principals to a greater extent felt confident to manage this issue and support school community involvement in the prevention of/intervention in it. Furthermore, principals’ self-efficacy in promoting students’ learning/ethical behaviours in school and teachers’ self-efficacy in managing students’ behavioural problems inside a classroom predicted positively their perceptions under study. The findings indicate the necessity of applying differentiated related training programmes for principals and teachers, highlighting simultaneously the importance of their perceived self-efficacy in how they approach the issue studied.  相似文献   

12.
The pressure to improve preparation programs for teachers increasingly is evident in Australia, UK and the US. At Curtin University, the Faculty of Education is interested in the way in which preservice students perceive the teaching role and how these perceptions alter during their undergraduate experiences. First year undergraduates in the Faculty of Education were asked early in the year to give short written comments, in an informal situation, to the question “What is teaching?” At the end of their first year the same students were then asked “How have your ideas about teaching changed, and what influenced those changes?” An analysis of students’ responses showed considerable changes in their views of the profession with the single most important factor in the change being the first practicum. Also many of the student teachers’ views were expressed in strongly emotional terms. This paper reports the findings of the first year of a three year project planned to continue mapping students’ conceptions of teaching.  相似文献   

13.
The relationship between university students' approaches to learning and preference for the open- and closed-book examinations was investigated for 144 Greek undergraduate (56 third- and 88 fourth-year) students attending a Philosophy, Education and Psychology Department. The approaches were explored by the Approaches and Study Skills Inventory for Students (ASSIST). Examination preferences for open- or closed-book exams were assessed by 3 self-report questions. Students who preferred the open-book examination scored lower on “Time management”, “Achieving”, and “Unrelated memorising”. The study provides links between the students' study orchestrations/profiles, assessment preference, and achievement. The deep profile students (mainly 3rd-year students) seem to prefer the open-book exam but appear unorganised in their study in a similar extent to surface-profile students. They also reported low achievement. The study cautiously suggests the influence of the year of study on students' assessment preference. The results are discussed in relation to recent literature.  相似文献   

14.
The research reported in this article explored the impact of the undergraduate placement experience on medical, nursing, and allied health students' perceptions of careers in aged care. Data were collected from undergraduate students (48) and graduates (26) via individual (46) and group (7) interviews; data were thematically analyzed. Participants' placement experiences prompted them to characterize aged care simultaneously as “dirty work” and “rewarding work”. Participants perceived that working full-time as a newly-graduated health professional with the aged or in aged care settings would be an unattractive career. Instead, participants considered working in aged care either as a “mid career” or “blended career” option.  相似文献   

15.
Attempting to deepen the understanding of factors that explain student performance, this study seeks to identify and characterize profiles of Chilean students based on academic performance in mathematics. As analytical method, statistical techniques known as random forest (RF) and classification and regression tree (CART) were used to identify groups of eighth-grade elementary students according to their performance in 2011 test, using features related to individual and family behavior. The analysis was performed with a database provided by the Education Quality Measurement System of Chile. Results show that “parents’ educational expectations” (42.7%) is key factor to obtain the best children's performances. Additionally, the analysis showed that the “type of school” (26.6%) and the “index of mathematical abilities” (26.1%) influence good performance.  相似文献   

16.
Students’ feedback is common in teaching evaluation, but there is no documented instrument enabling instructors to systematically gather relevant student feedback on written exams in higher education. Three studies are described to develop a valid instrument for evaluating written exams. Study 1 analyzes characteristics of effective written exams from the perspective of students and instructors, using qualitative content-analysis. This informs study 2, which analyzes and revises the structure of a questionnaire via exploratory factor analysis. In study 3, confirmatory factor analysis and cross-validation are conducted to confirm the structure found in study 2. Central factors are “Transparency”, “Composition of the exam” and “Students’ workload”. Students’ feedback as assessed by this questionnaire provides reliable feedback to improve the quality of exams.  相似文献   

17.
This study explored environmental worldviews of selected undergraduate students in Taiwan and located the associations of these worldviews with science. The “environment” is represented as nature or the natural world, as opposed to the social and spiritual world. The participants were undergraduate students (14 science and 15 nonscience majors) enrolled in a general science course at a southern Taiwanese university. A questionnaire and individual interviews were conducted in parallel to elicit in depth the students’ ideas/beliefs about nature, such as, to what construes nature, how it works, and how humans relate to nature. The responses were analyzed using a phenomenographic approach to emphasize the qualitative variation of the students’ views. The key findings based on their relations to science and science education were the following: (1) Most students seemed to immediately relate the topic of nature to science and thus sought to explain nature from a scientific perspective, yet their understanding of scientific concepts or metaphors, such as the balance of nature, was problematic; (2) a value-free perspective is evident among some students in viewing human-induced natural crises: What we should do is merely look at facts and let science tell us what we should and should not do. (3) The students generally expressed trust in science and technology and believed it to be the key to improving the condition of nature as well as human life.  相似文献   

18.
The present study was designed to identify and characterize the major factors that influence entering science teacher candidates’ preferences for different types of instructional activities, and to analyze what these factors suggest about teacher candidates’ orientations towards science teaching. The study involved prospective teachers enrolled in the introductory science teaching course in an undergraduate science teacher preparation program. Our analysis was based on data collected using a teaching and learning beliefs questionnaire, together with structured interviews. Our results indicate that entering science teacher candidates have strong preferences for a few activity types. The most influential factors driving entering science teacher candidates’ selections were the potential of the instructional activities to motivate students, be relevant to students’ personal lives, result in transfer of skills to non‐science situations, actively involve students in goal‐directed learning, and implement curriculum that represents what students need to know. This set of influencing factors suggests that entering science teacher candidates’ orientations towards teaching are likely driven by one or more of these three central teaching goals: (1) motivating students, (2) developing science process skills, and (3) engaging students in structured science activities. These goals, and the associated beliefs about students, teaching, and learning, can be expected to favor the development or enactment of three major orientations towards teaching in this population of future science teachers: “motivating students,” “process,” and “activity‐driven.”  相似文献   

19.
The taxonomy described in this paper was developed to investigate the process of mathematical problem solving in terms of definable behaviours. It was also used as an instrument to classify and encode behaviours in their sequence of observed occurrence during the process of mathematical problem solving. It is a behavioural analysis framework formulated to examine the “thinking-aloud” protocols of individuals for comprehensive information about the problem solving process itself, the individual differences in the behaviours of subjects and the strategies applied by each in dealing with non-routine mathematical problems.  相似文献   

20.
通过实证研究、调查研究及比较研究法,对2011年以来四川大学大学数学课程教学班级、教师及学生人数、学生成绩等相关数据进行分析,发现教学班级数量不断增加,班级人数不断减少,但是距离30人的小班教学还有较大差距;大班、小班中学生成绩受课程及其难度的影响较大;师生对小班化教学的期望存在差异,“大班授课,小班研讨”的实施出现异化。建议正确认识适合中国国情、适合大学数学课程特点的小班化教学;加强高校教师教育,促进高校教师教学理念、教学方式方法转变;新进适量的教师,鼓励大学数学在职教师多上课,鼓励教授为本科生上课;有效推行“大班授课,小班研讨”,不断提升助教教学和管理能力。  相似文献   

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