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1.
The goal of the present study was to utilize a profiling approach to understand differences in motivation and strategic self-regulation among post-secondary STEM students in major versus required non-major computer science courses. Participants were 233 students from required introductory computer science courses (194 men; 35 women; 4 unknown) at a large Midwestern state university. Cluster analysis identified five profiles: (1) a strategic profile of a highly motivated by-any-means good strategy user; (2) a knowledge-building profile of an intrinsically motivated autonomous, mastery-oriented student; (3) a surface learning profile of a utility motivated minimally engaged student; (4) an apathetic profile of an amotivational disengaged student; and (5) a learned helpless profile of a motivated but unable to effectively self-regulate student. Among CS majors and students in courses in their major field, the strategic and knowledge-building profiles were the most prevalent. Among non-CS majors and students in required non-major courses, the learned helpless, surface learning, and apathetic profiles were the most prevalent. Students in the strategic and knowledge-building profiles had significantly higher retention of computational thinking knowledge than students in other profiles. Students in the apathetic and surface learning profiles saw little instrumentality of the course for their future academic and career objectives. Findings show that students in STEM fields taking required computer science courses exhibit the same constellation of motivated strategic self-regulation profiles found in other post-secondary and K-12 settings. 相似文献
2.
何显文 《赣南师范学院学报》2012,33(3):51-55
随着计算机技术的发展及互联网在现代教学中的应用,基于互联网的虚拟学习社区在课程教学中将得到广泛应用.为了提高高校信息技术课程的教学效果,采用PHP与MySQL开发了基于高校信息技术课程的虚拟学习社区,该社区以论坛为主模式,具有发帖与回帖、提问与交流、教学资料与课程资源呈现等功能.虚拟学习社区在课程教学中的应用改变了传统教学中以教师为中心的"灌输式"教学手段,让学生主动参与到课程学习中,并在教师的指导下完成建构学习、自主学习和交流互动,并直接参与社区课程资源的构建,增强学生的学习积极性与主动性,提高教学效果. 相似文献
3.
Rahidzab Talib Razidah Ismail Roziah Mohd. Janor Azni Zain Ahmed Syed Abdul Kader Aljunid 《Assessment & Evaluation in Higher Education》1999,24(2):205-213
Since its inception 30 years ago, the then Department of Engineering Science, Institut Teknologi MARA (ITM) was given the responsibility of preparing all the students in the first year engineering programmes by giving enough knowledge in basic science and mathematics. The nation's vision to become a fully‐industrialised economy by the year 2020 required all institutes of higher learning (IHLs) in Malaysia to increase their intake of students in the science and technology courses, especially in engineering. However, at the upper secondary education level, students have the freedom to choose between the science‐based or non‐science combination of subjects. This has led to a dearth of science‐based students enrolling in IHLs. Because ITM believes that it is possible to educate individuals from various backgrounds, the engineering courses are open to students with a variety of academic qualifications. Special bridging courses were designed and created for such students since late 1996. The success or failure of the new courses can be assessed after the students have gone through the proper first year engineering courses which consist of Mathematics, Physics and Chemistry. This paper reports on a pilot study on the pioneer groups of students with variable entry qualifications to assess the effectiveness of the courses. The study involved the analysis of the students’ examination results as a performance indicator, and it was found that the bridging programme for non‐science students needed to be redesigned. It is also proposed that to improve the quality of the programme, and hence students’ performance, a regular review be conducted, student support activities be continued and to expand the use of self‐study materials. 相似文献
4.
This article details the transition of second career teachers to the workplace called ‘school’. Post‐baccalaureate students at a mid‐size comprehensive state university completed surveys pre‐ and post‐student teaching. Participants responded to the personal and professional challenges in changing careers. Issues faced by the non‐traditional students emerged. An increasing number of adults are changing careers and entering teacher certification programs. The study was conducted to discover the special challenges graduate teacher certification students encountered when leaving a career field and becoming novice teachers. Forty graduate students in the study completed an extensive certification program of courses related to the art and science of teaching. Open‐ended surveys were used for the students to reflect on personal and professional expectations prior to and following the student teaching semester. Teacher educators who address the needs of second career teachers, such as increasing field experiences, providing classroom management and time management strategies, may lead second career teachers to use the unique competencies they bring to the teaching–learning setting. 相似文献
5.
This study investigated the effects of one rural high school's science course placement practices on Latino/a student success in science, as measured by performance in a required science course and enrollment in subsequent science courses. The high school involved in this study has experienced a rapid increase in language minority students and placed students considered to be “limited English proficient” into a science course intended for those with learning disabilities. The results indicate that track placement was inappropriate, as Latino/a students with demonstrated success on standardized tests written in English, and with high grade point averages, were placed in the lower‐level science course. Students placed in the lower‐level science course, regardless of academic ability, were unlikely to take subsequent courses required for college admission despite the fact that most had college aspirations. Conversely, low‐achieving non‐Latino/a White students were disproportionately placed in upper‐level science classes, a track associated with greater success in science for all. Thus, despite this rural school's attempt to provide for the needs of all the students, the result in this case was decreased success in science for Latino/a students, regardless of their English fluency. Implications for inclusive rural science education are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 376–402, 2005 相似文献
6.
敖洁 《高等教育研究学报》2009,32(2):10-13
文章对大学生在培养过程中因结业、休学、退学、开除、死亡等原因未完成学业、中断学业离开学校的现象进行了考察与反思。高校扩招后,每年流失的大学生人数达十万左右,大学生的流失问题对学生个人、高等教育和国民经济发展都是一种资源上的浪费,带来了负面的影响。本文在实证研究的基础上,分析了十年来大学生流失的基本状况、形成原因,并提出了应对措施。 相似文献
7.
8.
《The Journal of educational research》2012,105(7):296-298
AbstractThe purposes of this study were (1) to determine if the pass-fail option was primarily exercised in courses outside the academic majors of university students and (2) to examine the reasons for electing and the influence of pass-fail on learning, motivation, anxiety, and grade aspiration. The percentages of students electing pass-fail in courses within and outside major were calculated. The responses of within major students were compared with the responses of outside major students, using chi-square tests of independence. The responses of the total sample were also examined. The rationale for the pass-fail system was inconsistent with the frequency of and the reasons for student election of the option. Students reported a lowering of anxiety, motivation, aspirations, and learning. 相似文献
9.
Computer science is possibly one of the few remaining disciplines almost entirely dominated by men, especially university staff and in the hi-tech industries. This phenomenon prevails throughout the western world; in Israel it starts in high school, where only 30% of students who choose to take computer science as an elective are women, and continues in university and college, where usually less than 30% of the entire computer science student population is female. In this paper we present data describing women taking the undergraduate computer science program at the Open University of Israel. Covering a period of 10 years, we have examined the enrollment and results of thousands of students on 20 undergraduate computer science courses. An attempt has been made to identify whether there is a specific stage in the undergraduate program which is more difficult for women to pass. The good news is that within the Open University of Israel out of the entire population of computer science students the percentage of female enrolments and the percentage of females graduating is almost the same, and the differences in average final grade between men and women are generally not significant. This study is unique because of the large number of students which served as the study population, covering the entire undergraduate program. 相似文献
10.
University‐level courses in science that contain a substantial practicum or laboratory component have always been a problem to deliver through distance education. Because of the potential hazards inherent in the equipment and chemicals commonly used, chemistry is among the more challenging disciplines to teach at a distance. Athabasca University (AU) ‐ Canada's Open University ‐ has been successfully running chemistry courses for over two decades. The development and delivery of AU chemistry courses are described and the approaches that have been developed to meet the challenges of a North American distance‐education university, including the use of new technologies, are discussed. The problems associated with providing distance students with appropriate laboratory experience are also examined. The first‐year general chemistry courses are compared to an equivalent course at a neighbouring traditional university and an analysis of student performance in AU chemistry courses is presented. 相似文献
11.
The primary thesis of this article is that undergraduates of any major can understand the important theories of computer science (CS) and the relevance of computing technology. We propose that by conceptualizing CS service courses as liberal education classes that emphasize such topics, we can move students from a state of technological ignorance and fear to one of understanding and appreciation of technology. Here, we provide an instance of such a course. A detailed explanation of the course and student and instructor evaluations are described and discussed. 相似文献
12.
刘彦宇 《洛阳师范学院学报》2012,(2):80-83
艺术设计专业的学生在制作网页时具有艺术审美优势,但是由于高职院校在艺术设计专业领域开设的网页设计课程很少涉及到计算机科学及信息技术领域的相关知识,往往使得网页设计脱离实际,过于追求美观而忽视用户体验,华而不实.本文提出了一种基于学生先前知识的网页设计教学内容的选择方法.在有限的教学时间内,根据学生的先前知识状态,有针对性地扩展计算机科学及信息技术领域的相关教学内容.从学生的学习效果和学习水平测试分析中得出:这种方法可以更有针对性地选择教学内容,灵活地实施教学. 相似文献
13.
Janice Wearmouth Alice Paige Smith Janet Soler 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):81-93
This article describes and outlines the implications of a one‐year case study of students’ use of the computer conferencing facility of a postgraduate module for special educational needs coordinators (SENCOs) at a distance‐learning institution. This facility incorporates a virtual space for a ‘guest expert’. The aim of the study was to inform future development of courses at a time when computer conferencing was just becoming widespread in the university concerned. Quantitative data associated with the volume and patterns of individual participation in the computer conference were collected as well as interview material from students, tutors and the ‘guest expert’. Findings from the study indicate that computer conferencing has the potential to facilitate the professional development of teachers as reflective practitioners and researchers. However, they also point to a number of barriers to student participation that must be addressed. These include access issues related to time constraints, unfamiliarity with the medium, and lack of confidence in expressing personal views in a public arena. A major conclusion drawn from this study is that it may be appropriate to consider future developments which incorporate the assumption that, in computer conferences of large professional development courses, students are much more likely to participate through reading rather than making personal contributions to conference discussions. This opens the possibility of reconceptualising the role of the ‘guest expert’ as two or more discussants with relevant expertise dialoguing with each other while students follow a threaded discussion and/or make personal contributions. 相似文献
14.
John A. Hansen Michael Barnett James G. MaKinster Thomas Keating 《International Journal of Science Education》2013,35(11):1365-1378
The increased availability of computational modeling software has created opportunities for students to engage in scientific inquiry through constructing computer‐based models of scientific phenomena. However, despite the growing trend of integrating technology into science curricula, educators need to understand what aspects of these technologies promote student learning. This study used a multi‐method research approach involving both quantitative (Paper 1) and qualitative data (Paper 2) to examine student conceptual understanding of astronomical phenomena, relative to two different instructional experiences. Specifically, based on students' understandings of both spatial and declarative knowledge, we compared students who had constructed three‐dimensional computational models with students who had experienced traditional lecture‐based instruction. Quantitative analysis of pre‐interview and post‐interview data revealed that construction of three‐dimensional models best facilitated student understandings of spatially related astronomical concepts — whereas traditional instruction techniques best facilitated student understandings of fact‐oriented astronomical knowledge. This paper is the first in a two‐paper set that continues our line of research into whether problem‐based courses such as the Virtual Solar System course can be used as a viable alternative to traditional lecture‐based astronomy courses. 相似文献
15.
Ayşe Eser Başyurt Tüzel 《欧洲师范教育杂志》2009,32(3):271-287
This study investigates the challenges that non‐native pre‐service English teachers (Haluk, Gaye, Selin, Öznur and Serkan) experience in their target language use when they do their practicum in actual language classrooms. This study found that the common difficulties the student teachers encounter related to certain grammatical structures, explaining unknown words to students, modifying language according to students’ level, and authenticity of the classroom language. During this study, the target language awareness training session was offered by the university supervisor in order to improve the student teachers’ target language use in the classroom. The training sessions included classroom observations, feedback sessions, semi‐structured interviews, retrospective protocols and discussion meetings with the student teachers. The findings indicated that the language awareness training had a positive impact on the target language use of the pre‐service English teachers. Furthermore, this study discusses the curriculum and the requirements of the language teacher education programme in an EFL setting and makes suggestions for the professional development of non‐native pre‐service language teachers. 相似文献
16.
This paper describes an Australian sample of 78 single and 107 partnered mothers who entered or re‐entered tertiary study as mature age students. 27% were early school leavers; of those who had matriculated, early marriage and/or early pregnancy were major reasons for non‐continuance with study, and this was particularly the case among those who subsequently became single mothers. Both partnered and single were enrolled in more traditionally female courses of study than were younger female students attending the same institutions. Some four‐fifths of the sample felt they were managing their time, work, relationships, finances and overall coping poorly or very poorly. However their academic performance was well above average. The single mothers felt they were coping rather better than the married, especially with regard to money (despite being poorer), relationships and time. Overall satisfaction with university life was very high, with the main benefits reported by both single and partnered mothers being self‐esteem, knowledge, intellectual interests and intelligence. Career benefits and financial potential were mentioned less often as main benefits and only slightly more frequently by the single mothers. The question is raised of whether mature age women students, as well as female school leavers, should be encouraged to enter non‐traditional courses of study. 相似文献
17.
Scott L. Adamson Debra Banks Mark Burtch Frank Cox Eugene Judson Jeffery B. Turley Russell Benford Anton E. Lawson 《科学教学研究杂志》2003,40(10):939-957
The Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) Program is one of several reform efforts supported by the National Science Foundation. The primary ACEPT reform mechanism has been month‐long summer workshops in which university and community college science and mathematics faculty learn about instructional reforms and then attempt to apply them in their courses. Previous ACEPT evaluation efforts suggest that, when implemented, the reforms boost undergraduate student achievement. The initial purpose of the present study was to discover whether enrollment of preservice teachers in one or more of these reformed undergraduate courses is linked to the way they teach after they graduate and become in‐service teachers. Assuming that a link is found, a second purpose was to discover whether the presumed positive effect is in turn linked to their students' achievement. In short, the answer appears to be yes, at least among the biology teachers and students surveyed. Compared with controls, the biology teachers who had enrolled in one or more ACEPT reformed course during their teacher preparation program demonstrated significantly higher scores on the measure of reformed instruction and their students demonstrated significantly higher achievement in terms of scientific reasoning, nature of science, and biology concepts. These results support the hypothesis that teachers teach as they have been taught. Furthermore, it appears that instructional reform in teacher preparation programs including both methods and major's courses can improve secondary school student achievement. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 939–957, 2003 相似文献
18.
《The Journal of educational research》2012,105(1):35-40
Abstract The authors compared the average grades given in 165 behavioral and social science courses with the average ratings given by students to the instructors who taught the courses. Significant positive correlations were found between the average ratings for instructional quality and the average grades received by students. The courses in which the average grades were the highest were also those in which students gave teachers the highest ratings. Among possible reasons for the correlations are that better teachers attracted better students or that quality teachers provided more effective instruction, resulting in more student learning and, thus, higher average grades. Another explanation is that most college students tend to bias their ratings of instructional quality in favor of teachers who grade leniently (I. Neath, 1996). If correct, the latter reasoning begins to explain why the widespread use of student evaluations in the United States in recent decades has been accompanied by increases in the average grades that university students received. To prevent grade inflation, and particularly to avoid rewarding and promoting instructors who use increasingly lax grading standards, administrators should adjust student ratings of instructional quality for the average grades given for a course. In general, only courses near the extremely high and low ends in terms of students' average grades were significantly affected by the statistical adjustment. 相似文献
19.
The present article presents a rubric we developed for assessing the quality of scientific explanations by science graduate students. The rubric was developed from a qualitative analysis of science graduate students’ abilities to explain their own research to an audience of non‐scientists. Our intention is that use of the rubric to characterise explanations of science by scientists, some of whom become professors, would lead to better teaching of science at the university level. This would, in turn, improve retention of qualified and diverse scientists, some of whom may elect to become science teachers. Our rubric is useful as an instrument to help evaluate scientific explanations because it distinguishes between the content knowledge and pedagogical knowledge of scientists, as well as a scientist’s ability to integrate the two in the service of a clear and coherent explanation of his or her research. It is also generally useful in evaluating, or self‐evaluating, science explanations by science professors and researchers, graduate students preparing to be scientists, science teachers and pre‐service teachers, as well as students who are explaining science as part of learning. 相似文献
20.
School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This paper uses longitudinal national data over a five‐year period to investigate the extent and change of participation across science courses at KS4, focusing on student gender and socio‐economic status. It finds that whilst there is some evidence of a move towards a more equitable gender balance for some courses, there is as yet little evidence of substantial change in differential participation rates by socio‐economic status. 相似文献