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Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms
Ernest Afari Jill M. Aldridge Barry J. Fraser Myint Swe Khine 《Learning Environments Research》2013,16(1):131-150
We investigated whether the introduction of games into college-level mathematics classes in the United Arab Emirates (UAE) was effective in terms of improving students’ perceptions of the learning environment and their attitudes towards of mathematics. A pre–post design involved the administration of English and Arabic versions of two surveys (one to assess students’ perceptions of the learning environment and the other to assess their attitudes) after modification to ensure their relevance for college-level mathematics students in the UAE. For a sample of 33 classes (352 students), eight of which (90 students) were exposed to mathematics games, students involved in mathematics games perceived statistically significantly more teacher support, involvement, personal relevance, enjoyment of mathematics lessons and academic efficacy. 相似文献
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Justine Mercer 《Journal of Personnel Evaluation in Education》2005,18(4):273-287
This paper presents findings from a 4-year study of faculty appraisal at two higher education institutions (HEIs) in the United
Arab Emirates (UAE). It finds that neither teachers nor academic managers are opposed to evaluative appraisal, and, contrary
to much of the literature, most are happy for evaluative and developmental elements to be combined. It then examines the apparent
paradox of continuing professional development in a context where federally-funded HEIs have the money to attract more teachers
than they need; the legal right to dismiss any of them for any reason; and a strong belief on the part of managers that these
particular students need and deserve only the very best teachers. It concludes that these features of the UAE context present
a considerable challenge to the popular notion that people are an institution’s most precious resource and need to be developed
at every opportunity. 相似文献
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L. Papayannakis D. Damigos G. Mavrotas 《European Journal of Engineering Education》2008,33(2):199-210
While entrepreneurship has emerged as an important mechanism for the generation of social returns in terms of economic growth and job creation, entrepreneurship education is still something new in Europe and the debate about the need and the way of introduction of specific entrepreneurship courses in higher education is on going. This paper deals with the introduction of entrepreneurship education in engineering curricula. More specific it presents the experience of the National Technical University in Greece, as a case in point for discussing the need of an interdisciplinary approach in designing engineering curricula. The main argument is that the introduction of entrepreneurship education in University curricula should not result as an application of policy initiatives only related to economic imperatives. It should be part of a more general discussion related to educational priorities and of a strategic design of University curricula in order to provide engineers with entrepreneurial and management skills that will enhance their profile in accordance with the new requirements of the knowledge-based economy. 相似文献
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马东利 《辽宁科技学院学报》2010,12(2):51-52,50
随着我国经济高速发展,企业需要具有一定工科背景的营销人才,《机电产品营销学》作为机电设备维修与管理专业的考查课,扩大了学生的知识面,培养了学生的市场意识,但也存在不少问题,其内容和授课方式的改革迫在眉睫,本文旨在从目前教学过程中存在的问题提出适当的建议,以便《机电产品营销学》理论能够真正的与实践结合,使学生学以致用。 相似文献
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Tippett Christine D. Milford Todd M. 《International Journal of Science and Mathematics Education》2017,15(1):67-86
Science, technology, engineering, and mathematics (STEM) in early childhood education is an area currently given little attention in the literature, which is unfortunate since young children are natural scientists and engineers. Here, we outline our mixed-methods design-based research investigation of a pre-kindergarten (Pre-K) classroom where two early childhood educators are incorporating STEM activities. We used a protocol consisting of a list of potential characteristics of effective and appropriate STEM curriculum for young children to structure our classroom observations. We also used semi-structured interviews, focus groups, and a questionnaire to collect data from multiple stakeholders (teachers, students, and parents), to examine how STEM activities were incorporated in Pre-K, to explore students’ engagement with STEM concepts, and to investigate parents’ opinions about STEM in general and STEM as experienced by their children. Our findings provide support for the inclusion of STEM-based learning experiences for young children. 相似文献
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W. A. TAYLOR 《European Journal of Engineering Education》1990,15(1):5-11
This paper examines the possibility of applying industrial principles of quality assurance within the sphere of engineering education. In view of the impending ‘one market Europe’ and the envisaged transnational mobility of professionals, it is important for educators to demonstrate their commitment to quality. It is suggested that to teach about quality within engineering courses is insufficient: it is time to prove the benefits of these concepts through personal commitment and action. The industrial Quality Assurance model, ISO9000 is considered in the context of education and is proposed as a suitable vehicle for the implementation of the requisite attitudinal and cultural changes embodied in Total Quality Management. The possible conflict between the industrial view of quality as fitness for purpose and the educational ethos of striving for excellence is discussed. It is concluded that there is an urgent need for engineering educators to practise what they preach and move towards a customer centred, market driven education system dedicated to continuous self-improvement. 相似文献
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曾彬 《成都教育学院学报》2014,(7):120-124
放大效应本是一个工程、生产的技术术语,具有高灵敏性和夸大性的特点。放大效应同样适用于幼儿教育中。目前,成人在教育幼儿时,常表现出过分夸大幼儿的正确行为表现或行为结果而造成不适当的完全放大效应,或对幼儿的局部问题或小毛病过于敏感而造成不适当的部分放大效应,或全盘否定幼儿的行为表现或行为结果而造成不适当的否定放大效应等。针对不同类型的放大效应采取合理的教育方法,对提高幼儿教育质量有很好的促进作用。 相似文献
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Previous research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistences by focusing on student engagement, or effort, towards math and science concepts while working on an engineering challenge, through the lens of expectancy-value theory. Specifically, we examine how students’ perceptions of the value of math and science and expectancy for success with the math and science relate to the efforts they put towards using math and science while working on engineering challenges. Our results suggest that subjective task value significantly predicts efforts towards both math and science, whereas neither expectancy, nor the interaction between expectancy and value predicted effort. We argue that integrated learning environments need to help students understand how the domains of math, science, and engineering support their work in fulfilling the engineering project design goals. In other words, we argue that we, as educators, must help students to recognise the value of each of the domains addressed within STEM integrated learning environments. This paper discusses strategies for accomplishing this goal. 相似文献
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加强工科院校大学生艺术修养的几点思考 总被引：1，自引：0，他引：1
随着市场经济的飞速发展，社会对人才的素质提出了新的要求。高校人才培养规格已由单一的专业型向综合能力素质型转变，大学生的人文素质显得日益重要。对于工科院校，大学生的综合素质亟待提高，尤其是艺术修养方面，在大力加强校园文化建设的同时，要进一步提高工科大学生艺术素质能力，增强学生的艺术品位和审美情趣，促进学生的身心健康，培养良好的个性心理，并健全知识结构。本文从加强工科院校大学生艺术修养的必要性和实施途径入手，对工科院校大学生艺术素质的提高提供对策。 相似文献
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Pupil talk and discussion are seen as having important social and cognitive outcomes. In science classes, pupils’ collaborative talk supports the construction of meaning and helps examine the status of evidence, theory and knowledge. However, pupil interactive talk in groups is rare in science lessons. The research reported is part of a project to increase the amount of pupil-pupil talk in primary schools through a programme of teaching and professional development. Pupils’ self-reports of the frequency and learning efficacies of talk related activities in science lessons were collected before and after a programme of teaching in 24 schools in one of the most socially and educationally deprived areas of England. Findings showed pupils valued talking about their ideas over listening to those of other pupils. Science talk frequency (STF) was closely correlated with science talk efficacy (STE) and both were positively correlated with pupils’ attitudes to school science. Analysis of covariance (ANCOVA) of the correlation of STF with STE showed values were independent of gender and ability but that school experience was a significant factor. After the teaching programme and, contrary to expectations, the frequency of talk activities in science lessons appeared to have decreased but varied according to class grades. The degree of correlation between STF and STE was stronger after the teaching in over half of the schools. Schools where STF/STE strengthened most as a result of teaching were those involved in an additional initiative to use modelled talk related to industrial contexts. 相似文献
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Sanaa Ashour Syeda Kauser Fatima 《Journal of Higher Education Policy & Management》2016,38(5):576-591
The paper examines the inherent strengths and weaknesses of the higher education system in the United Arab Emirates (UAE). Using a literature review, three elements were examined: its development and structure, quality, and research capacity. The findings reveal that the UAE’s higher education sector has witnessed remarkable growth since 1997, guided by the state’s policy commitment, and few restrictions on foreign universities opening branches in the UAE. This situation has led to substantial growth in the supply of higher education opportunities for the Emirati and expatriate population. Despite the UAE having achieved a high ranking for ‘quality indicators’ on the global level in the World Economic Forum’s Competitiveness Reports, the quality of graduates, education, and research engagement is still debatable. Significant efforts are needed to ensure that these critical issues, as well as the understudied expansion of higher education institutions, are being addressed to erase the misalignment with the UAE’s strategic goals. 相似文献
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Sanaa Ashour 《Quality in Higher Education》2017,23(3):183-200
The United Arab Emirates (UAE) is a federation of seven autonomous emirates that follow different economic models. There is a process for quality assurance at the federal level, however, each emirate takes its own approach to assure the quality of its institutions. This has resulted in different procedures and varying levels of oversight and scrutiny of quality. Since the majority of higher education providers in the UAE are market-driven, this poses the challenge of maintaining the quality of education in those institutions. This study explores how well quality assurance systems support the quality of commercial higher education institutions using two research methods: semi-structured interviews with 38 stakeholders to investigate their perceptions of the quality assurance processes in the UAE; and focus group discussions with 161 students to collect their views of the quality of education in the commercialised institutions. The research confirms earlier findings that quality of education is a function of quality assurance processes. 相似文献
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Richard Pring 《牛津教育评论》2019,45(3):297-314
The United Arab Emirates (UAE) is making it a requirement of all schools within the Emirates (both public and private) to follow a programme of moral education (MEP), at all ages from grades 1 to 13, which is designed centrally. Explicitly secular and humanist in its approach, this is a remarkable development in a country where Islam is the official religion and where traditional practices and values are deeply rooted. However, it provides an example of an education initiative designed to contribute to a national strategic ambition—that of developing the UAE as a progressive, enlightened country, and one where its residents share a common culture despite the diversity of their origins. This paper describes the programme and sets it in the context of ‘virtue education’, following a philosophical and ethical tradition to which both Arab and Western philosophers have contributed. 相似文献
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This article reports on a study into the motivation of young Emirati undergraduate students for studying in a higher education institution in the United Arab Emirates (UAE). The participants were male and female undergraduate students in their first or second year of studying. The aim of the study was to examine their motivation using a framework that recognised the unique sociocultural context of the UAE. Data were analysed according to an adapted framework encompassing both Self-Determination Theory and Personal Investment theory. Self-Determination Theory was chosen due to its focus on different types of extrinsic motivation, and Personal Investment theory was chosen for its non-culture specific applicability. A major finding of the research is that an examination of motivation according to dichotomous relationships of intrinsic versus extrinsic, collectivist versus individualistic, self as individual versus self as part of society are over-simplistic in this specific context. A more useful paradigm is one in which the individual is influenced by personal and professional goals, as well as social and familial expectations. Unexpectedly, use of language (Arabic or English) did not influence the results. These findings will provide teachers and university administration with a better understanding of their students, and will replace certain stereotypes that teachers may have about their students and their motivation for studying. 相似文献
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党的"十八大"提出走中国特色新型工业化道路、建设创新型国家、建设人才强国等一系列重大战略部署,提出大力支持国民经济命脉的重要行业和关键领域。这对高等工程教育,尤其是对具有行业特色的高等工程教育提出了更高的要求,高级工程技术人才培养面临新的机遇和挑战。以我国高级工程技术人才与现代社会需求的不适应性为问题导向,研究高等工程院校人才培养机制是一个崭新的视角。政府政策驱动、服务保障,高等工程院校知行合一、优化人才培养,校企联盟、搭建实践平台是培养适应我国现代社会需求的高级工程技术人才的有效机制。 相似文献
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以市场为导向重塑农村职业教育 总被引：2，自引：0，他引：2
张俊领 《河南职业技术师范学院学报(职业教育版)》2005,(2):32-33
出现“民工荒”现象的原因并不是农村劳动力数量少,而是其技能素质低,根源在于农村职业教育不能适应我国市场经济发展的需要。只有以市场为导向,创新农村职业教育模式,才能加快农村劳动力转移的步伐,缓解“民工荒”问题。 相似文献
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中国对外开放需要汉语国际化,但汉语国际化进程远不能满足对外开放的需要,因此,推进汉语国际化进程势在必行。我们认为：要有效推进汉语国际化进程,必须推进经济建设;要有效推进汉语国际化进程,必须创新对外汉语教学;要有效推进汉语国际化进程,必须认清中国与世界各国语言及文化的关系。这三方面相互联系、密不可分。 相似文献