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1.
Ten individuals over the age of 55 were awarded scholarships in order to enroll in an intergenerational service learning course. Through class participation and community service activities, the traditional-age students and senior adult students shared experiences and learned about the processes of aging. A pretest-posttest design using a control group and experimental group (N = 44) was employed in order to assess the effectiveness of this pedagogical method. The results, both quantitative and qualitative, indicate that the course helped to create more realistic views of aging and foster more positive attitudes toward the elderly. Implications of the findings are discussed and include a recommendation for additional intergenerational programs that include senior adults in the classroom.  相似文献   

2.
ABSTRACT

This study describes and analyzes the role of a Senior Programme of the University of Lleida (Catalonia, Spain) aimed at fostering older people’s lifelong learning, active ageing, social participation, and intergenerational relationships. Based on qualitative Action Research and Participant Observation, this article examines the participation of senior students as stakeholders in this Programme and in two European projects, SIforAGE and TOY, developed between 2012 and 2017. The findings reveal the importance of these learning and research activities to promote intergenerational solidarity, the quality of life of older people, and the development and improvement of the Senior Programme itself.  相似文献   

3.
An intergenerational initiative was developed and implemented to enhance gerontology in the first course of the practice sequence. Seventeen students met with older adults (ages 82–98) in the classroom and at an assisted living facility. The evaluation of this older adult infusion project was conducted through two questionnaires and by the review of reflection papers completed as a course assignment. Pre-post statistical analyses as well as qualitative analysis evidenced an increase in knowledge of the older adults' lives as well as a professional interest in aging. As a result of this experience, several of the students volunteered at the facility, interviewed residents, and requested gerontological placements.  相似文献   

4.
The purpose of this qualitative study was to provide an intergenerational exchange as undergraduate students taking an introductory Psychology of Aging course, interviewed and watched films with older adult participants (N = 13) residing in an assisted living community. The undergraduate researchers (N = 10) conducted and transcribed interviews, wrote about their perceptions of interviews and film viewing with older adults, and their instructor interviewed assisted living staff (N = 2) creating an assessment of participants, researchers, and staff. Researchers listened and learned from older adult’s words, thereby improving researchers’ understanding that older adults preferred in-person discussions over film viewing. Researchers learned from older adults’ words, as they began to understand that sexual content in today’s films may reduce entertainment viewing for youth and older adults. Older adults described television remotes and phones with frustration and researchers felt angst for their frustration. Findings suggested understanding and meaning for participants and researchers in this service learning intergenerational exchange generated through undergraduate research.  相似文献   

5.
ABSTRACT

This article reports the results of an Adult Development course assignment. This assignment required that undergraduate students interact with an older adult on two occasions, provide written reflection on these interactions, and read and review the book, Tuesdays with Morrie. The goals of this assignment were for students to comfortably interact with older adults, to recognize the value of intergenerational interactions, and to recognize ageist or stereotyped ideas that they may have held about older adults. The analyses were primarily qualitative, but indicate that these goals were met. Student reactions to this assignment were overwhelmingly positive and insightful. While a number of students expressed initial concern about these interactions, they unanimously reported them to be positive experiences. Students also indicated that it was a learning experience for them, and sometimes for the older adults as well, and several made note of stereotypes or ageist ideas that they had held. Students completed the Fraboni Scale of Ageism after completing these assignments, and scores were significantly below neutral. While pretest, and additional post-test, measures would make the results of this study stronger, the students’ reports indicate that they perceived positive change within themselves, which suggests that this was an effective means of promoting positive attitudes about older adults.  相似文献   

6.
ABSTRACT

Population aging is exacerbating the loss of competences in the workforce and simultaneously young people neither in employment nor in education and training (NEETs) are struggling to be reengaged in employment. These issues, which are deemed priorities for the European policy agenda, could be addressed by triggering active aging dimensions, valuing and exploiting older adult entrepreneurs’ knowledge for enhancing youngsters’ entrepreneurial attitudes, through mentoring. This paper reports the results of a study based on an intergenerational learning program, carried out in 2018 in Germany, Italy and Slovenia. The study was aimed at developing and testing one training on mentoring addressing 41 older adult entrepreneurs (55 and over), and two intergenerational learning trainings aiming at boosting entrepreneurial competences of 33 NEETs (aged 18–29). The impact of the program on older adult entrepreneurs and NEETs was assessed through a pre and post-evaluation using qualitative and quantitative tools. Findings at country level were treated as national case-studies and then the latter were compared by considering them as a multiple embedded case-study. Results indicated that, to different extent in the study countries, mentors learned and enhanced mentoring competences, e.g. active listening and the capability of orienting, improved well-being and self-esteem, social inclusion and active aging attitude. Moreover, NEETs acquired entrepreneurial and socio-relational competences by benefiting from the full exploitation of mentors’ know-how and the trust relationship with them. Companies, trade unions, educational and voluntary organizations should cooperate to adopt intergenerational learning programs as good practices for older adults and NEETs’ lifelong learning promotion.  相似文献   

7.
Definitions of social capital, advanced by Coleman and Fukuyama, and definitions of lifelong learning and intergenerational learning are discussed and compared, and a synthetic model is presented. This model relies heavily on the practical implementation of strategies for augmenting social capital, such as those applied within the granddad project, an intergenerational learning initiative conducted in schools in the Stockholm County area. It is concluded that intergenerational learning in this theoretical framework provides a foundation for lifelong learning practice in a social capital perspective, even though the definition of social capital used is broad and bears strong resemblance to the Japanese concept of kokoru, advanced by Okamoto (1992).  相似文献   

8.
Abstract

This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered with class participation. However, 73% of the students felt the instructor handled technological problems in a professional and patient manner. Although 54% of the students reported that they would take another course by distance learning, more research is needed to determine what social work courses can be most effectively taught by distance and classroom formats.  相似文献   

9.
ABSTRACT

Using Korean Longitudinal Study of Aging data, we examined the influence of older adults’ individual characteristics (i.e. marital status, health and economic status) on life satisfaction, with the mediating effect of older adults’ active participation in lifelong learning. As a result, some individual characteristics appeared to significantly determine both learning participation and life satisfaction. Economic status appeared to function as a significant predictor of older adults’ participation in lifelong learning programmes, which ultimately resulted in a significant improvement in their life satisfaction. Marital status and health were also significant contributors to older adults’ life satisfaction. The mediating model was tenable according to model-data fit indices.  相似文献   

10.
ABSTRACT

Finnish nature schools are environmental education organisations offering outdoor programmes for classes in natural environments. They are intended to contribute to the aims of the national curriculum in various subjects. This qualitative study examines how students describe their learning in a nature school context and how they describe differences between learning in nature and learning in the classroom. After a nature school day, 30 10–11-year-old pupils participated in focus groups interviews. The data were analysed through inductive content analysis. Nature school learning was described as cognitive, affective, social and as providing practical skills learning, although some pupils claimed that they had not learned anything. The differences between the learning environments were described as differences in learning activities, concreteness, external conditions, learning topics, perceived ability to concentrate and differences in motivation. We stress the importance of reflection on learning in order to raise pupils’ awareness of their outdoor learning.  相似文献   

11.
Abstract

Environmental education (EE) scholars view intergenerational learning as a means to influence adult understandings of and relationships with the environment. Yet EE researchers have studied intergenerational learning in a limited fashion, with no emphasis on its role in higher education. The purpose of this article is to use feminist posthumanist theories to broadly explore intergenerational learning in critical food studies courses taught at the university level. We rely primarily on student coursework and post-course interviews as data sources that convey student perceptions of interactions with their families and the natural world, demonstrating how students develop relational identities shaped by personal experience as well as experiences in the course. To conclude, we discuss both the limitations and implications of this research for the field of EE.  相似文献   

12.
ABSTRACT

Policies, practices, and studies have long been focused on nonformal learning for older adults as if this were the only learning context for grey populations. In fact, today more elderly adults participate in degree-conferring programs. It is important to explore why formal learning environments attract the elderly. Therefore, the purpose of this study was to explore relationships between demographic characteristics and motivations of older adults who enroll in degree-conferring programs in higher education including undergraduate, master’s, and doctoral programs in Taiwan. A total of 287 questionnaires filled out by students aged 60 and above were analyzed. The data showed that (a) The demographic characteristics of this group were dissimilar to those of elder learners in nonformal settings. Those who enrolled in degree-conferring higher education programs were predominantly male, young-old, and still employed. (b) The first five important motivations for elder adults enrolling in degree-conferring programs in universities were pursuing and updating knowledge and skills, fitting in with job-related needs and competitions, achieving a life goal, keeping abreast of social changes, and gaining a degree. (c) Retirement status and age predict enrollment motivations. This study enriches our understanding of heterogeneity of elderly learners and provides evidence to make more inclusive policies for elder education. More systematic learning with long-term and intensive requirements, such as enrolling in universities, is needed and desired by some older adults. The roles of higher education in promoting elder learning should be further discussed, addressed, and created.  相似文献   

13.
This investigation examined 10th‐grade biology students' decisions to enroll in elective science courses, and explored certain attitudinal perceptions of students that may be related to such decisions. The student science perceptions were focused on student and classroom attitudes in the context of differing learning cycle classrooms (high paradigmatic/high inquiry, and low paradigmatic/low inquiry). The study also examined possible differences in enrollment decisions/intentions and attitudinal perceptions among males and females in these course contexts. The specific purposes were to: (a) explore possible differences in students' decisions, and in male and female students' decisions to enroll in elective science courses in high versus low paradigmatic learning cycle classrooms; (b) describe patterns and examine possible differences in male and female students' attitudinal perceptions of science in the two course contexts; (c) investigate possible differences in students' science perceptions according to their decisions to enroll in elective science courses, participation in high versus low paradigmatic learning cycle classrooms, and the interaction between these two variables; and (d) examine students' explanations of their decisions to enroll or not enroll in elective science courses. Questionnaire and observation data were collected from 119 students in the classrooms of six learning cycle biology teachers. Results indicated that in classrooms where teachers most closely adhered to the ideal learning cycle, students had more positive attitudes than those in classrooms where teachers deviated from the ideal model. Significantly more females in high paradigmatic learning cycle classrooms planned to continue taking science course work compared with females in low paradigmatic learning cycle classrooms. Male students in low paradigmatic learning cycle classrooms had more negative perceptions of science compared with males in high paradigmatic classrooms, and in some cases, with all female students. It appears that using the model as it was originally designed may lead to more positive attitudes and persistence in science among students. Implications include the need for science educators to help teachers gain more thorough understanding of the learning cycle and its theoretical underpinnings so they may better implement this procedure in classroom teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1029–1062, 2001  相似文献   

14.
ABSTRACT

In the study of gerontology, fieldwork with older adults is often used to enhance students’ understanding of the aging process. While assignments based on interactions with older adults are a common practice in teaching students enrolled in gerontology studies, we know less about the impact of such activities on students from other disciplines. This paper summarizes students’ experiences with an assignment offered to a diverse cohort of undergraduate students who took a course in social gerontology. To complete this assignment, students had to interview an older adult, summarize the life story of the participant, apply a theoretical perspective to the older adult’s life story, and reflect on the process. Analyzing data derived from 72 assignments and 10 semi-structured interviews with students who were enrolled in the course, this paper examines students’ experiences with this assignment. Specifically, we identify what aspects of the assignment students found beneficial, what aspects they found challenging, and in what ways this assignment helped students to enhance their understanding of aging. Our findings suggest that students found it challenging to recruit an older adult for an interview and struggled with the semi-structured nature of the interview process. All students found the actual interview process to be extremely rewarding and beneficial for their learning. In discussion, we provide some recommendations on how to offer this type of assignment to a diverse group of students enrolling in the courses on social gerontology.  相似文献   

15.
高中物理课堂应构建和谐课堂氛围,建立平等师生关系;创设有效问题情境,启发学生大胆质疑;提供＂成功＂机会,增强学生学习信心;引导学生独立学习,培养学生自主学习能力。有效课堂教学过程要充分体现学生学习的主体地位,充分发挥学生的主观能动性。教师要为学生提供更多的探索和发现的空间,提供展示的机会,让学生能够积极参与,快乐学习,从而实现课堂教学效果最大化。  相似文献   

16.
ABSTRACT

In the following article, we share our findings from the comparative analyses of 54 lifelong learning policy measures implemented in nine European countries, with a particular focus on their orientations, objectives, and solutions devised. Informed by the theoretical framework of Interpretive Policy Analysis (IPA), we have further reasoned on the impacts and unintended effects on young adults’ life course transitions, especially those in vulnerable positions, as well as on the hidden ambivalences and incompatibilities in the objectives and orientations of lifelong learning policies. The article provides, first, a brief discussion of the conceptual and methodological choices made. Second, it gives an overview of the design and data basis of our research. In the third section, we present and discuss the central findings from our interpretive analyses, and we finally conclude with a discussion on current trends in lifelong learning policymaking and on their impact on young adults’ transitions.  相似文献   

17.
公共英语教学,以学生为中心,学生是学习语言的主体,教师是引导者、助学者、鼓励者、学习者的好朋友,反馈的提供者。培养学习者有自主学习、实际应用的能力,为学生终身发展打下基础;做好充分调查,有的放矢、因材施教;加强教师自身修养、提高综合素质,促进教学相长;课堂创设情感氛围,激发学生学习积极性、主动性,提升教学质量。  相似文献   

18.
Abstract

In this article, the authors propose six standards for the work of Intergenerational Specialists in an emerging field of professional practice. These standards are intended to guide students in academic settings who are preparing to work as Intergenerational Specialists in direct service roles, administrative capacities, or the supervision and training of others in the field. In addition, they might also be considered useful guidelines for program developers who want to ensure mutually beneficial interactions between younger people and older adults in any kind of organized intergenerational context. The proposed Standards for Intergenerational Practice are currently being piloted by students in a graduate degree program, and eventually will be submitted to Generations United for endorsement and widespread acceptance by the field. These basic principles are consistent with NAEYC's Developmentally Appropriate Practices for early childhood programs, and they are also consistent with ethical practices in programs for older adults.  相似文献   

19.
Preparation for lifelong learning using ePortfolios   总被引：1，自引：1，他引：1  
Rapid technological change, increasing globalization and a changing world of employment with multiple roles during one's professional life are necessitating a change from knowledge to learning societies. Full participation requires lifelong learning skills, meaning the ability to solve problems, work both independently and in a team, communicate effectively in all formats and on all levels, and self-direct one's learning and professional development needs. Universities need to take responsibility in preparing students for lifelong learning. While engineering and science degrees traditionally do not emphasize the importance of lifelong learning skills new programmes of study are now being introduced, often using electronic portfolios to support engagement with learning objectives and reflection. This article describes an electronic portfolio initiative that is targeted at engineering and computer science students. The initiative aims to create awareness among students on the nature and importance of lifelong learning skills, to facilitate the development of such skills and to assist students in showcasing their competence regarding these skills. Interviews with industry representatives regarding the characteristics of a lifelong learner and the values of constructing and presenting portfolios were conducted and have resulted in strong support for the electronic portfolio initiative. The article provides background on lifelong learning and electronic portfolios, outlines the design of the initiative and then focuses on feedback from industry representatives.  相似文献   

20.
Christopher Storm 《PRIMUS》2017,27(2):293-313
Abstract

This article shares an example of a course in Combinatorics, taught at Adelphi University in Fall 2012, designed with a primary goal of engaging students in pursuing mathematics as mathematicians do. The course went beyond usual applications of inquiry-based learning in that students were also charged with the responsibility of posing the mathematical statements that would be examined as part of the course. In this way, students decided what was interesting to study and were responsible for the creation of mathematics within their classroom community.

This article looks at the syllabus policies for the course, describes some of the work that students did as part of the course, and reflects upon the outcomes of the course.  相似文献   

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