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1.
During the coming years the number of older adults will increase dramatically, which will require a corresponding increase in the number of social workers who have accurate knowledge of this population. This article reports the impact focus groups with older adults and with service providers who work with older adults and their families have on baccalaureate social work (BSW) students. We find that BSW students exposed to focus groups have their negative attitudes about older adults and service providers deconstructed and replaced with more positive and accurate information about older adults. When students' misconceptions about older adults are confronted, they become more interested in choosing geriatric social work as a career option.  相似文献   

2.
A study of Norwegian science textbooks for grade 8 indicates an individualistic image of science where individual scientists are discovering truth, through experiment. Scientific rationality is grounded in procedures of inquiry alone and not in debate and argumentation within scientific communities. The communal aspects of science tend to become visible in historical examples where science did not function properly due to prejudices or ignorance. Furthermore, science proper and school science are not differentiated between, and 'scientific knowledge about nature' and 'nature' are one and the same. The discourse identified is well suited to provide students with broad and general knowledge about natural and everyday phenomena. However, it is less suitable for teaching about the scientific enterprise in contemporary society. This is worrying for students' scientific literacy as future adults, as this dimension is essential for understanding the nature of science and for democratic citizenship in socio-scientific issues.  相似文献   

3.
The present study investigated the cultural childrearing beliefs of 116 caregivers from different cultural communities in the Netherlands (Dutch, Caribbean-Dutch, and Mediterranean-Dutch), working with 2–4-year-olds in daycare centers. Cultural childrearing beliefs were assessed with standard questionnaires, focusing on general and daycare-specific individualistic and collectivistic childrearing beliefs. Cultural differences were evident regarding general individualistic and collectivistic beliefs. Both immigrant groups agreed more with collectivistic ideas and less with individualistic ideas than Dutch caregivers. Regarding caregivers’ daycare-specific beliefs, much smaller cultural differences were found. This indicates consensus among caregivers from different ethnic/cultural backgrounds on core issues of childrearing in daycare settings. Results further showed that caregivers’ individualistic ideas were best predicted by their cultural community, whereas collectivistic ideas were also predicted by the diversity of caregivers’ close colleagues and their years of experience. These findings demonstrate that caregivers’ childrearing belief systems are in part determined through a prolonged socialization process by the belief systems of their cultural and religious communities, and in part by their professional experience and their colleagues. Discussing childrearing beliefs should therefore become customary both in daycare centers as in caregivers’ professional preparation, to make caregivers more aware of their own and their colleagues’ cultural beliefs. Once aware of their childrearing beliefs, caregivers can make a start in actively discussing pedagogical guidelines, in order to reach a shared approach to childrearing.  相似文献   

4.
The increased number of older adults attributes to a rising need for future professionals to work in gerontology. Understanding the influence of students' career choices is important. A qualitative study was conducted after students' taking a gerontology course to explore students' knowledge and career preference in gerontology. The results were that students reported higher competency in that their knowledge was higher. Although increased knowledge did not necessarily encourage students to choose careers in gerontology, it may have made students more amenable toward accepting working with the aging population in the future. The study offers suggestions on how to increase students' competency level in practice.  相似文献   

5.
Seeking to extend curricula in a Psychology of Aging course, an online Internet test that assesses user's implicit attitudes was used as part of a learning activity to enhance students' awareness of age-bias in social perceptions. A pretest-posttest methodology examined the efficacy of this learning activity in three separate investigations. Overall, results suggest the learning activity increases students' awareness of cognitive biases in their perceptions of others. Further, self-enhancement motivation and alliance with a group that has suffered prejudice or discrimination were found to mediate bias ratings. The need to recognize age as a diversity issue and promote positive representations of older adults is discussed.  相似文献   

6.
This study investigates the effects of concept and vee mappings under cooperative, cooperative-competitive and individualistic learning modes, ability levels and gender on students' attitudes towards concept and vee mappings, the three learning modes, ecology and genetics. A pre-test-post-test experiment, with control groups, involving 808 eleventh grade (fourth form) students, was used for data collection. Students taught the use of concept and vee mappings, under cooperative conditions, developed superior positive attitudes towards the two heuristics, ecology and genetics, compared with those taught under cooperative-competitive and individualistic conditions. Statistically significant differences in their attitudes were due mainly to treatment and ability. High ability students developed the most superior positive attitudes to concept and vee mappings, ecology and genetics. Students' attitudes towards cooperation were mostly positive but totally negative to individualisation and mostly negative to competition. Students' positive attitudes to ecology and genetics correlated negatively with their attitudes towards competition and individualisation. The implications of the study's findings for the teaching of science are addressed.  相似文献   

7.
Although research from a developmental/psychological perspective indicates that many children do not have a scientific understanding of living things, even by the age of 10 years, little research has been conducted about how students learn this science topic in the classroom. This exploratory research used a case‐study design and qualitative data‐collection methods to investigate the process of conceptual change from ontological and social perspectives when Year 1 (5‐ and 6‐year‐old) students were learning about living things. Most students were found to think about living things with either stable, nonscientific or stable, scientific framework theories. Transitional phases of understanding also were identified. Patterns of conceptual change observed over the 5‐week period of instruction included theory change and belief revision as well as reversals in beliefs. The predominant pattern of learning, however, was the assimilation of facts and information into the students' preferred framework theory. The social milieu of the classroom context exposed students' scientific and nonscientific beliefs that influenced other individuals in a piecemeal fashion. Children with nonscientific theories of living things were identified as being least able to benefit from socially constructed, scientific knowledge; hence, recommendations are made for teaching that focuses on conceptual change strategies rather than knowledge enrichment. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 449–480, 2004  相似文献   

8.
This study followed up on a 7‐day, 5th‐grade intergenerational project on aging. The “Age Doesn't Matter” (ADM) project was interdisciplinary; incorporating dance, health education, history, art, and poetry to teach about growing older. Older adults came to the school to interact with the students and the students also went on field trips to a nursing home and a retirement hotel. Thirteen of the original 19 ADM students were still in the same school 1 year after the project's completion. These students were matched by grade, gender, and race with a comparison group (n = 13) one year after the project's completion. Three experts in the field of gerontology were asked to blindly review the students' responses to open‐ended questions about aging and to rate each student concerning his or her attitudes toward aging. The ADM students were judged to have significantly (p < .05) more positive attitudes toward aging than the comparison group students.  相似文献   

9.
This study evaluated knowledge and attitudes of undergraduates regarding nutrition and health of the aged and students' intentions of pursuing career involvement with older adults. The participants evaluated were undergraduates from three mid-western universities (n=1,755). The majority of those surveyed were uninformed and unlikely to pursue career involvement with older adults. Possible explanations for these findings are discussed.  相似文献   

10.
ABSTRACT

Interdisciplinary sustainability programs are emerging globally, but little is known about the learning in these educational contexts. This qualitative case study examined undergraduates' experience in a Sustainability Semester, using the agency/structure dialectic as a theoretical lens. Before the semester, students' models of change for sustainability focused on individual actions. After two years, students' models identified systemic and structural barriers that constrained and enabled their agency as individuals. The discussion examines the “ripple effect” model of change that emerged in early interviews and considers how educators might use the agency/structure dialectic to help undergraduates move beyond individualistic models of social change.  相似文献   

11.
This study deals with the issue of incorporating values education in music education in Hong Kong's primary and secondary schools. It includes the development of the state's cultural and national identity since its handover from the United Kingdom to the People's Republic of China (PRC). Thirty primary and secondary school music teachers were interviewed in order to understand how notions of “musical values” and “non-musical values” have been addressed in the curriculum. In particular, this study focuses on music teachers' perspectives on teaching world music, traditional Chinese music, the PRC national anthem, and non-musical values. This paper questions the effectiveness of existing curricular and pedagogical attempts to encourage the students' musical experience and extra-musical education. It concludes that values education must have clear conceptions of “values”, “musical cultures”, and “national identity” in order to maintain unity amidst the intensifying plurality of ethnicities and cultures in Hong Kong.  相似文献   

12.
This paper provides insight into the reasons underlying medical students' interest in geriatrics. Semi-structured interviews, informed by attitude theory, were conducted with first-year medical students who indicated that they were not interested in geriatric medicine (n = 10) and those who indicated that they were moderately to very interested in geriatrics (n = 10). The interviews were analyzed qualitatively. While most students in both groups did not plan on pursuing geriatric medicine, differences were found between the two groups. Students who expressed an interest in geriatrics had more positive and negative experiences with older adults, were more comfortable with palliative care, did not view their patients as responsible for their illnesses, and held more fears about aging and death than did those students who were not interested in geriatrics. The discussion of the results focuses on the role of experience in students' interest in geriatrics, and their beliefs about personal gain and loss and the field of medicine in general. Implications for educators, including the need to increase exposure to older patients and geriatric medicine for all students, are discussed.  相似文献   

13.
The effects on students' achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth-grade physical science classes. Forty-four students were included in the study. Students were randomly assigned to conditions stratifying for sex. The results indicate that cooperative learning experiences promoted greater mastery and retention of the material being taught as well as more positive attitudes toward the experience than did competitive and individualistic learning experiences.  相似文献   

14.

The present study aimed to examine Jewish, Arab (Christian and Muslims), and Druze teacher trainees' orientations toward teaching-learning processes in relation to their cultural background. The parameter used for characterizing culture comprised the continuum of individualism-collectivism. As a generalization, Jews were located at the individualistic end of the continuum, Muslim Arabs at its collectivistic end, and Christian Arabs and Druze in between them. Data were collected via a questionnaire. Teacher trainees' responses revealed differences in orientation toward teaching-learning processes in accordance with culture, mainly contributed by the Jewish and Muslim students.  相似文献   

15.
In an attempt to understand what factors motivate teacher education students to participate in class discussions, questionnaires were administered to students from two teacher education programs in the U.S.A. In addition, 30 students were interviewed. Findings point to the estimation of the worth of one's ideas as a key issue in class discussions. Men and older students believed that their ideas made important contributions more often than other students. Findings revealed that the topic, the classroom climate, and advance preparation are central factors influencing students' participation. The importance of fostering students' reflection about, as well as through, discussion is emphasized.  相似文献   

16.
Using 1025 junior secondary class three (ninth grade) students and twelve science teachers, this study investigated the effects of cooperative, competitive, and individualistic science laboratory interaction patterns on students' achievement in science and the level of acquisition of practical skills. A 3 × 3 (interaction pattern by ability) factorial model was employed for data gathering. Significant main and interaction effects were found for both dependent measures. The cooperative group was found to be superior on the achievement measure with no difference between the competitive and individualistic groups. The competitive group, however, outperformed the others in practical skills. Additional data indicated that the mixed ability cooperative group did significantly better than the mixed ability competitive group in achievement but not in practical skills. In sum these data are supportive of the differential effects of cooperative, competitive, and individualistic goal structures on cognitive and psychomotor tasks. Results are discussed in terms of their implications for more productive science laboratory work.  相似文献   

17.
We conducted a survey to compare a group of older adults’ and a group of younger adults’ beliefs regarding their own and each other's memory abilities. We also asked both age groups to identify items they believed older adults remember well. The survey was returned by 185 older (ages 60‐92) and 184 younger (ages 17‐39) participants. Of the 30 items we generated older adults reported that they would remember 23 better than younger adults would and 7 worse than younger adults would, and younger adults reported that they would remember 12 of the items better and 18 of them worse than older adults. Both age groups also generated many items that they believed older adults remember better than younger adults do. Finally, respondents generated items that they believed adults in their own age group had to remember routinely that adults in the other age group did not. The two groups agreed that older adults would spend more time and have more difficulty learning lines for presentation to an audience than would younger adults. Most of the older adults reported that their memories had changed; most of the younger adults reported that their memories had not changed. The belief that although older adults’ memory is worse than young adults’ they still remember some things better than the young is viewed as a realistic assessment, and implications for future research are discussed.  相似文献   

18.
当前生态伦理学讨论的几个焦点问题是:生态伦理学道德对象的范围是生态还是生命?享受道德关怀的是共同体中的所有成员还是部分成员?生态伦理学的伦理原则是整体主义的还是个体主义的?生态精神的本质是利他还是利己?笔者针对这些问题发表自己的看法。  相似文献   

19.
The purpose of the study was to explore the relationship between attribution and selected personality dispositions, as well as self‐serving attribution. Four hypotheses were formulated: (1) Attributions for positive events correlate differently with the five personality dispositions than attributions for negative events, (2) factor analysis and cluster analysis of attributions for positive and negative events and the five personality dispositions will generate a general bipolar expectancy factor, (3) self‐serving attributions will dominate irrespective of subcultural context, and (4) the dominance of self‐serving attributions will be stronger in an individualistic‐oriented context than in a collectivistic‐oriented context. One‐hundred‐and‐fifty students, selected from two educational contexts (one individualistic‐oriented and one collectivistic‐oriented), were scored on attributions for positive and negative events as well as on the five personality dispositions on the basis of an inventory. All four hypotheses were supported. Educational implications are discussed.  相似文献   

20.
This research reports the results of two studies of young children's historical thinking, one conducted in Northern Ireland and one in the USA. In both countries, primary/elementary students learn about history in a variety of settings, including not only schools but also family conversations, historic sites and the media. The differing nature of historical representations in the two countries, however, leads students to contrasting conclusions about the purpose of learning about the past: in the USA, students emphasise that history is important so that they will know about the origin of their country and their own place within it, while in Northern Ireland students describe the purpose of history as being to learn about those who are different from themselves. In both countries, such comparative evidence about children's thinking provides educators with the opportunity to consider how they can build on and extend students' understanding of history.  相似文献   

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