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1.
ABSTRACT

This article focuses on ‘transition’ and how it is understood within higher education. Drawing on data from concept map-mediated interviews at two institutions, we examine the conceptions of transition held by academic and professional staff, who work to support students’ learning into and through higher education. We suggest that normative understandings of transition often draw upon a grand-narrative that orchestrates and reiterates a stereotypic understanding of students’ experiences. Often this narrative involves students’ interpellation into a field of discourse where the subject is constructed as both homogeneous and in deficit: ill-prepared, lacking in independence, as vulnerable and in need of support. However, this study suggests that beneath this discourse lies a more nuanced picture: one where students’ experiences can be conceptualised as diverse and fluid. Moreover, we employ the concept of pedagogic ‘frailty’ to expose the significance of the environments and wider contexts in which students ‘transition’, and to explore the impact of systemic tensions upon students’ experiences. This article further argues that future research should shift discussions away from the deficits of students, and examine how we can make underlying environmental and systemic challenges more explicit, in order to widen our understanding and discussions of these constraints.  相似文献   

2.
Drawing strategies are widely used as a powerful tool for promoting students’ learning and problem solving. In this article, we report the results of an inferential mediation analysis that was applied to investigate the roles that strategic knowledge about drawing and the accuracy of different types of drawings play in mathematical modelling performance. Sixty-one students were asked to create a drawing of the situation described in a task (situational drawing) and a drawing of the mathematical model described in the task (mathematical drawing) before solving modelling problems. A path analysis showed that strategic knowledge about drawing was positively related to students’ modelling performance. This relation was mediated by the type and accuracy of the drawings that were generated. The accuracy of situational drawing was related only indirectly to performance. The accuracy of mathematical drawings, however, was strongly related to students’ performance. We complemented the quantitative approach with a qualitative in-depth analysis of students’ drawings in order to explain the relations found in our study. Implications for teaching practices and future research are discussed.  相似文献   

3.
Abstract

As learning institutions, U.S. universities aim to provide abundant learning opportunities to fulfill students’ right to learn. Undergraduate education is considered an important component of lifelong learning and aims to enable students to “learn how to learn.” During the undergraduate stage, schools pay special attention to cultivating students’ critical thinking and curiosity, emphasizing five core competencies in writing, reading, research, quantitative analysis, and communication. They use summer reading, undergraduate research, seminars, learning communities, and academic advising as platforms to expand students’ learning experiences, especially those of first-year students. They encourage students to innovate and start their own businesses, and promote equal access to education, thereby strengthening student retention and successful graduation.  相似文献   

4.
In an attempt to exploit the concept of mindfulness for educational contexts, we investigated the role of dispositional mindfulness as an internal resource for the development of situational interest. Using an online questionnaire, we assessed participants’ (N?=?161, mean age?=?30.4 years, 74% female, 66% university students) mindfulness, presented them with a text on bionics, and asked them to indicate their situational interest regarding the material (t1). One week later, they indicated their maintained situational interest (t2). Findings reveal a positive relationship between mindfulness and situational interest at t1, especially with regard to participants’ ability to be momentarily ‘present’ and affective aspects of situational interest. Furthermore, we found an indirect effect of mindfulness on maintained situational interest at t2 via participants’ interest at t1. These findings were independent from participants’ initial interest and knowledge. Contrary to our expectation, we did not find a moderation effect for mindfulness on the relation between situational interest at t1 and t2. We discuss these findings in terms of implications for formal learning contexts.  相似文献   

5.
Merlin C. Wittrock was a friend and colleague who influenced me and many other contemporary mathematics educators on how students learn. In this article I summarize my interactions with Merl beginning in 1965, and how over the following half-century he influenced my thinking on student learning for understanding and, in turn, on how to design instruction based on generative principles. I situate our initial discussions in terms of behaviorism, mathematical abilities, and mathematical problem solving. Based on Merl's ideas since first expressed in “A Generative Model of Mathematics Learning” in 1974, today it is clear that instruction should involve the stimulation of a student's store of relevant background experiences in relation to information to be learned, so they can construct meaning from it. Only by doing so can the use of such organized structures of previously acquired knowledge and experiences facilitate the understanding of new information.  相似文献   

6.
We conducted a series of experiments to investigate the extent to which prompting the construction of a force diagram affects student solutions to simple mechanics problems. A total of 891 university introductory physics students were given typical force and motion problems under one of the two conditions: when a force diagram was or was not prompted as part of the solution. Results indicated that students who were prompted to draw the force diagram were less likely to obtain a correct solution than those who were not prompted to solve the problem in any particular way. Analysis of the solution methods revealed that those students prompted to use a diagram tended to use the formally taught problem‐solving method, and those students not prompted to draw a force diagram tended to use more intuitive methods. Students who were prompted to draw diagrams were also more likely to depict incorrect forces. These results may be explained by two factors. First, novice students may simply be more effective using intuitive, situational reasoning than using new formal methods. Second, prompting the construction of a force diagram may be misinterpreted by the student as a separate task, unrelated to solving the problem. For instruction, the results of this study imply that ignoring students’ prior abilities to solve problems and their necessary developmental stages in learning formal problem‐solving techniques may lead to serious mismatches in what is taught and what is intended to be learned.  相似文献   

7.
This article examines how a classroom procedure known as PGE (Plan/Go-through/Evaluate) group work aims at integrating formal and non-formal media experiences and practices into classroom-based media learning. The study displays, on the one hand, how PGE group work emerged and was institutionally embedded in a media course. On the other hand, the study displays how students in this media course negotiated with their teachers by drawing on out-of-school media experiences and production practices in the process of planning classroom work. Empirically, the study draws on ethnographic observation of a vocational media studies course in the age range between 16 and 19 years at the upper secondary level in Norway. Video observations from several hours of PGE group work are analysed in order to document how students are involved in co-planning classroom work together with the course teachers. The analysis is based on cultural historical activity theory (CHAT). This theoretical position is applied in order to foreground tensions between formal institutional obligations and non-formal practices that surface in the classroom, and how an institutional measure such as PGE group work creates a transactional space for handling these differences.  相似文献   

8.
ABSTRACT

Context-based learning (CBL) has influenced teaching and learning science in many countries over the past decades. Twelve years ago, a special issue on CBL was published in this Journal, focusing on CBL curriculum development. Seven papers in this current special issue on CBL now address the question of how a context influences the learning process. The papers focus on the stimulation of learning STEM subjects within contexts, how the learning process occurs and is enhanced, and the application of contexts in different settings. The approaches, results, and implications of the papers are located in a larger view that considers the question of what must be the case if a student not only engages in the tasks of learning but also succeeds at them. Concerning willingness and effort by learners, the papers draw conclusions about which STEM-related interests of students endure and are ephemeral across a decade, design criteria for maximising students’ situational interest, and students’ engagement with content and context simultaneously. Focusing on the opportunity to teach and learn, the papers reveal how a professional development approach functions to support STEM teachers to develop CBL materials, and how specific scaffolding acts in teaching bring students to more complex reasoning. Regarding good teaching, insights are offered on how metacognitive prompts improve teaching. Centring on the social surround that supports teaching and learning, a comparison of two contexts for teaching the same content reveals which aspects of the contexts move student learning forward. From this mapping, paths toward future research are projected.  相似文献   

9.
ABSTRACT

In order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.  相似文献   

10.
Abstract

Although Web 2.0 has changed students’ roles, placing them at the centre of the teaching-learning process, attitudes towards Web 2.0 have been observed to have a relation with its use in a formal academic context. An instrument was applied to higher education students in Mexico to explore their perceptions by collecting information on students’ attitudes, training and use of Web 2.0, and its impact on higher education. The findings showed that training in Web 2.0 determines use of it, as well as the attitudes towards it and the possible impact these can have on teaching-learning processes. No differences were found regarding participants’ gender in relation to their perceptions of the use of Web 2.0 as a learning environment.  相似文献   

11.
Higher education institutions are interested in the impact that they and concurrent life experiences may have on students’ sustainability attitudes, but they lack formal processes to monitor changes. We used the NEP to monitor changes in students’ ecological worldviews. We were interested in what variation there would be in a multidisciplinary group, if the NEP could detect changes in students’ ecological worldviews over a limited time period, and to learn more about the NEP and its use. We conclude that the NEP is a valuable research instrument for this study and that monitoring students’ attitudes is a worthwhile precursor to debating the issues institutionally.  相似文献   

12.
Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates. The authors use Fink's taxonomy of significant learning as a lens through which to examine the learning within and critical natures of students’ reflections. Findings from this study suggest that to consider and extend students’ academic content knowledge and to move students toward new and critical understandings of their service work, reflections should direct students toward more explicit considerations of academic course content over a period of time. To help students write critical reflections that achieve both academic and personal growth learning goals, the authors recommend explicitly teaching the reflective mode, introducing students to Fink's taxonomy, and instructing students to include course content in their reflections.  相似文献   

13.
Academic literacies research has been identified as an emerging but significant field in higher education. This article extends the discussions around methodology in academic literacies research by drawing on the current text and context debates in sociolinguistics and linguistic ethnography. It uses illustrations from a recent academic literacies research project to reflect on methodology and to emphasise the importance of a prolonged engagement with participants’ writing practices and experiences as well as the collection and analysis of a range of types of data to allow the researcher to become more familiar with the context. Methods such as allowing students to interpret their own writing, classroom observation and students’ written literacy histories gave the researcher real insights into the way students made connections to their own familiar contexts in order to learn. The research also highlighted the manner in which communication between students and teaching staff can break down because teachers misinterpret student utterances when they do not understand or know the contexts that the students are drawing on. At the same time, however, the researcher sounds some caution about the use of dialogue in ethnographic methodologies because communication is a two-way process and allocation of linguistic resources has been unequal. Therefore, where students’ resources do not match the context, they may struggle to communicate with the interviewer and to interpret their written texts. In these cases, interviewees who are first language speakers from privileged schooling backgrounds may be able to contextualise and interpret their writing more fully than interviewees who are speakers of English as a second or foreign language and who come from poorer rural schools.  相似文献   

14.
ABSTRACT

Recent focus on graduate employability has exposed the inadequacies of work preparation for science students, who need an employability toolkit to navigate the modern work landscape. An established mechanism to develop students’ employment awareness is Work Integrated Learning (WIL), but Australian mathematics and science students participate in fewer WIL activities than students in other disciplines. In this article, we present a conceptual discussion around the design of a non-traditional Bachelor of Science WIL program that transcends commonly held perceptions of WIL as primarily discipline-orientated and placement-based. This design dramatically expands the possibilities for WIL in science programs, enabling WIL participation for students unable to engage in a traditional science work placement. The program draws on and legitimises students’ experiences in diverse non-science, part-time workplaces and extra-curricular activities; we term this ‘transgressional learning’. Students engage in reflective and active learning opportunities designed to help them explore and articulate their skill sets in a manner that speaks to multiple future work settings. By drawing on students’ extant work experiences, the program explicitly supports students to foreground and expand on broad skill sets acquired in extra-curricular settings. This article suggests a new conceptual approach and a path forward for large-scale WIL delivery in generalist science degrees. It draws on the reflections of the project team and student participants to outline the goals and design ethos of the program and reflect on the legitimacy of this transgressional program as a science WIL offering.  相似文献   

15.
Background: Students’ daily-life experiences may render favorable effects on the students’ affective domain like interest, enthusiasm, motivation, joy, curiosity, awareness, and eagerness to learn science as not commonly found in the classroom environment. However, no rigorous research has been reported on those aspects in Mainland China despite many recent studies done in various Western countries.

Purpose: This paper aims to report and compare the science-related experiences of ninth-graders from two places (in Urumqi City of Xinjiang province and Shanghai) in China through a large-scale survey of their junior secondary three students.

Sample: The sample consists of 4115 students in Urumqi City (from 28 schools) and Shanghai (from 25 schools).

Design and methods: This study adopted a Likert scale questionnaire instrument, as translated from the international Relevance Of Science Education (ROSE) Project. From a confirmatory factor analysis of the data, we identify and focus on six factors which are directly correlated with students’ science-related experiences outside school environment in Xinjiang and Shanghai and employ relevant factor scores to compare the gender, regional, and socioeconomic effects.

Results: As revealed by the t-test, gender and regional differences were statistically significant in affecting (1) students’ outdoor living experience, (2) hands-on experience of transportation, and (3) their daily-life experience with do-it-yourself tools and models. In all three aspects, boys and Xinjiang students possessed richer experiences than girls and Shanghai students, respectively.

Conclusions: Based on ANOVA tests, Shanghai students’ out-of-school science-related experiences were more often significantly affected by various socioeconomic variables (including their parents’ education and occupation and their family income) than Xinjiang students. From cross-regional comparison, Chinese students had much fewer science-related experiences than those of Greek and Finnish students. The limitations and educational implications of the present study are also discussed.  相似文献   

16.
Abstract

Chinese universities are increasingly entering into transnational higher education partnerships with institutions in primarily English-speaking countries. With this increase in programmes, there is a growing body of research investigating both policy and practice. Our study contributes insight into how students in a China–Australia programme experienced assessment drawing on theorisations of sustainable assessment. We present findings from interviews with 10 Chinese students who shared stories and reflections of their experiences of assessment and learning that reveal the complex ways students negotiated qualitatively different assessment experiences, while displaying sophisticated levels of agency, between Chinese and Australian universities. In making sense of the interviews in relation to sustainable assessment, we evoke notions of cultural ignorance to illuminate aspects of a cross-cultural ignorance in teaching and learning practices. In doing so, we argue that conversations about cultural ignorance combined with principles of sustainable assessment can create space to support partners to better plan and coordinate for meaningful assessment and learning experiences for students in cross-cultural articulation programmes.  相似文献   

17.
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18.
ABSTRACT

The study provides an insight into how teachers may facilitate students’ group learning in science with digital technology, which was examined when Norwegian lower secondary school students engaged in learning concepts of mitosis and meiosis. Quantitative and qualitative analyses of the teacher’s assistance draw on Galperin’s conceptualisation of learning.

Findings reveal patterns in the teacher’s guidance: the teacher fulfilled the orienting, executive and controlling functions while assisting students in identifying the key features of mitosis and meiosis and solving the compare and contrast task. The teacher relied on and interplayed with the available mediational resources: compare and contrast task, digital animations, and collaborating peers. However, it was the compare and contrast task that demonstrated an approach to study scientific concepts which may have contributed to the development of learners’ understanding about to engage in learning in science. By adopting such an approach, learning activity has the potential to not only help students to achieve learning outcomes but it acquires a functional significance, becoming a tool in the learning process aimed at the development of students’ as learners. The digital animations, in turn, demonstrated scientific processes that were otherwise invisible for students and triggered group discussions. The study, therefore, raises questions about the need for practitioners’ awareness of the type of support the technology and other resources provide to assist both conceptual learning and enhancing students’ agency in learning to learn.  相似文献   

19.
ABSTRACT

The central concern of this article is to compare the constructions of differences in inclusive school settings between countries with different school systems. The focus is to find out how constructions of differences generate participation and (dis)advantages and, thereafter, how the constructions are related to the structure of the school system and its formal rules. The aim is to contrast constructions produced by teachers who work in a multi-tracked school system with those from single-track ones. Grounded in Karl Mannheim’s [1980. Strukturen des Denkens. Frankfurt: Suhrkamp] theory on the sociology of knowledge, the analysis targets the practical expressions of constructing and addressing differences. The investigation is based on group discussions with teachers. The comparative results suggest that teachers construct differences between students in different ways, linked to the formal school-based context in which they work. While German teachers construct ‘total identities’ based on achievement and limit students’ participation in teaching settings, their colleagues from Norway and the US conceive of accomplishments built on trust with teachers and the need to feel participation in class. The outcomes indicate that the construction of differences and teaching are related to the structure of school which go along with expectations towards the students.  相似文献   

20.
Abstract

Through the case-study experiences of 24 White and Black, Asian and Minority Ethnic (BAME) working-class students from three very different universities, we aim to illuminate the often hidden struggle for recognition and respect for classed, ‘raced’ and gendered ways of being in the university. We discuss how the students perceive their identities in relation to their universities and their peers, and whether they feel the need to adapt and change their classed/’racialised’ identities in order to survive and progress or whether they resist any pressures and expectations to do so. We explore the tension between ‘assimilation and belonging’ and ‘betrayal and exclusion’ for White and BAME working-class students and consider the intersectional implications. We draw on the concept of hybridity to show the fluidity and fusions of transitioning and developing identities. The article also seeks to contribute further to the illumination of habitus as generative, through a process of hybridity.  相似文献   

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