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1.
The purpose of this study was to determine if there are relationship among freshmen students' Field depended or field independent (FD/FI) cognitive style, conceptual understandings, and problem solving skills in mechanics. The sample consisted of 213 freshmen (female = 111, male = 102; age range 17–21) who were enrolled in an introductory physics course required for science education prospective teachers. Data collection was done during the fall semesters in three successive years. At the beginning of each semester the Force Concept Inventory (FCI) and the Group Embedded Figure Test (GEFT) were administered to assess students' initial understanding of basic concepts in mechanics and FD/FI tendency of students, respectively. After completion of the course, the FCI and the Mechanics Base Line Test (MBT) were administered. The results indicated that students conceptual understanding were not statistically related to their FD/FI cognitive styles for both pre and post results. However, their problem‐solving skills were statistically related to their FD/FI cognitive style. The findings of the present and previous studies are compared, and the possible effects of the present studies on previous studies on teaching, learning and assessment for introductory mechanics are discussed.  相似文献   

2.

This study investigated how students' level of motivation and use of specific cognitive and self-regulatory strategies changed over time, and how these motivational and cognitive components in turn predicted students' course performance in chemistry. Participants were 458 students enrolled in introductory college chemistry classes. Participants' motivation and strategy use were assessed at three time points over the course of one semester using self-report instruments. Results showed an overall decline in students' motivational levels over time. There was also a decline in students' use of rehearsal and elaboration strategies over time; students' use of organizational and self-regulatory strategies increased over time. These trends, however, were found to vary by students' achievement levels. In terms of the relations of motivation and cognition to achievement, the motivational components of self-efficacy and task value were found to be the best predictors of final course performance even after controlling for prior achievement.  相似文献   

3.
In this paper we present results of the impact diagnostic testing and associated context-specific workshops have on students' written communication skills in a graduate-level accounting course. We find that students who undertook diagnostic testing performed better in their first semester accounting subject. This improvement is positively associated with student attendance at context-specific writing skills-based workshops. When we extend the analysis to examine the long-term benefits of participation in the academic development program, there is evidence that diagnostic testing has led to sustained improvement in students' writing ability within their final semester accounting subject.  相似文献   

4.
In this study, I compared initial drafts of job application cover letters by nontraditional students in an introductory professional writing course with those by traditional students to determine if prior workplace experience improves rhetorical adaptability in students' writing. Although one might expect nontraditional students to display more rhetorical adaptability, this study reveals no difference. These results suggest that minor changes in pedagogy may help nontraditional students use their workplace experience to improve workplace-oriented writing in the classroom.  相似文献   

5.
The purpose of this study was to examine the effects of a year-long professional development program in classroom discussion designed to improve students' argumentation skills in language arts classes. Twenty-six fifth-grade teachers and their 471 students at two research sites participated: 14 teachers in the experimental condition, who received the professional development, and 12 teachers in the comparison condition. Results showed that the professional development led to statistically significant improvements in the quality of teachers' facilitation and student argumentation during discussions, and in students' performance on individual argumentative reading and writing tasks following the discussions, at the end of the year. Findings suggest that the professional development for teachers resulted in strengthened student abilities to connect positions with relevant reasons and evidence, and that argumentation skills acquired in the discussions may have transferred to students’ individual argumentation, at least for reading outcomes.  相似文献   

6.
Motivated by the need to facilitate Net Generation students' information literacy (IL), or more specifically, to promote student understanding of legitimate, effective use of Web-based resources, this exploratory study investigated how analyzing, writing, posting, and monitoring Wikipedia entries might help students develop critical perspectives related to the legitimacy of Wikipedia and other publicly accessible Web-based resources for academic tasks. Results of survey and interview data analyses from two undergraduate courses indicated that undergraduate students typically prefer using publicly accessible Web-based resources to traditional academic resources, such as scholarly journal articles and books both in print and digital form; furthermore, they view the former as helpful academic tools with various utilities. Results also suggest that the Wikipedia activity, integrated into regular course curriculum, led students to gain knowledge about processes of Web-based information creation, become more critical of information on the Web, and evaluate the use of publicly accessible Web-based resources for academic purposes. Such changes appear more conspicuous with first year than with upper division students. The findings suggest that experiential opportunities to grapple with the validity of publicly accessible Web-based resources may prepare students better for their college and professional careers. The study results also indicate the need for integrating multiple existing frameworks for IL into one comprehensive framework to better understand various aspects of students' knowledge, use, and production of information from cognitive and technical perspectives and for a variety of purposes.  相似文献   

7.
Abstract. An explanatory methods design was used to evaluate the influence of a service learning course on learning, personal, and social outcomes for service learning (n = 142) students. These students showed improvements in diversity and political awareness, community self-efficacy, and civic engagement scores from the beginning to the end of the semester. In addition, the students' academic learning, personal and interpersonal development, and community engagement were detected as the major benefits from engaging in service learning. The findings of this study suggest that service learning contributes to students' academic learning and personal and social development through social-emotional processes.  相似文献   

8.
ABSTRACT: Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16‐wk semester using the ACT‐CAAP? (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT‐CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non‐native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student‐led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student‐led feedback are conducted in smaller sized recitations.  相似文献   

9.
Providing information about how 1st-year students learn may help colleges plan actions aimed at increasing students' persistence in higher education programs. This research aims to assess 1st-year students' academic performance, using a path analysis to establish inter-correlations among students' personality traits, learning patterns, high school achievement, and objectively measured outcomes. Participants included 509 freshmen from different academic disciplines. Results show a causality relations model in which Conscientiousness positively influences Sequential and Precise learning patterns as well as academic performance. The path model also confirms Extraversion as a negative antecedent of the Technical learning pattern. It is argued that knowing students is a primary step to putting them in a position to become an active part of the learning process.  相似文献   

10.
Plagiarism continues to be a concern within academic institutions. The current study utilised a randomised control trial of 137 new entry tertiary students to assess the efficacy of a scalable short training session on paraphrasing, patch writing and plagiarism. The results indicate that the training significantly enhanced students' overall knowledge about in-text referencing protocols. Importantly, this knowledge was found to translate into applied skills, with the intervention group performing significantly better in a practical skills application task. Moreover, the findings suggest that it is confidence in writing in English, not language background per se, which plays a significant role in students' practical skills in referencing and their confidence in performing assignment preparation tasks that can help them avoid claims of inadvertent plagiarism.  相似文献   

11.
We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning (‘jigsaw classroom’). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when aggregating across all four subtopics taught, regression analysis revealed that academic performance of novice students increases with the quality of expert students' instruction. The difficulty of subtopics, however, moderates this effect: higher instructional quality of more difficult subtopics did not lead to better academic performance of novice students. We interpret this finding in the light of Cognitive Load Theory. Demanding tasks cause high intrinsic cognitive load and hindered the novice students' learning.  相似文献   

12.
Proper grammar is crucial for effective communication. Two surveys of students in an introductory writing course sought to identify predictors of grammar ability. Students demonstrated a limited grasp of the language, struggling with such issues as the distinction between “it's” and “its.” Women performed better than men at the beginning of the semester, but the gap later narrowed. There was a correlation between self-efficacy (confidence in one's ability to perform a particular task) and grammar ability at the end of the semester. To the knowledge of the authors, this is the first study to empirically link grammar self-efficacy and grammar performance. High school grade point average also predicted grammar ability at the end of the semester.  相似文献   

13.
If the roles students play earning an MFA and the work they pursue after graduation vary considerably, how do those within MFA programs prepare students for professional lives? Where does one's sense of self as an art student begin to shift toward a professional identity? This article addresses literature about earning the degree and the work-related lives of MFA graduates as well as what some scholars claim should be taught within graduate-level visual arts programs. Supporting students' multifaceted lives, the author shares pedagogies employed within a course for MFA students that assist in clarifying understandings of self and professional identity.  相似文献   

14.
Abstract

This article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support.  相似文献   

15.
The development of scientifically literate citizens remains an important priority of science education; however, growing evidence of students' disenchantment with school science continues to challenge the realization of this aim. This triangulation mixed methods study investigated the learning experiences of 152 9th grade students as they participated in an online science‐writing project on the socioscientific issue of biosecurity. Students wrote a series of hybridized scientific narratives, or BioStories, that integrate scientific information about biosecurity with narrative storylines. The students completed an online Likert‐style questionnaire, the BioQuiz, which examined selected aspects of their attitudes toward science and science learning, prior to their participation in the project, and upon completion of the writing tasks. Statistical analyses of these results and interview data obtained from participating students suggest that hybridized writing about a socioscientific issue developed more positive attitudes toward science and science learning, particularly in terms of the students' interest and enjoyment. Implications for research and teaching are also discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 878–900, 2011  相似文献   

16.
The Institute of Food Technologists’ (IFT) success skills highlight the importance of developing professional skills in the food science curriculum. On the other hand, many students in higher education report that the public school system feels disconnected and unrelated to their future. In this context, this study aimed to evaluate student's perceived importance of professional skills, as well as to enhance their awareness and confidence in them. Students in a sensory science class at the University of Illinois completed a questionnaire at the beginning, middle, and end of the semester to assess their opinion of and self‐assurance in professional skills, such as writing technical reports, providing leadership, making formal presentations, and applying critical thinking. During the semester, students received basic training and guidelines on each skill and were given assignments and activities to practice them as part of their coursework. Results showed increased knowledge about the existence of IFT core competencies, as well as an increased motivation to practice success skills regularly. They also showed an increased perceived importance of presentation skills, leadership, dealing with group conflict, researching scientific information, and library resources. Confidence in 80% of the skills increased significantly by the end of the semester, after students had been presented with opportunities to practice and discuss the skills in groups. Students were also able to relate their learning of specific success skills to different course assignments. This study concluded that a general exposure to the importance of practicing professional skills in a college setting enhanced student's experiences and awareness by connecting them to their future professional careers.  相似文献   

17.
Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been widely studied, despite a widespread perception that there is scope for intervention at university level. This article explores the developmental potential of a drafting/tutor feedback/redrafting process on a first-year undergraduate course for trainee English language teachers at a UK university. The aims of this small-scale, largely qualitative study were to ascertain students' perceptions of the process and to determine the extent to which the process could contribute to the development of students' academic writing. Data are derived from first and second draft essay marks and questionnaires administered to 32 students. Findings suggest that feedback on drafts is acted on and can contribute to improved work when it is timely and detailed and when it raises students' metacognitive awareness, as was the case in this project. Also noteworthy, however, are the students' perceptions that redrafting is cognitively challenging and time-consuming. Comments from a less academically confident student with regard to the quantity of feedback and its detrimental impact are of particular concern. Questions are raised regarding the use of tutor reformulation, the sustainability of AFL and the provision of feedback to – and its interpretation by – weaker students. Finally, some key indicators for improved future practice are presented.  相似文献   

18.
This paper focuses on a cohort of B.Ed. students' understandings about social difference and social justice as recorded in their professional journals in the first semester of third year. It shows that their reasons for choosing teaching as a career, reflections on their school experiences and discussions about future students are grounded in the culture of individualism that is commonplace in Australian society. However, some also acknowledge that class, race, gender and ethnicity shape their lives and their future students' worlds. Furthermore, most were prepared to engage with social justice in their professional journals. Keeping these findings in mind, the paper identifies discursive spaces where teacher educators might work with prospective teachers to promote critical reflection about social difference and facilitate a commitment to social justice in education.  相似文献   

19.
Editorial     

This article shows that an awareness of students' use of their own experiences and a consistent promotion of critical literacy skills throughout a child's, adolescent's, and adult's life strengthens awareness of the social, political, economic, and cultural implications of education. The article expands on John Dewey's (1938) theory of experience as the means and goal of education to show that middle school and college graduate students use their different levels of both personal and academic experience to respond to and interpret similar issues in the same text. Specifically, the authors discuss their use of Roald Dahl's (1983) The Witches to show how teachers might approach a children's book as the backdrop for teaching different age groups an increased awareness of gender issues, the effects of stereotyping, and the influence of popular culture on students' lives. They argue that educators need to use creative teaching strategies to provide opportunities for students at all educational levels to expand their literacy skills. The final section of the paper provides possible ways in which teachers can use literary texts at various levels to engage students not only with the material itself but also connect the text with their personal/ professional experiences and their own literacies.  相似文献   

20.
Factors of students’ dropout can be studied either by surveys among students or by analyzing data the university collects. In the work reported in this paper, we analyzed data known about students at the time of admission as well as data about the students' study achievements collected on a semester basis. Using data about students who enrolled in the academic year 2013/14, we created several data mining models to predict who will finish their studies successfully and who will not. Our results show that the key factor is the percentage of lost credit vouchers in the most recent semester. The pre-entry attributes have only a very small impact. We also created association rules of different types to find characteristics of students who did not successfully complete the first semester of study. Here, the factor that mainly increases the probability of a failure is the time gap between secondary and tertiary education.  相似文献   

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