Learning disabilities and the auditory and visual matching computer program     

MINNA R. K. TÖRMÄNEN  MARJATTA TAKALA  NINA SAJANIEMI 《Support for Learning》2008,23(2):80-88

This study examined whether audiovisual computer training without linguistic material had a remedial effect on different learning disabilities, like dyslexia and ADD (Attention Deficit Disorder). This study applied a pre‐test–intervention–post‐test design with students (N = 62) between the ages of 7 and 19. The computer training lasted eight weeks occurring twice a week for 15 minutes per session. After the training period, an improvement in the auditory‐visual matching test was found. According to the hypothesis of this study, the youngest children with dyslexia would benefit most from the intervention. However, the training had also a positive effect on auditory‐visual matching with older students with dyslexia. Surprisingly, the students with ADD benefited from this intervention. According to the teachers, this intervention had also a positive effect on the students' school behaviour.  相似文献   

Privileging and Artifacts: On the Use of Information Technology in Science Education     

Jonas Almqvist  Leif Östman 《Interchange》2006,37(3):225-250

The aim of this paper is to develop an approach that can be used in addressing the issue of the use of information technology and its importance in human meaning making. By using a combination of Wittgenstein’s work method, a sociocultural perspective on learning, and a sociotechnical perspective on artifacts a specific focus for analyses was discerned: the relation between the use-of-technology in meaning-making on one hand and the circumstances for this meaning-making on the other hand. The conversations of six groups of children, who worked with an assignment, that required that they doubted information they encountered, were video recorded and analyzed. The analyses were done in three interrelated steps. (a) The students use-of-technology in meaning making, (b) the meaning patterns that the students encounter on the web, and (c) students’ intentions and habits. Our findings show that, while the mode of reinforcement of the texts used by the students may have provided little opportunity for doubt or learning how to doubt, the students’ habits and intentions with their work determined the result of the interaction, namely copying information from the web. Taking our point of departure in this empirical illustration we discuss theoretical and methodological questions concerning the understanding of the use of information technology in educational settings.  相似文献   

An Academic Performance Measurement System and its Impact on Quality of Engineering Faculty Work at Middle East Technical University     

YILDIRIM ÜÇTUG  GÜLSER KÖKSAL 《Assessment & Evaluation in Higher Education》2003,28(3):251-262

A system has been developed for measuring the performance of faculty members at Middle East Technical University (METU) in 1998. This system has been designed to provide feedback for improving the quality of academic work. It involves a separate set of criteria and measures for each college within the university. The criteria used for the College of Engineering include publications, editorial work and translation, professional and other research activities, educational activities, memberships and awards, and other activities. Faculty members are recruited based on these criteria. They report their activities and works annually as required by this system, and they can access their measurement results through the university Intranet. These results play a significant role in promotion of the faculty members. Awards are given to faculty members who demonstrate superior performance. This system has also been utilised to measure the efficiency of engineering departments, and guide and support departments in improving their efficiency. Since the beginning of implementation of this system, significant changes have been observed in preferences and activities of faculty members, and their performance. The paper discusses impact of this system on performance of the Engineering College.  相似文献   

Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education     

Madeleine Abrandt Dahlgren  Gunilla Öberg 《Higher Education》2001,41(3):263-282

In problem-based learning, scenarios relating to real life areused as a point of departure for the learning process. Eventhough the importance of suitable cases or scenarios in bringingabout a fruitful learning process is emphasised in theliterature, few studies focus on how they actually function inthe learning process. This study focuses on how the scenariosused in a ten-week introductory course of a new four-yearundergraduate programme in environmental science functioned interms of the structure and content of the questions they evoked.Data were gathered through diary notes from nine groups ofstudents, comprising 5–8 students per group. The data weresubjected to a qualitative analysis aimed at describing thestructure and content of the questions generated by the groups.Five different kinds of questions were identified and labelled;encyclopaedic, meaning-oriented, relational,value-oriented and solution-oriented. All scenarios generated questions pertaining to all five categories in all groups, butthe emphasis varied. The results are discussed in relation to thedesign of scenarios, and in relation to students' approaches tolearning.  相似文献   

Globalisation and education for sustainable development: exploring the global in motion     

Stefan L. Bengtsson  Leif O. Östman 《Environmental Education Research》2016,22(1):1-20

The article explores education for sustainable development (ESD) as a policy concept in different spaces and how it is re-articulated as part of a process of globalisation. The objective is to explore empirically an alternative set of logics in order to conceive of this process of globalisation. With this objective in mind, the article investigates articulations of ESD and sustainable development in Vietnamese and Thai policy-making, and reflects upon how these articulations can be seen to relate to globalisation. In so doing, it addresses concerns about the globalising potential of ESD within the field of environmental education research, and aims to open up for an alternative understanding of the processes associated with the rearticulation of ESD in different national education policy settings. The alternative conception that is put forward promotes an understanding of these re-articulations of ESD as contingent, opening up a space for contestation and counter-hegemonic articulations.  相似文献   

“I Want to Feel That I Live in China”: Imaginaries and Hospitality in International Students’ (mis-)Encounters at a Top Chinese University     

Fred DERVIN  Anu HÄRKÖNEN  Mei YUAN  Wan ZHANG  Ning CHEN 《Frontiers of Education in China》2020,15(4):588

Research on international students’ experiences abroad has tended to rely on models of adjustment, integration and/or acculturation to describe their (mis-)encounters with different kinds of people (e.g., co-nationals, locals and other international students). This paper proposes to use the more fluid concepts of imaginaries and hospitality, leaving behind stages and phases of adaption and acculturation, and focusing on the influence of the Structure on their experiences. Based on a discursive pragmatic analysis of interview data with 20 international students at a top Chinese university, the authors review how the students describe the kind of hospitality experienced at this institution and the influence that it has on their (mis-)encounters. Culturalist, differentialist and essentialist imaginaries (static and fixed views of Chineseness) are often used to justify the lack of encounters and the “segregation” and somewhat “positive discrimination” that they experienced. However, the paper shows that, amongst others, the institutional hospitality management for international students leads to closed contexts of encounters and feelings of exclusion. Although the study serves as a case study and cannot be generalized to the many and varied experiences of international students in other universities in China, some recommendations are made to solve, at least in part, misconceptions about what interculturality and hospitality entail in the internationalization of higher education.  相似文献   

The CDIO syllabus: a comparative study of expected student proficiency     

Johan Bankel  Karl-Fredrik Berggren  Karin Blom  Edward F. Crawley  Ingela Wiklund  Sören Östlund 《European Journal of Engineering Education》2003,28(3):297-315

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Present and future prospects of the use of information technology in schools in Turkey     

Dr. Miraç Özar Ph.D.  Dr. Petek Aşkar 《Educational technology research and development : ETR & D》1997,45(2):117-124

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Exploring eye movements of experienced and novice readers of medical texts concerning the cardiovascular system in making a diagnosis          下载免费PDF全文

Henna Vilppu  Mirjamaija Mikkilä‐Erdmann  Ilona Södervik  Erika Österholm‐Matikainen 《Anatomical sciences education》2017,10(1):23-33

This study used the eye‐tracking method to explore how the level of expertise influences reading, and solving, two written patient cases on cardiac failure and pulmonary embolus. Eye‐tracking is a fairly commonly used method in medical education research, but it has been primarily applied to studies analyzing the processing of visualizations, such as medical images or patient video cases. Third‐year medical students (n = 39) and residents (n = 13) read two patient case texts in an eye‐tracking laboratory. The analysis focused on the diagnosis made, the total visit duration per text slide, and eye‐movement indicators regarding task‐relevant and task‐redundant areas of the patient case text. The results showed that almost all participants (48/52) made the correct diagnosis of the first patient case, whereas all the residents, but only 17 students, correctly diagnosed the second case. The residents were efficient patient‐case‐solvers: they reached the correct diagnoses, and processed the cases faster and with a lower number of fixations than did the students. Further, the students and residents demonstrated different reading patterns with regard to which slides they proportionally paid most attention. The observed differences could be utilized in medical education to model expert reasoning and to teach the manner in which a good medical text is constructed. Eye‐tracking methodology appears to have a great deal of potential in evaluating performance and growing diagnostic expertise in reading medical texts. However, further research using medical texts as stimuli is required. Anat Sci Educ 10: 23–33. © 2016 American Association of Anatomists.  相似文献   

Characterizing Reading Comprehension of Mathematical Texts     

Magnus Österholm 《Educational Studies in Mathematics》2006,63(3):325-346

This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical text. Before reading the texts, a test of prior knowledge for both mathematics and history was given and after reading each text, a test of reading comprehension was given. The results reveal a similarity in reading comprehension between the mathematical text without symbols and the historical text, and also a difference in reading comprehension between the two mathematical texts. This result suggests that mathematics in itself is not the most dominant aspect affecting the reading comprehension process, but the use of symbols in the text is a more relevant factor. Although the university students had studied more mathematics courses than the upper secondary students, there was only a small and insignificant difference between these groups regarding reading comprehension of the mathematical text with symbols. This finding suggests that there is a need for more explicit teaching of reading comprehension for texts including symbols.  相似文献