Effects of individualized assignments on biology achievement     

Philip L. Kremer 《科学教学研究杂志》1983,20(2):105-115

A pretest-posttest, randomized, two groups, experimental, factorial design compared effects of detailed and nondetailed assignments on biology achievement over seven and a half months. Detailed assignments (favoring field independence and induction) employed block diagrams and stepwise directions. Nondetailed assignments (favoring field dependence and deduction) virtually lacked these. The accessible population was 101 tenth grade preparatory school male students. The 95 students enrolled in first year biology constituted the sample. Two by three ANOVA was done on residualized posttest score means of the students. Totally, the detailed students achieved significantly higher than the nondetailed students. This significantly higher achievement was only true of detailed students in the middle thirds of the deviation intelligence quotient (DIQ) range and of the grade point average (G.P.A.) range after the breakdown into upper, middle, and lower thirds of intellectual capability (ability and achievement). The upper third detailed DIQ grouping indirectly achieved higher than its peers, whereas the lower detailed DIQ third achieved lower than its peers. Thus, high capability students apparently benefit from flow and block diagrams, inductions, field independence, and high structure, whereas low capability students may be hindered by these.  相似文献   

‘Discover,Understand, Implement,and Transfer’: Effectiveness of an intervention programme to motivate students for science     

Kerstin Schütte  Olaf Köller 《International Journal of Science Education》2013,35(14):2306-2325

Considerable research has focused on how best to satisfy modern societies’ needs for skilled labour in the field of science. The present study evaluated an intervention programme designed to increase secondary school students’ motivation to pursue a science career. Students from 3 schools of the highest educational track participated for up to 2 years in the intervention programme, which was implemented as an elective in the school curriculum. Our longitudinal study design for evaluating the effectiveness of the intervention programme included all students at the grade levels involved in the programme with students who did not participate serving as a control group. Mixed-model analyses of variance showed none of the intended effects of the intervention programme on science motivation; latent growth models corroborated these results. When the programme began, students who enrolled in the science elective (n?=?92) were already substantially more motivated than their classmates (n?=?228). Offering such an intervention programme as an elective did not further increase the participating students’ science motivation. It seems worthwhile to carry out intervention programmes with talented students who show (comparatively) little interest in science at the outset rather than with highly motivated students who self-select into the programme.  相似文献   

Analyzing effective communication in mathematics group work: The role of visual mediators and technical terms     

Andreas Ryve  Per Nilsson  Kerstin Pettersson 《Educational Studies in Mathematics》2013,82(3):497-514

Analyzing and designing productive group work and effective communication constitute ongoing research interests in mathematics education. In this article we contribute to this research by using and developing a newly introduced analytical approach for examining effective communication within group work in mathematics education. By using data from 12 to 13-year old students playing a dice game as well as from a group of university students working with a proof by induction, the article shows how the link between visual mediators and technical terms is crucial in students’ attempts to communicate effectively. The critical evaluation of visual mediators and technical terms, and of links between them, is useful for researchers interested in analyzing effective communication and designing environments providing opportunities for students to learn mathematics.  相似文献   

SCHOOL CO-OP: A Thriving Business     

Josephine Kremer 《Clearing house (Menasha, Wis.)》2013,86(4):231-232

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Adolescents' motivation to select an academic science-related career: the role of school factors,individual interest,and science self-concept     

Päivi H. Taskinen  Kerstin Schütte  Manfred Prenzel 《Educational Research and Evaluation》2013,19(8):717-733

Many researchers consider a lacking interest in science and the students' belief that science is too demanding as major reasons why young people do not strive for science-related careers. In this article, we first delineated a theoretical framework to investigate the importance of interest, self-concept, and school factors regarding students' career preferences. Then, we tested the expected effects on a sample of German 9th-grade students (N = 7,813). We focused on two school factors: the amount of (additional) science activities and the real-life applications in science classes. The multi-level analysis showed that school factors were highly relevant for the students' interest in science and science self-concept. In turn, interest in science and science self-concept affect the students' interest in science-related careers. We conclude that focusing on the link between individual and school characteristics is important for the understanding of students' interest in science-related careers.  相似文献   

Erfassung und Struktur berufswahlrelevanter Faktoren für die Lehrerausbildung und den Lehrerberuf in Deutschland, Österreich und der Schweiz     

Prof. Dr. Johannes König  PD Dr. Martin Rothland  Kerstin Darge  Melanie Lünnemann  Dr. Sarantis Tachtsoglou 《Zeitschrift für Erziehungswissenschaft》2013,16(3):553-577

The career choice motivations of potential teachers, their interests and other factors relevant to their choice of career are studied in order to achieve the best possible recruitment of new entrants to the teaching profession. However, the research and findings which are already available in this field are inadequate. The article is the first study which aims to analyse the structure and applicability of the internationally accessible FIT-Choice instrument to detect the relevant factors for teaching as a career choice in Germany, Austria and Switzerland on the basis of representative samples (n = 6,601) in order to create a data basis which will enable the previously unconnected research initiatives in German-speaking countries to be combined. In addition, teaching experience is taken into account and used to check how valid the career choice motives stated by the students are. The overall objective is to explore the extent to which measurements of career choice motives and teaching experience and analysis of two areas can be generalised across different institutions and countries and can go beyond the limited significance of the previously available findings, and eventually to formulate generalisable assumptions about the ideas which influence teaching as a career choice, and especially the motivation which leads to this career choice.  相似文献   

Twin Wells: the reconstruction and re-installation of a multi-media installation with fog and sound elements by Dennis Oppenheim     

Artemis Rüstau  Claire Hoffmann  Kerstin Mürer 《文物保护研究》2016,61(3):327-328

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Age and developmental level as antecedents of science learning     

F. David Boulanger  Barbara K. Kremer 《科学教学研究杂志》1981,18(4):371-384

Over the past decade, developmental theory has occupied a central role in science education instructional theory and empirical research. The purpose of the present study is to quantitatively synthesize studies relating age (or grade) and developmental level to science learning among grade 6-12 students over the 1963-1978 period. Twenty-seven studies were reviewed. Annual increments observed in measures of developmental level were consistent with current theory, and annual increments in cognitive achievement were relatively constant over the grade 4-9 interval. Measures of student ability were found to be better predictors of cognitive achievement than developmental measures; age and grade level were weakly related to developmental level and cognitive achievement, showing only significant correlations across grade levels.  相似文献   

PISA and its consequences: Shaping education policies through international comparisons          下载免费PDF全文

Dennis Niemann  Kerstin Martens  Janna Teltemann 《European Journal of Education》2017,52(2):175-183

As the field of education has become a highly internationalised policy field in the last decade, international organisations such as the OECD play an ever more decisive role in the dissemination of knowledge, monitoring of outcomes, and research in education policy. Although the OECD lacks any binding governance instruments to put coercion on States or to provide material incentive, it has successively expanded its competences in this field. OECD advanced its status as an expert organisation in the field of education mainly by designing and conducting the international comparative PISA study. With PISA, the OECD was able to greatly influence national education systems. Basically, States were faced with external advice based on sound empirical data that challenged existing domestic policies, politics, and ideas. One prominent case for the impact of PISA is Germany. PISA was a decisive watershed in German education policy‐making. Almost instantly after the PISA results were publicised in late 2001, a comprehensive education reform agenda was put forward in Germany. The experienced reform dynamic was highly surprising because the traditional German education system and politics were characterised by deep‐rooted historical legacies, many involved stakeholders at different levels, and reform‐hampering institutions. Hence, a backlog of grand education reforms have prevailed in Germany since the 1970s. The external pressure exerted by PISA completely changed that situation.  相似文献   

Why teachers cooperate: an expectancy-value model of teacher cooperation     

Drossel  Kerstin  Eickelmann  Birgit  van Ophuysen  Stefanie  Bos  Wilfried 《European Journal of Psychology of Education - EJPE》2019,34(1):187-208

European Journal of Psychology of Education - While cooperation among teachers is considered an important indicator of school quality, the empirical evidence on the efficacy of teacher cooperation...  相似文献