What Do You Know about Alternative Energy? Development and Use of a Diagnostic Instrument for Upper Secondary School Science     

Irene Poh-Ai Cheong  Marliza Johari  Hardimah Said  David F. Treagust 《International Journal of Science Education》2013,35(2):210-236

The need for renewable and non-fossil fuels is now recognised by nations throughout the world. Consequently, an understanding of alternative energy is needed both in schools and in everyday life-long learning situations. This study developed a two-tier instrument to diagnose students' understanding and alternative conceptions about alternative energy in terms of: sources of alternative energy, greenhouse gas emission, as well as advantages, and disadvantages. Results obtained with Years 10 and 11 students (n?=?491) using the 12-item two-tier instrument (α?=?0.61) showed that students' understanding of alternative energy was low (M?=?7.03; SD?=?3.90). The 23 alternative conceptions about alternative energy sources that could be identified from the instrument are reported. The implications for teaching and learning about alternative energy and suggestions for further development and improvement of the instrument are presented.  相似文献   

澳门特区免费幼儿教育政策研究     

李辉  刘懿乐  梁成安 《幼儿教育》2013,(10)

澳门特区自2007～2008学年开始实施15年免费教育,即9年义务教育、3年高中教育和3年学前教育免费.研究者运用网络调查及访谈法,对澳门特区免费幼儿教育政策进行研究,结果发现:(1)免费幼儿教育政策只适用于6家公办幼儿园和42家加入免费教育学校系统的私立幼儿园.(2)7家未加入免费教育学校系统的私立幼儿园需缴学费、补充服务费和选择性服务费,但可获政府发放的学费津贴和书簿费.家长很满意这一政策,并表示愿意继续送孩子上收费的私立幼儿园.(3)受访园(校)长、家长及教师对澳门的免费幼儿教育政策都很满意,教师特别满意政府推出的幼儿园教师津贴.(4)免费幼儿教育政策对私立园所的影响有所不同:有些私立园所为了生存而选择加入免费教育学校系统,有些私立园所则为了校政自主而选择不加入免费教育学校系统.客观上,高收费门槛令不同阶层家庭的幼儿自然分流.  相似文献   

Drawing on the variation theory to enhance students’ learning of Chinese characters     

Ho Cheong Lam  Bik May Amy Tsui 《Instructional Science》2013,41(5):955-974

The variation theory of Ference Marton and his collaborators has widely been used as a framework for explaining what can possibly be learned in a particular classroom and what cannot. This paper reports on an experiment that put this theory to test in the context of students’ learning of the orthographic structures of Chinese characters. The experiment was carried out in the classrooms of two primary schools in Hong Kong. In each of the schools, two classes of students were taught differently, as informed by the theory, about the significance of the location of a component in the orthographic structure of a character in relation to whether the component provided a clue to the meaning of the character (called the part–part relations). The results of the experiment are consistent with the prediction of the theory that those students who were given the possibility to experience variation in the locations of components in the orthographic structures significantly outperformed those who were not. The results of the experiment demonstrate the power of the theory in guiding the design of teaching that affords students’ learning to happen.  相似文献   

The female athlete triad: components, nutrition issues, and health consequences     

Manore MM  Kam LC  Loucks AB;International Association of Athletics Federations 《Journal of sports sciences》2007,25(Z1):S61-S71

This paper, which was part of the International Association of Athletics Federations (IAAF) 2007 Nutritional Consensus Conference, briefly reviews the components of the female athlete triad (Triad): energy availability, menstrual status, and bone health. Each component of the Triad spans a continuum from health to disease, and female athletes can have symptoms related to each component of the Triad to different degrees. Low energy availability is the primary factor that impairs menstrual dysfunction and bone health in the Triad. We discuss nutritional issues associated with the Triad, focusing on intakes of macronutrients needed for good health, and stress fractures, the most common injury associated with the Triad. Finally, we briefly discuss screening and treatment for the Triad and the occurrence of the Triad in men.  相似文献   

Educating pre‐service teachers for a sustainable environment     

I. P.‐A. Cheong Corresponding author 《Asia-Pacific Journal of Teacher Education》2005,33(1):97-110

The paper reports on an initiative to develop the knowledge, skills and attitudes needed for a sustainable environment. The initiative involved the training of pre‐service teachers to not only be aware of, or know about environmental problems and want to act for the environment, but also to be able to act for the environment. Small group community problem solving projects illustrate the nature of environmental community problems that could be acted upon. The process of the projects, including how the pre‐service teachers identified the community problems and conducted the projects, is described. Outcomes of the projects including reflections about what the pre‐service teachers have learnt in being involved with the projects show the nature of capacity building efforts possible to work towards a sustainable environment. Lessons learnt from the involvement in community problem solving projects are also highlighted.  相似文献   

The influence of cultural values on U.S. and Danish students’ digital behavior: Exploring culture,new media,and social context     

Robert Shuter  Pauline Cheong  Yashu Chen 《Journal of International and Intercultural Communication》2016,9(2):161-178

This study explores the intersection of culture, new media, and social context—an essential component of intercultural new media studies—by investigating the social uses of smartphones, tablets, and laptops in university classrooms in Denmark and the US. American and Danish university students differed significantly in (1) frequency of new media use, (2) preferred classroom policies regulating use, (3) perceived impact of use on learning, attention, and student participation, and (4) preferred instructor strategies for handling distracting uses. Danes and Americans also differed significantly in authority values that are linked to students' new media use in the classroom.  相似文献   

Recent Developments in Education in Singapore     

Ho Wah Kam  S. Gopinathan 《School Effectiveness & School Improvement》2013,24(1):99-117

This analysis of recent developments and trends in education in Singapore attempts to show how a government through a pragmatic approach to education and nation-building has tried to resolve, within the framework of a number of unchanging parameters, some of the problems posed by constant social change and a rapidly changing national and global economy. The parameters are the multiracial and multilingual nature of Singapore society, the maximisation of the potential in all its young citizens through the provision of educational opportunities, and the maintenance of equality of treatment and opportunity for all, irrespective of ethnicity, religion and language. In the final analysis, the central tenets of an ideology underpinning the education system are identified.  相似文献   

Numeracy Abilities of Children in Grades 4 to 6 with Mild Intellectual Disability in Singapore     

Janice M. Y. Cheong  Zachary M. Walker  Kara Rosenblatt 《International Journal of Disability, Development & Education》2017,64(2):150-168

Mathematics is an important aspect of daily life. Basic numeracy skills are needed to accomplish everyday tasks. However, research regarding the relationship between cognitive ability, mental age, and basic numeracy skills for children with intellectual disability (ID) is scarce. This research study investigated the correlation between intellectual ability and the development of number sense and arithmetic abilities in individuals with ID. Thirty-two students from a special school for individuals with ID in Singapore participated in this research study. Based on the results, basic numeracy is more closely correlated to the mental ages of the students than their intelligence quotient. This finding will be discussed and suggestions for future research will be provided.  相似文献   

Bridging the gap: a longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisition     

Hui Li  Nirmala Rao  Shek Kam Tse 《Early Years: An International Journal of Research and Development》2011,31(1):57-70

This longitudinal study examined the relationship between pedagogical continuity in literacy education and early literacy development by comparing Chinese children in Hong Kong and Shenzhen. Stratified random sampling was used to select 24 preschool and Primary 1 classes in four communities catering to middle‐class families in each city. The 24 teachers were interviewed about their teaching methods and views on pedagogical continuity in individual sessions. Further, their teaching activities were videotaped over a period of a week. Their students (n = 758) completed a Chinese literacy attainment test at the beginning and at the end of the same academic year. Analyses indicated that Hong Kong students outperformed their Shenzhen counterparts in Chinese literacy attainment, at both preschool and primary levels, concurrently and longitudinally. This suggests that the holistic approach followed in Hong Kong might have a more positive impact on children's literacy development than the approach followed in Shenzhen. Implications of the findings for early childhood curriculum reform are discussed.  相似文献   

Towards Good Practice in Community‐Based Arts Education in Hong Kong     

Chung‐yim Lau 《The International Journal of Art & Design Education》2019,38(1):60-72

Through the participation of local communities in the arts, Community‐Based Arts Education (CBAE) raises awareness of ecology and the environment, and also facilitates the search for and establishment of a socio‐cultural identity. It provides students with specific forms of experiential learning involving out‐of‐classroom experiences. Since 2003 the Education Bureau in Hong Kong has promoted learning arts in the community in an informal arts educational context. To suit the needs of CBAE, since 2011 the Leisure and Cultural Services Department has offered four successful community‐based arts educational schemes to local primary and secondary students. The aim of the schemes is to enrich students’ knowledge of arts and culture and strengthen their capacities to learn arts appreciation and criticism. Between 2011 and 2013, over 30,000 primary and secondary students participated in the schemes. This article reports on a study of the schemes which aimed to identify key elements of good practice in CBAE from students’ and teachers’ perspectives. In this larges‐cale study, a total of 15,430 students between Primary 1 and Secondary 6 (age 6 to 17) and 1,306 teachers who participated in the schemes were invited to take part in surveys and focus group interviews. The results show that the three central tenets of self‐determination theory, namely, competence, autonomy and relatedness, are the key elements of good practice in CBAE. It is hoped that the research findings will enrich existing knowledge of and provide a new research direction for CBAE.  相似文献