The Saturday Morning Art Classes for Primary Level Children: A Differentiated Programme     

Jane Chia  Birnie Duthie 《Asia Pacific Journal of Education》1992,12(2):75-82

In this paper we examine the purposes and background of the Saturday Morning Art (S.M.ART) Programme for Primary Level children which was developed in the Art Education Unit at the National Institute of Education, Singapore. It is a differentiated programme and we discuss the issues of selection for the programme, testing for artistic talent as well as the rationale, content and background of the project.

Within this context, the value of the programme for our students, the children and ourselves are discussed. Additionally, a theoretical basis which is supported by our practice within the S.M.ART project, is provided for art educators considering alternatives to testing for artistic ability.  相似文献   

Student teachers’ psychological needs,subjective experience and perceived competence in teaching during practicum     

Woon Chia Liu 《Asia Pacific Journal of Education》2020,40(2):154-166

ABSTRACT

This paper, using the Self-Determination Theory (SDT) as the underpinning framework, examines student teachers’ basic psychological needs, their subjective experience and their perceived teaching competence during practicum. It attempted to establish whether there were distinct groups of student teachers with different needs satisfaction, and how their levels of needs satisfaction were related to the groups’ subjective experience and perceived teaching competence. Quantitative data were collected. Data were analysed using cluster analysis and MANOVA. Overall, the results suggest that SDT can be effectively utilized as a framework for looking at how needs satisfaction is related to student teachers’ subjective experiences and perceived competence in teaching during practicum. The findings from this study are useful in providing evidence for teacher educators to strengthen their practicum model and plan mentoring workshops. The findings also provide much-needed insights into groups of student teachers that may need more support during practicum. Finally, the findings may help mentors understand their mentees better.  相似文献   

A test of competing models of the influence of social support on school engagement in the presence of neighborhood danger     

Joe Ayres  Chia‐Fang “Sandy” Hsu  Tim Hopf 《Communication Research Reports》2013,30(4):366-374

This study compared self‐reports of speech preparation activities of students exposed to visualization with the self‐reports of the preparation activities of those in placebo and control groups. Interestingly, these three groups did not differ in overall preparation time, but they did apportion that time in somewhat different ways. Those exposed to visualization reported spending less time preparing speaking notes, more audience analyses time, more time rehearsing in front of an audience, and received slightly higher grades than did those in the placebo and control groups. As is to be expected, students exposed to visualization also reported less trait and state communication apprehension (CA) than those in the placebo and control groups. These findings and their implications are discussed at the conclusion of this report.  相似文献   

Sources of differences in communication apprehension between Chinese in Taiwan and Americans     

Chia‐Fang Hsu 《Communication quarterly》2013,61(4):370-389

This study investigated whether cross‐cultural differences in communication apprehension (CA) can be explained with regard to cultural orientations, personality traits and component theory. To this end, a total of 618 undergraduates, studying in Taiwan (n = 298) and the United States (n = 320), participated in this study. Participants filled out the Personal Report of Communication Apprehension along with Self‐Construal Scale, the Revised NEO Personality Inventory, Fear of Negative Evaluation, and Self‐Perceived Communication Competence scale. The results indicated that Chinese in Taiwan scored significantly higher in communication apprehension than Americans. The influence of culture on CA was mediated by independence self‐construal, neuroticism, extroversion, fear of negative evaluation, and communication competence. The strongest mediating effect was found for self‐perception of communication competence. The implications of these findings were further discussed.  相似文献   

A Content Analysis of Articles on Vocal Pedagogy in the Magazine of the National Association of Teachers of Singing, 1944–1992     

Chia Wei Khuan 《Asia Pacific Journal of Education》1995,15(2):89-90

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Gender Difference,Misconceptions and Instruction in Science     

Goh Ngoh Khang  Chan Chee Kai  Chia Lian Sai 《Asia Pacific Journal of Education》1995,15(2):33-41

The study examined into the relationship between gender and students' misconceptions in science. Two different groups were treated with two different teaching strategies, namely, teaching strategy 1, which is basically didactic in nature, and teaching strategy 11, which incorporates students' misconceptions and applies the Generative Learning Model. Two groups of secondary three students (N=26,27; randomly sampled), underwent 6 weeks of instruction, with the respective strategies mentioned above. Each group consisted of male and female students, the numbers of which resulted from the grouping based on their academic achievements. A constructed and validated diagnostic instrument was used as a means to measure the effectiveness of these two teaching strategies. The findings showed that gender differences did not relate well to students' misconceptions in science. The implications of this finding are discussed.  相似文献   

Pluralistic Ignorance About Sex: The Direct and the Indirect Effects of Media Consumption on College Students' Misperception of Sex-Related Peer Norms     

Chia  Stella C.; Lee  Waipeng 《Int. Journal of Public Opinion Research》2008,20(1):52-73

The term pluralistic ignorance refers to erroneous beliefs heldby a group of individuals about the attitudes or behavior ofothers. In this study, we examined the degree to which collegestudents in Singapore misconceive their peers’ sexualattitudes and behavior. The data for this study came from aweb-based survey involving a random sample of 534 college studentsin Singapore. The results indicate widespread evidence of pluralisticignorance; that is, students believed that their peers weresignificantly more sexually active than was actually the case.The data also suggest that the students formed such erroneousimpressions of peers on the basis, in part, of the students’media consumption and of the students’ own sexual attitudes.  相似文献   

Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibrium     

Mei‐Hung Chiu  Chin‐Cheng Chou  Chia‐Ju Liu 《科学教学研究杂志》2002,39(8):688-712

The purpose of this study was to investigate students' mental models of chemical equilibrium using dynamic science assessments. Research in chemical education has shown that students at various levels have misconceptions about chemical equilibrium. According to Chi's theory of conceptual change, the concept of chemical equilibrium has constraint‐based features (e.g., random, simultaneous, uniform activities) that might prevent students from deeply understanding the nature of the concept of chemical equilibrium. In this study, we examined how students learned and constructed their mental models of chemical equilibrium in a cognitive apprenticeship context. Thirty 10th‐grade students participated in the study: 10 in a control group and 20 in a treatment group. Both groups were presented with a series of hands‐on chemical experiments. The students in the treatment group were instructed based on the main features of cognitive apprenticeship (CA), such as coaching, modeling, scaffolding, articulation, reflection, and exploration. However, the students in the control group (non‐CA group) learned from the tutor without explicit CA support. The results revealed that the CA group significantly outperformed the non‐CA group. The students in the CA group were capable of constructing the mental models of chemical equilibrium—including dynamic, random activities of molecules and interactions between molecules in the microworld—whereas the students in the non‐CA group failed to construct similar correct mental models of chemical equilibrium. The study focuses on the process of constructing mental models, on dynamic changes, and on the actions of students (such as self‐monitoring/self‐correction) who are learning the concept of chemical equilibrium. Also, we discuss the implications for science education. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 688–712, 2002  相似文献   

Development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis*     

Kim Chwee Daniel Tan  Ngoh Khang Goh  Lian Sai Chia  David F. Treagust 《科学教学研究杂志》2002,39(4):283-301

This article describes the development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis. The development of the diagnostic instrument was guided by the framework outlined by Treagust. The instrument was administered to 915 Grade 10 students (15 to 17 years old) from 11 schools after they had learned the theory involved in qualitative analysis and after a series of qualitative analysis practical sessions. The Cronbach alpha reliability of the instrument was .68, the facility indices ranged from .17 to .48, and the discrimination indices ranged from .20 to .53. The study showed that the Grade 10 students had difficulty understanding the reactions involved in the identification of cations and anions, for example, double decomposition reactions, the formation and reaction of complex salts, and thermal decomposition. The findings of the study and literature on practical work were used to develop a qualitative analysis teaching package. © 2002 Wiley Periodicals Inc. J Res Sci Teach 39: 283–301, 2002  相似文献   

How Well Performance in Curriculum-based Tests Predicts that in Life-based Tests: A Study of 12th-grade Students Learning Chinese Language     

Kay Cheng Soh  Shih Yar Chia 《Asia Pacific Journal of Education》1997,17(2):77-84

A sample of 209 secondary (12th grade) students were tested for their knowledge of Chinese characters, words, and idioms as specified in a Chinese Language syllabus. The students also took comprehension tests in the form of cloze tests based on passages selected from Chinese newspapers and literary works, covering occupations, social events, sports, leisure pursuits and international news. Although performance in curriculum-based tests was satisfactory, the students were found to have difficulty comprehending life-based reading materials. Probable causes for the lack of consistency between performances in the tests using different reading materials are discussed.  相似文献