A digital tool set for systematic model design in process-engineering education     

H. Van Der Schaaf  J. Tramper  R. Hartog  M. Vermuë 《European Journal of Engineering Education》2006,31(5):619-629

One of the objectives of the process technology curriculum at Wageningen University is that students learn how to design mathematical models in the context of process engineering, using a systematic problem analysis approach. Students find it difficult to learn to design a model and little material exists to meet this learning objective. For these reasons, a set of digital tools has been developed to support students when learning to design mathematical models. The set of tools enables a process engineering student to do each step in the systematic approach for designing models while providing feedback on the actions of the student.

The current paper describes both the system, the underlying design decisions and how one such case is used in a regular educational setting. Evaluation after use in a regular educational setting shows that students are very positive about the fact that there is feedback on every step of the design process and that there is no need to deal with complicated mathematics.  相似文献   

Teachers' attitudes and students' opposition. School misconduct as a reaction to teachers' diminished effort and affect     

Jannick Demanet  Mieke Van Houtte 《Teaching and Teacher Education》2012

Recent decades have seen many studies dealing with the effects of teacher expectations. While most have focused on students' cognitive outcomes, we relate teacher expectations to student deviancy. We expect low expectations to be associated with students' feelings of futility and less teacher support, which, according to respectively strain theory and social control theory, give rise to misconduct. Multilevel analyses of data (2004–2005) from 11,844 students and 2104 teachers in 84 Flemish secondary schools suggest that, in schools where teacher expectations are low, students report less perceived teacher support, which is associated with higher rates of self-reported school misconduct.  相似文献   

Performance improvement/HPT model: Guiding the process     

Joan Conway Dessinger  James L. Moseley  Darlene M. Van Tiem 《Performance Improvement》2012,51(3):10-17

This commentary is part of an ongoing dialogue that began in the October 2011 special issue of Performance Improvement—Exploring a Universal Performance Model for HPT: Notes From the Field. The authors feel that the performance improvement/HPT model in its past, present, and potential future iterations is not the only model for our field; however, it makes a systematic and flexible contribution to the field.  相似文献   

What ISPI and performance improvement mean to me     

Lisa Toenniges  Darlene Van Tiem  Robert Foshay 《Performance Improvement》2012,51(5):5-6

This year, the International Society for Performance Improvement celebrates its 50th anniversary. Over the past half century, our field has moved from programmed learning to programmed instruction to performance improvement. This new column reflects on 50 years of member memories and what it has meant to each of this column's contributors. If you would like to add to the discussion, please contact the PI journal editor: publications@ispi.org  相似文献   

Have you noticed?     

Darlene M. Van Tiem  James L. Moseley 《Performance Improvement》2012,51(10):2-2

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Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: A follow-up of seven text features     

Lieve Verheyden  Kris Van den Branden  Gert Rijlaarsdam  Huub Van den Bergh  Sven De Maeyer 《Journal of Research in Reading》2010,33(1):20-38

This semi-longitudinal study examined the development of narrative writing quality of young Turkish second language learners in mainstream Dutch-only education, and the impact of student-level and classroom-level predictors of narrative writing quality, using hierarchical linear modelling. Writing samples of 106 third graders and 111 fourth graders of seven Flemish primary schools were collected at the beginning and at the end of the school year. Measures included one holistic primary trait judgement, and six objective indices of text quality. Student-level predictors included age, SES and home language, while the classroom-level predictor focused on the home language pattern of the classroom. There was a significant mean growth for each index in each grade, but effect sizes differed from quite large for content and word level indices over moderate for sentence level indices to small for the text level index. Home language (Turkish) had a significant negative effect on all but one variables, particularly in Grade 4, while the negative effect of low SES was much more limited. A supplementary negative effect was found for homogeneity of classroom population. Implications of the study highlight the importance of student and classroom characteristics in writing achievement as well as the need to consider the poor performance of Turkish children.  相似文献   

Studying thought processes of online peer tutors through stimulated-recall interviews     

Marijke De Smet  Hilde Van Keer  Bram De Wever  Martin Valcke 《Higher Education》2010,59(5):645-661

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Gender differences in the kinematics and ball velocity of overarm throwing in elite team handball players     

Van Den Tillaar R  Cabri JM 《Journal of sports sciences》2012,30(8):807-813

The aim of this study was to investigate the throwing velocity and kinematics of overarm throwing in team handball of elite female and male handball players. Kinematics and ball velocity of a 7 metre-throw in eleven elite male (age 23.6 ± 5.2 yr, body mass 87.0 ± 6.8 kg, height 1.85 ± 0.05 m) and eleven elite female (age 20.3 ± 1.8 yr, body mass 69.9 ± 5.5 kg, height 1.75 ± 0.05 m) team handball players were recorded. The analysis consisted of maximal joint angles, angles at ball release, maximal angular velocities of the joint movements, and maximal linear velocities of the distal endpoints of segments and their timing during the throw. The ball release velocity of the male handball players was significantly higher than the females (21.1 vs. 19.2 m · s(-1); p < 0.05). No major differences in kinematics were found, except for the maximal endpoint velocities of the hand and wrist segment, indicating that male and female handball players throw with the same technique. It was concluded that differences in throwing velocity in elite male and female handball players are generally not the result of changes in kinematics in the joint movements.  相似文献   

The development of learning patterns of student teachers: a cross-sectional and longitudinal study     

Vincent Donche  Peter Van Petegem 《Higher Education》2009,57(4):463-475

Research on learning pattern development during pre-service teacher education is scarce. In a cross-sectional (study 1) and longitudinal study (study 2) the development of learning patterns of student teachers is analysed. Participants in study 1 were 646 first-year and 350 third-year student teachers enrolled in an initial pre-service teacher education programme. 236 student teachers participated in study 2. Vermunt’s’ Inventory of Learning Styles was used to assess differences in learning patterns. By examining intra-individual changes in learning patterns we expected to find developmental trends within learning patterns. Results show that meaning oriented learning increases over time and undirected learning decreases. Some learning patterns are however more subject to change than others. The development of learning patterns was found to be relative and dependent on the learning pattern which students have already mastered in the first-year of a teacher education programme.  相似文献   

Students’ Involvement in Authentic Modelling Practices as Contexts in Chemistry Education     

Gjalt T. Prins  Astrid M. W. Bulte  Jan H. Van Driel  Albert Pilot 《Research in Science Education》2009,39(5):681-700

In science education students should come to understand the nature and significance of models. A promising strategy to achieve this goal is using authentic modelling practices as contexts for meaningful learning of models and modelling. An authentic practice is defined as professionals working with common motives and purposes, pertaining to a similar type of procedure and applying relevant knowledge on the modelling issue they work on. In this study we evaluate whether the use of authentic practices initiates adequate students’ involvement. This was done by investigating students’ interests, ownership, familiarity and complexity. In addition, we evaluated students’ expressed modelling procedures in response to the modelling issues. We designed learning tasks which were enacted by a focus group of students. Three primary data sources were used to collect data. Firstly, a group discussion was organised in which students’ reflected on both authentic practices. Secondly, students filled in written questionnaires containing items on affective and cognitive aspects. Thirdly, the realised modelling procedures by students were analysed. The results show that students’ involvement was successfully initiated, evidenced by motivated students, willingness to continue and the completeness and quality of the realised modelling procedures. The design of the learning tasks proved to be successful in realising this involvement. The results obtained in this study support the strategy of using authentic modelling practices as contexts for meaningful learning of models and modelling.  相似文献