Learning paths in synthesis writing: Which learning path contributes most to which learning outcome?     

Mateos  Mar  Rijlaarsdam  Gert  Martín  Elena  Cuevas  Isabel  Van den Bergh  Huub  Solari  Mariana 《Instructional Science》2020,48(2):137-157

Instructional Science - This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on...  相似文献   

Educating student pharmacists about herbal medicines: faculty-librarian collaboration     

Lapidus M 《Health information and libraries journal》2007,24(4):267-273

OBJECTIVE: To determine the impact of the teaching collaboration between faculty and librarians in instructing pharmacy students on herbal medicines. METHODS: An elective course with an integrated library instruction component is described. Qualitative data on students' perceptions of library instruction were collected and analysed as the result of pre- and post-surveys. RESULTS: Based on the results of pre-test and post-test surveys, the number of students who felt they were able to select the best print and electronic resources for finding herbal information increased to 100% from 50 and 60 correspondingly. This indicated a significant change in students' perceived knowledge of information sources in the field of herbal medicine, as well as overall progress in information literacy and problem-solving skills. CONCLUSION: Team teaching by faculty librarians is an effective way of educating future pharmacists on the information resources in the field of complementary and alternative therapies.  相似文献   

An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline     

Judith Lederman  Norman Lederman  Selina Bartels  Juan Jimenez  Mark Akubo  Shereen Aly  Chengcheng Bao  Estelle Blanquet  Ron Blonder  Mariana Bologna Soares de Andrade  Catherine Buntting  Mustafa Cakir  Heba EL-Deghaidy  Ahmed ElZorkani  Estelle Gaigher  Shuchen Guo  Arvi Hakanen  Soraya Hamed Al-Lal  Cigdem Han-Tosunoglu  Annemarie Hattingh  Anne Hume  Serhat Irez  Gillian Kay  Ozgur Kivilcan Dogan  Kerstin Kremer  Pi-Chu Kuo  Jari Lavonen  Shu-Fen Lin  Cheng Liu  Enshan Liu  Shiang-Yao Liu  Bin Lv  Rachel Mamlok-Naaman  Christine McDonald  Irene Neumann  Yaozhen Pan  Eric Picholle  Ana Rivero García  Carl-Johan Rundgren  David Santibáñez-Gómez  Kathy Saunders  Renee Schwartz  Frauke Voitle  Jakob von Gyllenpalm  Fangbing Wei  Jocelyn Wishart  Zhifeng Wu  Huang Xiao  Yalcin Yalaki  Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515

Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.  相似文献   

Soziale Disparit?ten und die ?ffnung des Sekundarschulsystems     

Prof. Dr. Ulrich Trautwein  Prof. Dr. Gabriel Nagy  Prof. Dr. Kai Maaz 《Zeitschrift für Erziehungswissenschaft》2011,14(3):445-463

Efforts to break the link between the school type attended and the qualification awarded are seen an important step in the modernization of Germany??s tracked secondary school system. However, it remains disputed whether these efforts have reduced social disparities or in fact increased them. This study examined the transition from lower secondary education in academic- and intermediate-track schools to upper secondary education in general and vocational gymnasium schools in the state of Baden-Württemberg. When indicators of parental social background and school-leaving qualifications were controlled, the opening of upper secondary education was found to be associated with a decrease in the social selectivity of upper secondary education for intermediate-track students. At the same time, for those intermediate-track students who were entitled to enter upper secondary education, social background had predictive effects on the transition decision; however, the overall size of these effects was low.  相似文献   

Narrative-Based Learning Activities for Science Ethics Education: an Affordance Perspective     

Mawasi  Areej  Nagy  Peter  Finn  Ed  Wylie  Ruth 《Journal of Science Education and Technology》2022,31(1):16-26

Journal of Science Education and Technology - Boasting a wide range of interactive and engaging features, narrative-based learning has become increasingly popular in educational settings....  相似文献   

The impact of community college attendance on baccalaureate attainment     

Mariana Alfonso 《Research in higher education》2006,47(8):873-903

Community colleges are seen as contradictory institutions. Supporters contend that community colleges increase baccalaureate attainment by providing access to higher education for students who would otherwise not attend college, while critics argue that these institutions decrease baccalaureate attainment for students who would otherwise attend a 4-year institution. Using the National Education Longitudinal Study, this article advances the literature on the impact of community colleges on baccalaureate attainment by estimating new models that allow controlling for pathways of enrollment while using different measures of educational expectations and correcting for college choice. Findings suggest that community colleges significantly reduce the probability of attaining a bachelor’s degree, as compared to 4-year institutions, an effect that remains after having taken into account non-traditional enrollment pathways, educational expectations, and self-selection into 2-year and 4-year institutions.An earlier version of this paper was presented at the November 2004 Annual Meeting of the Association for the Study of Higher Education.  相似文献   

Science Letters:Brain metastases of melanoma-mechanisms of attack on their defence system by engineered stem cells in the microenvironment     

DIMITROV Borislav D.  ATANASSOVA Penka A.  RACHKOVA Mariana I. 《Journal of Zhejiang University. Science. B》2007,(9)

This report gives a better emphasis on the role of targeted effectors (e.g. a combination of 5-FC with CD-NSPCs as compared to the application of NSPCs alone) and how such delivery of pro-drug activating enzymes and other tumor-killing substances may overcome melanocytic defence system, interact with and promote the host defence and immune response modulations not only in melanoma but, potentially, in other highly-metastatic cancers.  相似文献   

The causal effect of an extra year of schooling on skills and knowledge in Latin America. Evidence from PISA     

Mariana Marchionni 《Assessment in Education: Principles, Policy & Practice》2019,26(4):489-515

Abstract

In this paper, we estimate the causal effect of an extra year of schooling on mathematics performance for seven Latin American countries based on PISA 2012. To that end we exploit exogenous variation in students’ birthdates around the school entry cut-off date using both sharp and fuzzy Regression Discontinuity designs. We find strong effects of an extra year of schooling in most countries, which amount to a 30% increase in PISA test scores in Brazil, 18% in Uruguay, 7% in Argentina and 6% in Costa Rica. These effects differ from the typical estimates obtained from simple regressions or multilevel models and are large enough to allow 15-year-old students to reach higher proficiency levels, suggesting significant potential gains of reducing dropout rates in the region. Finally, we stress the importance of taking into account the effects of school entry cut-off dates on PISA samples to avoid making unfair international comparisons.  相似文献   

Taking Paint Samples for Pigment Analysis in Nineteenth-Century England     

Mariana Pinto 《文物保护研究》2013,58(7):381-386

ABSTRACT

During the nineteenth century, chemists became increasingly engaged in the conservation treatment of polychrome surfaces. While collaborations between chemists and museum workers in charge of easel painting collections were mostly oriented towards the improvement of conservation practices, the involvement of chemists in the nascent field of archaeology was oriented towards material characterization, such as pigment analysis of polychrome surfaces. Since this type of analysis is destructive and damages the artwork, it could, therefore, be assumed that chemists were in these cases less concerned with the conservation of objects with an archaeological and historical provenance. On the contrary, my new reading of nineteenth-century English primary sources reporting pigment analysis shows that chemists also had ethical concerns about the physical integrity of archaeological objects and their conservation. This is apparent in the process in which paint samples were taken from the artworks for their subsequent analysis.  相似文献   

Assessing a State-Mandated Institutional Accountability Program: The Perceptions of Selected Community College Leaders     

Clifford P. Harbour  Paul Nagy 《Community College Journal of Research & Practice》2013,37(6):445-461

ABSTRACT

In the spring of 2002 we conducted a structure-focused case study at 4 North Carolina community colleges to understand how selected senior campus leaders assessed a new legislatively-mandated institutional-accountability program. Using confidential interviews and document analysis we collected, analyzed, and interpreted data that revealed clear differences in how leaders regarded the accountability program. These distinct, campus-specific perspectives are characterized as “bureaucratic meddling,” “benign intrusion,” “an opportunity to demonstrate accountability,” and “the divided leaders.” Despite these distinct perspectives, however, we also found 2 overarching themes that illuminated common reactions to the accountability program. First, leaders at 3 of the 4 institutions reported that performance ratings under the accountability program were instrumental in prompting changes in instructional programs or staffing. Second, faculty leaders at 3 institutions exhibited an apathy or unawareness of state indicators, even though some state funding was linked to measures regarding student performance.  相似文献