Does entrepreneurship education matter? Business students’ perspectives     

Egerová  Dana  Eger  Ludvík  Mičík  Michal 《Tertiary Education and Management》2017,23(4):319-333

The paper presents the findings of a mixed-methods study investigating the perceptions of business students in the Czech Republic towards entrepreneurship education, and examining the factors influencing their level of intention to be entrepreneurs. The results indicate that family background significantly influences the student’s entrepreneurial intention, and that participation in entrepreneurship-oriented courses positively influences the student’s level of self-efficacy. The study revealed further that business education had some effect on the student’s ability to gain the necessary knowledge for entrepreneurship. Another key finding was that entrepreneurship education specifically for business students has to equip students with entrepreneurial skills, attributes and behaviours. The results also suggest that entrepreneurship education is a contextually determined concept which requires modification of content and methods to meet the specific needs of particular target groups. The study has important implications for higher education institutions in terms of designing and managing effective entrepreneurship education.  相似文献   

The DIYLab project (Do It Yourself in Education: Expanding Digital Competence to Foster Student Agency and Collaborative Learning) / El proyecto DIYLab (Do It Yourself in Education: Expanding Digital Competence to Foster Student Agency and Collaborative Learning)     

Joan-Anton Sánchez-Valero  Judith Arrazola-Carballo  Diego Calderón-Garrido 《Cultura y Educación》2017,29(4):871-878

The DIYLab project aims to promote lifelong learning by expanding students’ digital competences, autonomy and creativity through collaborative and meaningful learning. DIYLab locates students at the centre of the learning experience, turning them into the producer of their own learning material. This three-year-old project has been implemented in primary schools, secondary schools and universities in three European countries, where students create digital products that are subsequently published through a Hub or digital centre.  相似文献   

Learning from human cadaveric prosections: Examining anxiety in speech therapy students          下载免费PDF全文

Juan Jose Criado‐Álvarez  Jaime González González  Carmen Romo Barrientos  Isabel Ubeda‐Bañon  Daniel Saiz‐Sanchez  Alicia Flores‐Cuadrado  Juan Carlos Albertos‐Marco  Alino Martinez‐Marcos  Alicia Mohedano‐Moriano 《Anatomical sciences education》2017,10(5):487-494

Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety‐inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before‐and‐after cross‐sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State‐Trait Anxiety Inventory questionnaires (STAI‐S and STAI‐T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI‐T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI‐S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487–494. © 2017 American Association of Anatomists.  相似文献   

‘Interdisciplinary strategies’ in U.S. research universities   总被引：5，自引：0，他引：5  

Creso M. Sá 《Higher Education》2008,55(5):537-552

In the context of increasing support for interdisciplinary modes of research, many in the policy, scientific, and academic communities propose that universities should change structurally to reduce the barriers to investigation that involves researchers from multiple disciplines. This paper examines ‘interdisciplinary strategies’ in U.S. research universities—deliberate efforts to spur collaborative research across traditional departmental and disciplinary boundaries, including the creation and adaptation of university policies, practices, and structures. It identifies and analyzes the use of incentive grants to initiate new interdisciplinary units, the establishment of ‘campus-wide institutes’ that steer campus investments in interdisciplinary areas, and new modes of faculty hiring and evaluation. Illustrative examples are provided, and the implications of these strategies are discussed.

Creso M. SáEmail:

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Understanding argumentation about socio-scientific issues on energy: a quantitative study with primary pre-service teachers in Spain     

Carolina Martín-Gámez  Sibel Erduran 《Research in Science & Technological Education》2018,36(4):463-483

Background Argumentation is an important discourse process in science that needs to be taught and learned as part of a repertoire of strategies to support the acquisition of scientific literacy. Research in science education indicates that beliefs or perceptions and the epistemological orientations of teachers influence their approaches to science teaching.

Purpose The paper aims to illustrate primary pre-service teachers’ understanding of argumentation based on a study using quantitative methodology. In particular, it aims to illustrate how these teachers view quality of arguments and teaching strategies related to argumentation in the context of a socio-scientific issue on energy.

Sample 332 pre-service teachers enrolled in a university teacher education programme in Spain were investigated. Many studies on argumentation have been conducted with small sample sizes of teachers. Hence, given the sample size, the study provides findings that are likely to be generalisable.

Design and methods A questionnaire was administered to the participants. The design of the questionnaire was guided by some existing analytical tools which were adapted for primary education purposes in the context of socio-scientific issues. This adaptation is novel in that the questionnaire items can potentially be used as diagnostic questions to assess primary teachers’ understanding of argumentation.

Results The results suggest that pre-service teachers had difficulty in understanding arguments and different pedagogical strategies to promote argumentation in classroom. For example, they did not understand the role and the meaning of warrants in scientific arguments and their understanding of the use of different kind of strategies is limited to debates, open discussions and experiments. The age range of the participants and the length of teaching experience had no impact on the quality of their understanding of argumentation.

Conclusions Pre-service science teacher education will benefit from incorporation of more robust and lengthy sessions on argumentation. For example, sessions could focus on quality as well as structure of arguments in science and more diverse pedagogical strategies to support argumentation in science lessons, such as the use of writing frames and presentations.  相似文献   

The Interplay between Habitus,Social Variables and Occupational Preferences     

vilhjálmsdóttir  Gudbjörg  arnkelsson  Gudmundur 《International Journal for Educational and Vocational Guidance》2003,3(2):137-150

European researchers have recently introduced Bourdieu’s habitus theory and research methods into the research field of career development. The advantage of Bourdieu’s theory is to overcome the theoretical problems that in this field have resulted from overemphasis on individual aspects of career development at the expense of social aspects. The habitus concept allows for the dichotomy between the individual and the social dimensions to be overcome. The research reported here looks at the interplay between habitus, social variables and career preferences but in a younger age group than has previously been studied. It also wonders whether habitus groups exist in the relatively homogenous population of Iceland at a relatively young age, i.e., before divergence in the educational system. Analyses resulted in five habitus groups being formed on the basis of endorsement of cultural and leisure activities. Furthermore, the five groups differed both in terms of sex composition and — importantly — of preferred future occupations. It was concluded that habitus groups form readily and have important implications for research and practice within the field of career counselling. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Children's perseverative appearance-reality errors are related to emerging language skills   总被引：1，自引：0，他引：1  

Deák GO  Ray SD  Brenneman K 《Child development》2003,74(3):944-964

Two experiments explored the communicative bases of preschoolers' object appearance-reality (AR) errors. In Experiment 1, 3-, 4-, and 5-year-olds (N = 36) completed the AR test (with high- and low-deceptive objects), a control test with the same discourse structure but nondeceptive stimuli, and stimulus naming and memory tests. AR performance correlated positively with control (discourse) and naming test performance. Object deceptiveness had little effect. In Experiment 2, 3- and 4-year-olds (N = 64) completed AR tests that experimentally varied question phrasing and use of exemplar objects. Children also completed memory, vocabulary, and control tests (of verbal perseveration). AR performance variance was predicted by a composite perseveration score from three non-AR tasks, vocabulary, and exemplars. The results indicate that the discourse structure of the AR test elicits a perseverative tendency that is mediated by children's verbal knowledge.  相似文献   

Measuring systematic long-term trajectories of school effectiveness improvement     

Juan Pablo Valenzuela  Cristián Bellei  Claudio Allende 《School Effectiveness & School Improvement》2016,27(4):473-491

The objective of this study was to identify trajectories of school improvement experienced by Chilean elementary schools over the last decade. Using econometric analysis and controlling for potential confounding factors, we created an index of school performance combining outcome indicators focused on different school dimensions, and estimated the 2002/2010 evolution of school improvement for all Chilean schools with available data. Broadly, we estimated an average increase in the school performance of about 0.19 SD; nevertheless, while 41% of the schools increased their educational performance by at least 0.1 SD, 25% of the schools decreased it during the same period; we also found that improving school effectiveness was more probable among schools with lower student socioeconomic status (SES). Finally, we found that the observed school improvement trajectories tended to be non-linear; thus, we estimated that only 13.4% of the schools improved their performance in a systematic way during the entire decade.  相似文献   

Attitudes towards sexuality information for adolescents: what parents should and should not say     

Claudia Pineda Marin  Maria Teresa Munoz Sastre  Diego Alfonso Murcia  Mateo Bernal Castañeda  Angie Briceño Hernández 《Sex education》2019,19(5):582-596

The goal of this study was to investigate the attitudes of Colombians with respect to what can and what must not be said to young people of different ages and genders regarding sexuality. A convenience sample of 329 adults, aged 18–64 years, living in Bogotá participated in the study. They were presented with a set of 36 vignettes describing situations in which either a young girl or a young boy seemed to be concerned about sexuality and sexual relationships. Each scenario contained three items of information: the child’s gender, age and the parent’s decision (e.g. not to say anything regarding sexuality). Through cluster analysis, seven qualitatively different sets of attitudes were found. The five most common ones were: (i) it is never appropriate to talk about sexual matters (6%); (ii) delegate this responsibility to the school nurse (4%); (iii) provide incomplete information restricted to the biology of sexuality (11%); (iv) provide comprehensive information but with a recommendation of abstinence (28%); and (v) provide comprehensive information and a recommendation of pre-marital sexual experience (36%). Although it was expected that attitudes would vary as a function of the young person’s gender and age, such variations proved to be limited in their extent.  相似文献   

The impact of visuals: using a poster to present metaphor     

Ana Ma Roldán Riejos  Paloma Úbeda Mansilla  Ana Ma Martín Castillejos 《European Journal of Engineering Education》2001,26(3):301-310

Studying metaphor with students from similar fields but from different specializations may seem an overwhelming experience. However, the use of a contextualized poster where the images are more important than the actual words has demonstrated how the use of images in the classroom is a valuable tool. Analysis of a questionnaire handed out to a sample of 'English for Specific Purposes' students confirmed these conclusions. The following paper deals with the pedagogical implications that the use of a poster has proved to have with a multidisciplinary group of students.  相似文献