Pre-service teachers' use of problem-solving in primary science     

MS. Christine Chin  DRS. Ngoh-Khang Goh  Lian-Sai Chia  Kam-Wah Lucille Lee  DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50

The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes part of the science curriculum, as teaching behaviour influences student learning outcomes. Specializations: science eeducation Specializations: educational measurement, research methodology.  相似文献   

DEPRESSION AND RELATIONAL HEALTH IN ASIAN AMERICAN AND EUROPEAN AMERICAN COLLEGE WOMEN     

Terese J. Lund  Pauline Chan  Belle Liang 《Psychology in the schools》2014,51(5):493-505

Research consistently demonstrates elevated rates of depression among college‐aged women, yet evidence of racial differences in depression among this population are poorly understood. Moreover, the correlates of depression among Asian American women are also understudied. In this exploratory analysis, we examined mean differences in depression levels in a sample of Asian American (n = 117) and European American (n = 257) students from a women's liberal arts college. We also estimated associations between depression and relational health in three types of relationships (mentor, friend, and college community) using ordinary least squares regression. Relational health was examined as a buffer (i.e., moderator) against depression. Results indicated no differences in depression levels between Asian American and European American women. Relationships with the college community were associated with lower levels of depression in both groups of women. Limited evidence suggested that relational health served as a buffer. Results are discussed in light of interventions for college campuses.  相似文献   

TRAVEL THROUGH THE STEREOSCOPE     

Pauline Stakelon 《Media History》2013,19(4):407-422

At first glance, photographic stereoviews of geographic and architectural sites produced around the turn of the twentieth century may appear static. After all, they are composed of still photographic indexical references to specific sites. Yet the three-dimensionality of the image creates an enhanced illusion of real space, pointing to aspirations of simulated travel, and in fact, stereoviews do feature movement within the frame of the image. Stereoviews compel the spectator to continuously change their point of view within the frame. Between the frames, movement from one stereoview to the next becomes another way of experiencing travel and creating a narrative. Certain producers of stereoviews packaged their photographs to represent specific tours of geographic regions, tours that embodied Grand Tour ideals of the physical world as a site of knowledge and amusement. Moreover, through both the composition of the photographs and the accompanying tour book, these collections create a normative view of history, progress and a stratified society.  相似文献   

A Review of “Organising Knowledge: Taxonomies,Knowledge and Organisational Effectiveness”     

Pauline A. Cochrane 《Cataloging & classification quarterly》2013,51(4):352-353

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‘Let them fish’: empowering student-teachers for professional development through the project approach     

LayHuah Goh  Kok-Cheang Loh 《Educational Action Research》2013,21(2):202-217

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Speech correction in Wisconsin public schools     

Pauline B. Camp 《Quarterly Journal of Speech》2013,99(3):280-283

The character of Reagan's rhetoric and the response to it can be explained by its narrative form. The dominance of narrative in Reagan's discourse and the nature of the narrative form combine to differentiate the perspective of Reagan's supporters and his opponents. Three characteristics of narrative form—a story‐based truth, an emphasis on morality, and a grounding in common sense—explain the way in which narrative affects political judgment. The analysis reveals the power of narrative form and, in contrast to the assertions of some narrative theorists, its fragility and moral limitations.  相似文献   

The assessment of the readiness of five countries to implement child maltreatment prevention programs on a large scale     

Christopher Mikton  Mick Power  Marija Raleva  Mokhantso Makoae  Majid Al Eissa  Irene Cheah  Nancy Cardia  Claire Choo  Maha Almuneef 《Child abuse & neglect》2013

This study aimed to systematically assess the readiness of five countries – Brazil, the Former Yugoslav Republic of Macedonia, Malaysia, Saudi Arabia, and South Africa – to implement evidence-based child maltreatment prevention programs on a large scale. To this end, it applied a recently developed method called Readiness Assessment for the Prevention of Child Maltreatment based on two parallel 100-item instruments. The first measures the knowledge, attitudes, and beliefs concerning child maltreatment prevention of key informants; the second, completed by child maltreatment prevention experts using all available data in the country, produces a more objective assessment readiness. The instruments cover all of the main aspects of readiness including, for instance, availability of scientific data on the problem, legislation and policies, will to address the problem, and material resources. Key informant scores ranged from 31.2 (Brazil) to 45.8/100 (the Former Yugoslav Republic of Macedonia) and expert scores, from 35.2 (Brazil) to 56/100 (Malaysia). Major gaps identified in almost all countries included a lack of professionals with the skills, knowledge, and expertise to implement evidence-based child maltreatment programs and of institutions to train them; inadequate funding, infrastructure, and equipment; extreme rarity of outcome evaluations of prevention programs; and lack of national prevalence surveys of child maltreatment. In sum, the five countries are in a low to moderate state of readiness to implement evidence-based child maltreatment prevention programs on a large scale. Such an assessment of readiness – the first of its kind – allows gaps to be identified and then addressed to increase the likelihood of program success.  相似文献   

Secondary Students' Perceptions about Learning Qualitative Analysis in Inorganic Chemistry     

Kim-Chwee Daniel Tan  Ngoh-Khang Goh  Lian-Sai Chia  David F. Treagust 《Research in Science & Technological Education》2013,31(2):223-234

Grade 10 students in Singapore find qualitative analysis one of the more difficult topics in their external examinations. Fifty-one grade 10 students (15-17 years old) from three schools were interviewed to investigate their perceptions about learning qualitative analysis and the aspects of qualitative analysis they found difficult. The results showed that students found qualitative analysis tedious, difficult to understand and found the practical sessions unrelated to what they learned in class. They also believed that learning qualitative analysis required a great amount of memory work. It is proposed that their difficulties may arise from not knowing explicitly what is required in qualitative analysis, the content of qualitative analysis, the lack of motivation to understand qualitative analysis, cognitive overloading, and the lack of mastery of the required process skills.  相似文献   

Leaving certificate accounting: Measuring students’ perceptions with the course experience questionnaire     

Marann Byrne  Pauline Willis 《Irish Educational Studies》2013,32(1):49-64

Abstract

This study uses the Course Experience Questionnaire (CEQ) to explore tertiary students’ perceptions of their recently completed Leaving Certificate higher‐level Accounting course. Overall it finds that students hold positive views of the course, consider the workload and assessment were appropriate, and perceive the goals and standards of the course to be clear. Generally, they were happy with the teaching of the course but a significant minority felt their teachers did not provide enough feedback or make the course interesting. While the students believe the course developed some generic skills, disappointingly, they do not feel confident in tackling unfamiliar problems. They also think that the course did not improve their written communication skills or ability to work as a team member. Recommendations about the volume of course material and assessment practices are made to help address these issues.  相似文献   

A rejoinder to Sarangapani and Winch     

James Tooley  Pauline Dixon  S.V. Gomathi 《牛津教育评论》2013,39(4):517-520

A statistical relationship between student affect and student achievement is routinely observed—students who like a particular subject also tend to do well in that subject. Theory suggests that the underlying causality is a mutual influence relationship in which affect influences, and is influenced by, achievement. Published analyses, however, usually assume a unidirectional influence—affect influences achievement. To the extent that the latter assumption is an over‐simplification, as theory suggests it is, then current understandings of the importance of affect for achievement are probably in error to some degree. The analyses reported here take a position consistent with theory to model the underlying causality of the relationship between affect and achievement as bidirectional. To this end, the present analyses formulate a non‐recursive structural equation model which specifies affect and achievement as influences on each other. This model is estimated separately for each of 23 nations, 19 of which are members of the Organisation for Economic Cooperation and Development (OECD). All 23 nations participated in the OECD‐sponsored Programme for International Student Assessment (PISA), a programme whose focus is national achievement levels in populations of 15‐year‐olds. The results of these analyses lend support to the proposition that affect and performance exist in a mutual influence relationship, though the nature of this relationship varies between countries.  相似文献