‘Learning Experience’ Provided by Science Teaching Practice in a Classroom and the Development of Students’ Competences     

J. Bernardino Lopes  Julia Branco  Maria Pilar Jimenez-Aleixandre 《Research in Science Education》2011,41(5):787-809

According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions of ‘learning experience’ provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However, in the literature, there is little investigation into the invariance (or not) of the characteristics of students’ learning experience while being taught a scientific subject by the same teacher. This paper suggests that the relationship between the learning experience provided and the competences developed is not properly highlighted. This paper analyses the learning experience provided to students in epistemic, pedagogical and meta-cognitive terms. The students were taught the proprieties and applications of light by one teacher, in three classes, over 7 weeks. We analysed the data in each referred learning experience, using a pre-defined category system. The students’ competences were evaluated by a competence test. The epistemic demand of each item and the students’ performances were also analysed. Our findings point to the non invariance of learning experiences provided to students and the influence of some dimensions of learning experiences provided in the development of certain competences. These findings and their implications are contextualized and discussed.  相似文献   

Lipemia interferences in routine clinical biochemical tests     

Calmarza P  Cordero J 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2011,21(2):160-166

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Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas     

Gallardo-Montes  Carmen del Pilar  Caurcel Cara  María Jesús  Rodríguez Fuentes  Antonio 《Education and Information Technologies》2022,27(3):4087-4115

Education and Information Technologies - Mobile apps represent a resource with great potential for encouraging the development of many skills, given the high number of apps available and the quick...  相似文献   

Literacies through media: identity and discourse in the process of constructing a web site     

Hctor Del-Castillo  Ana Beln García-Varela  Pilar Lacasa 《International Journal of Educational Research》2003,39(8):885

In this research note we explore how children construct their identity in the context of a literacy practice: developing written and audio-visual texts in small-group situation to be published on the Internet. Through their dialogue, a shared identity is growing on the context, and every children create an identity as member of a community in which is included [Wenger, E. (1998). Communities of practice. Learning meaning and identity. Cambridge: CambridgeUniversity Press].Methodologically we have adopted, on one hand, an ethnographic perspective (Atkinson et al., 2001) and, on the other, an action-research perspective [Reason, P., & Bradbury, H. (Eds.) (2001).Handbook of action research. London, Thousand oaks Sage]. We analysed the data collected in five groups in an after-school workshop, during a one-month period with eight two-hour sessions. It is particularly important to compare the history of every group creates a different identity for its page.Our findings illustrate how the participants, with their multiple identities [Gee, J.P. (1999). An introduction to discovers analysis. Theory and method. London, NewYork: Routledge], generate a collective identity orientated to a common audience writing as a group, and negotiating during their dialogue. We analyse how these multiple identities turn into a shared identity that, finally, is shown in the product (the Web site).The discussion of our results reveals how the process of creating the web pages, in the situation described above, depends on the shared construction of meanings among the participants. Writing on the Internet about the media facilitates multiple dialogues and provides opportunities to educate children in the use of multiliteracies.  相似文献   

Critical Issues Facing America's Community Colleges: A Summary of the Community College Futures Assembly 2008     

Matthew J. Basham  Dale F. Campbell  Pilar Mendoza 《Community College Journal of Research & Practice》2013,37(11):857-870

Three focus groups consisting of board of trustee members, community college presidents, senior administrators, administrators, and faculty members developed critical issues facing community colleges with respect to instructional planning and services; planning, governance, and finance; and workforce development. Thereafter, the delegation of more than 200 voted on various aspects of the most critical issue divulged in the 2008 Community College Futures Assembly: general education assessment is coming. The findings, including opportunities and challenges, potential implications for community college administrators, and future research topics are also discussed, mostly in the context of workforce development opportunities.  相似文献   

‘Teaching between the lines’: discussing,interpreting and writing stories together / ‘El aula entre líneas’: hablamos,interpretamos y escribimos historias conjuntamente     

Belén Izquierdo-Magaldi  Pilar Lacasa  Héctor del Castillo 《Cultura y Educación》2013,25(3):535-556

Abstract

The purpose of our study was to carry out a writing workshop in a collaborative setting in which the teacher and the 14 year-old students made up stories while being observed by a researcher. We used a qualitative methodology similar to the Ethnography of Communication and Discourse Analysis, in which narrative and analytical analyses are seen as complementary, in order to interpret all aspects of the participants’ activities. The analysis of the conversations held in the different working situations defined by the presence or absence of the teacher shows that the guiding role played by the teacher is essential in terms of the students’ acquisition of knowledge concerning the generalization of meanings, the organization of social relations and the structuring of the task. Likewise, within a group of peers involved in working towards a common goal, one or several of them tend to take on the guiding role when the teacher is not present.  相似文献   

Small fish in a small pond: the impact of collaborative learning on academic success for less-prepared students in a highly selective STEM environment     

Marina Micari  Pilar Pazos 《高等教育研究与发展》2019,38(2):294-306

ABSTRACT

This study examines academic outcomes for university students engaged in a supplemental peer learning program in a selective institution. Using a matched sample of 1266 students, half enrolled in the supplemental program and half not enrolled, we find that participating students on average earned higher grades in linked courses. Using a subsample of students in a chemistry course sequence, we find program participants were more likely to remain in the sequence than non-participants, and that the impact was greater for students with lower levels of preparation.  相似文献   

The Predictive Value of Non-Referential Beat Gestures: Early Use in Parent–Child Interactions Predicts Narrative Abilities at 5 Years of Age     

Ingrid Vilà-Giménez  Natalie Dowling  Ö. Ece Demir-Lira  Pilar Prieto  Susan Goldin-Meadow 《Child development》2021,92(6):2335-2355

A longitudinal study with 45 children (Hispanic, 13%; non-Hispanic, 87%) investigated whether the early production of non-referential beat and flip gestures, as opposed to referential iconic gestures, in parent–child naturalistic interactions from 14 to 58 months old predicts narrative abilities at age 5. Results revealed that only non-referential beats significantly (p < .01) predicted later narrative productions. The pragmatic functions of the children’s speech that accompany these gestures were also analyzed in a representative sample of 18 parent-child dyads, revealing that beats were typically associated with biased assertions or questions. These findings show that the early use of beats predicts narrative abilities later in development, and suggest that this relation is likely due to the pragmatic–structuring function that beats reflect in early discourse.  相似文献   

Understanding student evaluations of teaching in online learning     

Pilar Gómez-Rey  Francisco Fernández-Navarro  Elena Barbera  Mariano Carbonero-Ruz 《Assessment & Evaluation in Higher Education》2018,43(8):1272-1285

In this paper, we have developed a classification model for online learning environments that relates the Instructors Overall Performance (IOP) rating (according to students’ perceptions) with the course characteristics, students’ demographics and the effectiveness of the instructor in his/her teaching roles. To that end, a comprehensive Student Evaluation of Teaching (SET) instrument is proposed, which includes not only conventional teaching elements, but also items that encourage twenty-first century skills. The goal of the study is twofold: (i) to quantify the extent to which the selected variables explain the IOP rating, and (ii) determine which teaching and non-teaching variables most affect the IOP rating. The best performing classifier achieved a competitive accuracy, highlighting that the selected variables mainly determine the IOP values. Other important findings include: (i) the IOP value is mainly influenced by the effectiveness of the instructor in his/her teaching roles; (ii) teaching strategies that involve the cooperation between the technical and pedagogical roles should be promoted; (iii) the pedagogical role has the highest impact on the final IOP value; and (iv) the most influential demographic variable is the student’s status (working commitments and family responsibilities).  相似文献   

Faculty feelings as writers: relationship with writing genres,perceived competences,and values associated to writing     

Liliana del Pilar Gallego Castaño  Montserrat Castelló Badia  Antoni Badia Garganté 《Higher Education》2016,71(5):719-734

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