Grades degrade group coordination: deteriorated interactions and performance in a cooperative motor task     

Anne-Sophie Hayek  Claudia Toma  Sofia Guidotti  Dominique Oberlé  Fabrizio Butera 《European Journal of Psychology of Education - EJPE》2017,32(1):97-112

At school, pupils often cooperate on common projects and must coordinate their different individual actions. However, grades are pervasively used even in cooperative situations, which make the pupils’ differences in achievement and their relative rank salient and may reduce their inclination to work constructively with others. Thus, we hypothesized that grades would elicit disruptive interactions and reduce performance in a cooperative cognitive-motor task necessitating inter-individual coordination of members. In a study with 5th graders, grades (vs. a neutral concept) were primed at the onset of a cooperative group interaction. Results showed that, although pupils were set to work cooperatively, priming grades (vs. neutral concepts) harmed inter-individual coordination by eliciting more negative dominant behaviours among pupils during interactions, which decreased group performance.  相似文献   

Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers’ Science Attitudes,Science Content Knowledge,and Anxiety About Teaching Science     

Elena Novak  Sonya Wisdom 《Journal of Science Education and Technology》2018,27(5):412-432

3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N?=?42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers’ science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants’ science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students’ project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.  相似文献   

The madelung constant of the sodium chloride crystal lattice     

Sourav Das 《Resonance》2003,8(10):76-84

An analysis of the Madelung constant of the sodium chloride crystal lattice has been made, in an effort to supplement information available in undergraduate textbooks. A method of approximation of the constant using the personal computer is presented. An erratum to this article is available at .  相似文献   

Sense of Place in Child Care Environments     

Marilyn A. Read 《Early Childhood Education Journal》2007,34(6):387-392

The exterior design of existing preschool environments is evaluated in the context of contemporary writings by architects focusing on creating designs that nurture children’s emotions. Sense of place research is discussed in relation to young children’s experiences. Findings reveal that the majority of sites included in the study incorporated many physical design elements that create a sense of place for children in preschool environments, including small-scale structures, windows, landscaping, natural wall materials, and thresholds. Recommendations for administrators and directors planning and designing a new or remodeled preschool environment include incorporating features that reflect home-like environments with windows, thresholds, and landscaping.  相似文献   

Fachspezifische Entscheidungen zum Auslandsstudium     

Knut Petzold 《Zeitschrift für Erziehungswissenschaft》2018,21(4):817-838

In the context of economic globalization, international student mobility is considered increasingly important. However, due to data limitations, systematic studies to explain observed disciplinary differences are rare. Using expectancy-value-theory, we argue that this “discipline gap” in international student mobility can either be explained by a particular link to costs and/or to expected benefits. A factorial survey experiment administered to students of economics and engineering at a German university allows for a comparison of the separate consideration of both systematically varied costs and measured benefit expectations of studying abroad across both groups of students. The results reveal that disciplinary differences in the intention to study abroad are based on differently-weighted benefit potential, and not on differences in the evaluation of costs.  相似文献   

Higher education and the achievement (and/or prevention) of equity and social justice     

John Brennan  Rajani Naidoo 《Higher Education》2008,56(3):287-302

The article examines the theoretical and empirical literature on higher education’s role in relation to social equity and related notions of citizenship, social justice, social cohesion and meritocracy. It considers both the education and the research functions of higher education and how these impact upon different sections of society, on who benefits and who loses from them. Questions for future research on the wider impact of higher education are posed as well as some research questions on the narrower issue of widening participation.  相似文献   

The transition to secondary school geometry: can there be a “chain of school mathematics”?     

Konstantinos A. Sdrolias  Triandafillos A. Triandafillidis 《Educational Studies in Mathematics》2008,67(2):159-169

Students mainly perceive the transition to secondary school as an opportunity to start their school career anew. Reality often proves them wrong, especially in the case of mathematics. In our paper, we briefly discuss children’s transition to secondary school as both an opportunity and a problem, with reference to the Greek context. In discussions about the transition to secondary school and its effect on the teaching and learning of mathematics, primary and secondary school teachers in Greece often depict school mathematics as a “chain” of concepts and procedures. With this metaphor as our reference point, we discuss how ideologies about the teaching of mathematics are enacted in both school levels. We will base our discussion on the analysis of extracts taken from dialogues in primary and secondary school mathematics classrooms in Greece. In our analysis, we employ a Peircean view of semiotics in an attempt to conceptualize students’ rushed introduction to rigor in justifying mathematical statements in secondary school. These extracts are part of a longitudinal study that aimed, on the one hand, to pinpoint discontinuities and continuities in the teaching of geometry between primary and secondary schools and, on the other, to investigate whether a set of curriculum material that we designed could serve as a link in the teaching of geometry between the two school levels.  相似文献   

Abstraction and consolidation of the limit procept by means of instrumented schemes: the complementary role of three different frameworks     

Ivy Kidron 《Educational Studies in Mathematics》2008,69(3):197-216

I investigate the contributions of three theoretical frameworks to a research process and the complementary role played by each. First, I describe the essence of each theory and then follow the analysis of their specific influence on the research process. The research process is on the conceptualization of the notion of limit by means of the discrete continuous interplay. I investigate the influence of the different perspectives on the research process and realize that the different theoretical approaches intertwine. Moreover, I realize that the research study demanded the contribution of more than one theoretical approach to the research process and that the differences between the frameworks could serve as a basis for complementarities.  相似文献   

Construction of “glocal” (global–local) identity among Israeli graduate students in the USA     

Dorit Tubin  Orit Lapidot 《Higher Education》2008,55(2):203-217

Abstract This study focuses on the effect of doctoral and postdoctoral studies at leading research universities in the USA on constructing the academic identity of Israeli students. The findings are based on constant comparative analysis of semi-structured interviews with 27 Fulbright alumni. The results show that while American scientific standards become a model for the Israeli scientists, Israeli culture and identity become much more evident, for better or worse. Several ways of handling these identities were recognized and include: the intertwine method, ordering, and buffering. Further theoretical and practical implications are discussed.  相似文献   

Exemplifying definitions: a case of a square   总被引：1，自引：1，他引：0  

Rina Zazkis  Roza Leikin 《Educational Studies in Mathematics》2008,68(2):131-148

In this study we utilize the notion of learner-generated examples, suggesting that examples generated by students mirror their understanding of particular mathematical concepts. In particular, we explore examples generated by a group of prospective secondary school teachers for a definition of a square. Our framework for analysis includes the categories of accessibility and correctness, richness, and generality. Results shed light on participants’ understanding of what a mathematical definition should entail and, moreover, contrast their pedagogical preferences with mathematical considerations.  相似文献