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21.
The effect of directive tutor guidance in problem-based learning of statistics on students’ perceptions and achievement 总被引：1，自引：0，他引：1
Luc Budé Tjaart Imbos Margaretha W. J. v. d. Wiel Nick J. Broers Martijn P. F. Berger 《Higher Education》2009,57(1):23-36
In this study directive tutor guidance in problem-based learning (PBL) of statistics is investigated. In a quasi experiment
in an educational setting, directive guiding tutors were compared with tutors in a more traditional role. Results showed that
the subjective perceptions of the students with regard to the course, the tutor, and the discussions in the tutorial meetings
were more positive in the guided condition. The quality of the problems used in the meetings and general tutor functioning
were evaluated as equal in both conditions. Achievement was marginally higher in the guided condition. It can be concluded
that directive tutor guidance is an effective addition to PBL of statistics. 相似文献
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Helen Jossberger Saskia Brand-Gruwel Margje W. J. van de Wiel Henny Boshuizen 《Vocations and Learning》2018,11(2):179-204
In vocational education, workplace simulations (WPS) have been implemented to ensure a better connection between the educational setting and the labour market. Moreover, WPS are supposed to motivate students and promote self-directed learning. So far, however, not much is known about the way students experience these WPS. The aim of the present exploratory case study was to investigate students’ perceptions and preparedness for WPS and explore what factors they perceive to be relevant for their learning in these simulations. Forty students from three different pre-vocational secondary schools participated. Semi-structured group interviews were conducted and thematic analysis was used to examine the qualitative data. The results revealed that authentic WPS can increase student motivation and engagement. Learner characteristics regarded as relevant in WPS were motivation, responsibility, independence and discipline. For students, the presence and guidance of the teacher played an essential role in their working and learning effectively. They felt limited in making choices to direct their own learning. Assessment criteria were not transparent enough for students. Concluding, we found that students perceived factors closely related to self-regulated and self-directed learning to be relevant for their learning; however, these learning activities and processes have not yet been sufficiently promoted and supported in the investigated vocational schools. The study highlights design dilemmas for vocational practice and offers indications in how to match both learning environmental characteristics and teacher support tailored to learners’ needs. 相似文献
24.
In this longitudinal study, we examined the effects of the use of English as the language of instruction in the first 4 years of secondary education in The Netherlands on the students' language proficiency in English and Dutch, and achievement in subject matters taught through English. Compared to a control group in regular secondary education, students attending this form of bilingual education showed higher scores for their English language proficiency in terms of oral proficiency and reading comprehension. No effects have been found for receptive word knowledge and no negative effects have been found with respect to the results of their school leaving exams at the end of secondary education for Dutch and subject matters taught through English. 相似文献
25.
Jaap Schuitema Hester Radstake Janneke van de Pol Wiel Veugelers 《Educational studies》2018,44(4):377-407
Classroom discussion is frequently proposes as an essential part of democratic citizenship education. Literature, however, pays little attention to what kind of discussion is most effective and how teachers can facilitate a discussion. This study aims to contribute to the development of a framework for analysing the characteristics of classroom discussions and the different roles teachers can adopt in guiding a discussion on controversial issues. In addition, we investigated how the way teachers guide the discussion is related to the structure and content features of the discussion. The framework was used to analyse five classroom discussions in secondary education. Our framework appeared to be useful for revealing differences in the structure and content features of the classroom discussions and in the way teachers guide the discussion. The results also indicated that a high degree of teacher regulation was related to high content quality and more participation from students. A high degree of student regulation was linked to more genuine discussion among students. The study underlines the importance of taking account of the teacher’s role in research into the effectiveness of classroom discussions for democratic citizenship education and the study makes useful suggestions for teachers when preparing for a classroom discussion. 相似文献
26.
Wiel Veugelers 《Journal of Educational Change》2004,5(2):141-160
Recent publications on changes in education have paid considerableattention to the interplay of control and extended autonomy. Thisinterplay takes place on three levels: between government and theindividual school; between school and the individual teacher; andbetween teacher and student. At each level there are issues surroundingthe relationship between a top-down and a bottom-up approach to changesin education. The major questions to be answered are: what goals are tobe achieved; what means of direction and control should be preserved;who exercises control over the goals and processes; how extensive is theautonomy of schools, teachers and students; and will self-regulation andautonomy become a reality? In this article we describe the interplay oftop-down and bottom-up processes in recent changes in senior secondaryeducation in the Netherlands. These changes include introducingself-regulated learning by students, flexibility in teachers' tasks,liaison with advanced studies in higher education, and raisingstandards. 相似文献
27.
Knowledge development and restructuring in the domain of medicine: The role of theory and practice 总被引：2，自引：0，他引：2
H. P. A. Boshuizen H. G. Schmidt E. J. F. M. Custers M. W. Van De Wiel 《Learning and Instruction》1995,5(4)
How does the knowledge of the medical student, clerk, intern, and registrar develop and how do formal and informal, classroom and experiential learning contribute to this process? These questions were investigated in two experiments, focusing on knowledge restructuring rather than knowledge acquisition. The experiments showed that practical experience plays an important role in knowledge restructuring. The process was, however, not as continuous as was expected. Notably, advanced students appeared to have considerable knowledge about conditions in patients and their environments that can predispose to disease. However, they rarely applied it in clinical reasoning. Contrary to what was found in expert physicians, advanced students' knowledge about enabling conditions seems not yet to be integrated into their other knowledge about diseases. 相似文献
28.
This paper explores the complex relationship between scientific novelty and technological impact. We measure novel science as publications which make new combinations of prior knowledge, as reflected in new combinations of journals in their references, and trace links between science and technology by scientific references in patent applications. We draw on all the Web of Science SCIE journal articles published in 2001 and all the patents in PATSTAT (October 2013 edition). We find that the small proportion of scientific publications which score on novelty, particularly the 1% highly novel scientific publications in their field, are significantly and sizably more likely to have direct technological impact than comparable non-novel publications. In addition to this superior likelihood of direct impact, novel science also has a higher probability for indirect technological impact, being more likely to be cited by other scientific publications which have technological impact. Among the set of scientific publications cited at least once by patents, there are no additional significant differences in the speed or the intensity of the technological impact between novel and non-novel scientific prior art, but the technological impact from novel science is significantly broader and reaching new technology fields previously not impacted by its scientific discipline. Novel science is also more likely to lead to patents which are themselves novel. 相似文献
29.
Janine van der Rijt Piet Van den Bossche Margje W. J. van de Wiel Sven De Maeyer Wim H. Gijselaers Mien S. R. Segers 《Vocations and Learning》2013,6(2):259-279
In the context of the complexity of today’s organizations, help seeking behavior is considered as an important step to problem solving and learning in organizations. Yet, help seeking has received less attention in organizational literature. To increase the potential impact of help seeking on learning, it is essential to understand which mechanisms affect help seeking. The present study questioned whether the characteristics of the relationships that employees have in the workplace are related to help seeking behavior. This study draws on a social network perspective to investigate the employees’ relationships within their professional network. In particular, the role of accessibility, awareness of expertise, trust, and hierarchy in help seeking was explored. Results indicated that the perceptions of the help provider’s expertise, accessibility and trust were positively associated with the likelihood to seek help, frequency by which help is sought, and perceived quality of the help. Moreover, employees seem more likely to seek help upward from higher status individuals and less likely downward from lower status individuals. Employees perceived the help of higher status individuals as more useful and constructive. These results highlight the importance of investing in the strength of relationships, ensuring the accessibility of expertise and fostering a work environment, in which employees trust and respect each other. Furthermore, the results suggest valuable and promising avenues for future research and practice. 相似文献
30.
This study examined physicians’ motivation to engage in work-related learning and its contribution to expertise development beyond work experience. Based on deliberate practice theory, semi-structured interviews were conducted with 17 residents and 28 experienced physicians in internal medicine, focusing on the activities they engaged in during work that might contribute to professional development and the goals underlying this behavior. Learning motivation was also measured using a goal orientation questionnaire. Expertise was measured by a case test derived from the Medical Knowledge Self Assessment Program (MKSAP). The interviews showed that participants’ learning was largely embedded in everyday work; most of their learning activities were inherent to the job rather than motivated by competence improvement goals. The problems encountered in patient care played a key role in prompting learning. Role, work experience and work situation affected the type of activities engaged in, as well as the intensity of practice. Deliberate engagement in work-related learning activities was related neither to goal orientations nor to case test performance, except activities by the experienced physicians to keep up-to-date. Work experience, in contrast, showed a clear positive relationship with the performance of residents. Two main conclusions can be drawn from this study: (1) patient care induced relevant learning activities aimed at performance improvement for the patient’s sake; (2) deliberate investments in learning can be enhanced to promote expertise development. Self-regulated learning by physicians needs to be strengthened and the organization for which they work should facilitate and encourage learning in daily practice. 相似文献