Engaging Students in Science Courses: Lessons of Change from the Arctic     

Lawrence K. Duffy  Anna Godduhn  Cindy E. Fabbri  Mary van Muelken  Linda Nicholas-Figueroa  Catherine Hurt Middlecamp 《Interchange》2011,42(2):105-136

Where you live should have something to do with what you teach. In the Arctic, the idea of place-based education – teaching and sharing knowledge that is needed to live well – is central to the UARCTIC consortium and the 4^th International Polar Year educational reform effort. A place-based issue oriented context can engage students in chemistry concepts when it intersects with their experience and lives. This article examines the rationale and means of integrating local concerns such as world view, culture, traditional knowledge, and policy into both general and specialized chemistry courses. More broadly, capacious placebased issues should be widely adapted by all curriculum reform efforts to demonstrate the connectivity between science and societal understanding of technological options. A case in point is the inclusion of indigenous perspectives in a non-majors general chemistry course when the concepts of scientific method, ice and water resources, genetic engineering, and so forth are discussed. In a specialized course on radioactivity in the north, topics connected nuclear chemistry and radioactivity to people and energy. The local landscape should be central to science courses and involve issues relevant to stewardship, a component of the indigenous world view. The historical issues can be connected to current nuclear energy and uranium mining as they relate to the risks and benefits for the local community. This article will make the case that curriculum reform that focuses on real-world topics will not only engage students so that they perform well in class but also spark their interest so that they continue learning after the course is over.  相似文献   

Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement     

Thea Peetsma  Ineke van der Veen 《Learning and Instruction》2011,21(3):481-494

Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students’ investment in learning and academic achievement were examined in this study. Participants were 584 students in the first and 584 in the second year of the lower vocational education in the Netherlands who completed self-report measures at four different time points during a school year. The data were analysed using multivariate latent growth curve modelling. Future time perspective influenced the development of academic achievement via the growth of investment in learning. Long-term time perspective in leisure time had a negative effect on the development of investment in learning, whereas the effects of the long-term time perspective in school and professional career, as well as in social relations, were positive.  相似文献   

Self-directed learning characteristics: making learning personal,empowering and successful     

Charlene du Toit-Brits  Chris-Mari van Zyl 《Africa Education Review》2017,14(3-4):122-141

Due to the speedy emergent investigation in self-directed learning (SDL) over the past 40 years, SDL is an education technique used progressively within tertiary institutions. SDL can be well-defined in terms of the amount of accountability the student accepts for his or her own learning. The self-directed students regarding learning take control and apply self-determination to learn what they view as imperative for themselves. The amount of control the students are keen to take over their own learning will depend on their assertiveness, aptitudes and personality characteristics. The article thus explores what individual features and characteristics can define the student who is involved in SDL; What capabilities and characteristics need to be grasped by the students who are involved in SDL? Therefore, the objective of the article was to identify characteristics of the self-directed learner in the context of teacher education. Based on our conclusion, it is clear that teacher-students should challenge themselves within this process of SDL development to participate in SDL opportunities. The characteristics of SDL teacher-students must be strengthened to promote their self-directedness with regard to learning and it is also the lecturer’s task to create a class atmosphere of SDl to inculcate and develop SDL characteristics in students.  相似文献   

The Professional Development Needs Analysis Questionnaire for Deputy Principals     

Jan Balotlhanyi Khumalo  Philip Van Der Westhuizen  Herman Van Vuuren  Cornelius P. van der Vyver 《Africa Education Review》2017,14(2):192-208

This article reports on the design of the Professional Development Needs Analysis Questionnaire for Deputy Principals (PDNAQ) to measure the problems they experienced and the skills they needed. In the literature, no validated questionnaire to measure the problems experienced and skills needed by deputy principals in South African schools was found. One hundred and fifty-seven deputy principals in secondary schools in the North-West Province of South Africa participated in the study. Both confirmatory and exploratory factor analyses were used to determine the construct validity of the PDNAQ. Fifteen problems and four skills constructs emerged. Cronbach’s alpha coefficients were calculated to determine the reliability of the questionnaire. The article concludes that the PDNAQ may be used in similar contexts to determine the problems experienced and skills needed for the professional development of newly-appointed deputy principals.  相似文献   

Attention to Faces Expressing Negative Emotion at 7 Months Predicts Attachment Security at 14 Months          下载免费PDF全文

Mikko J. Peltola  Linda Forssman  Kaija Puura  Marinus H. van IJzendoorn  Jukka M. Leppänen 《Child development》2015,86(5):1321-1332

To investigate potential infant‐related antecedents characterizing later attachment security, this study tested whether attention to facial expressions, assessed with an eye‐tracking paradigm at 7 months of age (N = 73), predicted infant–mother attachment in the Strange Situation Procedure at 14 months. Attention to fearful faces at 7 months predicted attachment security, with a smaller attentional bias to fearful expressions associated with insecure attachment. Attachment disorganization in particular was linked to an absence of the age‐typical attentional bias to fear. These data provide the first evidence linking infants' attentional bias to negative facial expressions with attachment formation and suggest reduced sensitivity to facial expressions of negative emotion as a testable trait that could link attachment disorganization with later behavioral outcomes.  相似文献   

A 5‐Year Longitudinal Study on Mood Variability Across Adolescence Using Daily Diaries          下载免费PDF全文

Dominique F. Maciejewski  Pol A. C. van Lier  Susan J. T. Branje  Wim H. J. Meeus  Hans M. Koot 《Child development》2015,86(6):1908-1921

This study explored the development of mood variability in 474 Dutch adolescents (56.8% male, 90.1% medium to high socioeconomic status) from a community sample, followed from ages 13 to 18 years. Three times per year, adolescents reported on daily happiness, anger, sadness, and anxiety for 5 days using Internet diaries (15 assessment weeks; from 2006 to 2010). Mood variability scores were calculated as means of absolute differences between consecutive days. Results showed that happiness, anger, and sadness variability continuously declined across adolescence, while anxiety variability increased initially, then decreased, and then increased toward late adolescence. Despite females experiencing higher happiness and sadness variability, the rate of change across adolescence was similar for both sexes. Implications for normative emotional development and future studies are discussed.  相似文献   

Analysis of Behavioral and Emotional Problems in Children Highlights the Role of Genotype × Environment Interaction          下载免费PDF全文

Dylan Molenaar  Christel Middeldorp  Toos van Beijsterveldt  Dorret I. Boomsma 《Child development》2015,86(6):1999-2016

This study tested for Genotype × Environment (G × E) interaction on behavioral and emotional problems in children using new methods that do not require identification of candidate genes or environments, can distinguish between interaction with shared and unique environment, and are insensitive to scale effects. Parental ratings of problem behavior from 14,755 twin pairs (5.3 years, SD = 0.22) indicated G × E interaction on emotional liability, social isolation, aggression, attention problems, dependency, anxiety, and physical coordination. Environmental influences increased in children who were genetically more predisposed to problem behavior, with ~20% of the variance due to G × E interaction (8% for anxiety to 37% for attention problems). Ignoring G × E interaction does not greatly bias heritability estimates, but it does offer a comprehensive model of the etiology for childhood problems.  相似文献   

A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments          下载免费PDF全文

Ebrahim Rahimi  Jan van den Berg  Wim Veen 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):780-792

In recent educational literature, it has been observed that improving student's control has the potential of increasing his or her feeling of ownership, personal agency and activeness as means to maximize his or her educational achievement. While the main conceived goal for personal learning environments (PLEs) is to increase student's control by taking advantage of Web 2.0 tools and technologies, there is not a robust learning model available to achieve it. This contribution focuses on proposing a learning model built upon self‐regulated learning and student's control theories and concepts, and supported by the learning affordances of Web 2.0 tools and technologies for enhancing student's control by developing and applying Web 2.0 PLEs.  相似文献   

The development and validation of testing materials for literacy,numeracy and digital skills in a Dutch context     

Maurice de Greef  Mien Segers  Jan Nijhuis  Jo Fond Lam  Mieke van Groenestijn  Frans van Hoek  Alexander J. A. M. van Deursen  Ella Bohnenn  Marga Tubbing 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(5):655-671

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How Dutch employees experience freedom of learning for work     

Theo van Dellen  Ina Heidekamp 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):735-759

This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is “voluntary” or “compulsory”. The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe Meeting (ASEM) Lifelong Learning (LLL) Research Hub. The comparative study focused on employees’ quest for “freedom of learning for work”. This paper reports on the Dutch part of the research, the quantitative results of which seem to indicate that the freedom of learning for work is not as important to Dutch employees as might be expected. In a second phase, to investigate employees’ experiences of work-related learning in more depth, the Dutch researchers added a follow-up qualitative study, involving one-on-one interviews. In order to triangulate the results of the quantitative and qualitative research phases, the authors then added a mixed-methods sequential explanatory analysis. They assessed the quality of the collected data in both distinct phases by identifying converging results, which are useful for refining our understanding of learning for work. The paper draws both on rich insights into workplace learning based on this research as well as on theoretical literature which refers to concepts like motivation, subjectivity, work identity and agency in connection with the quest for freedom of learning.  相似文献