This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers’ perceptions
of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students
in a large urban university. Changing students’ ideas about science laboratory teaching and learning and creating more positive
attitudes towards science were accomplished by using a guided open-ended approach to investigations, together with instructors
who used cooperative learning groups to create a supportive environment. Ideas and attitudes prior to the course were assessed
using a questionnaire focusing on the students’ previous science laboratory courses, and these were compared to data collected
at the end of the course. Students reported large and statistically significant improvements on all seven scales assessing
the laboratory learning environment and attitudes towards science. The largest gains were observed for Open-Endedness and
Material Environment (with effect sizes of 6.74 and 3.82 standard deviations, respectively). An investigation of attitude-environment
associations revealed numerous positive and statistically significant associations in both univariate and multivariate analyses.
In particular, the level of Instructor Support was the strongest independent predictor of student attitudes at two levels
of analysis. 相似文献
Professional soccer players from the first team (1st team, n = 27), under twenty-one (U21, n = 21) and under eighteen (U18, n = 35) squads of an English Premier League soccer team were assessed for whole body and regional estimates of body composition using dual-energy X-ray absorptiometry (DXA). Per cent body fat was lower in 1st team (10.0 ± 1.6) compared with both U21 (11.6 ± 2.5, P = 0.02) and U18 (11.4 ± 2.6, P = 0.01) players. However, this difference was not due to variations (P = 0.23) in fat mass between squads (7.8 ± 1.6 v 8.8 ± 2.1 v 8.2 ± 2.4 kg, respectively) but rather the presence of more lean mass in 1st team (66.9 ± 7.1 kg, P < 0.01) and U21 (64.6 ± 6.5 kg, P = 0.02) compared with U18 (60.6 ± 6.3 kg) players. Accordingly, fat mass index was not different (P = 0.138) between squads, whereas lean mass index was greater (P < 0.01) in 1st team players (20.0 ± 1.1 kg · m?2) compared with U18 players (18.8 ± 1.4 kg · m?2). Differences in lean mass were also reflective of higher lean tissue mass in all regions, for example, upper limbs/lower limbs and trunk. Data suggest that training and nutritional interventions for younger players should therefore be targeted to lean mass growth as opposed to body fat loss. 相似文献
This commentary examines the rationale behind the use of participatory approaches to the design and development of educational interventions, particularly with respect to the inclusion of students in the process. The perspectives and claims put forth in this special issue are examined against an emerging approach to designing more usable educational interventions called design-based implementation research, or DBIR. 相似文献
In this paper, we undertake a brief review of the ‘conventional’ research into the problems of early career teachers to create a juxtaposed position from which to launch an alternative approach based on resilience theory. We outline four reasons why a new contextualised, social theory of resilience has the potential to open up the field of research into the professional lives of teachers and to produce new insights into the social, cultural and political dynamics at work within and beyond schools. We then move from these theoretical considerations to explain how we used them in a recent Australian research project that examined the experiences of 60 graduate teachers during their first year of teaching. This work led to the development of a Framework of Conditions Supporting Early Career Teacher Resilience which we outline, promote and advocate as the basis for action to better sustain our graduate teachers in their first few years of teaching. Finally, we reflect on the value of our work so far and outline our practical plans to ‘mobilise’ this knowledge in ways that will make it available to a variety of audiences concerned with the welfare of this group of teachers. 相似文献
This article reports the development, translation, validation and application of a modified Arabic version of a modified form of the What Is Happening In this Class? (WIHIC) questionnaire. When parallel Arabic and English versions of this questionnaire were field tested with a sample of 763 college students in 82 classes, the WIHIC exhibited sound factorial validity and internal consistency reliability for both its actual and preferred forms, and the actual form differentiated between the perceptions of students in different classrooms. Comparison of students’ scores on actual and preferred forms of the questionnaires revealed that students preferred a more positive classroom environment on all scales. 相似文献
The purpose of this study was to examine the effects of self-evaluative standards and graphed feedback on calibration accuracy
and performance in mathematics. Specifically, we explored the influence of mastery learning standards as opposed to social
comparison standards as well as of individual feedback as opposed to social comparison feedback. 90 fifth grade students were
randomly assigned to experimental and control groups. We conducted analyses for both the complete sample and an at-risk group
of low performing students who overestimate their skills. Self-evaluative standards had no effect on calibration accuracy
and performance. Students who received feedback were more accurate in their self-evaluative judgements than students who received
neither type of feedback. In overconfident students, feedback additionally increased prediction accuracy and, albeit marginally,
performance. We discuss the educational implications of our findings with respect to the relevance of standards and feedback
for promoting self-regulated learning within regular classroom settings. 相似文献
A long‐term, 2 year in‐service provision to develop pupils thinking capability was provided for 91 secondary schools during the period 1998–2002. The science teachers involved reported that the in‐service experience impacted on their pedagogic practice. The evidence was gathered through reflective surveys and interviews. The in‐service programme engaged the teachers in authentic learning activities. The findings suggest that engaging the teachers in actions or processes which are then transformed into conceptual (scientific and cognitive) objectives can influence their perception of learning. Through collective reflection of their active participation they objectified connections between learning processes and learning outcomes. The explicit reflections of the modelled experiences provided the opportunity for the teachers to empathize, as learners, with their pupils' learning situations. They were guided to reflect on how the nature of social interactions can impact on reasoning and meaning making. The reflective cognitive and learning objectivity of the in‐service programme appeared to influence their pedagogy in a variety of ways. The pedagogic changes included a significant increase in pragmatic interpretation and application of learning theories to classroom situations. Teaching strategies were also developed to include: proactive management of collaborative learning; a generally more interactive and dynamic way of learning through questioning; promotion of more prediction opportunities; encouragement of more reflection, in a variety of ways, on the processes by which potential or actual solutions to scientific tasks or challenges were reasoned. As a result of this study pedagogic principles to support learning and cognitive development in science and learning generally are proposed.
Une expérience continue à long terme sur une période de deux ans pour développer la capacité de réfléchir chez les élèves a été offerte à 91 collèges et lycées pendant la période entre 1998 et 2002. Les professeurs de sciences qui y étaient engagés ont déclaré que l'expérience continue a influé sur leur pratique pédagogique. Les preuves ont été réunies grâce aux enquêtes et aux interviews. L'expérience a engagé les professeurs dans des activités d'apprentissage authentiques. Les conclusions semblent indiquer qu'en engageant les professeurs dans des actions ou des procédés qu'on transforme ensuite en objectifs conceptuels (scientifiques et cognitifs) on peut influer sur leur perception de l'apprentissage. En réfléchissant collectivement à leur participation active, ils s'étaient engagés dans l'activité collective de faire de ce qu'on faisait auparavant l'objet de réflexion. Par suite de ces réflexions, les professeurs, en tant qu' apprenants, ont pu comprendre ce que ressentent leurs élèves dans les situations d'apprentissage. Ils ont été guidés à considérer l'effet des relations sociales sur le raisonnement et la compréhension. Il paraît que l'objectivité d'apprentissage cognitive et réflective a influé sur leur pédagogie à bien des égards. En ce qui concerne les changements pédagogiques, il y a eu une augmention significative de l'interprétation pragmatique et de l'application des théories d'apprentissage dans la salle de classe. Des stratégies pédagogiques ont également été développées qui comprennent une direction d'apprentissage qui fait preuve d'initiative; une façon d'apprendre en posant des questions qui est généralement plus interactive et dynamique; la promotion de plus de possibilitiés de prévision et l'encouragement à réfléchir plus à bien des égards sur les procédés qu'on utilise pour arriver aux solutions potentielles ou réelles des tâches et des défis scientifiques. L'impact de ces développements pédagogiques dans la salle de classe a été étudié mais on le présente ailleurs. Par suite de cette étude on propose des principes pédagogiques pour soutenir chez les élèves le développement cognitif et l'apprentissage des sciences et l'apprentissage en général.
Un estudio a largo plazo de dos años se llevó a cabo en 91 escuelas secundarias durante el periodo de 1998–2002, para desarrollar las capacidades de pensamiento de los alumnos. Los profesores de ciencia que participaron en el estudio informaron que la experiencia tuvo impacto en sus prácticas pedagógicas. La evidencia se obtuvo a través sondeos y entrevistas de reflexión. El estudio involucró a los profesores en experiencias auténticas de enseñanza. Los hallazgos sugieren que involucrar a los profesores en acciones o procesos los cuales luego son transformados en objetivos cognoscitivos (científicos o conceptuales), puede influenciar su percepción a cerca del aprendizaje. Las reflexiones explícitas de las experiencias modeladas proveyeron la oportunidad a los profesores de tener empatía, como estudiantes, con las situaciones de aprendizaje de sus alumnos. Ellos fueron guiados a reflexionar a cerca de cómo la naturaleza de las interacciones sociales puede tener impacto en el razonamiento y en el proceso de crear significado. La reflexión cognoscitiva y la objetividad del aprendizaje por parte de los profesores participante pareció influenciar sus métodos pedagógicos de varias formas. Los cambios pedagógicos incluyeron un aumento significativo en la interpretación pragmática y la aplicación de las teorías de enseñanza en las situaciones en la sala de clases. También se desarrollaron estrategias de enseñanza para la administración activa del aprendizaje en colaboración; una forma de aprendizaje a través de hacer preguntas que es generalmente más interactiva y dinámica; el promover más oportunidades para hacer predicciones y estimular más reflexión, de varias maneras, en los procesos por los cuales se razonan las soluciones actuales o potenciales para las tareas o retos científicos. Se estudió el impacto de estos desarrollos pedagógicos en el aprendizaje de los alumnos, pero son mencionados en otra parte. Como resultado de este estudio se proponen principios pedagógicos que apoyan la enseñanza y el desarrollo cognoscitivo en las ciencias y la enseñanza en general.
Zwischen 1998 und 2002 wurde an 91 amerikanischen Mittelstufenschulen ein zweijähriges Projekt durchgeführt, das dazu diente, die Fähigkeit zu selbständigem, wissenschaftlichem Denken der Schüler zu entwickeln und zu fördern. Die beteiligten Lehrer in den wissenschaftlichen Fächern berichteten, dass dieses Experiment ihre pädagogische Praxis beeinflusst hat. Dieses Ergebnis beruht auf der Auswertung von Fragebögen und Einzelgesprächen. Durch das Projekt wurden die Lehrer mit authentischen Lernprozessen konfrontiert. Die Ergebnisse deuten darauf hin, dass die Einbeziehung der Lehrer in Prozesse, die anschließend in konzeptionelle (wissenschaftliche und kognitive) Zielsetzungen umgewandelt werden konnten, ihre Vorstellung vom Lernprozess ändern kann. Durch die expliziten Reflektionen über die gewonnene Erfahrung wurde es den Lehrern ermöglicht, sich als Lernende mit den Lernsituationen ihrer Schüler zu identifizieren. Sie wurden angeregt, darüber nachzudenken, wie die Art sozialen Umgangs Einfluss auf Argumentation und Meinungsbildung haben kann. Die reflektive kognitive Objektivität des Experiments scheint die Pädagogik auf mehrere Arten zu beeinflussen. Pädagogische Änderungen erstreckten sich u.a. auf eine signifikante Zunahme der pragmatischen Interpretation und Anwendung von Lerntheorien auf Situationen im Klassenzimmer. Darüber hinaus wurden Lernstrategien entwickelt, um proaktives Management kollektiven Lernens, eine generell interaktivere und dynamischere Art des Lernens durch gezielte Fragen, eine Förderung von Vorhersagemöglichkeiten und Ermutigung zu mehr Reflektion auf verschiedene Arten einzuschließen. Die Auswirkungen dieser pädagogischen Entwicklungen auf das Lernverhalten von Schülern wurden untersucht und in einer separaten Studie veröffentlicht. Aufgrund dieser Studie werden pädagogische Prinzipien zur Unterstützung kognitiver Entwicklungen in Wissenschaft und Lehre vorgeschlagen. 相似文献
Ethnic differences in self-appraisals among 2,743 incoming college freshmen were examined in this study. Results showed that (a) Asian and Black students reported lower academic and social self-appraisals than did White students, and (b) Asian students reported lower career and social self-appraisals than did Black students. Practical and research implications are discussed in the article. 相似文献
This paper discusses an emerging development methodology, Performance Support Engineering, that can be used to design and build performance support systems. It introduces a new model called the Organizational Performance/Learning Cycle that describes the dynamics of the organizational learning process and provides a framework for thinking about the technologies (Ariel 1994) and methodologies that enable that process. The author argues that previous definitions of EPSS were too limited and restricted in their scope and expands on these earlier definitions to take into account this new model of organizational learning. The new dofinition clparly distinguishes EPSS from traditional systems development, which focuses on data, not on knowledge, and from expert systems development, which focuses on knowledge rather than on enabling performance. This new view of EPSS offers a clear opportunity for organizations to recognize the strategic importance of managing their knowledge assets. Most of the current methodologies in use by different functional groups are limited in their capability to enable this model and the expanded definition of EPSS. The author describes how the emerging Performance Support Engineering methodology overcomes those limitations. 相似文献
