FísicActiva: applying active learning strategies to a large engineering lecture     

Adriana Auyuanet  Helena Modzelewski  Silvia Loureiro  Daniel Alessandrini  Marina Míguez 《European Journal of Engineering Education》2018,43(1):55-64

This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers. Qualitative and quantitative data corresponding to three semesters are shown and discussed, indicating that the students that attended these lectures outperformed the students that followed the course in the traditional way: the pass rates increased, whereas the failure rates decreased. The students highly valued this methodology, in particular, the interactive and relaxed dynamics, highlighting the concern of professors to answer questions by means of new questions so as to promote reasoning. The results obtained point to a work path that deserves to be deepened and extended to other Engineering courses.  相似文献   

The Draw-a-Scientist Test in an African context: comparing students’ (stereotypical) images of scientists across university faculties     

Corlia Meyer  Marina Joubert 《Research in Science & Technological Education》2019,37(1):1-14

Background: People’s perceptions of scientists have repeatedly been investigated using the Draw-a-Scientist Test (DAST). The test is used to identify people’s (stereotypical) images of scientists, which might affect attitudes towards science and science-related career choices.

Purpose: The current study has two goals. (1) Applying the DAST at a university in South Africa, the study will add to the existing research literature through its Southern African context. (2) The study will also look more closely at the link between (stereotypical) images of scientists and science-related career choices.

Sample: The DAST was applied to first-year students (n = 445) across different faculties at a South African university. If the assumption that young people’s perceptions of scientists influence their career choice is correct, one would expect differences in the drawings made by students who have opted for different fields of study.

Design and methods: The DAST was administered during orientation week of the first-year students in January 2017. Students were provided with a prepared blank sheet of paper and asked to draw a scientist and to fill in further information on the back of the paper. A content analysis applying the DAST checklist was used to analyse the images.

Results: The findings show that South African students use about four stereotypical indicators when drawing a scientist, and social science students drew stereotypical attributes more frequently when compared to students from other faculties. A typical scientist – as depicted in this study – is a man of uncertain age, who wears eyeglasses and a lab coat, and is surrounded by laboratory equipment.

Conclusions: Findings are largely in line with the international research literature. To challenge gender stereotypes, more contact between students and female role models might be essential. If (stereotypical) images really affect science-related career choices deserves further attention in future research studies.  相似文献   

Exploratory Analysis to Identify Concepts,Skills, Knowledge,and Tools to Educate Business Analytics Practitioners     

Marina E. Johnson  Abdullah Albizri  Rashmi Jain 《Decision Sciences Journal of Innovative Education》2020,18(1):90-118

Recent technological advancements in data storage and processing have changed how companies conduct their business. An increasing number of firms have started putting their efforts in extracting information from their databases to improve profitability and reduce costs using quantitative approaches. Thus, the job market has been experiencing a rapidly growing demand for business analytics (BA) practitioners, and universities across the globe are increasingly responding to this newly emerged field by offering both undergraduate and graduate level degrees as well as certificate programs. Thus, this research aims to provide a framework for academic institutions to develop a state‐of‐the‐art master's in business analytics (MSBA) curriculum by identifying concepts, skills, knowledge, and tools (CSKT) that industry seeks in BA practitioners. Our data‐driven methodology utilizes peer institution analysis, indeed.com web scraping, and focus group analysis with mid‐ and senior‐level analytics leaders from major companies. Our contribution to the literature and recommendations to institutions developing MSBA programs are offered at the end.  相似文献   

Interactive effects of guilt and moral disengagement on bullying,defending and outsider behavior     

Angela Mazzone  Marina Camodeca  Christina Salmivalli 《Journal of moral education》2016,45(4):419-432

We examined the moderating effect of guilt on the associations between moral disengagement and bullying, defending and outsider behaviors in a sample of 404 students (203 boys; M_age = 11.09 years; SD = 1.48). Bullying, defending and outsider behavior were assessed through peer nominations, whereas guilt and moral disengagement were assessed by self-reports. Results showed that moral disengagement was associated with high levels of bullying and low levels of defending. Guilt was negatively associated with bullying and positively with defending. A moderating effect for guilt was also found: increasing levels of moral disengagement contributed to more bullying and outsider behavior, and to less defending, among students with low levels of guilt. The current research broadens the extant literature, showing the combined effects of guilt and moral disengagement on bullying-related behaviors.  相似文献   

A taxonomy of emotion and cognition for student reflection: introducing emo-cog     

Marina Harvey  Chris Baumann  Vanessa Fredericks 《高等教育研究与发展》2019,38(6):1138-1153

ABSTRACT

Reflective practice can support student learning by enabling praxis: the bridging of the theory of the classroom with the students’ learning experience. Students’ written reflections are the most common mode for practising and documenting reflection. Available typologies for coding the level of student written reflections focus on the cognitive domain. The coding of student reflection data from four locations (Australia, Denmark, Hong Kong and South Korea; n?=?760) revealed that the focus on the cognitive domain could not capture the role and contribution of the affective domain of reflection for learning. This study conceptualises and presents our new two-domain emo-cog taxonomy, together with empirical evidence to substantiate a new way of thinking about reflection for learning. Emo-cog identifies multiple levels of affective responses along with traditional cognitive reflections. Emotions are found to make a significant contribution to student reflections. Learning is clearly a matter of head and heart.  相似文献   

Spiritual Conversation as Religiously Educative     

Luz Marina Díaz 《Religious education (Chicago, Ill.)》2017,112(5):477-490

This article proposes spiritual conversation as a religiously educative activity. Revelation as the relational activity of speaking–listening between the human and the divine in daily life, and education as an activity to show someone how to live and die, are key concepts for this study. This work includes a study of narrative at the heart of spiritual conversation. By uncovering the two contrasting processes of religious education, namely teaching religion and teaching how to be religious, this work identifies the contexts in which these processes may take place. This article explores spiritual conversation in two settings: Rite of Christian Initiation of Adults and biomedicine.  相似文献   

Teacher educators as curriculum developers: exploration of a professional role     

Marina Bouckaert  Quinta Kools 《欧洲师范教育杂志》2018,41(1):32-49

Teacher educators arguably fulfil several roles in their professional context: they can be seen as role models or teachers of teachers, and have additionally been characterised as researchers, mentors, gatekeepers, brokers, and curriculum developers. To address a perceived gap in the literature on the latter role, a quantitative and qualitative exploratory study into educators’ own perceptions of their role as curriculum developers was conducted at a large teacher education department in the Netherlands. Seventy-five educators completed a digital questionnaire. Their responses reveal that the participants generally consider themselves to be curriculum developers, are aware of the responsibilities this professional role entails, and can pinpoint concrete practices in which the role becomes visible. The findings furthermore suggest that educators have been prepared for and develop professionally in this role in a variety of ways, mostly through informal learning with their colleagues at the workplace. Based on these findings, recommendations are made to inform educational practice, policy, and research.  相似文献   

Übereinstimmung,Variabilität und Reliabilität von Schülerurteilen zur Unterrichtsqualität auf Schulebene     

Marina Wenger  Oliver Lüdtke  Martin Brunner 《Zeitschrift für Erziehungswissenschaft》2018,21(5):929-950

Using student ratings to assess instructional quality of schools should fulfill three requirements: (1) an appropriate level of inter-rater agreement within schools, (2) systematic variance of student ratings between schools, (3) an adequate reliability level of aggregated student ratings. Using international PISA-data (2000–2012; 81 countries, over 55,300 schools, over 1.3 million 15-year olds) this study investigated how these requirements were met regarding indicators of instructional quality (classroom management, cognitive activation, individual learning support). We computed the interrater agreement index r_WG(J), as well as the intraclass correlations ICC(1) and ICC(2). Our results showed that (1) student ratings demonstrated a moderate or strong level of agreement for most indicators of instructional quality and (2) instructional quality assessed by students varied systematically between schools. Yet, (3) reliability of aggregated student ratings was not sufficient in many countries. We discuss these results regarding conventions to evaluate agreement, variability, and reliability of student ratings at the school level.  相似文献   

Spectrum Approach to Mentoring: an evidence-based approach to mentoring for academics working in higher education     

Marina Harvey  Jayde Cahir 《Teacher Development》2017,21(1):160-174

Anecdotal and empirical evidence indicates that mentoring can be a successful strategy for supporting professional learning, yet limited literature exists on approaches to mentoring designed specifically for academics working in higher education. The aim of this study was to create an approach to mentoring tailored to the needs of academics and underpinned by evidence from the literature. Participatory action research was chosen as the methodology for the project as this enabled a process of inquiry to be embedded within academic practice. The outcome was the development of the Spectrum Approach to Mentoring (SAM). This three-step approach is goal orientated, and encompasses mentoring relationships that may be ongoing and sustained over time through to those that are short-term and aligned with a particular task or focus. SAM provides a suite of resources that can be used by academics to promote valuable opportunities for professional learning through the initiation of mentoring relationships.  相似文献   

Stimulus nonequivalences in go/no-go avoidance discriminations: Sensory,drive, and response factors     

Marina Frontali  Giorgio Bignami 《Learning & behavior》1974,2(2):153-160

Previous work with rats showed slower active avoidance (AA) and passive avoidance (PA) learning in a light-go/noise-light no-go task (L⁺NL^?) than in a noise-go/light-noise no-go task (N⁺LN^?), independently of noise intensity and of presence or absence of AA pretraining. Experiment I compared these two tasks and the corresponding discriminations with a compound AA and a simple PA signal. The latter were learned at a faster rate, with only negligible differences between the two types of stimulus arrangements (NL⁺L^? vs LN⁺N^?). Experiment II investigated the acquisition and reversal of four go/no-go tasks with a simple AA signal, with either a simple or a compound no-go signal and asymmetrical reinforcement, i.e., with an extinction instead of a PA contingency during the presentation of no-go signals. As in previous experiments with symmetrical reinforcement, the groups with a simple no-go signal (L⁺N^?, N⁺L^?) acquired AA with little or no generalization to the other stimulus. In reversal, however, the L⁺N^? group (formerly N⁺L^?) responded to the no-go signal much more frequently than the other (N⁺L^?, formerly L⁺N^?). Both the L⁺NL^? and the N⁺LN^? groups gave a large number of responses to the extinction signal, but the differences between the two groups were at least as large as in previous work with a PA contingency. These data show that perceptual or attentional phenomena cannot explain stimulus nonequivalences in situations with a compound no-go signal. Furthermore, the similar nonequivalences found in situations with and without differential fear conditioning (AA-extinction tests vs AA-PA tests) leads to complex, highly speculative models concerning possible interactions between response and drive-modulating properties of various stimuli.  相似文献