The implications of a connectivist learning blog model and the changing role of teaching and learning          下载免费PDF全文

Elaine Garcia  Ibrahim Elbeltagi  Mel Brown  Kerry Dungay 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):877-894

While the use of Web 2.0 tools and specifically blogs is becoming increasingly popular within higher education (HE) and has been shown to promote learning, relatively little is known about the manner in which such tools may affect how teaching and learning may change as a result of the use of such tools. It is within this context that a connectivist learning model was created and has been further developed within this paper in order to consider the implications of how the use of blogs may change the manner in which teaching and learning occurs. Within this research, a case study of the use of collective student blogs utilized as part of a formally assessed module, undertaken within an HE institution, is utilized to explore the manner in which teaching and learning can be seen to change through a connectivist learning model of blog usage. From this case study, it appears that connectivism does provide a theoretical model for the way in which teaching and learning may change as a result of the use of blogs by learners. However, the experience of staff and students who undertook the project suggests that while a number of elements of the connectivist model can be identified, these are not seen universally among all students.  相似文献   

Physical environment as a 3-D textbook: design and development of a prototype     

Seng Yeap Kong  Naziaty Mohd Yaacob  Ati Rosemary Mohd Ariffin 《Asia Pacific Journal of Education》2015,35(2):241-258

The use of the physical environment as a three-dimensional (3-D) textbook is not a common practice in educational facilities design. Previous researches documented that little progress has been made to incorporate environmental education (EE) into architecture, especially among the conventional designers who are often constrained by the budget and building area requirements. This article presents an exploratory project to develop a prototype for the 3-D textbook. The author does not formulate ideas and concept based on the pre-determined specs in a design brief. Instead, the design solution evolved through a qualitative case study conducted at the Green School in Bali, Indonesia. Data were collected through a series of interviews and on-site observations. The qualitative findings uncovered four design features for the 3-D textbook. A prototype was subsequently developed using the design features as a blueprint. The prototype serves as a testing ground for new ideas as well as a platform to promote awareness and acceptance of the 3-D textbook among the practitioners. Consequently, this article attempted a significant proposition to bring together architecture and EE, thus potentially contributing to a field of knowledge that embraces design and education.  相似文献   

水稻穗内不同粒位间的矿质营养变化差异及其与籽粒植酸含量的关系   总被引：1，自引：0，他引：1  

Da SU Faisal SULTAN Ning-ehun ZHAO Bing-ting LEI Fu-biao WANG Gang PAN Fang-min CHENG 《Journal of Zhejiang University. Science. B》2014,15(11):986-996

研究目的：阐明水稻穗内不同粒位间的主要矿质营养元素和植酸含量差异、粒位分布特点及其与品种穗型间的联系。 创新要点：将水稻品种的穗型变化与稻米营养品质结合起来,从水稻穗粒结构角度,对同一稻穗内不同籽粒间的主要矿质营养元素与植酸含量差异、粒位分布特点及其与水稻品种穗型间的相互关系进行了较系统的探讨分析。 研究方法：以典型的直立穗型和弯穗型粳稻品种为材料,通过对两类水稻品种在相同栽培条件下籽粒矿质营养元素和植酸含量的测定分析,并依据水稻籽粒在稻穗上的着生部位,将同一稻穗内的不同籽粒划分为六个粒位,比较分析了两类品种同一稻穗内不同部位间矿质营养元素和植酸含量的差异变化及其粒位分布特点。 重要结论：水稻穗型虽然与品种问的籽粒矿质营养元素和植酸含量高低没有直接关系,但对其穗内不同籽粒间的主要矿质营养元素和植酸含量存在着较大影响;与稻穗中下部的弱势粒相比,同一稻穗内着生在稻穗上中部的强势粒通常具有相对较高的锌、铁矿质元素含量,而籽粒植酸含量和植酸,锌（铁）摩尔比则有所降低,稻米营养品质也相对较好;不同矿质营养元素相比,粒位效应对铁矿质营养的影响作用要略大于对钙和锌营养元素含量。  相似文献   

ASSESSING CHEMISTRY-LEARNING COMPETENCIES OF STUDENTS IN ISOLATED RURAL SENIOR HIGH SCHOOLS BY USING THE NATIONAL EXAMINATION: A CASE STUDY OF SIMEULUE ISLAND,INDONESIA     

M- Adlim  Soewarno S  Hasbi Ali  Armia Ibrahim  Hasmunir Umar  Khairil Ismail  Usman A. Gani  Ishak Hasan  Burhanuddin Yasin 《International Journal of Science and Mathematics Education》2014,12(4):817-839

This study explored learning competency based on the Indonesian National Examination focusing especially on chemistry performance and the circumstances of senior high school students and teachers in rural areas of Simeulue Island, Indonesia. The National Examination total score and chemistry score for students in rural areas were consistently lower than students in urban areas during 2008–2010. The majority of rural students were failing to master key chemistry concepts. Their low performance on laboratory-based questions appeared to indicate that the associated practical work was not done as part of the chemistry courses. Some chemistry topics were not taught due to insufficient time, student weaknesses, insufficient textbooks, and other reasons. The issues of low competency of teachers, poverty for the majority of students, low enrollment in schools, and low competition among students in these rural senior high schools appeared to be common problems across rural settings. The local government has recommended providing a consolidated rural high school with qualified chemistry teachers, laboratories, and transportation to address factors negatively influencing student achievement. Furthermore, local rural school officials need to recruit and retain qualified teachers in these isolated areas, provide effective textbooks and instructional resources, and facilitate the professional development of chemistry teachers.  相似文献   

The impact of lexical and phonological distance on reading acquisition: The diglossic context of Arabic     

Abeer Asli-Badarneh  Ibrahim Asadi 《Journal of Research in Reading》2023,46(4):376-392

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Kenyan Children's Ideas about Parks and Wildlife     

Ibrahim Ali 《Environmental Education Research》2002,8(4):439-462

This study is about Kenyan pupils' ideas of parks and wildlife. Despite their importance in Kenya, parks and wildlife do not seem to have contributed much in terms of teaching and learning of ecology at school. The findings show a lack of scientific explanation and understanding of issues of wildlife and parks. However, some pupils understand parks and wildlife in terms of their social implications such as socioeconomic benefits, tourism and the resolution of the human-wildlife conflict. The pupils note the potential of parks and wildlife to contribute to the alleviation of poverty and the creation of a more equitable society. They also note the importance of participation in determining park and wildlife ownership in Kenya.  相似文献   

Mediated Modeling in Science Education     

Ibrahim A. Halloun 《Science & Education》2007,16(7-8):653-697

Following two decades of corroboration, modeling theory is presented as a pedagogical theory that promotes mediated experiential learning of model-laden theory and inquiry in science education. Students develop experiential knowledge about physical realities through interplay between their own ideas about the physical world and particular patterns in this world. Under teacher mediation, they represent each pattern with a particular model that they develop through a five-phase learning cycle, following particular modeling schemata of well-defined dimensions and rules of engagement. Significantly greater student achievement has been increasingly demonstrated under mediated modeling than under conventional instruction of lecture and demonstration, especially in secondary school and university physics courses. The improved achievement is reflected in more meaningful understanding of course materials, better learning styles, higher success rates, lower attrition rates and narrower gaps between students of different backgrounds.  相似文献   

Accreditation in Turkish universities     

Ibrahim Akduman  Lerzan Özkale  Ekrem Ekinci 《European Journal of Engineering Education》2001,26(3):231-239

In Turkey, students are more and more willing to participate in the global free movement of students and of high-skilled labour after their graduation. This is why they request international accreditation from universities. Therefore, accreditation is one of the parameters that play an important role in students' university selection. On the other hand, Turkey is aiming to be a European Union member. This imposes institutional legal and civil arrangements and harmonization. Also, the general trend of globalization dictates requirements from university graduates that are answered in best business practice in which accreditation is a major component. In this paper, accreditation efforts to achieve international recognition for Turkish universities are discussed. For this purpose information on higher education is given. Attempts for accreditation on licensure through FEANI is explained. Accreditation on department programmes by ABET (USA) and by an engineering institution (UK) are discussed and their similarities are pinpointed. Also, a Turkish, British and World Bank quality assessment pilot project for education and research is discussed.  相似文献   

Development,validation, and factorial comparison of the McGill Self-Efficacy of Learners For Inquiry Engagement (McSELFIE) survey in natural science disciplines     

Ahmed Ibrahim  Mark W. Aulls  Bruce M. Shore 《International Journal of Science Education》2016,38(16):2450-2476

Sociocognitive theory [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall; Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184. doi:10.1037/0003-066x.44.9.1175; Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287. doi:10.1016/0749-5978(91)90022-L] accords high importance to the mechanisms of human agency and how they are exercised through self-efficacy. In this paper, we developed and validated the McGill Self-Efficacy For Inquiry Engagement (McSELFIE) instrument with undergraduate students in natural science disciplines. We defined inquiry engagement as carrying out the practices of science (POS) that are supported by students’ personality characteristics (SPCs) and that result in achieving inquiry-learning outcomes (ILOs). Based on these theoretical perspectives, the McSELFIE is a 60-item, learner-focused survey that addresses three components that are theoretically important for engaging in scientific inquiry: (a) SPCs, (b) ILOs, and (c) POS. Evidence for construct and content validity were obtained by using experts’ judgments and confirmatory factor analysis with a sample of 110 undergraduate students enrolled in science disciplines. Internal consistency of the factors and instrument was also examined. The McSELFIE instrument is a reliable and valid instrument for measuring science undergraduate students’ self-efficacy for inquiry engagement. Matched pairs analyses were conducted among the instruments’ factors. Students reported the highest self-efficacy for openness, applying knowledge, and carrying out investigations. Students reported the lowest self-efficacy for extraversion, understanding metacognitive knowledge, and planning investigations. Theoretical and practical implications are discussed.  相似文献   

Academic promotion in Malaysian public universities: a critical look at issues and challenges     

Norzaini Azman  Ibrahim Che Omar  Aida Suraya Md Yunus  Ahmad Nurulazam Md Zain 《牛津教育评论》2016,42(1):71-88

The expansion and transformation of Malaysian universities have generated major changes in the nature of academic employment and the structure of academic promotion in higher education institutions. These changes have considerable implications, in particular for the policy and practice of academic promotion in the public universities. We argue that despite sharing one common grade and salary system, distinct and significant differences exist in the academic promotion systems of the public universities. Drawing on one recent study on the academic promotion process in Malaysian public universities to contextualise our discussion, this paper highlights the complexity in the promotion process in these institutions. It also discusses and articulates the attendant issues and challenging aspects of the academic promotion process. We argue that the interrelated issues and challenges, and certain academic practices and habits stemming from the pressure to gain a promotion are pervasive, and that they affect the academic value system and work culture. We conclude by asserting the importance of applying a consistent standard for promotion within a single salary system and that the academic promotion system in the public universities should ultimately affirm and communicate core academic values, and also aim at obtaining evidence of excellent accomplishments.  相似文献