Measuring perceptions of the learning environment and approaches to learning: validation of the learn questionnaire     

Kim Jesper Herrmann  Anna Bager-Elsborg  Anna Parpala 《Scandinavian Journal of Educational Research》2017,61(5):526-539

While focus on quality in Danish higher education has been growing in recent years, limited attention has been devoted to developing and thoroughly validating instruments that allow collecting data about university students’ perceptions of the teaching-learning environment. Based on data from a large sample of Danish university students, a Danish version of the Learn questionnaire was validated using confirmatory and exploratory factor analysis. Analyses confirmed the existence of three scales reflecting students’ approaches to learning and six scales reflecting students’ perception of the teaching-learning environment. The results suggest that the Danish version of Learn is a valid instrument to be used for evaluation of the teaching-learning environment as well as for research into Danish university students’ learning strategies.  相似文献   

SeeWord—a personal word processing environment for dyslexic computer users     

Peter Gregor  Anna Dickinson  Alison Macaffer  Peter Andreasen 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(3):341-355

SeeWord is a highly configurable word processing environment, which assists dyslexic users when producing and reading text. The software was developed using a user-centred development cycle where user feedback contributed to each revision. Evaluations showed that users were able to find individualised combinations of settings using the specialised software, which they used in preference to the black-on-white text that is usually displayed on computer monitors. Three separate prototypes of the software were developed and evaluated. The third prototype was used in an experimental study with 6 dyslexic school pupils. The research showed that 5 out of the 6 dyslexic users aged 14–16 years benefited from the use of specialised software when reading text from a computer screen. Participants were able to read standard texts from a screen significantly more accurately with the aid of SeeWord. All participants reported that they felt they could read text from the screen better using the software. The results suggest that a larger scale evaluation of the software would provide valuable information about problems associated with computer use by people with dyslexia. A further study into the visual processes involved in dyslexia would also be of great value.  相似文献   

Humanities students and epistemological obstacles related to limits     

Anna Sierpińska 《Educational Studies in Mathematics》1987,18(4):371-397

The article presents a report on four 45 minute sessions with a group of 17 year old humanities students. These sessions were the first of a series organised with the aim of exploring the possibilities of elaborating didactical situations that would help the students overcome epistemological obstacles related to limits. Students' attitudes pertinent to the development of the notion of limit, as well as changes of these attitudes, are described and analysed.  相似文献   

Exploring youth engagement in agricultural development: the case of farmers’ children in the Philippines as rice crop manager infomediaries     

Jaime A. Manalo IV  Sonny P. Pasiona  Anna Marie F. Bautista  Jennifer D. Villaflor  Donna Cris P. Corpuz  Hanah Hazel Mavi Biag-Manalo 《The Journal of Agricultural Education and Extension》2019,25(4):361-377

Purpose: This paper explores the intersections between community development and youth development in an initiative that mobilized farmers’ children as Rice Crop Manager (RCM) infomediaries (information mediators). RCM is an ICT-enabled nutrient management application.

Design/Methodology/Approach: The study engaged 30 farmers’ children in high school level from the provinces of Pangasinan, Isabela, Camarines Sur, Iloilo, Bukidnon, and Davao del Norte from November 2016 to October 2017. They interacted with the research team (the authors) and the RCM-SMS platform that sends text messages regarding fertilizer recommendations. A staff member from the Agricultural Training Institute (ATI) also called the students for some follow-up questions. The research team conducted three rounds of interviews with the students concerning the messages and calls that they received and what they did with the information.

Findings: This study finds that farmers’ children can perform infomediary roles quite effectively. Academically excellent children and those involved in farm work performed best.

Practical Implications: The study provides guidance on similar initiatives tapping young people in agricultural development.

Theoretical Implications: This paper finds that while Community Youth Development (CYD) Theory provides a powerful lens in understanding community and youth development intersections, some identified outcomes may overlap and may not be very easy to observe. Hence, the identified outcomes may be revisited for clarity and to make them more all-encompassing.

Originality/Value: The paper documents actual parent-child interaction when the latter is mobilized to serve as an infomediary to access nutrient management-related information on rice.  相似文献   

Storylines in the physics teaching content of an upper secondary school classroom     

Maria Berge  Anna Danielsson  Malena Lidar 《Research in Science & Technological Education》2020,38(1):63-83

ABSTRACT

Background: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.

Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.

Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned.

Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empirical enquiry’ and ‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in the discipline.

Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education.  相似文献   

Analysis of Students’ learning of computer programming in a computer laboratory context     

Michael Thuné  Anna Eckerdal 《European Journal of Engineering Education》2019,44(5):769-786

ABSTRACT

Previous research shows that many students find it difficult to learn computer programming. To learn computer programming includes both gaining theoretical understanding and learning to develop programmes in practice. To this end, teachers commonly design programming exercises for the students in the computer laboratory. To be able to improve the process of designing such exercises, there is a need of a more detailed understanding of the interaction between learning of theory and learning of practice in laboratory sessions. In this paper, an approach for investigating this interaction is proposed. Theoretically, the approach is based on phenomenography and variation theory. To illustrate the approach, it is demonstrated in detail how it was applied to a small but rich case of empirical data from a computer laboratory session. The main result presented here is the new approach for analysing data. In addition, the results of the case study shed preliminary light on the interaction between learning of practice and learning of theory when students work with programming assignments in the laboratory.  相似文献   

Extinction in multiple contexts: Effects on the rate of extinction and the strength of response recovery     

Javier Bustamante  Metin Uengoer  Anna Thorwart  Harald Lachnit 《Learning & behavior》2016,44(3):283-294

  相似文献   

Television and Radiovision in the Teaching of Modern Mathematics: A Comparative Study     

Anna Foxall 《British journal of educational technology : journal of the Council for Educational Technology》1972,3(3):236-244

  相似文献   

Assessing the unassessable: making learning visible in undergraduates’ experiences of scientific research     

Anna Wilson  Susan Howitt  Denise Higgins 《Assessment & Evaluation in Higher Education》2016,41(6):901-916

We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We describe an empirical study involving the implementation of reflective blogs in which science students responded to prompt questions designed to focus their attention on how their project was progressing, the process of research and their own learning. The blogs reveal examples of students engaging in independent thinking, creative thinking and developing a sense of themselves as scientists, all qualities valued by supervisors. They also show how these combine as ‘wicked competences’ that allow students to address the complex problems and uncertainties of research. We identify characteristic patterns of reflection that indicate the exercise of such competences and suggest that these could be used as explicit evidence by academics making judgements for assessment purposes.  相似文献   

Preservice elementary teachers' explicit beliefs about multiplication and division     

Dina Tirosh  Anna O. Graeber 《Educational Studies in Mathematics》1989,20(1):79-96

This study, conducted in the United States, was designed to assess the extent to which the beliefs, multiplication always makes bigger and division always makes smaller, are explicitly held by preservice elementary teachers. Paper and pencil instruments were administered to 136 preservice elementary teachers in a large university in the southeastern United States. Responses on the instruments and in interviews provide insight into the sources of preservice teachers' beliefs and into the relationship among preservice teachers' beliefs, computational skills, and performance on word problems.  相似文献