A comparative analysis of analogies in secondary biology and chemistry textbooks used in Australian schools     

Rodney B. Thiele  Grady J. Venville  Dr David F. Treagust 《Research in Science Education》1995,25(2):221-230

To aid the explanation of abstract science concepts, authors of textbooks employ learning tools such as analogies to help students learn. Analogies are believed to allow new material to be more easily assimilated with students' prior knowledge by linking it to their previous experiences. Continuing research on analogies in science textbooks and science teaching is providing a clearer picture of the types of analogies that are available (Duit, 1991), their ranges of presentation style (Curtis & Reigeluth, 1984; Thiele & Treagust, 1992), and their efficacy to effect students' conceptual understandings (Harrison & Treagust, 1993).  相似文献   

Development and Application of a Category System to Describe Pre-Service Science Teachers’ Activities in the Process of Scientific Modelling     

Krell  Moritz  Walzer  Christine  Hergert  Susann  Krüger  Dirk 《Research in Science Education》2019,49(5):1319-1345

Research in Science Education - As part of their professional competencies, science teachers need an elaborate meta-modelling knowledge as well as modelling skills in order to guide and monitor...  相似文献   

Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships     

Jenna Mittelmeier  Bart Rienties  Dirk Tempelaar  Denise Whitelock 《Higher Education》2018,75(1):149-166

As universities worldwide rapidly internationalise, higher education classrooms have become unique spaces for collaboration between students from different countries. One common way to encourage collaboration between diverse peers is through group work. However, previous research has highlighted that cross-cultural group work can be challenging and has hinted at potential social tensions. To understand this notion better, we have used robust quantitative tools in this study to select 20 participants from a larger classroom of 860 students to take part in an in-depth qualitative interview about cross-cultural group work experiences. Participant views on social tensions in cross-cultural group work were elicited using a unique mediating artefact method to encourage reflection and in-depth discussion. In our analysis of emergent interview themes, we compared student perspectives on the role of social relationships in group work by their academic performance level. Our findings indicated that all students interviewed desired the opportunity to form social relationships with their group work members, but their motivations for doing so varied widely by academic performance level.  相似文献   

Values education and student satisfaction: German business students' perceptions of universities' value influences     

Dirk C. Moosmayer  Florian U. Siems 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):257-272

As a result of the past decade's financial crises, the focus on students' values as an output of higher management education has increased. Simultaneously, marketing theory has become prevalent in the management of higher education institutions, such that student satisfaction represents a key output variable for their service provision. This study integrates both perspectives to investigate how values-oriented education relates to student satisfaction. A sample of 191 respondents from a German university reveals that business students expect more value influence than they believe their institution actually delivers. Furthermore, students' perceptions of the value influence delivered by their university increase their satisfaction with the institution. Finally, the value influence students expect is more closely associated with universalism values (connected to sustainability and CSR) than with power values. These results imply that universities can increase student satisfaction if they coordinate opportunities to discuss and shape values, particularly with regard to universalism ideals.  相似文献   

Fifteen years of action research for political and educational emancipation at a South African University   总被引：1，自引：1，他引：0  

Maureen Robinson  Dirk Meerkotter 《Educational Action Research》2013,21(3):447-466

This article traces the origins and development of an action research Master's in Education programme, which was introduced in the Faculty of Education at the University of the Western Cape, South Africa in the mid-1980s. The programme began during a time of political and social repression, when the apartheid government was very much in control, and was explicitly located within an emancipatory approach to education. The article discusses the vision of emancipatory education that underpinned the programme, linking this to the political situation of domination and resistance in the educational sector. The origins of People's Education are described, as well as various initiatives in action research which were closely linked to the People's Education movement of the time. The article concludes by discussing some of the new challenges for action research and emancipatory education in the post-apartheid era.  相似文献   

Relational, structural, and semantic analysis of graphical representations and concept maps     

Dirk Ifenthaler 《Educational technology research and development : ETR & D》2010,58(1):81-97

The demand for good instructional environments presupposes valid and reliable analytical instruments for educational research. This paper introduces the SMD Technology (Surface, Matching, Deep Structure), which measures relational, structural, and semantic levels of graphical representations and concept maps. The reliability and validity of the computer-based and automated SMD Technology was tested in three experimental studies with 106 participants. The findings indicate a high reliability and validity. The discussion focuses on the development and realization of the three levels of the SMD Technology and applications for research, learning and instruction.  相似文献   

Quality issues in the internationalisation of higher education   总被引：5，自引：0，他引：5  

Dirk Van Damme 《Higher Education》2001,41(4):415-441

Although the quality issue has become a central preoccupation inother domains of higher education, current internationalisation policiesand practices in higher education have developed without much concernfor quality assurance. The central thesis of this paper is that we havecome to a point in the development of higher education whereinternationalisation policies and practices face the limits of theirdevelopment unless the quality challenge is addressed in all itsconsequences. The paper first provides an overview of contemporary formsof and recent developments in internationalisation in higher education.From more or less `traditional' forms such as student and teaching staffmobility, internationalisation policies and practices nowadays move intoactivities such as exporting higher education via branch campuses andinstitutional co-operation, developing transnational university networksand virtual delivery of higher education, and the harmonisation ofhigher education systems. In these recent developments several issuesand challenges arise, which in one kind or another have direct links tothe quality challenge. The quality of internationalisation policies andpractices itself is an important problem, but of more importance are theissues of the recognition of foreign diplomas and degrees and therecognition of credits and credit-transfer. This paper takes a criticalstance towards for example the ECTS, which tries to solve these issueswithout much concern for quality. The way out lies in an integration ofinternationalisation policies and general quality assurance practices atinstitutional and policy levels.  相似文献   

1. Karl H. Hörning: Experten des Alltags. Die Wiederentdeckung des praktischen Wissens     

Claus J. Tully  Dirk Baier 《Zeitschrift für Erziehungswissenschaft》2003,6(2):300-301

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Students’ Levels of Understanding Models and Modelling in Biology: Global or Aspect-Dependent?     

Moritz Krell  Annette Upmeier zu Belzen  Dirk Krüger 《Research in Science Education》2014,44(1):109-132

It is argued that knowledge about models is an important part of a profound understanding of Nature of Science. Consequently, researchers have developed different ‘levels of understanding’ to analyse students’, teachers’, or experts’ comprehension of this topic. In some approaches, global levels of understanding have been developed which mirror the idea of an understanding of models and modelling as a whole. Opposed to this, some authors have developed levels of understanding for distinct aspects concerning models and modelling in science (i.e. aspect-dependent levels). This points to an important issue for science education research since global conceptualisations might lead to less differentiated assessments and interventions than aspect-dependent ones. To contribute to this issue, the article summarises conceptualisations of both global and aspect-dependent levels of understanding models and modelling that have been developed in science education. Further, students’ understanding of the aspects nature of models, multiple models, purpose of models, testing models, and changing models has been assessed (N?=?1,180; 11 to 19 years old; secondary schools; Berlin, Germany). It is discussed to what extent the data support the notion of global or aspect-dependent levels of understanding models and modelling in science. The results suggest that students seem to have a complex and at least partly inconsistent pattern of understanding models. Furthermore, students with high nonverbal intelligence and good marks seem to have a comparatively more consistent and more elaborated understanding of models and modelling than weaker students. Recommendations for assessment in science education research and teaching practice are made.  相似文献   

Reframing and Articulating Socio-scientific Classroom Discourses on Genetic Testing from an STS Perspective     

Dirk Jan Boerwinkel  Tsjalling Swierstra  Arend Jan Waarlo 《Science & Education》2014,23(2):485-507

In recent decades, Science & Technology Studies (STS) have revealed the dynamic interaction between science and technology and society. Technology development is not an autonomous process and its artifacts are not socially inert. Society and technology shape each other. Technologies often have ‘soft impacts’ in terms of unpredicted side effects on individuals and society. Nevertheless, current societal discourse on technological innovations is still dominated by ‘hard impacts’ such as quantifiable risks for health, safety and the environment. Furthermore, participants in socio-scientific discourses often underestimate their agency in influencing technological innovations, and at the same time overestimate their freedom of choice to use a technology. Past debates on technological innovations have shown how these debates were framed and often caught in fruitless discourse patterns or arguments. Interventionist STS research experiments with solutions to this problem. Assuming that an STS perspective is helpful in reframing and articulating socio-scientific classroom discourses, the case of genetic testing is used to explore this. An important positive ‘hard impact’ of genetic testing is disease prevention. However, this is put into perspective by addressing ‘soft impacts’ such as limited access to certain careers based on genetic risk and changes in the conception of health and the perception of responsibility for one’s health. Discussion stoppers such as ‘playing God’ or ‘We can’t stop technological advancement’ can be challenged through uncovering underlying assumptions. The use of narratives and future scenarios in classrooms seems fruitful in provoking imagination and engaging students in public debates on technological innovations.  相似文献