‘Just stick to the science’ is not enough     

Peterson  Erik L. 《Metascience》2019,28(1):147-150

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Google Scholar's Coverage of the Engineering Literature 10 years Later     

Carmen Cole  Angela R. Davis  Vanessa Eyer  John J. Meier 《The Journal of Academic Librarianship》2018,44(3):419-425

In 2008 Meier and Conkling first tested Google Scholar's coverage of the engineering literature against citations gathered from the Compendex database. Since that time, other studies have used the same methodology and found improvement in Google Scholar's coverage. This study uses engineering dissertations from Proquest Dissertations & Theses to create a data set of citations for the comparison of fee-based databases, Compendex and Scopus, against Google Scholar. From 1950 to 2017 Google Scholar outperformed both Compendex and Scopus in discoverability of citations in nine engineering subjects. These results have implications for collection management and information literacy program planning for librarians.  相似文献   

Exploring the experiences of academic libraries with research data management: A meta-ethnographic analysis of qualitative studies¹     

Laure Perrier  Erik Blondal  Heather MacDonald 《Library & information science research》2018,40(3-4):173-183

Taking on responsibilities in research data management (RDM) has proven to be a significant challenge as libraries have adopted new roles within higher education institutions. A qualitative review using the meta-ethnographic approach was conducted that examined the experiences of academic libraries and provided clarity on contextual influences associated with achievements, as well as illuminating the reasons for deficiencies. Libraries experienced uncertainty around roles and relationships related to RDM yet were recognized positively as a neutral, centralized space within academic institutions. This perception, combined with the current approach of fostering partnerships and collaborations, may prove to be useful for libraries as they strategically consider how best to provide continued support and services in RDM. Understanding the perspectives of academic libraries on how they respond and support the demands related to RDM offers a fuller, more robust insight that is essential for planning and decision-making.  相似文献   

Nullis in Verba: Advancing Research through Transparency and Openness     

Erik T. Mitchell  Edward M. Corrado 《International Information and Library Review》2018,50(2):157-162

Nullis in verba was chosen as the motto of the Royal Society, as it embodied the culture of transparency and collaboration that were the hallmarks of the Royal Society and of the scientific method it promoted. Communication, using the tools of the day, was essential to this community of scientists as they created and shared new knowledge. Almost three hundred years later, libraries continue to advance principles relating to the importance of collaboration and transparency. This two-part article series, published jointly in International Information and Library Review and Technical Services Quarterly explores notions of transparency and collaboration in research and how these ideas are impacting the world of librarianship – from information creation, organization and access perspectives.  相似文献   

Editorial     

Erik de Graaff 《European Journal of Engineering Education》2011,36(1):1-2

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Dopingberichterstattung in den Medien     

Johanna Schirm  Henk Erik Meier 《Sportwissenschaft》2016,46(3):143-161

This contribution reviews existing research on media coverage of doping in Germany. Based on a keyword search, 22 works were identified. The review aims to provide a survey of the state of the art in terms of questions addressed, methods and results as well as blind spots and methodological deficits. Moreover, directions for future research are outlined. Although research is characterized by substantial methodological heterogeneity, central results can be presented following the influential approach of Bette and Schimank. In accordance with their ideas media coverage of doping is characterized by scandalization, personalization and moralization. However, shortfalls of theoretical perspective and methodological shortcomings are noted. These deficits serve as an inspiration for future research.  相似文献   

Employment and Achievement in a Problem‐Based Curriculum     

Marianne M. M. van den Hurk  Henk J. M. van Berkel 《Higher Education in Europe》2005,30(2):229-236

The purpose of this study is twofold: first, to examine to what extent the time students work on paid jobs is related to study‐time (class attendance and time devoted to self‐study) and second, to what extent the time students work on paid jobs is related to achievement. A number of 120 students from the problem‐based Faculty of Health Sciences in the Netherlands kept a time‐diary. Academic achievement was measured by using scores on the block‐test. The results showed that working about four to eight hours per week on paid jobs (as opposed to working less than four hours per week or to working intensively, more than 8 hours per week) actually is positively related to study‐time. Test‐scores are not significantly different among students who are not working on jobs, work some hours, or work a lot.  相似文献   

Towards powerful learning environments for the acquisition of problem-solving skills     

Erik De Corte 《European Journal of Psychology of Education - EJPE》1990,5(1):5-19

It is generally agreed that acquiring thinking and problem-solving skills is nowadays a primary objective of general education. Responding appropriately to this challenge requires an answer to the following questions: 1. what does the acquisition of problem-solving skills involve, and 2. how can those abilities be fostered through systematic instruction? This contribution describes a four-step model of skilled problem-solving processes, and gives an overview of three major categories of cognitive skills involved in competent problem solving, namely, the flexible and integrated application of domain-specific knowledge, of heuristic methods, and of metacognitive skills. Furthermore, a framework is presented for the design and elaboration of powerful teaching-learning environments in which such problem-solving skills can be acquired efficiently. Two basic ideas underlying this model are: the view of learning as a constructive process, and the idea of cognitive apprenticeship as an effective and appropriate method for learning and teaching. Finally, some recent research findings supporting the educational significance of the framework are briefly reviewed.  相似文献   

Facilitating small-group learning: A comparison of student and staff tutors' behavior     

Jos H. C. Moust  Henk G. Schmidt 《Instructional Science》1994,22(4):287-301

This study focused on students' observations of student and staff tutors' behavior during two academic courses, using a thirtynine-item rating scale. The study took place within an integrated problem-based law curriculum. Six major factors in tutors' behavior were identified. Differences between student and staff tutors' performance were investigated. The results showed that student tutors were better at understanding the nature of the problems students face in attempting to master the subject-matter. Student tutors were also more interested in students' daily lives, study experiences and personalities. In addition, student tutors referred to end-of-course examinations more frequently than staff tutors to direct student learning. Alternatively, staff tutors used their subject-matter expertise more often and displayed more authoritarian behavior than student tutors. No differences were found with respect to tutors' focus on cooperation among group members. The results are interpreted in terms of the nature of the knowledge and experiences of students and staff with regard to problem-based learning and its requirements.  相似文献   

Training complete engineers: Global enterprise and engineering education     

Erik De Graaff  Wim Ravesteijn 《European Journal of Engineering Education》2001,26(4):419-427

For the past few years a discussion has been going on about the specific skills and knowledge a complete engineer should possess. Apart form this discussion, a separate debate has focused on the content of an engineer's education. This article is a combination of two joint papers (De Graaff and Ravesteijn 2000, Ravesteijn and De Graaff 2000) bearing on these respective subjects, presented by the authors at the SEFI 2000 conference in Paris. The demands from industry that engineers of the future will have to meet are summarized and related to characteristics of modern training methods. It is argued that a new view on the content of the engineer's education implies, at least to a certain extent, a new set of educational tools.  相似文献