The initial development of spelling in Spanish: From global to analytical     

Sylvia?DefiorEmail author  Francisca?Serrano 《Reading and writing》2005,18(1):81-98

During a school year, samples of words written by three groups of children of successive ages were collected. Two groups of children were in first and second year of Kindergarten (4 and 5 years of age), when alphabetic rules were not taught in a systematic way. The third group was in first year of Primary School (6 years of age), and was being taught to read and spell in a systematic way. After classifying the words written by the children, seven categories of spelling were obtained, which may represent different stages in their learning process. Their analysis showed that they are related to different types of knowledge and processes, mainly phonological ones. The results show that the development of spelling in Spanish does not qualitatively differ from that of children who learn to spell in opaque writing systems. The differences mainly involve the time it takes to learn, and the rate of acquisition.  相似文献   

Effect of Dental Course Cycle on Anatomical Knowledge and Dental Carving Ability of Dental Students     

Ademar Fonseca  Victoria B. da S. Guimarães  Sinval A. Rodrigues-Junior  Alisson A.R. Fonseca  Renato A. de Azevedo  Marcos B. Corrêa  Rafael G. Lund 《Anatomical sciences education》2022,15(2):352-359

This study assessed the effect of the course cycle on theoretical knowledge of dental morphology and the dental carving ability of dental students. Thirty-two dental students from the third semester (initial cycle) and 30 students from the eighth and tenth semesters of the dental course (end cycle) had their theoretical knowledge on dental morphology assessed using a questionnaire with ten closed questions. Their dental carving ability was also assessed using wax carvings in macro models of plaster (for the third [S3] and eight [S8] semesters) and natural-sized artificial teeth (for the tenth [S10] semester). The teeth chosen for the dental carving activity were #16 and #47. The scores were statistically analyzed using the t-test, Kruskal–Wallis test, and Mann–Whitney test (α = 0.05). Students from the initial cycle presented better theoretical knowledge than the other groups did (P < 0.007). No significant differences in carving score were found between the initial and end cycles (P > 0.05), although S10 students obtained a higher score for teeth #16 and #47 (P < 0.05). Natural-sized artificial teeth received a higher evaluation score in dental carvings than the macro models (P < 0.001). Within the limits of this study, it was possible to conclude that students from the initial cycle (S3) presented higher theoretical knowledge, whereas no difference in carving ability was observed between the initial and end cycles. The tenth semester (S10) students performed dental carvings with better quality. Furthermore, carvings in natural-sized artificial teeth presented better quality compared with the macro models.  相似文献   

Trust and Mistrust in Sources of Scientific Information on Climate Change and Vaccines     

Rowland  Jussara  Estevens  João  Krzewińska  Aneta  Warwas  Izabela  Delicado  Ana 《Science & Education》2022,31(5):1399-1424

Science & Education - Public trust in science and expertise remains a contentious issue. When public trust is analysed, it often simplifies a complex process of information retrieval and...  相似文献   

L'espace du mouvement: Une analyse des conflits dans les interactions entre institutrice et eleves d'une ecole maternelle     

Izabel Galvão 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(1-2):119-136

Résumé Cet article décrit les résultats d'une recherche menée dans une école mater-nelle de São Paolo, Brésil et qui s'appuie sur la théorie élaborée par Henri Wallon. Elle avait pour objectif d'étudier comment les écoliers sont influencés dans leur développment par a) une exigence erronée de contention motrice pendant la classe et b) un aménagement de l'espace de la classe peu propice à l'apprentissage. L'auteur conclut que ces facteurs provoquent des tensions qu'il serait possible d'éviter par une approche différente du mouvement et de l'espace.

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The research described in this article, winner of the Gottfried Hausmann Prize for 1994, was carried out in a kindergarten in São Paolo, Brazil, using the theory developed by Henri Wallon. The aim was to examine how primary school children are affected in their development by: (a) unnecessary restrictions placed on their physical movements during lessons; and (b) failure to organize the classroom space in a way that assists the learning process. The author concludes that these factors lead to tensions in the classroom which could be avoided through a different approach to movement and space.

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Zusammenfassung Dieser mit dem Gottfried Hausmann Preis 1994 prämierte Artikel beschreibt eine Forschungsarbeit, die in einem Kindergarten in Sao Paolo, Brasilien, unter Anwendung der von Henri Wallon entwickelten Theorie durch-geführt wurde. Ziel war eine Untersuchung darüber, inwieweit die Entwicklung von Kindern von folgenden Faktoren beeinflußt wird: a) unnötige Einschränkungen der physischen Bewegungen während des Unterrichts und b) die Unfähigkeit, den Klassenraum so aufzuteilen, daß der Lernprozess positiv beinflußt wird. Die Autorin zieht die Schlußfolgerung, daß diese Faktoren zu Spannungen im Klassenraum führen, die durch einen unterschiedlichen Ansatz zu Bewegung und Raumaufteilung vermieden werden könnten.

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Resumen El estudio descrito en este artículo, ganador del premio Gottfried Hausmann de 1994, fue realizado en un jardín de infancia en São Paolo, Brasil, con aplicación de la teoría desarrollada por Henri Wallon. El objetivo del mismo residía en averiguar en qué forma los niños del jardín de infancia se ven afectados en su desar-rollo por los siguientes factores: (a) la restricción innecesaria de sus movimientos físicos durante las lecciones: (b) la incapacidad de organizar el espacio del aula en un modo que apoye el proceso de aprendizaje. El autor concluye que estos factores promueven tensiones en el aula, que podrían evitarse a través de un enfoque diferente de los aspectos movimiento y espacio.

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Cet article est le résumé de la thèse de maîtrise que l'auteur a soutenue avec succès à l'Université de São Paulo, Brésil, Elle approfondit actuellement ce travail de recherche pour le doctorat. Cette thèse a été réalisée sous la direction du professeur Heloysa Dantas du département de psychologie de l'éducation, spécialiste de la théorie wallonienne. Ce travail doit beaucoup au Pr Dantas, dont l'orientation soutenue et compétente a été décisive pour son élaboration.  相似文献   

Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders     

Cordeiro  Carolina  Limpo  Teresa  Olive  Thierry  Castro  São Luís 《Reading and writing》2020,33(4):813-833

Reading and Writing - Writing is an important activity that involves many demanding processes. Given the complexity and goal-directed nature of writing, this activity is heavily dependent on...  相似文献   

Differential effect of university entrance score on first-year students’ academic performance in Portugal     

Maria Ferrão  Leandro Almeida 《Assessment & Evaluation in Higher Education》2019,44(4):610-622

The main goal of this study is to show that the association between university entrance score and first-year students’ academic performance varies randomly across courses after controlling for students’ sociodemographic, schooling trajectory and motivational variables. The sample consists of 2697 first-year students who were enrolled in 54 courses at a Portuguese public university in 2015/16. Multilevel modelling of academic performance suggests that 34% of variability in grade point average is due to differences among courses and that 80% of such variability is explained by the field of study, whether the university is the student’s first choice, and the student’s gender, age and parents’ level of education. In addition, the results corroborate that the university entrance score is the strongest predictor of first-year academic performance.  相似文献   

Municipalities and educational modernisation: a historical and geographical atlas of municipalities and education in Portugal     

Justino Magalhães 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):578-601

Abstract

This text focuses on municipalities from an educational and cultural perspective. Over the last 200 years, municipalities have played a fundamental role in the creation of guiding principles and educational norms and conventions. They have participated in the supply and universalisation of schooling and have contributed to integrating the public sphere and the modern, contemporary political structure. Municipalities as territories, populations, economies, and collective governments backed by written administration have influenced and become the model of the liberal and republican political and educational transformations. They have been crucial to the political, administrative, and socio-cultural constitution of the contemporary state. The school institution has integrated social and political development while educational modernity has brought school cartography closer to demographic, administrative, and cultural cartography. The municipal initiative has played a key role in terms of territorial suitability, modernisation of the school network, and curricular diversity. This text picks up on the main conclusions of the Educational and Cultural Atlas of the Municipalities in Portugal, and places the Portuguese context within a European and western framework. Municipalities are presented as an educational space, with historical and pedagogical importance in the modernisation of schooling, despite a historiographical tendency to dilute them into the state, connecting them to an official perspective of education. The article contains a summary of the Educational Atlas of the Municipalities in Portugal.  相似文献   

The Impact of Publishing During PhD Studies on Career Research Publication,Visibility, and Collaborations     

Hugo Horta  João M. Santos 《Research in higher education》2016,57(1):28-50

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Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement          下载免费PDF全文

Renato A. de Azevedo  Marcos B. Correa  Marcos A. Torriani  Rafael G. Lund 《Anatomical sciences education》2018,11(4):377-384

Knowledge of dental anatomy is of great importance in the practice of dentistry, especially in oral rehabilitation, because without this knowledge, professional practice is not possible. Dental carving plays a major role in training dental students as it develops their manual dexterity. This randomized controlled trial aimed to evaluate the influence of didactic‐theoretical reinforcement on the theoretical and practical knowledge of dental anatomy of preclinical students by examining the quality of the anatomical restorations performed by these students before and after a didactic‐theoretical reinforcement. For the evaluation of theoretical knowledge, a questionnaire with closed questions about dental anatomy was used. To evaluate the effect of didactic reinforcement on dental carvings, two groups of 15 preclinical students were assessed. Experimental group (G1) received a three‐hour theoretical tutoring on dental anatomy, while the control group (G2) did not. The dental carving scores obtained by the two different groups were compared using Student's t‐test. Cohen's d was used to estimate the effect sizes between groups. The frequency of correct answers given for each theoretical knowledge question was compared in each group using Fisher's exact test. T‐test was also used to compare the means of the two groups' final scores of theoretical evaluations. To compare these final scores obtained in both carving and theoretical tests, a principal component analysis was performed with different items assessed in each test to obtain factor loading scores and a final weighted score, where factor loadings were considered for each item. Weighted scores were compared using t‐test. Also, scores obtained during the head and neck course were assessed and compared using t‐test. Spearman's correlation test was used to assess the correlation between scores obtained prior to the anatomy course and scores obtained in the dental carving exercise. The theoretical evaluation revealed no significant difference between the grades (mean ± SD) of G1 (85.1 ± 6.6%) and G2 (86.2 ± 9.1%) with the grades of a baseline test that was previously obtained when students submitted to the study (P = 0.725). Regarding the tooth carving assessment, the dental carving quality by students of G1 has significantly improved, except for tooth #23 (P = 0.096). Theoretical reinforcement of dental anatomy seems to improve the students' carving performance but does not enhance their knowledge about dental anatomy. Anat Sci Educ 11: 377–384. © 2017 American Association of Anatomists.  相似文献   

Mapping psychology students’ perspective on group peer-tutoring in statistics     

Michael Cantinotti  Marjorie Désormeaux-Moreau  Marcos Balbinotti 《Mentoring & Tutoring: Partnership in Learning》2017,25(4):466-484

Students in psychology generally have difficulties to successfully accomplish mandatory courses in statistics. Group peer-tutoring is a pedagogical strategy to support them with a peer that has already successfully mastered the content of such a course. In order to specifically tailor group peer-tutoring to the needs of students and to sustain tutees’ participation, it is important to understand how they conceptualize tutoring. The aim of this study was to provide an empirical investigation of psychology students’ conceptualization regarding cross-year group peer-tutoring in statistics. A multivariate concept mapping analysis generated a relevant three-cluster structure (Tutoring setup, Tutor knowledge, interpersonal skills, and relational dynamics and Student role and commitment to the course) that underlies students’ cognitive structure regarding group peer-tutoring. The implications of the results for selecting and training peer-tutors are discussed.  相似文献