Teaching and learning in a multilingual Europe: findings from a cross-European study     

Dockrell  J. E.  Papadopoulos  T. C.  Mifsud  C. L.  Bourke  L.  Vilageliu  O.  Bešić  E.  Seifert  S.  Gasteiger-Klicpera  B.  Ralli  A.  Dimakos  I.  Karpava  S.  Martins  M.  Sousa  O.  Castro  S.  Søndergaard Knudsen  H. B.  Donau  P.  Haznedar  B.  Mikulajová  M.  Gerdzhikova  N. 《European Journal of Psychology of Education - EJPE》2022,37(2):293-320

School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.

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Constructing and Using Multimodal Narratives to Research in Science Education: Contributions Based on Practical Classroom     

J. B. Lopes  A. A. Silva  J. P. Cravino  C. A. Santos  A. Cunha  A. Pinto  A. Silva  C. Viegas  E. Saraiva  M. J. Branco 《Research in Science Education》2014,44(3):415-438

This study deals with the problem of how to collect genuine and useful data about science classroom practices, and preserving the complex and holistic nature of teaching and learning. Additionally, we were looking for an instrument that would allow comparability and verifiability for teaching and research purposes. Given the multimodality of teaching and learning processes, we developed the multimodal narrative (MN), which describes what happens during a task and incorporates data such as examples of students’ work, photos, diagrams, etc. Also, it describes teachers’ intentions, preserving the nature of teaching practice in natural settings and it is verifiable and comparable. In this paper, we show how the MN was developed and present the protocol that was used for its construction. We identify the main characteristics of the MN and place it in the context of international research. We explore the potential of the MN for research purposes, illustrating its use in a research study that we carried out. We find that the MN provides a way to gather, organize and transform data, avoiding confusing and time-consuming manipulation of data, while minimizing the natural subjectivity of the narrator. The same MN can be used by the same or by different researchers for different purposes. Furthermore, the same MN can be used with different analysis techniques. It is also possible to study research practices on a large scale using MNs from different teachers and lessons. We propose that MNs can also be useful for teachers’ professional development.  相似文献   

Integrator element as a promoter of active learning in engineering teaching     

Paulo C. Oliveira  Cristina G. Oliveira 《European Journal of Engineering Education》2014,39(2):201-211

In this paper, we present a teaching proposal used in an Introductory Physics course to civil engineering students from Porto's Engineering Institute/Instituto Superior de Engenharia do Porto (ISEP). The proposal was born from the need to change students’ perception and motivation for learning physics. It consists in the use of an integrator element, called the physics elevator project. This integrator element allows us to use, in a single project, all the content taught in the course and uses several active learning strategies. In this paper, we analyse this project as: (i) a clarifying element of the contents covered in the course; (ii) a promoter element of motivation and active participation in class and finally and (iii) a link between the contents covered in the course and the ‘real world’. The data were collected by a questionnaire and interviews to students. From the data collected, it seems that the integrator element improves students’ motivation towards physics and develops several skills that they consider to be important to their professional future. It also acts as a clarifying element and makes the connection between the physics that is taught and the ‘real world’.  相似文献   

The work,perceptions and professional development of teachers     

Ana Maria Silva  Rosalinda Herdeiro 《Teaching Education》2014,25(2):184-201

This article presents work from an ongoing investigation, where the objective is to understand the impact of recent Portuguese legislation – the Teaching Career Statute and its respective Evaluation of Teacher Performance regulations – on the (re)construction of teacher identity, the teaching career and professional development. From an analysis of the results obtained, it can be noted that the aforesaid legislation had a negative impact on the perceptions of teachers about their professional development, which is evidenced in their pedagogical practice, the educational success of their students, team work and professional investment for a significant percentage of teachers.  相似文献   

Adult humans’ understanding of support relations: an up-linkage replication     

Francisco J. Silva  Merritt I. ten Hope  Ali L. Tucker 《Learning & behavior》2014,42(4):337-347

In an up-linkage replication, three experiments examined adult humans’ folk physics, i.e., their naturally occurring and spontaneous understanding of the physical world, using a violation of expectation (VOE) task and stimuli similar to those used to study chimpanzees’, monkeys’, and rooks’ folk physics. Unlike what has been reported with nonhuman primates, adult humans did not look longer at physically impossible than possible events, though they did rate the physically impossible events as more interesting and novel than the possible events. These results underscore that behavior during a VOE experiment has many possible causes, only one of which may be a subject’s folk physics.  相似文献   

Blog and complex thinking： A case study     

Maria Altina Silva Ramos 《美中教育评论》2010,7(8):11-21

The access to a vast array of resources is facilitated by the Internet, which, in its turn, does not promote learning by itself as children and young people often use it passively. As a consequence, the teachers＇ role is regarded essential so that they are helped to interpret and analyze available information critically. Nowadays, when referring to the web and its importance in the teaching and learning process, people no longer think of read-only contents, but in the supporting infrastructure which allows to create and share contents and a space for collaboration, discussion and ideas associated to the concept Web 2.0. The blog, as a means to deploy the concept ＂on-line interaction＂ is, according to Granieri, ＂The most accessible and natural tool for sharing and publishing, in addition to text, images movies and also sound, will be increasingly disseminated, because of increasing speed of data transmission＂ （2006, p. 31）. It is therefore natural that the use of the blog is more and more frequent as a resource, pedagogical strategy or other capacities at all levels of teaching （Gomes, 2005）. Taking advantage of the blog educationally is a recurrent approach in Portugal in recent years. Some work in this area is being closely supervised. The method takes into account the complex thinking model （Jonassen, 1996）, more or less explicitly, and is carried out by children and young people in elementary schools. In this paper, a case study is presented based on some blogs, focusing on： the methodology for collection of text and multimedia materials; treatment and analysis of data with the NVivo software; findings and further evolution perspectives.  相似文献   

Learning the principles of simulation using the birthday problem          下载免费PDF全文

Rui Manuel da Costa Martins 《Teaching Statistics》2018,40(3):108-111

Using the famous Birthday problem, we present here a practical activity that allows students to perceive the basic reasoning behind simulation and explore its potential. Through a playful approach with probabilities, students are led along a path that illustrates difficulties with intuition and introduces them to theoretical results for sample proportions.  相似文献   

Tools for Science Inquiry Learning: Tool Affordances,Experimentation Strategies,and Conceptual Understanding     

Bumbacher  Engin  Salehi  Shima  Wieman  Carl  Blikstein  Paulo 《Journal of Science Education and Technology》2018,27(3):215-235

Journal of Science Education and Technology - Manipulative environments play a fundamental role in inquiry-based science learning, yet how they impact learning is not fully understood. In a series...  相似文献   

Attitudes towards inclusion in higher education in a Portuguese university     

Maria Helena Martins  Maria Leonor Borges  Teresa Gonçalves 《International Journal of Inclusive Education》2018,22(5):527-542

In this article, we present data concerning the inclusion of students with disabilities in higher education (HE) at a Portuguese university. This research is part of a wider project designed to understand the trajectories and experiences of students with disabilities at the University of Algarve. This exploratory study raises questions about inclusion and discusses this concept based on the perspectives of academic and non-academic staff. A qualitative approach was used to provide an informative exploration of attitudes towards inclusive education and recommendations for promoting best practices therein. Data were collected using semi-structured interviews. We found positive perceptions of university staff members about the inclusion of the students with disabilities. However, more effort is needed to provide these students with opportunities to continue their academic career in HE and to promote inclusion, personal development and participation in social and economic life. Although inclusive education is on political and educational agendas, the perception of disabilities as deficits prevails. The findings of this study, therefore, reveal that changes must be implemented to effectively adopt the social and educational model of disability.  相似文献   

Effects of weightlifting exercise,traditional resistance and plyometric training on countermovement jump performance: a meta-analysis     

Ricardo Berton  Manoel E. Lixandrão  Claudio M. Pinto e Silva 《Journal of sports sciences》2018,36(18):2038-2044

Jump performance is considered an important factor in many sports. Thus, strategies such as weightlifting (WL) exercises, traditional resistance training (TRT) and plyometric training (PT) are effective at improving jump performance. However, it is not entirely clear which of these strategies can enable greater improvements on jump height. Thus, the purpose of the meta-analysis was to compare the improvements on countermovement jump (CMJ) performance between training methods which focus on WL exercises, TRT, and PT. Seven studies were included, of which one study performed both comparison. Therefore, four studies comparing WL exercises vs. TRT (total n = 78) and four studies comparing WL exercises vs. PT (total n = 76). The results showed greater improvements on CMJ performance for WL exercises compared to TRT (ES_diff: 0.72 ± 0.23; _95%CI: 0.26, 1.19; P = 0.002; Δ % = 7.5 and 2.1, respectively). The comparison between WL exercises vs. PT revealed no significant difference between protocols (ES_diff: 0.15 ± 0.23; _95%CI: ?0.30, 0.60; P = 0.518; Δ % = 8.8 and 8.1, respectively). In conclusion, WL exercises are superior to promote positive changes on CMJ performance compared to TRT; however, WL exercises and PT are equally effective at improving CMJ performance.  相似文献