Forms of science capital mobilized in adolescents’ engineering projects          下载免费PDF全文

Amy Wilson‐Lopez  Christina Sias  Allen Smithee  Indhira María Hasbún 《科学教学研究杂志》2018,55(2):246-270

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Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning     

Sang Joon Lee  Sandhya Srinivasan  Trudian Trail  David Lewis  Samantha Lopez 《The Internet and Higher Education》2011,14(3):158-163

Support for student learning is a key element in optimizing student learning experiences in any learning environment and its importance has been widely discussed. This study looked at student support, particularly in the course context, focusing mainly on guidance provided to students within a course. Three categories of support were identified and used for the purpose of this study: instructional, peer, and technical support. A total of 110 students completed an online survey on students' perceptions of support and course satisfaction in an undergraduate online course at a large southeastern university. The results showed perceived support was significantly related to their overall satisfaction of the online course. The findings of this study suggest that teachers should communicate what types of support are available to students and provide an easy way of accessing and taking advantage of the support.  相似文献   

An Academic Program Profile: Wayne State University     

Ingrid Guerra‐Lopez  Tim Spannaus  Siba Dallal 《Performance Improvement》2016,55(8):26-37

Since 1948, the Learning Design and Technology (LDT) program at Wayne State University has been offering degrees. Presently, the LDT program offers PhD, EdD, master's, and undergraduate degrees and two certificates. The degrees are delivered using various methods including face‐to‐face, blended, and online. The program focuses on the application of learning sciences and relevant disciplines to improve performance in organizations. The program has two concentration tracks: design and performance systems and learning technologies. Four full‐time and seven adjunct faculty are engaged in various research initiatives and projects with funding in excess of $5 million total. The faculty members serve in leadership roles in several academic and professional associations. In terms of programmatic initiatives, the LDT faculty members have renovated their programs to help make sure students can complete all required courses in 2 years, and the PhD in 4 years. They also are initiating a full‐time research intensive program. With capable faculty members and an excellent curriculum, the LDT program at Wayne State University nurtures competent scholars and professionals. —Sung “Pil” Kang, Ph.D. and Yeol Huh, Ph.D. column editors  相似文献   

A Kantian view of Suits’ Utopia: ‘a kingdom of autotelically-motivated game players’     

Francisco Javier Lopez Frias 《体育哲学杂志》2017,44(1):138-151

In this paper, I engage the debate on Suits’ theory of games by providing a Kantian view of Utopia. I argue that although the Kantian aspects of Suits’ approach are often overlooked in comparison to its Socratic-Platonic aspects, Kant’s ideas play a fundamental role in Suits’ proposal. In particular, Kant’s concept of ‘regulative idea’ is the basis of Suits’ Utopia. I regard Utopia as Suits’ regulative idea on game playing. In doing so, I take Utopia to play a double role in Suits’ theory of games. First, it highlights the primary condition of possibility of game-playing, namely, the lusory attitude. Second, it provides a normative criterion that serves as a critical principle to evaluate instances of game playing and as a counterfactual assumption that makes game playing possible. I provide further support for my Kantian interpretation of Suits’ Utopia by bringing to light the anthropological assumptions upon which Utopia is built. In doing so, I argue that both Suits’ theory of games, in general, and his Utopia, in particular, lay out the conditions of possibility of game playing, not an analysis on the life most worth living.  相似文献   

Non-formal basic education as a development priority: Evidence from Nicaragua     

Sudhanshu Handa  Heiling Pineda  Yannete Esquivel  Blancadilia Lopez  Nidia Veronica Gurdian  Ferdinando Regalia 《Economics of Education Review》2009

Almost 900m adolescents and adults are illiterate in the developing world, yet most policy discussions focus on the educational circumstances of primary aged children. As a result non-formal educational programs for adolescents and adults are given very little support, and this group is virtually ignored in international agreements such as the millennium declaration. This article presents the first serious attempt at evaluating the impact of a non-formal education program. Results show significant learning achievement over the academic year, as well as strong development impacts of the program in non-learning dimensions of participants’ lives. These positive impacts, plus the significantly lower unit costs and self-targeted nature of the program provide strong evidence that this type of program can be an important part of the poverty reduction and human capital enhancement strategy of developing countries with large illiterate adult populations.  相似文献   

Interest-Driven Learning Among Middle School Youth in an Out-of-School STEM Studio     

Michael A. Evans  Megan Lopez  Donna Maddox  Tiffany Drape  Rebekah Duke 《Journal of Science Education and Technology》2014,23(5):624-640

The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document an out-of-school intervention intended to direct toward intentional learning in STEM that taps interest and motivation. The investigation focused on how Ryan and Sam interacted with the designed elements of Studio STEM and whether they became more engaged to gain deeper learning about science concepts related to energy sustainability. The investigation focused on the roles of the engineering design process, peer interaction, and social media to influence youth interest and motivation. Research questions were based on principles of connected learning (e.g., self-expression, lower barriers to expertise, socio-technical supports) with data analyzed within a framework suggested by discursive psychology. Analyzing videotaped excerpts of interactions in the studio, field notes, interview responses, and artifacts created during the program resulted in the following findings: problem solving, new media, and peer interaction as designed features of Studio STEM elicited evidence of stimulating interest in STEM for deeper learning. Further research could investigate individual interest-driven niches that are formed inside the larger educational setting, identifying areas of informal learning practice that could be adopted in formal settings. Moreover, aspects of youth’s STEM literacy that could promote environmental sustainability through ideation, invention, and creativity should be pursued.  相似文献   

The Public Discussion on Flat Earth Movement     

Mattos  Cristiano  Lopez  Felipe Sanches  Ortega  José Luis  Rodrigues  André 《Science & Education》2022,31(5):1339-1361

Science & Education - The paper reflects on public discourses about science and pseudoscience, proposing the same discursive structure for both—the Esperantist-Epideictic genre. This...  相似文献   

Carl A. Burtis and David E. Bruns: Tietz Fundamentals of Clinical Chemistry and Molecular Diagnostics, 7th ed.: Elsevier,Amsterdam, 1075 pp,ISBN 978-1-4557-4165-6     

Joseph Lopez 《Indian journal of clinical biochemistry : IJCB》2015,30(2):243

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HOW MUCH HOPE IS ENOUGH? LEVELS OF HOPE AND STUDENTS’ PSYCHOLOGICAL AND SCHOOL FUNCTIONING     

Susana C. Marques  Shane J. Lopez  Anne Marie Fontaine  Susana Coimbra  Joanna Mitchell 《Psychology in the schools》2015,52(4):325-334

This study investigated the characteristics of students who report extremely high levels of hope. A sample of 682 students (ages 11–17) completed measures of hope, school engagement, life satisfaction, self‐worth, and mental health. Academic achievement was obtained from students’ school records. Based on their hope scores, students were divided into three groups: “extremely low” (bottom 10% of the distribution), “average” (middle 25%), and “extremely high” (upper 10%). Results indicate that students in the extremely high hope (EHH) group differed from students with average (AH) and extremely low hope (ELH) on all measures. Further, EHH and AH are associated with mental health benefits that are not found among students reporting comparatively ELH levels. Taken together, the findings support the notion that EHH in students is associated with adaptive psychological and school‐related functioning. Overall, given the superior adjustment profile, perhaps ‘‘enough hope’’ should be defined as “EHH.”  相似文献   

Sociomathematical norms and the regulation of problem solving in classroom microcultures     

Lucie Mottier Lopez  Linda Allal 《International Journal of Educational Research》2007,46(5):252-265

The perspective of situated learning offers a theoretical framework for understanding the dialectical relations between the social and the individual dimensions of classroom microculture. The purpose of this article is to show how sociomathematical norms constructed during whole-class discussions provide a reference for the elaboration of mathematical practices and for the interactive regulation of learning. Qualitative data regarding the transition from additive to multiplicative problem solving were collected in two third-grade classrooms during an entire school year. The sociomathematical norms constructed in the two classrooms were identified and compared. An in-depth analysis focusing on two interactive episodes in one classroom showed the forms of regulation of learning that emerged in relation to the norm of “effectiveness”. Both episodes demonstrated how the processes of regulation resulting from teacher–student interactions incorporated and orchestrated regulations resulting from peer interactions and thereby contributed to the progression of the students’ problem-solving procedures.  相似文献