Preservice elementary science teachers’ argumentation competence: impact of a training programme     

Daniel Cebrián-Robles  Antonio-Joaquín Franco-Mariscal  Ángel Blanco-López 《Instructional Science》2018,46(5):789-817

The recent literature has shown the importance of preservice elementary science teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class activities that are taught and what students learn. A lack of understanding of this factor may represent an obstacle in the development of science education programmes in line with the development of scientific competences. This paper presents the results of the design and implementation of a training programme of 6 sessions (12 h of class participation plus 8 h of personal homework) on argumentation. The programme was carried out by 57 Spanish PESTs from Malaga, Spain. The training programme incorporates the innovative use of certain strategies to improve competence in argumentation, such as teaching PESTs to identify the elements of arguments in order to design assessment rubrics or by including peer assessment during evaluation with and without rubrics. The results obtained on implementing the training programme were evaluated based on the development of PESTs’ argumentation competence using Toulmin’s argumentative model. Data collection methods involved two tasks carried out at the beginning and the end of the programme, i.e., pre- and post-test, respectively. The conclusion of the study is that students made significant progress in their argumentation competence on completing the course. In addition, PESTs who followed the training programme achieved statistically better results at the end than those in the control group (n = 41), who followed a traditional teaching programme. A 6-month transfer task showed a slight improvement for the PESTs of the experimental group in relation to the control group in their ability to transfer argumentation to practice.  相似文献   

Career education needs of secondary school graduates from Asturias, Spain     

Marisa Pereira González 《Journal of Career Development》1997,23(3):215-229

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Ethics in educational technology research: Informing participants on data sharing risks     

Marc Beardsley  Patricia Santos  Davinia Hernández-Leo  Konstantinos Michos 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1019-1034

Participants in educational technology research regularly share personal data which carries with it risks. Informing participants of these data sharing risks is often only done so through text contained within a consent form. However, conceptualizations of data sharing risks and knowledge of responsible data management practices among teachers and learners may be impoverished—limiting the effectiveness of a consent form in communicating such risks in a manner that adequately supports participants in making informed decisions about sharing their data. At two high schools participating in an educational research project involving the use of technology in the classroom, we investigate teacher and student conceptions of data sharing risks and knowledge of responsible data management practices; and introduce a communication approach that attempts to better inform educational technology research participants of such risks. Results of this study suggest that most teachers have not received formal training related to responsibly managing data; and both teachers and students see the need for such training as they come to realize that their understanding of responsible data management is underdeveloped. Thus, efforts beyond solely explaining data sharing risks in an informed consent form may be needed in educational technology research to facilitate ethical self-determination.  相似文献   

Foreign Languages in the Engineering Programmes in Spain: The State of the Art     

Marinela García Fernández 《European Journal of Engineering Education》1995,20(1):5-18

Following a brief introduction, the extension of engineering education in Spain is described. A scheme of the national education system is given. We consider the impact of the current implementation of new university curricula as a way of improving the quality of the programmes. Attention is paid to the fact of including foreign languages in the engineering programmes of the Spanish universities. Throughout the article, the question of the need of communication for engineers both during their undergraduate and postgraduate studies in engineering as well as in their practical training in industry is emphasized. The core of the paper is devoted to the fact of considering English as the lingua franca for new technologies. A programme called English for Engineering Environments is presented as a way of improving not only the training and understanding of students while at university, but also as future professionals for industry.  相似文献   

TYPES OF HIGH ABILITY: HIGHLY ABLE CHILDREN WITH AN UNBALANCED INTELLIGENCE STRUCTURE     

Mária Herskovits  Eva Gyarmathy 《High Ability Studies》1995,6(1):38-48

The present study focused on children (N=55) with a 12 point or greater difference between verbal IQ (VIQ) and performance IQ (PIQ) on the Wechsler Adult Intelligence Scale (WAIS), with either value being higher than 120. There was a particular focus on those with 24 points or more difference. The control group included children with IQ over 110, but with less than 9 points difference between VIQ and PIQ (N=33). Relatively low VIQs were found in the group with very large discrepancies, and their school performance was in accordance with this result. The problem with the VIQ of this group seemed to be one of maturity. The findings also showed that the subscales are important in diagnosis; the Object Assembly subscale of the WAIS, for instance, has a particular function in the characterisation of hemispheric connections. It was concluded that the group of gifted children displayed right hemispheric dominance, and that differences in the direction of intelligence might influence cognitive style, field of interest and choice of profession. Caution is needed when using VIQ‐PIQ differences for diagnostic purposes, particularly in the case of children with high intelligence.

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Logfile analyses of successful and unsuccessful strategy use in complex problem-solving: a cross-national comparison study     

Wu  Hao  Molnár  Gyöngyvér 《European Journal of Psychology of Education - EJPE》2021,36(4):1009-1032

European Journal of Psychology of Education - The purpose of this study is to examine cross-national differences in students’ exploration strategies in a computer-simulated CPS (complex...  相似文献   

The Nature of Science and Citizenship: a Delphi Analysis     

González-García  Francisco José  Blanco-López  Ángel  España-Ramos  Enrique  Franco-Mariscal  Antonio-Joaquín 《Research in Science Education》2021,51(3):791-818

Research in Science Education - The relationship between science and society has, for many years, been the subject of debate in different fields, and various proposals have been made regarding the...  相似文献   

Does Concrete Content Help People to Reason Scientifically?     

Bašnáková  Jana  Čavojová  Vladimíra  Šrol  Jakub 《Science & Education》2021,30(4):809-826

Science & Education - In this paper, we explored the scientific literacy of a general sample of the Slovak adult population and examined factors that might help or inhibit scientific reasoning,...  相似文献   

On the use of lexical stress in reading Spanish     

Nicolás Gutiérrez-Palma  Alfonso Palma-Reyes 《Reading and writing》2008,21(6):645-660

This paper investigates whether or not lexical stress is used for lexical access in Spanish. A lexical decision task and a masking priming procedure were used to compare correctly-versus-incorrectly stressed words (e.g., técla-TECLA vs. teclá-TECLA). SOA (Stimulus Onset Asynchrony) was manipulated at 33, 66, 100, and 143 ms. The results showed that congruent condition was easier, but in 143 ms SOA only. Furthermore, while congruent condition did not differ from a control identity condition (e.g., tecla-TECLA) incongruent condition was slower, but in 100 and 143 ms SOA only. All these results suggest that stress affects lexical access at a late stage of lexical access processing. Reading models should be re-designed in order to include lexical stress as another phonological code which is used for reading.  相似文献   

Teachers,social class and underachievement     

Máiréad Dunne  Louise Gazeley 《British Journal of Sociology of Education》2008,29(5):451-463

Addressing the ‘the social class attainment gap’ in education has become a government priority in England. Despite multiple initiatives, however, little has effectively addressed the underachievement of working‐class pupils within the classroom. In order to develop clearer understandings of working‐class underachievement at this level, this small research study focused on local social processes by exploring how secondary school teachers identified and addressed underachievement in their classrooms. Our analysis shows how teachers’ identifications of underachieving pupils overlapped with, and were informed by, their tacit understanding of pupils’ social class position. While many teachers resisted the influence of social class, they used stereotypes to justify their practice and expectations, positioning pupils within educational and occupational hierarchies. This, we conclude, suggests the need for more systematic attention to the micro‐social processes that provide the conditions through which working‐class underachievement is produced.  相似文献