MENTAL MODELS ABOUT SEISMIC EFFECTS: STUDENTS’ PROFILE BASED COMPARATIVE ANALYSIS     

Sara Moutinho  Rui Moura  Clara Vasconcelos 《International Journal of Science and Mathematics Education》2016,14(3):391-415

Nowadays, meaningful learning takes a central role in science education and is based in mental models that allow the representation of the real world by individuals. Thus, it is essential to analyse the student’s mental models by promoting an easier reconstruction of scientific knowledge, by allowing them to become consistent with the curricular models presented in the classroom. In this context, the study aims to examine, through the application of a diagnostic instrument (Two-Tier Diagnostic Test), what students consider to be the seismic effects on soils and buildings, to analyse and to compare their mental models about some of these issues related to seismology, applying a questionnaire to 52 students from a Portuguese University attending an undergraduate degree in Geology and a master course in Biology and Geology teaching. The analysis of the data allowed concluding that undergraduate students have more inconsistent mental models than master students, mainly concerning the factors which influence the seismic risk, such as hazard and vulnerability, and the soils characteristics which influence the intensity of earthquakes. During their academic formation in the university, teachers present some curricular models to students which allow them to reconstruct their mental models and turn them scientifically consistent, enhancing the educational implications of this study that points to the need for teachers to be aware of the importance of the diagnosis of the students’ mental models and to promote meaningful learning and scientific literacy autonomously and dynamically.  相似文献   

How do different types of schools prepare students for life at Cambridge?     

Clara Perez-Adamson 《Cambridge Journal of Education》2016,46(1):19-35

Twenty students from different educational backgrounds within the UK were interviewed to investigate how well they considered their secondary school education had prepared them for the educational and social demands of an ‘elite’ university and life within its most traditional colleges. The study asked them how they perceived students from different educational backgrounds and how they thought they were perceived. Entering a traditional Cambridge college was found to be easiest for students from prestigious ‘public schools’ within the private educational sector. State school students were more likely to experience anxiety, and those who adapted successfully were likely to have strong independent learning skills and a robust sense of self-efficacy. The study suggests that students coming from state schools to Cambridge are making a more difficult academic and social transition than students from private schools, for which they are given no special support.  相似文献   

Multiple paths towards education privatization in a globalizing world: a cultural political economy review     

Antoni Verger  Clara Fontdevila  Adrián Zancajo 《教育政策杂志》2017,32(6):757-787

Over the last two decades, education privatization has become a widespread phenomenon, affecting most education systems and giving place to a consistent increase in private school enrolment globally. However, far from being a monolithic phenomenon, privatization advances through a variety of context-sensitive policy processes that translate into multiple policy outcomes. This paper aims at understanding why and how education privatization unfolds in a broad variety of settings and, to this purpose, examines the different manifestations of education privatization on the light of Cultural Political Economy (CPE). The conceptual and analytical tools provided by CPE prove to be particularly well suited to explore such a multi-faceted and multi-scalar phenomenon. CPE has helped us to capture the intersect and tension between different drivers (global and local, material and ideational) of education privatization through the evolutionary mechanisms of variation, selection and retention. On the basis of a systematic literature review methodology, encompassing 227 research papers, the article identifies and systematizes six different paths towards education privatization – understood as groups of frequently associated circumstances, mechanisms and courses of action leading to privatization. Conceived as ideal types, these different paths ultimately allow for a richer understanding of education privatization and show that the international diffusion of education privatization norms and discourses is far from producing policy convergence at a global scale.  相似文献   

Skills utilisation at work,the quality of the study programme and fields of study     

Liv Anne Støren  Clara Åse Arnesen 《Quality in Higher Education》2016,22(2):127-138

This paper examines the factors that may have impact on the extent to which the knowledge and skills of master’s degree graduates in Norway are utilised at work, three years after graduation. The focus is on the impact of the quality of the study programme as well as the graduates’ fields of study, when also taking into account other factors influencing the utilisation of skills. The analysis indicates that the quality of the study programme has an independent effect on skills utilisation at work. The analysis also shows large differences in skills utilisation according to fields of study, even among graduates who are not formally overeducated for their job. Not formally overeducated graduates in humanities and social science utilise their knowledge and skills less frequently than other similar graduates. The findings involve challenges for higher education institutions and graduates, as well as employers, to find ways that the expertise of master's degree graduates could be better exploited.  相似文献   

Teaching Environmental Education through PBL: Evaluation of a Teaching Intervention Program     

Clara Vasconcelos 《Research in Science Education》2012,42(2):219-232

If our chosen aim in science education is to be inclusive and to improve students’ learning achievements, then we must identify teaching methodologies that are appropriate for teaching and learning specific knowledge. Karagiorgi and Symeo (2005) remind us that instructional designers are thus challenged to translate the philosophy of constructivism into current practice. Thus, research in science education must focus on evaluating intervention programs which ensure the effective construction of knowledge and development of competencies. The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program with the aim of examining its effectiveness with students learning Environmental Education. Prior research on both PBL and Environmental Education (EE) was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and EE as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application (Hendry et al. 1999) and it was expected that this approach would assist students towards achieving a specific set of competencies (Engel 1997). On the other hand, EE has evolved at a rapid pace within many countries in the new millennium (Hart 2007), unlike any other educational area. However, many authors still appear to believe that schools are failing to prepare students adequately in EE (Walsche 2008; Winter 2007). The following section describes the research that was conducted in both areas so as to devise the intervention program.  相似文献   

Number of childhood abuse perpetrators and the occurrence of depressive episodes in adulthood     

Liu RT  Jager-Hyman S  Wagner CA  Alloy LB  Gibb BE 《Child abuse & neglect》2012,36(4):323-332

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Influences of developmental contexts and gender differences on school performance of children and adolescents     

Eva Diniz  Luciane da Rosa Piccolo  Maria Clara Pinheiro de Paula Couto  Jerusa Fumagalli Salles  Silvia Helena Koller 《教育心理学》2014,34(7):787-798

This study investigated children and adolescents’ school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (M_age?=?11.13, SD?=?1.8), 51% of them female, from grade one to eight, living either with family (n?=?474) or in care institutions (n?=?153). Participants answered individually the Teste de Desempenho Escolar (School Performance Test) and the Structured PRONEX Interview. Findings indicated a main effect of time on school performance (i.e., writing, reading and arithmetic). Furthermore this main effect was further qualified by a time and developmental context interaction and by a time and gender interaction. Interactions revealed that the participants from care institutions attained more significant increases in writing and reading than participants living within a family context; and that girls attained more significant increases in writing than boys. Therefore, school performance progress appears as affected by developmental contexts and gender. The findings reveal how school performance needs to be observed as a multidimensional variable, affected by individual characteristics but also by external ones.  相似文献   

Class instruction in voice     

Clara Kathleen Rogers 《Quarterly Journal of Speech》2013,99(2):222-228

DRAMA IN LIFE: THE USES OF COMMUNICATION IN SOCIETY. Edited by James E. Combs and Michael W. Mansfield. Humanistic Studies in the Communication Arts. New York: Hastings House, Publishers, 1976; pp. xxx+444. $18.50; paper $10.50.

UTOPIA AND REVOLUTION: ON THE ORIGINS OF A METAPHOR, OR SOME ILLUSTRATIONS OF THE PROBLEM OF POLITICAL TEMPERAMENT AND INTELLECTUAL CLIMATE AND HOW IDEA, IDEALS, AND IDEOLOGIES HAVE BEEN HISTORICALLY RELATED. By Melvin J. Lasky. Chicago: University of Chicago Press, 1976; pp. xiii+726. $35.00.

COMMUNICATION YEARBOOK I. Edited by Brent D. Ruben. New Brunswick, New Jersey: Transaction Books, 1977; pp. xii+656. $24.95.

DECISION MAKING: A PSYCHOLOGICAL ANALYSIS OF CONFLICT, CHOICE, AND COMMITMENT. By Irving L. Janis and Leon Mann. New York: The Free Press, 1977; pp. xxii+488. $15.95.

RHETORIC AND PHILOSOPHY IN CONFLICT: AN HISTORICAL SURVEY. By Samuel Ijsseling. The Hague: Martinus Nijhoff, 1976; pp. 142. DG 35.

LORD NORTH. By Peter D. G. Thomas. London: Allen Lane, 1976; pp. viii+176, £6.00; New York: St. Martin's Press, $12.95.

THE IMPENDING CRISIS, 1848–1861. By David M. Potter. New York: Harper &; Row, 1976; pp. xv+638. $15.00.

SCHOOLMASTERS OF THE TENTH CENTURY. By Cora E. Lutz. Hamden, Connecticut: Archon Books, 1977; pp. xi+202. $1250.  相似文献   

Testing students under cognitive capitalism: knowledge production of twenty-first century skills     

Clara Morgan 《教育政策杂志》2013,28(6):805-818

Abstract

Scholars studying the global governance of education have noted the increasingly important role corporations play in educational policy making. I contribute to this scholarship by examining the Assessment and Teaching of twenty-first century skills (ATC21S?) project, a knowledge production apparatus operating under cognitive capitalism. I analyze how ATC21S gains symbolic power and authority as it defines what counts in education through three key processes: (1) By legitimizing and disseminating new knowledge about twenty-first century skills; (2) By implementing this knowledge concretely in schools and (3) By embedding this new knowledge within a global alliance. I suggest that the knowledge produced by ATC21S in calculating and measuring twenty-first century skills contributes to the capture of living labor and its reproduction for the knowledge economy through the school system.  相似文献   

Success in Community College: Do Institutions Differ?     

Charles T. Clotfelter  Helen F. Ladd  Clara G. Muschkin  Jacob L. Vigdor 《Research in higher education》2013,54(7):805-824

Community colleges are complex organizations and assessing their performance, though important, is difficult. Compared to 4-year colleges and universities, community colleges serve a more diverse population and provide a wider variety of educational programs that include continuing education and technical training for adults, and diplomas, associates degrees, and transfer credits for recent high school graduates. Focusing solely on the latter programs of North Carolina’s community colleges, we measure the success of each college along two dimensions: attainment of an applied diploma or degree; or completion of the coursework required to transfer to a 4-year college or university. We address three questions. First, how much variation is there across the institutions in these measures of student success? Second, how do these measures of success differ across institutions after we adjust for the characteristics of the enrolled students? Third, how do our measures compare to the measures of success used by the North Carolina Community College System? Although we find variation along both dimensions of success, we also find that part of this variation is attributable to differences in the kinds of students who attend various colleges. Once we correct for such differences, we find that it is not possible to distinguish most of the system’s colleges from one another along either dimension. Top-performing institutions, however, can be distinguished from the most poorly performing ones. Finally, our adjusted rates of success show little correlation either to measurable aspects of the various colleges or to the metrics used by the state.  相似文献