Do individual differences in children’s curiosity relate to their inquiry-based learning?     

Tessa J. P. van Schijndel  Brenda R. J. Jansen  Maartje E. J. Raijmakers 《International Journal of Science Education》2018,40(9):996-1015

This study investigates how individual differences in 7- to 9-year-olds' curiosity relate to the inquiry-learning process and outcomes in environments differing in structure. The focus on curiosity as individual differences variable was motivated by the importance of curiosity in science education, and uncertainty being central to both the definition of curiosity and the inquiry-learning environment. Curiosity was assessed with the Underwater Exploration game (Jirout, J., & Klahr, D. (2012). Children's scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32, 125–160. doi:10.1016/j.dr.2012.04.002), and inquiry-based learning with the newly developed Scientific Discovery task, which focuses on the principle of designing informative experiments. Structure of the inquiry-learning environment was manipulated by explaining this principle or not. As intelligence relates to learning and possibly curiosity, it was taken into account. Results showed that children's curiosity was positively related to their knowledge acquisition, but not to their quality of exploration. For low intelligent children, environment structure positively affected their quality of exploration, but not their knowledge acquisition. There was no interaction between curiosity and environment structure. These results support the existence of two distinct inquiry-based learning processes – the designing of experiments, on the one hand, and the reflection on performed experiments, on the other – and link children's curiosity to the latter process.  相似文献   

On the politics of performance in South African education: Autonomy, accountability and assessment     

Jonathan D. Jansen 《Prospects》2001,31(4):553-564

The South African obsession with performance-based pedagogies, as I have shown, has negative implications for resolving equity problems in educational reforms; it threatens to negate a political debate about ‘goals’ in favour of a technician’s debate about ‘ends’; and it fragments knowledge into meaningless tasks that assign value to external behaviours rather than the multiplicity of ways in which learning and valuing can be experienced (if not always expressed). The real danger to building a strong democratic culture through education is that what should be vibrant debates about ‘what’s worth knowing’ could be effectively silenced in a performance assessment system that only values, through a complex assessment system, that which is worth doing. Such an understanding of education is, unfortunately, entrenched in a global network of economic and technological processes that make such pursuits appear both normal and inevitable.  相似文献   

Graduateness: an empirical examination of the formative function of university education     

J. M. Steur  E. P. W. A. Jansen  W. H. A. Hofman 《Higher Education》2012,64(6):861-874

The formative merits of university education are at risk of being reduced from graduateness in the sense of broad academic cultivation to professional training with a strong emphasis on employability. The difficulty in opposing this trend is the absence of a clear framework for academic cultivation. The aim of this study is to construct a model that uses the formative function of university education as a starting point, that distinguishes graduateness from employability, and that integrates theories on reflective thinking, scholarship, moral reasoning and lifelong learning. This approach offers the possibility of making use of insights from established theoretical traditions in the study of the intellectual development of students. For this study, a questionnaire was developed to investigate graduateness, or intellectual cultivation, among students in a research university. Structural equation modelling revealed that the expected structure was confirmed by the data. Reflective thinking has the strongest influence on lifelong learning; however, scholarship and moral citizenship are also important elements.  相似文献   

Different mental rotation performance in students of music,sport and education     

Stefanie Pietsch  Petra Jansen 《Learning and individual differences》2012,22(1):159-163

In this study the effect of long-term physical and musical activity on spatial cognitive performance, measured by mental rotation performance, is investigated in detail. Mental rotation performance is the ability to rotate a three-dimensional object using the imagination. Three groups, each consisting of 40 students, and divided by the subjects, music, sports, and education, solved a psychometrical mental rotation task with three-dimensional block figures. The results showed a better mental rotation performance for music and sports students compared to the education students. Furthermore, the well known gender difference favoring males was found for both sports and education students but not for music students.  相似文献   

The Color of Leadership     

Jonathan D. Jansen 《The Educational forum》2013,77(2):203-211

On July 1, 2000, I became the first black dean of Education in the almost 100-year existence of the formidable University of Pretoria, South Africa. This essay offers a set of meditations on being a black dean in a white university at the birth of a post-apartheid democracy. There are many sides to this narrative. It is a story of leading in a young democracy and about black leadership in a conservative white environment. It is about the emotions and politics of change. It is about engaging established patterns of certainty and control, and managing the inevitability of loss and change. It is about race, reconciliation, and restitution—all at the same time.  相似文献   

Determinants of timely completion: the impact of Bachelor's degree programme characteristics and student motivation on study progress     

Cor J.M. Suhre  Ellen P.W.A. Jansen  M. Torenbeek 《高等教育研究与发展》2013,32(3):479-492

Timely completion of university degree programmes is a topic of growing concern to higher education institutions and their students. This paper reports on a study about the impact of degree programme characteristics and student motivation on study progress. The setting for the study is a Dutch law school. Data on degree programme characteristics, student ability, motivation, academic performance and academic pressure were collected from 168 first-year students six months after the start of their studies. Analysis of the effects of degree programme characteristics and students' initial motivation on study progress shows that study progress mainly depends on ability, timely completion goals and transparency of assessments. The study also shows that transparency of assessment procedures considerably lowers fear of failure and academic pressure.  相似文献   

Preserving evidential value in geographic information systems     

Daniel Jansen 《Archives and Museum Informatics》1994,8(3):192-204

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Political symbolism as policy craft: explaining non-reform in South African education after apartheid     

Jonathan D. Jansen 《教育政策杂志》2013,28(2):199-215

The policy literature in developing countries is replete with narratives of ‘failure’ attributed to the lack of resources, the inadequacy of teacher training, the weak design of implementation strategy, and the problems of policy coherence. This research on education policymaking after apartheid presents the following puzzle: what if the impressive policies designed to change apartheid education did not have ‘implementation’ as their primary commitment? Drawing on data from seven detailed case studies, the construct of ‘political symbolism’ is proposed as a first step towards developing a more elaborate theory for explaining one of the most intractable problems in policy studies: the distance between policy ideals and practical outcomes.  相似文献   

Adult education and critical identity development: from a deficiency orientation towards a competency orientation     

Theo Jansen  Danny Wildemeersch 《International Journal of Lifelong Education》2013,32(5):325-340

The translation of this paper has been made possible with the financial help of the Koninklijke Nederlandse Akademie van Wetenschappen (the Royal Dutch Academy of Sciences)

In this paper the authors criticise the growing tendency to conceive of adult education as a qualification oriented field of practice. Especially with respect to disadvantaged groups in society this orientation could have a stigmatizing effect. Various agents of education consider them as deficient and hence describe their identity in negative terms. Contrary to this, the authors develop a more positive orientation towards identity development and outline a new understanding of adult education. Their approach is inspired by insights developed in an area of cultural studies.  相似文献   

The social choices of students in racially integrated classes for the culturally disadvantaged talented     

V G Jansen  J J Gallagher 《Exceptional children》1966,33(4):221-226

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