Developing,expressing and contesting opinions of science: encouraging the student voice     

S.M. Howitt  A.N. Wilson 《高等教育研究与发展》2015,34(3):541-553

In a typical science degree, little emphasis is placed on the need for scientists to make judgements about evidence and little value is placed on the development of students' opinions about science, with the focus largely on assessment of declarative knowledge. Yet it is the ability to evaluate evidence that is crucial to the development of the student as a scientist. This study assesses the impact on students' conceptions of science of a course that aims to engage students in discussion and reflection on what scientists do and on their own learning about science. Analysis of written reflective assignments from the three years the course has been run shows that participants become more confident in their expression of opinions about science and also develop a more mature view of science and its inherent uncertainty. It appears that a critical factor enabling this development is the way the course activities are designed to explicitly value students' opinions and to provide a supportive environment in which they can be expressed and contested.  相似文献   

The effect of peer group performance on the self-concept of reading in a foreign language     

Rianne Janssen  Sofie Wouters  Tine Huygh  Katrijn Denies  Karine Verschueren 《教育心理学》2015,35(2):158-175

According to the big-fish-little-pond (BFLP) model, the self-concept is not only influenced in a positive way by one’s own achievement, but also in a negative way by one’s relative achievement in comparison with one’s immediate peers. This study investigates whether the BFLP effect also holds for second language acquisition. A random sample of 9167 Dutch-speaking students from Grade 8 took a reading comprehension test in French followed by a short background questionnaire in which they were asked for their self-concept of reading French. Multilevel regressions of the latter on individual and group achievement confirmed the BFLP effect but did not confirm an interaction of the effect with gender, individual achievement or class size. Moreover, in line with the local dominance hypothesis, it was shown that the negative effect of the average performance of peers is stronger for classmates than for schoolmates.  相似文献   

Standing by … standing off – troublesome compassion in the relationships of school boys     

Tuija Huuki  Vappu Sunnari 《Gender and education》2015,27(5):555-574

This paper draws on the story of ‘Mikael’, a schoolboy from northern Finland, to examine how his affective ties of compassion and his pursuit of dominant forms of masculinity evolve in his journey from middle childhood to young adulthood. In his earlier years, Mikael's speech regarding his relationships with peers and family members indicates a non-hierarchical sympathetic orientation, enabling sensitivity to diverse vulnerabilities. Over time, his speech reflects more and more the ideals of dominating masculinity and hierarchical relationality, and it is marked by ‘inner-circle’ compassion that excludes people considered vulnerable and/or ‘Other’. The authors argue that the challenge of balancing compassionate concern, masculinity and social position generates heavy costs, imposing on young men not only the heavy burden of fulfilling the requirements of culturally esteemed masculinity, but also a partial loss of being in touch with one's inner faculties of emotions and imagination.  相似文献   

The Spectrum of Learning and Teaching: The Impact of a Fourth-Year Anatomy Course on Medical Student Knowledge and Confidence     

Rebecca S. Lufler  Michelle D. Lazarus  Joshua J. Stefanik 《Anatomical sciences education》2020,13(1):19-29

There is growing demand from accrediting agencies for improved basic science integration into fourth-year medical curricula and inculcation of medical students with teaching skills. The objective of this study was to determine the effectiveness of a fourth-year medical school elective course focused on teaching gross anatomy on anatomical knowledge and teaching confidence. Fourth-year medical student “teacher” participants' gross anatomy knowledge was assessed before and after the course. Students rated their overall perceived anatomy knowledge and teaching skills on a scale from 0 (worst) to 10 (best), and responded to specific knowledge and teaching confidence items using a similar scale. First-year students were surveyed to evaluate the effectiveness of the fourth-year student teaching on their learning. Thirty-two students completed the course. The mean anatomy knowledge pretest score and posttest scores were 43.2 (±22.1) and 74.1 (±18.4), respectively (P < 0.001). The mean perceived anatomy knowledge ratings before and after the course were 6.19 (±1.84) and 7.84 (±1.30), respectively (P < 0.0001) and mean perceived teaching skills ratings before and after the course were 7.94 (±1.24) and 8.53 (±0.95), respectively (P = 0.002). Student feedback highlighted five themes which impacted fourth-year teaching assistant effectiveness, including social/cognitive congruence and improved access to learning opportunities. Together these results suggest that integrating fourth-year medical students in anatomy teaching increases their anatomical knowledge and improves measures of perceived confidence in both teaching and anatomy knowledge. The thematic analysis revealed that this initiative has positive benefits for first-year students.  相似文献   

Aiming for autonomy: formative peer assessment in a final-year undergraduate course     

Brent Carnell 《Assessment & Evaluation in Higher Education》2016,41(8):1269-1283

This article takes a dual focus on the theme of student formative peer assessment. On the one hand it offers a thorough literature review in this field, while on the other it unpacks a case study of curriculum design where peer assessment has been adopted. The practical example draws on recent changes made to a third- and final-year undergraduate research dissertation course in a UK architectural school. Although peer assessment worked quite well in this small setting, similar findings might be uncovered when scaled up to larger cohorts, as well as other disciplines and year groups. The research findings are certainly relevant for other contexts. Qualitative research from a focus group with six students on the course informs the empirical body of the paper. Through engaging with students’ reflections, as well as the relevant literature, and reflexively looking at the curriculum changes, this paper discusses some of the benefits and drawbacks that can arise from peer assessment in this context. Peer assessment is not without its challenges and hiccups, but, despite these, the benefit to autonomous critical thinking cannot be understated. And arguably peer assessment is especially germane for final-year undergraduates as they embark on employment or more advanced studies.  相似文献   

Analysis of single comments left for bioRxiv preprints till September 2019     

Mario Mali ki  Joseph Costello  Juan Pablo Alperin  Lauren A. Maggio 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)

IntroductionWhile early commenting on studies is seen as one of the advantages of preprints, the type of such comments, and the people who post them, have not been systematically explored.Materials and methodsWe analysed comments posted between 21 May 2015 and 9 September 2019 for 1983 bioRxiv preprints that received only one comment on the bioRxiv website. The comment types were classified by three coders independently, with all differences resolved by consensus.ResultsOur analysis showed that 69% of comments were posted by non-authors (N = 1366), and 31% by the preprints’ authors themselves (N = 617). Twelve percent of non-author comments (N = 168) were full review reports traditionally found during journal review, while the rest most commonly contained praises (N = 577, 42%), suggestions (N = 399, 29%), or criticisms (N = 226, 17%). Authors’ comments most commonly contained publication status updates (N = 354, 57%), additional study information (N = 158, 26%), or solicited feedback for the preprints (N = 65, 11%).ConclusionsOur results indicate that comments posted for bioRxiv preprints may have potential benefits for both the public and the scholarly community. Further research is needed to measure the direct impact of these comments on comments made by journal peer reviewers, subsequent preprint versions or journal publications.  相似文献   

我国女子板球世预赛与亚运会技战术对比分析          下载免费PDF全文

侯鹏  于少勇 《河北体育学院学报》2017,31(3)

运用文献资料法、录像观察法、访谈法、数理统计法和逻辑分析法,对2015年女子板球世界杯预选赛与2014年仁川亚运会中我国女子板球队与对手比赛的相关数据进行比较分析.指出与世界强队相比,我国女子板球队仍处于中游阶段,比赛中虽有个别优秀队员涌现,发挥关键性决定作用,但明星球员数量和能力与高水平国家相比还存在差距;我国队员在主动得分、击球得分率和4、6分球等指标上同对手相比无显著性差异,但附加分存在显著性差异;世预赛上我国女子板球队在技战术运用和团队配合等方面较亚运会进步明显,但进攻时技术的稳定性以  相似文献   

田径表演赛可行性探析     

崔永衡 《体育科技文献通报》2015,(1)

随着科技水平的发展，电视、多媒体网络等各种传播媒介的迅速发展，体育产业的迅速崛起，人们生活质量的提高、财富的积累，使得人们对体育的诉求也在不断的发生着变化。各种体育赛事逐步融入了表演赛，来扩大本项运动的国际影响力。由于体育明星效应，使得一些体育运动在国内一度掀起过高潮。那么，我们可以借鉴这种市场化的操作方式，从宏观的角度论述田径表演赛，通过明星效应，结合市场管理的方法，提升对田径运动兴趣，加大对田径运动知识的了解、认识，从而起到缓解瓶颈期学校体育中田径常年不受学生青睐的尴尬局面，迎来田径发展新“春天”。  相似文献   

Peer victimization,deviant peer affiliation and impulsivity: Predicting adolescent problem behaviors     

《Child abuse & neglect》2016

Abundant evidence has demonstrated an association between peer victimization and adolescent problem behaviors. However, there is a large gap in knowledge about the potential mediators that associate peer victimization with problem behaviors and the potential moderators that exacerbate or buffer this association. The current study examined whether deviant peer affiliation mediated the association between peer victimization and problem behaviors and whether the direct and indirect associations were moderated by impulsivity. A sample of 1401 adolescents (50.1% boys, 11–14 years old) completed anonymous questionnaires regarding peer victimization, impulsivity, deviant peer affiliation, and problem behaviors. Gender, age and socioeconomic status (SES) were controlled for in the analyses. Structural equation models showed that peer victimization was significantly associated with more problem behaviors, and this association was mediated by deviant peer affiliation. Impulsivity moderated both the direct association (peer victimization → problem behaviors) and the second stage of the indirect path (deviant peer affiliation → problem behaviors). Specifically, these associations were especially stronger for adolescents with higher impulsivity. Identifying the processes by which peer victimization is associated with adolescent problem behaviors has important implications for an integrative framework of theory and prevention.  相似文献   

我国竞技体育明星广告代言收入归属与分配问题研究          下载免费PDF全文

王瑞 《河北体育学院学报》2017,31(4):44-48

近年来,我国体育明星广告代言收入归属与分配的纠纷层出不穷,影响了运动员、运动队乃至整个体育事业和体育产业的发展.回顾了学界和社会对该类事件的观点及其转变过程,梳理了相关规章制度的修订变化,并基于运动员培养方式的不同,对国家队包办模式、运动员单飞模式和社会资本参与模式下的体育明星广告代言收入归属与分配问题分别进行讨论.通过与娱乐明星的比较,汲取其在合同和经纪人方面的有益经验.指出,应建立健全法律法规,规范体育明星代言收入的归属与分配;在运动员分类管理的基础上,对合同进行明确细化;大力发展职业体育经纪人产业,促进体育产业发展.  相似文献