A Qualitative Research on Example Generation Capabilities of University Students     

Yasemin Sağlam  Şenol Dost 《International Journal of Science and Mathematics Education》2016,14(5):979-996

Examples which are used in exploring a procedure or comprehending/concretizing a mathematical concept are powerful teaching tools. Generating examples other than conventional ones is both a means for research and a pedagogical method. The aim of this study is to determine the transition process between example generation strategies, and the factors affecting success of the students in generating examples in a Real Analysis course. The participants of the study consisted of 27 undergraduate mathematics students. At the end of the study, it was observed that some of the participants used especially the trial and error strategy as an effective step in the transition to the transformation strategy. Definitions were used by participants as a trigger for example generation and to reflect on concepts during this process in order to reduce cognitive demand.  相似文献   

2. Gerhard de Haan/Dieter Jungk/Konrad Kutt/Gerd Michelsen/Christoph Nitschke/Hansjörg Seybold/Ursula Schnurpel: Umweltbildung als Innovation. Bilanzierungen und Empfehlungen zu Modellversuchen und Forschungsvorhaben     

Bernhard Claußen 《Zeitschrift für Erziehungswissenschaft》2001,4(1):138-138

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Online Physics Lab Exercises—a Binational Study on the Transfer of Teaching Resources     

Heike Theyßen  Sarah Struzyna  Elliot Mylott  Ralf Widenhorn 《International Journal of Science and Mathematics Education》2016,14(5):865-883

In this paper, we present the design and the results of a comparative study that evaluated the success of a transfer of an online-teaching resource between two universities, one in Germany and one in the USA. The teaching resource is an online physics lab that has been used in the physics education of medical students in Germany since 2003. The online lab covers geometrical optics and the optics of the human eye using interactive screen experiments. It was translated and transferred to a university in the USA where it was used and evaluated with a group of pre-health students. In a cross-national study, students’ backgrounds (demographic data, selected cognitive abilities, previous knowledge, and self-concept in physics), students’ attitudes towards the online lab, and their learning gain were compared. The results show significant differences between the German and the US cohorts with regard to students’ backgrounds. Despite these differences, the outcomes are similar, with slightly higher leaning gains for the US students. Students’ attitudes towards the online lab are similar in both countries but tend to be more positive among the US students. The results indicate that the transfer of the online lab to another educational system was successful.  相似文献   

Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management*     

İkbal Tuba Şahin-Sak  Feyza Tantekin-Erden  Sharolyn Pollard-Durodola 《Education 3-13》2018,46(1):102-116

The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers’ beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers’ actual practices were mainly influenced by the physical characteristics of the schools and children’s characteristics.  相似文献   

Classroom Effects of a Hybrid Universal and Indicated Prevention Program for Preschool Children: A Comparative Analysis Based on Social and Emotional Competence Screening     

Catrinel Alice Ştefan  Mircea Miclea 《Early education and development》2013,24(3):393-426

Research Findings: The current study's main aim was to implement a multifocused, community-based intervention for preventing conduct problems in preschool children. Our assumption was that the same intervention program could be delivered concomitantly as a universal prevention program for all children as well as an indicated prevention program for high-risk children selected after screening for social and emotional competencies development. We used a quasi-experimental design with a between-subjects variable (intervention vs. comparison) and a within-subjects variable (preintervention, postintervention, and 3-month follow-up). The efficacy of the intervention was assessed for high-risk children targeted by the indicated intervention as well as for moderate- and low-risk children, who received the universal intervention. Practice or Policy: First, our results demonstrate the capacity of classroom-based interventions, without added pull-out sessions, to generate significant changes in high-risk children's competencies as well as externalizing and internalizing problems. Second, similar results were found for the moderate-risk, but not the low-risk, group, and these data suggest that marginally at-risk children are the most likely to benefit from participating in universal interventions. And third, comparing data from social and emotional competence risk groups indicates that underdeveloped emotional competencies might have a prolonged negative effect on children's social skills, which increases as a function of higher risk status.  相似文献   

Teaching knowledge and teacher competencies: a case study of Turkish preservice English teachers     

Şevki Kömür 《Teaching Education》2013,24(3):279-296

This article outlines criteria of acceptability for teacher assessments (credibility, dependability, fairness), the major dimensions of teacher assessment (attributes, behaviours, knowledge), details the methods used by the United States National Board for Professional Teaching Standards, and places a major emphasis on assessment schemes based on teacher effects on the students (value-added models, achievement, quality of learning, and normative reference points). Given that the majority of teachers are acceptably proficient, the major argument for teacher assessment should be to identify and promote excellence, to guide professional development programmes, and to demonstrate to the education/school communities that excellence is present, fostered, and esteemed.  相似文献   

农村中学留守儿童的特点及学校教育策略     

承泽恩  陶园 《池州师专学报》2013,(2):12-15

留守儿童的概念应该定义为：因为母亲长期外出打工而留在农村生活和就学的未成年人。“留守状态”可以分为“励志型”、“平常型”、“困苦型”和“颓废型”,这四种类型对留守儿童具有极不相同的影响;留守儿童的特征应作为制定教育策略的主要依据之一;应该把“留守状态”当作一种特殊的教育资源加以开发利用,让它在农村中小学教育中发挥独特的作用。加强在学习方法和生活自理方法方面的指导、提高家长学校工作的科学化水平及有计划地为学生创设同伴交流场景等应是留守儿童学校教育的有效策略。  相似文献   

From Pride to Smugness and the Nationalism Between: Olympic Media Consumption Effects on Nationalism Across the Globe     

Andrew C. Billings  Natalie A. Brown  Kenon A. Brown  Guoqing  Mark A. Leeman  Simon Ličen 《Mass Communication and Society》2013,16(6):910-932

To measure relationships between Olympic media viewing and nation-based attitudes, 6 nations (Australia, Bulgaria, China, the Netherlands, Slovenia, and the United States) were surveyed in the 5 days immediately after the 2012 London Olympics. A total of 1,025 respondents answered questions pertaining to four measures of nationalism: patriotism, nationalism, internationalism, and smugness. The amount of Olympic viewing resulted in significantly higher scores for patriotism, nationalism, and smugness, but not internationalism. In addition, differences by nation are reported, revealing considerable differences in nationalism measures among the 6 nations studied; for instance, the United States was the lowest of the 6 nations regarding internationalism yet highest of the 6 nations regarding smugness. Conclusions related to theory and the role of Olympic media content are offered.  相似文献   

Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills     

Şükran Tok 《Metacognition and Learning》2013,8(2):193-212

This study was conducted in order to examine the effects of the Know-Want-Learn (KWL) strategy on 6th graders’ mathematics achievement, metacognitive skills and mathematics anxiety. A pretest-post test control group quasi- experimental design was used in the study. The sample of the study was composed of 55 6th graders attending public elementary schools. The data have been collected by administering the “Math Achievement Test”, “Metacognition Inventory” and the “Math Anxiety Scale”. The “KWL strategy” was used in teaching mathematics to the study group whereas the control group was taught using the “traditional method”. The results of the study showed that employing the “KWL strategy” in 6th grade mathematics can be effective in increasing achievement and metacognition while it was no efficient than the traditional method regarding the reduction of anxiety.  相似文献   

Family,Close Relatives,Friends: Life Satisfaction Among Older People     

Arzu Şener  Hulya Oztop  Nuri Doğan  Seval Guven 《Educational gerontology》2013,39(10):890-906

This study examined the influence of socioeconomic (age, education, marital status, income, and health) and demographic variables and the quantity and quality of relationships with adult children, grandchildren, siblings and friends on life satisfaction of the elderly. Participants were 200 persons older than 60 years of age. Hierarchical regression analysis was used for data analysis. The three sets of regression models were run for each gender. Regression equations involved three sets of independent variables: socioeconomic, demographic, and relational (i.e., frequency, satisfaction) variables. When the three models were examined together, health and education made the highest contribution to females' life satisfaction. Health had a similar effect on the life satisfaction of males.  相似文献