Cultural pluralism and education in the Maghreb     

Ahmed Moatassime 《Prospects》1992,22(2):171-184

  相似文献   

Development,validation, and factorial comparison of the McGill Self-Efficacy of Learners For Inquiry Engagement (McSELFIE) survey in natural science disciplines     

Ahmed Ibrahim  Mark W. Aulls  Bruce M. Shore 《International Journal of Science Education》2016,38(16):2450-2476

Sociocognitive theory [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall; Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184. doi:10.1037/0003-066x.44.9.1175; Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287. doi:10.1016/0749-5978(91)90022-L] accords high importance to the mechanisms of human agency and how they are exercised through self-efficacy. In this paper, we developed and validated the McGill Self-Efficacy For Inquiry Engagement (McSELFIE) instrument with undergraduate students in natural science disciplines. We defined inquiry engagement as carrying out the practices of science (POS) that are supported by students’ personality characteristics (SPCs) and that result in achieving inquiry-learning outcomes (ILOs). Based on these theoretical perspectives, the McSELFIE is a 60-item, learner-focused survey that addresses three components that are theoretically important for engaging in scientific inquiry: (a) SPCs, (b) ILOs, and (c) POS. Evidence for construct and content validity were obtained by using experts’ judgments and confirmatory factor analysis with a sample of 110 undergraduate students enrolled in science disciplines. Internal consistency of the factors and instrument was also examined. The McSELFIE instrument is a reliable and valid instrument for measuring science undergraduate students’ self-efficacy for inquiry engagement. Matched pairs analyses were conducted among the instruments’ factors. Students reported the highest self-efficacy for openness, applying knowledge, and carrying out investigations. Students reported the lowest self-efficacy for extraversion, understanding metacognitive knowledge, and planning investigations. Theoretical and practical implications are discussed.  相似文献   

Brain type natriuretic peptide (BNP)—A marker of new millennium in diagnosis of congestive heart failure   总被引：1，自引：0，他引：1  

Arun Raizada  Suman Bhandari  Muzaiyan Ahmed Khan  Harsh Vardhan Singh  Sherin Thomas  Vikram Sarabhai  Neelima Singh  Naresh Trehan 《Indian journal of clinical biochemistry : IJCB》2007,22(1):4-9

The burden of disease in patients with congestive heart failure is high. The future of BNP looks promising as it may be a better diagnostic tool for the diagnosis of CHF in developing countries in new millennium. Natriuretic peptide hormones, a family of vasoactive peptides with many favourable physiological properties, have emerged as important contenders for development of diagnostic tools and therapeutic agents in cardiovascular disease. Measurement of B-type natriuretic peptide has become as an easy-to-perform bedside test. The clinical and diagnostic significance of the measurement of plasma Nt-proBNP in the diseases of the cardiovascular system with particular emphasis on the assessment of patients with heart failure and their effects on predicting survival rate. The plasma levels of Nt-proBrain Natriuretic peptide responds more vigorously after myocardial infarction than those of other natriuretic peptides. This article is an attempt to give a short overview on the utility of BNP-blood levels for the diagnosis and treatment of heart failure  相似文献   

An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline     

Judith Lederman  Norman Lederman  Selina Bartels  Juan Jimenez  Mark Akubo  Shereen Aly  Chengcheng Bao  Estelle Blanquet  Ron Blonder  Mariana Bologna Soares de Andrade  Catherine Buntting  Mustafa Cakir  Heba EL-Deghaidy  Ahmed ElZorkani  Estelle Gaigher  Shuchen Guo  Arvi Hakanen  Soraya Hamed Al-Lal  Cigdem Han-Tosunoglu  Annemarie Hattingh  Anne Hume  Serhat Irez  Gillian Kay  Ozgur Kivilcan Dogan  Kerstin Kremer  Pi-Chu Kuo  Jari Lavonen  Shu-Fen Lin  Cheng Liu  Enshan Liu  Shiang-Yao Liu  Bin Lv  Rachel Mamlok-Naaman  Christine McDonald  Irene Neumann  Yaozhen Pan  Eric Picholle  Ana Rivero García  Carl-Johan Rundgren  David Santibáñez-Gómez  Kathy Saunders  Renee Schwartz  Frauke Voitle  Jakob von Gyllenpalm  Fangbing Wei  Jocelyn Wishart  Zhifeng Wu  Huang Xiao  Yalcin Yalaki  Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515

Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.  相似文献   

Library Anxiety among Undergraduate Students: A Comparative Study on Egypt and Saudi Arabia     

Ahmed Maher Khafaga Shehata  Mohammed Fathy Mahmoud Elgllab 《The Journal of Academic Librarianship》2019,45(4):386-393

The purpose of this paper is to report the findings of a study of library anxiety among a group of Arab students in Saudi Arabia and Egypt. The paper also investigated the factors that affect the students' level of anxiety while using academic libraries. The study tried to compare the difference in the level of anxiety in the two countries using a scale (LLPB) developed by the researchers which fit the culture in the Arab region. The study adopted a mixed methods approach. Semi-structured interviews were conducted with several students in Saudi Arabia and Egypt to determine the main factors that lead to having a level of anxiety in the libraries. In the second stage, a questionnaire was sent to students to measure what factors have a greater impact on the level of anxiety. The data showed that Egyptian students are more anxious about using the libraries than the Saudi students. The results also indicated that there is a need to train students on how to use the libraries and also change students' perception regarding the library to reduce the level of anxiety. This study was conducted in Egypt and Saudi Arabia the level of library anxiety and the factors that may affect the students may vary in other countries.  相似文献   

Novel insights into views towards H1N1 during the 2009 Pandemic: a thematic analysis of Twitter data     

Wasim Ahmed  Peter A. Bath  Laura Sbaffi  Gianluca Demartini 《Health information and libraries journal》2019,36(1):60-72

  相似文献   

Does the Visual Attention Span Play a Role in Reading in Arabic?     

Marie Lallier  Reem Abu Mallouh  Ahmed M. Mohammed  Batoul Khalifa  Manuel Perea  Manuel Carreiras 《Scientific Studies of Reading》2018,22(2):181-190

  相似文献   

Deep impact: a study of the use of hand‐held computers for teacher professional development in primary schools in the Global South1     

Jenny Leach  Alexis Peters  Thomas Power  Atef Ahmed  Shumi Makalima 《欧洲师范教育杂志》2004,27(1):5-28

  相似文献   

An exploration of Naquib al-Attas’ theory of Islamic education as ta’dīb as an ‘indigenous’ educational philosophy     

Farah Ahmed 《Educational Philosophy and Theory》2018,50(8):786-794

Abstract

This paper explores the ‘indigenous’ philosophy of education of Syed Muhammad Naquib al-Attas, a Malay-Muslim scholar who’s theoretical work culminated in the establishment of a counter-colonial higher education institution. Through presenting al-Attas’ life and philosophy and by exploring the arguments of his critics, I aim to shed light on the challenges and paradoxes faced by indigenous academics working at the interface of philosophy and education.  相似文献   

Establishment of engineering laboratories for undergraduate and postgraduate studies     

Wasim Ahmed Khan  Saad Muhammad Rasheed Al-Doussari  A. H. M. Al-Kahtani 《European Journal of Engineering Education》2002,27(4):425-435

The importance of the laboratories for the study of engineering problems is manifold. At the undergraduate level it provides an opportunity for the students to get an impression of the basic principles of engineering. At the postgraduate level it becomes an instrument for advanced level study and for the solutions to real-life engineering problems. Level of emphasis by an individual engineering institution on basic engineering, interdisciplinary aspects of engineering and relevance to international, national and local industrial trends effects the policy to establish the engineering laboratories. However, a core facility, for the teaching of the most basic principals of relevant field of engineering should be a common feature of all the laboratories associated with individual subject area. In this research paper an approach for establishing engineering laboratories is presented. It discusses the relation between the syllabus of appropriate level of study and the equipment required in the laboratory, physical planning for the laboratory, sequential and parallel approaches for establishing the laboratories, the functional capacity of laboratories, the organizational flexibility of the laboratories, the cost factor and the recurring expenditure. It suggests ways of utilizing the laboratory for effective teaching and research through optimal use of the above factors.  相似文献