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The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed
chemistry instruction on eleventh grade students’ epistemological beliefs and their attitudes toward chemistry as a school
subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school
instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based
learning and the control group received traditional instruction. At the experimental group, life cases were presented with
small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant
difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry
as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students’
epistemological beliefs and attitudes toward chemistry. 相似文献
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Xier Luo Yu Zhou Bing Zhang Yi Zhang Xiaobo Wang Tong Feng Zhipeng Li Kuiqing Cui Zhiqiang Wang Chan Luo Hui Li Yanfei Deng Fenghua Lu Jianlin Han Yongwang Miao Huaming Mao Xiaoyan Yi Cheng Ai Shigang Wu Alun Li Zhichao Wu Zijun Zhuo Do Da Giang Bikash Mitra Mohammad Farhad Vahidi Shahid Mansoor Sahar Ahmed Al-Bayatti Eka Meutia Sari Neena Amatya Gorkhali Sigit Prastowo Laiba Shafique Guoyou Ye Qian Qian Baoshan Chen Deshun Shi Jue Ruan Qingyou Liu 《国家科学评论(英文版)》2020,7(3):686
Domesticated buffaloes have been integral to rice-paddy agro-ecosystems for millennia, yet relatively little is known about the buffalo genomics. Here, we sequenced and assembled reference genomes for both swamp and river buffaloes and we re-sequenced 230 individuals (132 swamp buffaloes and 98 river buffaloes) sampled from across Asia and Europe. Beyond the many actionable insights that our study revealed about the domestication, basic physiology and breeding of buffalo, we made the striking discovery that the divergent domestication traits between swamp and river buffaloes can be explained with recent selections of genes on social behavior, digestion metabolism, strengths and milk production. 相似文献
3.
Sari Sulkunen 《European Journal of Education》2013,48(4):528-542
This article focuses on the literacy of the adolescents who, in most European countries, are about to leave or have recently left basic education with the assumption that they have the command of functional literacy as required in and for further studies, citizenship, work life and a fulfilling life as individuals. First, the overall performance level in the EU member countries with a special focus on poor literacy is examined. Also, the most persistent inequities in adolescent literacy are reviewed, including the gender gap, the socio-economic gap, the migrant gap and the digital gap. Secondly, the focus turns to developing adolescent literacy and reading education in Europe in a constantly changing global context with increasing literacy demands calling for a lifelong and a life-wide development of literacy. The article outlines elements of effective literacy education for adolescents in Europe. 相似文献
4.
Eeva Pyörälä Laura Hirsto Auli Toom Liisa Myyry Sari Lindblom-Ylänne 《International Journal for Academic Development》2015,20(2):150-162
The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality. 相似文献
5.
Aylin Cam Yusuf Sulun Gokhan Guven Sertac Arabacioglu 《Educational Research and Evaluation》2013,19(5):441-458
The purpose of this study was to translate the original version of the Epistemic Belief Inventory developed by Schraw, Bendixen, and Dunkle (2002) for pre-service teachers in a Turkish context and validate its construct. Studies on the epistemological beliefs of Turkish students have been heretofore limited in number and have been largely conducted using adapted versions of the Schommer (1990) instrument. First, the original questionnaire was translated from English to Turkish and then was scrutinized by experts in language, content, measurement, and evaluation. Then, the revised questionnaire was administered to 166 Turkish pre-service teachers. The results of exploratory factor analyses suggested 3 epistemological belief dimensions – quick learning, innate ability, and certain knowledge. The results of the study further revealed support for multidimensional theories of epistemological beliefs among pre-service teachers. In order to verify the results of the present study, further examination of pre-service teachers' epistemological belief systems is necessary. 相似文献
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This article is concerned with the management of creative journalistic work in a media organisation. It reports and analyses a case study conducted in one of Europe's largest media corporations: the focus of the study was a development team of journalists set up and charged with creating and producing a new multi-platform media service and its content. The article discusses the ways in which the creativity of media professionals is supported and managed under the constantly changing conditions of media work and journalistic practices. The study contributes to research on creativity in the media industry, particularly the management of creativity in journalism and media work. The findings identify the key motivations and constraints in relation to creative journalistic work in the media industries under digital transformation. Specifically, media professionals are motivated by the opportunity for developing new skills and competencies as well as chances to create new journalistic products and practices. The article suggests that the skills of change management, communication management and project management are crucial for creative media work. 相似文献
8.
Hakan Sari 《Educational studies》2004,30(3):291-306
This study explores issues of burnout and job satisfaction among special school headteachers and teachers in Turkey. The purpose of the study is to determine whether there is a difference between headteachers' and teachers' burnout and job satisfaction in terms of work status, gender and work experiences, and to analyse the factors effecting their burnout and job satisfaction. In this paper, a quantitative approach has been used: 295 subjects (33 special school headteachers and 262 special school teachers) responded to the survey. As the research instruments, the Job Satisfaction Scale and Maslach Burnout Inventory were used to measure job satisfaction and burnout levels in terms of the dimensions of emotional exhaustion, depersonalization and personal accomplishment. The study results indicated that special school headteachers felt less personal accomplishment than special school teachers. However, there were no significant differences between headteachers and teachers on two burnout dimensions, namely emotional exhaustion and depersonalization, and job satisfaction. In terms of gender, males have less emotional exhaustion and personal accomplishment but higher depersonalization than their female counterparts. Females have higher job satisfaction than their male counterparts. In relation to their work experiences, more experienced subjects have higher emotional exhaustion and depersonalization than their less experienced colleagues, and also less job satisfaction than less experienced counterparts. However, more experienced subjects who participated in the study felt higher personal accomplishment than the others. 相似文献
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What Makes a Student Group Successful? Student-Student and Student-Teacher Interaction in a Problem-Based Learning Environment 总被引：1，自引：0，他引：1
Lindblom-Ylänne Sari Pihlajamäki Heikki Kotkas Toomas 《Learning Environments Research》2003,6(1):59-76
This study investigated student-student and teacher-student interaction in a problem-based course and looked at study success in relation to group dynamics and approaches to studying. Data for this study were provided by 31 law students who were enrolled in a course in legal history at the University of Helsinki in February 2001. The students were divided into three small groups that were tutored by one teacher. Both the students and the teacher were interviewed. The interaction between the students and their teacher, and the group dynamics of each subgroup, were observed during the tutor sessions. The results showed that the student groups were very different from each other in terms of study success, group dynamics and communication between the group members. One group achieved significantly higher grades than the other two groups. There was only one clear difference between the three groups. The interviews and observations showed that the students in the best group participated more evenly and actively in the discussions than students in the other two groups. 相似文献