排序方式： 共有5条查询结果，搜索用时 11 毫秒
1
1.
Salta Katerina Paschalidou Katerina Tsetseri Maria Koulougliotis Dionysios 《Science & Education》2022,31(1):93-122
Science & Education - The paper reports a study aimed at investigating tertiary education students’ engagement and interactions in the traditional face-to-face learning environment and... 相似文献
2.
Theodoros Vachliotis Katerina Salta Chryssa Tzougraki 《Research in Science Education》2014,44(2):239-266
The purpose of this study was dual: First, to develop and validate assessment schemes for assessing 11th grade students’ meaningful understanding of organic chemistry concepts, as well as their systems thinking skills in the domain. Second, to explore the relationship between the two constructs of interest based on students’ performance on the applied assessment framework. For this purpose, (a) various types of objective assessment questions were developed and evaluated for assessing meaningful understanding, (b) a specific type of systemic assessment questions (SAQs) was developed and evaluated for assessing systems thinking skills, and (c) the association between students’ responses on the applied assessment schemes was explored. The results indicated that properly designed objective questions can effectively capture aspects of students’ meaningful understanding. It was also found that the SAQs can elicit systems thinking skills in the context of a formalistic systems thinking theoretical approach. Moreover, a significant relationship was observed between students’ responses on the two assessment strategies. This research provides evidence that students’ systems thinking level within a science domain is significantly related to their meaningful understanding of relative science concepts. 相似文献
3.
M. Naci Kayaoğlu Şakire Erbay Cristina Flitner Doğan Saltaş 《Journal of Further & Higher Education》2016,40(5):682-705
Plagiarism continues to dominate the academic world as one of its greatest challenges, and the existing literature suggests cross-cultural investigation of this critical issue may help all shareholders who detect, are confronted by and struggle with this issue to address it. Therefore, the present study, drawing upon a cross-cultural investigation using a questionnaire, aimed to investigate the differences between three groups of students, namely, Turkish (n = 106), Georgian (n = 83) and German (n = 72) regarding their tendency to conduct academic theft. It also investigated ways in which to plagiarise and reasons for and awareness of this issue. The results show that lack of time, busy schedules and weak academic writing skills are the most frequent reasons for plagiarism. However, in contrast to previous studies, the role of the Internet was found to be minimal in relation to increasing plagiarism. It is also worth noting that the German participants were found to have a higher level of sensitivity to this academic malpractice and were seen to be much more successful at identifying it. The article concludes with workable suggestions on how to discourage academic theft at universities. 相似文献
4.
The students?? performance in various types of problems dealing with the conservation of matter during chemical reactions has been investigated at different levels of schooling. The participants were 499 ninth grade (ages 14, 15 years) and 624 eleventh grade (ages 16, 17 years) Greek students. Data was collected using a written questionnaire concerning basic chemical concepts. Results of statistical factor and correlation analysis confirmed the classification of the problems used in three types: ??algorithmic-type??, ??particulate-type??, and ??conceptual-type??. All the students had a far better performance in ??particulate-type?? problems than in the others. Although students?? ability in solving ??algorithmic-type?? problem increases as their school experience in chemistry progresses, their ability in solving ??conceptual-type?? problems decreases. Students?? achievement in chemistry was measured by a Chemical Concepts Test (CCT) containing 57 questions of various forms. High-achievement students scored higher both on ??algorithmic-type?? and ??particulate-type?? problems than low achievers with the greatest difference observed in solving ??algorithmic-type?? problems. It is concluded that competence in ??particulate-type?? and ??algorithmic-type?? problem solving may be independent of competence in solving ??conceptual-type?? ones. Furthermore, it was found that students?? misconceptions concerning chemical reactions and equivalence between mass and energy are impediments to their problem solving abilities. Finally, based on the findings, few suggestions concerning teaching practices are discussed. 相似文献
5.
Maria Salta Lorenzo Capretto Dario Carugo Julian A. Wharton Keith R. Stokes 《Biomicrofluidics》2013,7(6)
In the current study, we have developed and fabricated a novel lab-on-a-chip device for the investigation of biofilm responses, such as attachment kinetics and initial biofilm formation, to different hydrodynamic conditions. The microfluidic flow channels are designed using computational fluid dynamic simulations so as to have a pre-defined, homogeneous wall shear stress in the channels, ranging from 0.03 to 4.30 Pa, which are relevant to in-service conditions on a ship hull, as well as other man-made marine platforms. Temporal variations of biofilm formation in the microfluidic device were assessed using time-lapse microscopy, nucleic acid staining, and confocal laser scanning microscopy (CLSM). Differences in attachment kinetics were observed with increasing shear stress, i.e., with increasing shear stress there appeared to be a delay in bacterial attachment, i.e., at 55, 120, 150, and 155 min for 0.03, 0.60, 2.15, and 4.30 Pa, respectively. CLSM confirmed marked variations in colony architecture, i.e.,: (i) lower shear stresses resulted in biofilms with distinctive morphologies mainly characterised by mushroom-like structures, interstitial channels, and internal voids, and (ii) for the higher shear stresses compact clusters with large interspaces between them were formed. The key advantage of the developed microfluidic device is the combination of three architectural features in one device, i.e., an open-system design, channel replication, and multiple fully developed shear stresses. 相似文献
1