Classroom action research on formative assessment in a context-based chemistry course     

Johannes Vogelzang  Wilfried F. Admiraal 《Educational Action Research》2017,25(1):155-166

Context-based science courses stimulate students to reconstruct the information presented by connecting to their prior knowledge and experiences. However, students need support. Formative assessments inform both teacher and students about students’ knowledge deficiencies and misconceptions and how students can be supported. Research on formative assessments suggests a positive impact on students’ science achievement, although its success depends on how the formative assessment is implemented in class. The aim of this study was to provide insights into the effects of formative assessments on achievement during a context-based chemistry course on lactic acid. In a classroom action research setting, a pre-test/post-test control group design with switching replications was applied. Student achievement was measured in two pre-tests, two post-tests and a retention test. Participants were Grade 9 students from one secondary school in the Netherlands. Repeated-measures analysis showed a significant effect of formative assessments on students’ achievement. During the implementation of the formative assessments, intriguing discussions emerged between students, between students and teacher, and between teachers. Adding formative assessments to context-based approaches reinforces their strength to meet with the current challenges of chemistry education. Formative assessments affect students’ achievement positively and stimulate feedback between students and teacher(s).  相似文献   

Children's aggression following competition and exposure to an aggressive model     

J D Nelson  D M Gelfand  D P Hartmann 《Child development》1969,40(4):1085-1097

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BISp Informationen     

Martin-Peter Büch  Heiner Schumann  Georg Anders  Dietrich Hartmann 《Sportwissenschaft》2011,41(4):350-351

BISp-Informationen

BISp Informationen  相似文献   

Informationen des Bundesinstituts für Sportwissenschaft (BISp)     

Martin-Peter Büch  Heiner Schumann  Georg Anders  Dietrich Hartmann 《Sportwissenschaft》2011,41(3):255-256

BISp-Informationen

Informationen des Bundesinstituts für Sportwissenschaft (BISp)  相似文献   

Expatriate academics and transnational teaching: the need for quality assurance and quality enhancement to go hand in hand     

Antonia M. Lamers-Reeuwijk  Wilfried F. Admiraal  Roeland M. van der Rijst 《高等教育研究与发展》2020,39(4):733-747

ABSTRACT

In the past two decades, transnational education has been increasing and so has the need for staff to teach on these programmes. This study sought the views of non-Anglophone expatriate academics teaching transnationally in Oman by means of a survey and follow-up interviews. It highlights the challenges that they face in a teaching and learning environment that is academically and culturally new to them. These challenges relate mostly to the students, as they need extensive structured guidance, and to maintaining programme quality in meeting the learning outcomes, particularly critical thinking and writing in English. Teaching adaptation and quality assurance were less challenging. Findings indicate that for a more enhanced teaching and learning environment, both the provider and host institution need to continuously invest in face-to-face professional development addressing the challenges expatriate academics experience, and that the sole focus on quality assurance by provider universities is not sufficient to create this.  相似文献   

Historical perspective taking: A standardized measure for an aspect of students' historical thinking     

Ulrike Hartmann  Marcus Hasselhorn   《Learning and individual differences》2008,18(2):264-270

Researchers widely agree that learning history should involve more than learning historical facts and should include competencies of historical thinking. Various models of historical thinking view students' competency to take historical perspectives as a standard in history education. In this study we introduce a standardized measure for historical perspective taking (HPT) consisting of a short scenario set in the German Weimar Republic. We assessed students' HPT by using rating scales; our data were obtained in grammar schools from 170 German 10th graders. Latent class analyses identified three types of students with similar profiles of HPT. One was present-oriented and two showed more or less contextualized historical thinking. Students' history grades were connected to their HPT competency. We discuss limitations of the study and argue for further research on measures assessing students' historical thinking.  相似文献   

Effects of adult and peer observers on boys' and girls' responses to an aggressive model     

M F Martin  D M Gelfand  D P Hartmann 《Child development》1971,42(4):1271-1275

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Becoming original: effects of strategy instruction     

Marie-Thérèse van de Kamp  Wilfried Admiraal  Gert Rijlaarsdam 《Instructional Science》2016,44(6):543-566

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Perceptions of U.S. Medical Residents Regarding Amount and Usefulness of Sexual Health Instruction in Preparation for Clinical Practice     

Shannon Criniti  Betsy Crane  Mark B. Woodland  Owen C. Montgomery  Sandra Urdaneta Hartmann 《American journal of sexuality education》2016,11(3):161-175

Despite patient demand for sexual health discussions with their physicians, sexuality instruction in residency is often lacking. This exploratory quantitative study assessed the amount and usefulness of sexuality instruction received by a sample of medical residents, as well as the residents' self-perceived readiness regarding addressing sexuality issues. Data were obtained through a self-administered survey with 130 resident respondents. The majority reported receiving little/no formal sexuality instruction. Many indicated that additional sexuality instruction would be useful in their practice. Although the majority reported comfort discussing sexuality, they reported rarely/never initiating these discussions. Recommendations for changes in graduate medical education programming are provided.  相似文献   

Content analysis in empirical social research   总被引：2，自引：0，他引：2  

Wilfried  Christian   《International Journal of Educational Research》1999,31(8)

An overview of the development of empirical content analysis is presented. Its development relevant to educational research from classical to computer-aided content analysis is traced. The history of hermeneutic text interpretation is included as well as the early developments in the analysis of manifest content of communication. The controversy between quantitative and qualitative schools of research is discussed. A theoretically grounded, practicable model of content analysis is introduced, which fulfills the criteria of empirical social research.  相似文献