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A study of the relationships between students' questioning and learning styles is being conducted on data collected in two university semesters with a sample of 300 students. This report discusses the results of case studies looking in depth at four of the students. These were involved in further data collection through written and oral questions, interviews and classroom observation experiments. The main aim is to unravel the interrogative bases of the students' learning by looking at the quality and quantity of questions they ask. This means that among other characteristics, the nature and the deliberative or spontaneous use of questions by the four students were investigated. It was possible to distinguish question‐askers by tallying their questions. Their learning styles were characterised using Kolb's Learning Styles Inventory. The study also allowed for snapshots of how particular learners shape questions. Looking at the way in which these questioning styles fit with their orientations to learning, and how this drives learning, informs what teaching might best then ensue. 相似文献
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José J.C. Teixeira‐Dias Helena Pedrosa de Jesus Francislê Neri de Souza 《International Journal of Science Education》2013,35(9):1123-1137
In Portugal, the number of students in higher education increased from 80,000 in 1975 to 381,000 in 2000 (a change from 11% to 53% in the age group 18–22), meaning a major change in the diversity of student population with consequences well known and studied in other countries. The teaching of chemistry at the University of Aveiro, for the first‐year students of science and engineering, has been subjected to continuous attention to implement quality and student‐centred approaches. The work devoted to excellence and deep learning by several authors has been carefully followed and considered. This communication reports research work on chemistry teaching, associated with those developments for first‐year students. The work included the design of strategies and the adoption of teaching and learning activities exploring ways to stimulate active learning by improving the quality of classroom interactions. In addition to regular lectures, large classes' teaching based on student‐generated questions was explored. In order to improve students' motivation and stimulate their curiosity, conference‐lectures were adopted to deal with selected topics of wide scientific, technological and social interest. Quantitative analysis and discussion of selected case studies, together with the organization of laboratory classes based on selected enquiry‐based experiments, planned and executed by students, stimulated deep learning processes. A sample of 32 students was followed in the academic year of 2000/01 and the results obtained are here discussed in comparison with those of a sample of 100 students followed in 2001/02. Particular attention was paid to the quality of classroom interactions, the use of questions by students and their views about the course design. 相似文献
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Helena Pedrosa De Jesus José J. C. Teixeira-Dias Mike Watts 《International Journal of Science Education》2013,35(8):1015-1034
The research reported here derives from the general field of learner-centred teaching and learning, with specific reference to undergraduate chemistry. It documents the use of student-generated questions as diagnostic of their willingness to engage in classroom interactions. It explores four ways of gathering students' written questions and their relative effectiveness. It examines students' capacity to design and present 'quality questions' during phases of their learning and the extent to which these questions are indicative of particular styles of interaction in the classroom, both with tutors and with other students. The results are drawn from data collected through written questions posted into a question box, the 'hits' recorded on a computer software system, and through one-to-one interviews with a sample of 32 students. The results provide an opportunity to discuss the quality of interactions within fairly formalized systems of teaching and learning of chemistry in a university setting and to suggest further research required in this field. 相似文献
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Seamless integration of biological components with electrochemical sensors is critical in the development of microdevices for cell analysis. The present paper describes the integration miniature Au electrodes next to immune cells (macrophages) in order to detect cell-secreted hydrogen peroxide (H(2)O(2)). Photopatterning of poly(ethylene glycol) (PEG) hydrogels was used to both immobilize horseradish peroxidase molecules onto electrodes and to define regions for cell attachment in the vicinity of sensing electrodes. Electrodes micropatterned in such a manner were enclosed inside poly(dimethylsiloxane) fluid conduits and incubated with macrophages. The cells attached onto the exposed glass regions in the vicinity of the electrodes and nowhere else on the non-fouling PEG hydrogel surface. A microfluidic device was converted into an electrochemical cell by placing flow-through Ag∕AgCl reference and Pt wire counter electrodes at the outlet and inlet, respectively. This microdevice with integrated H(2)O(2)-sensing electrodes had sensitivity of 27 μA∕cm(2) mM with a limit of detection of 2 μM. Importantly, this microdevice allowed controllable seeding of macrophages next to electrodes, activation of these cells and on-chip monitoring of H(2)O(2) release in real time. In the future, this biosensor platform may be utilized for monitoring of macrophage responses to pathogens or for the study of inflammatory signaling in micropatterned cell cultures. 相似文献
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评定复杂协调性项目运动员能力的理论依据和测试选择 总被引：1，自引：0，他引：1
专项运动员协调能力始终是竞技后备人才培养问题的焦点。为了确定协调能力与技/战术能力、调整能力发展水平、青少年运动员和成年运动员心理/生理功能发育之间的相互关系,评定复杂协调性项目运动员能力,利用测试作业对训练过程各个阶段中协调能力的发展动态进行跟踪,比较这些结果,同时对各个运动项目运动员的协调训练程度进行比较分析。测试结果有助于了解青少年运动员协调训练程度的基本概貌,编制针对具体基础性协调能力发展水平的分辨性评定的标尺,同时确定协调训练程度总的水平。结果显示:协调能力作为制约比赛活动效果的因素之一,其意义越来越重要,从而决定了开展针对研制诊断协调训练程度计划的研究的必要性。作为测试作业的基础应当是有科学依据的理论,它不仅使监督性测试具有心理/生理学含义,而且能揭示某一种协调能力发展中存在的个体差异的本质。 相似文献
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Helena Pedrosa de Jesus Aurora Coelho Moreira 《Assessment & Evaluation in Higher Education》2009,34(2):193-208
The quality of teaching and learning has been one of the major concerns of foundation chemistry disciplines for science and engineering undergraduates at the University of Aveiro, Portugal. Student‐centred approaches are being continuously developed, exploring ways of stimulating active and meaningful student learning by encouraging questioning by students. The development of questioning competences is regarded as fundamental, particularly in science education. In order to reinforce adequate alignment with teaching strategies, a new assessment method was implemented during the academic year of 2004–2005. This study is mainly aimed at exploring the use and integration of students’ questions as alternative assessment tools. Written formative and summative problem‐based cases were designed for these purposes. The questions raised by students during those assignments were analysed according to their cognitive level, relationship and orientation to the problem posed, herein considered to be quality indicators for learners’ questions. The findings suggest a deep engagement of students within these situations along the year, supporting the use of these alternative assessment tools as a way of fostering students’ questioning capability. Results also reveal that it is possible to achieve, with students’ questions placed at the centre of these processes, alignment between teaching, learning and assessment. 相似文献
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G. M. Seddon V. G. Papaioannou M. A. Pedrosa 《Research in Science & Technological Education》2013,31(2):155-162
The investigation set out to determine whether there were differences in the assessment of student understanding as measured by written tests, on the one hand, and oral tests, on the other. Three sets of questions were devised in both written and oral formats, and administered to different random samples of students taken from secondary schools in Greece and universities in Portugal. For two sets of questions, the groups taking the oral format had significantly higher mean scores than those taking the written format. In the third set, there was no significant difference between the mean scores from the two test formats. In no case was there significant interactions involving the sex or chronological age of the students. 相似文献
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