The impact of the Bologna Declaration on European engineering education     

TORBJÖRN HEDBERG 《European Journal of Engineering Education》2003,28(1):1-5

The Bologna Declaration will lead to fundamental changes of the architecture of European higher education. The paper analyses possible consequences for Engineering Education and describes some of the different ways in which European countries have implemented the Declaration. How the application-oriented shorter engineering education should fit into the Bologna scheme remains a major problem.  相似文献   

Western Political Theory in the Face of the Future     

d. r.  knowles 《Philosophical Books》1980,21(4):231-233

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Quality of Life of Children with Learning Disabilities: A Comparison of Self‐Reports and Proxy Reports          下载免费PDF全文

Halis Sakız  Zeynep Hande Sart  Bengü Börkan  Barış Korkmaz  Nalan Babür 《Learning disabilities research & practice》2015,30(3):114-126

This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self‐reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDL^R Questionnaire for Measuring Health‐Related Quality of Life (Ravens‐Sieberer & Bullinger, 1998). Findings showed that children with LD reported significantly lower QoL scores than those reported by typically developing peers. Intraclass correlation coefficients (ICCs) and t‐test results showed that agreement between child reports and parent‐proxy reports was either low or moderate on each QoL dimension. Findings of the study may be used to raise awareness regarding the social and educational needs of children with LD in Turkey.  相似文献   

Questioning the no-touch discourse in physical education from a children's rights perspective     

Marie Öhman  Ann Quennerstedt 《Sport, Education and Society》2017,22(3):305-320

In this paper we question the rationality of ‘no-touch policies’ and offer an alternative approach to the matter of physical contact between teachers and students in the context of physical education (PE) in schools. Earlier research has drawn attention to how a discourse of child protection is starting to affect how physical contact is viewed in PE practice. The avoidance of intergenerational touch is increasingly justified by referring to the children's rights agenda. Here, arguments for ‘no-touching’ are linked to children's right to be protected from harm. In the paper we explore a children's rights-based viewpoint that supports the use of and need for physical contact in PE teaching by developing theoretical and practice-based arguments. An alternative children's rights perspective, based on rights theorising, is used to formulate the theoretical argument. Interviews with 16 PE teachers about their experiences of physical contact in their pedagogical work form the practice-based arguments. The two arguments provide a way of looking at intergenerational touch in education from the vantage point of children's human right to develop to their full potential, which can support a need for physical touch in pedagogical situations.  相似文献   

Exploring Relationships Among Belief in Genetic Determinism,Genetics Knowledge,and Social Factors     

Niklas Gericke  Rebecca Carver  Jérémy Castéra  Neima Alice Menezes Evangelista  Claire Coiffard Marre  Charbel N. El-Hani 《Science & Education》2017,26(10):1223-1259

Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the “Public Understanding and Attitudes towards Genetics and Genomics” (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism.  相似文献   

Stop the Pity,Unlock the Potential: The Role of Non-Governmental Organizations in Disability Services: Evaluating and Monitoring Progress     

Ceren Karaatmaca  Mehmet Altınay  Emete Toros 《International Journal of Disability, Development & Education》2019,66(5):510-527

ABSTRACT

The aim of this qualitative study is to evaluate the role of non-governmental organisations in disabilities services. The study group comprised of nine representatives of each of these NGOs. Data obtained by semi-structured interviews were analysed by using the content analysis method on RQDA qualitative data analysis software. Voice of disabled people is represented through non-profit organisations. In enhancing capacity for development, considering the scope of disability (physical, social barriers), societal attitudes, and religious factors’ impact on society attitudes on persons with disabilities that disabled people are sick and helpless and need to be looked after and medical models that consider disabled people as sick patients trying to recover seem to be important. Content analysis was done to evaluate service capacity of Profession NGOs for the disability. This research study revealed that Profession type of non-governmental organisations need awareness on disability. They need in-service training to understand practices for disabled people. Integration of self-help projects, networking mechanism are essential for the development. The method of Sensitivity Training which is one of the most emphasised organisational development techniques comes forward. Expression of this education with the concept of sensitivity comes from recognising and understanding the behaviour of individuals.  相似文献   

Understanding the Gaps Between Turkish Teachers’ Beliefs and Practices for Dealing With Preschoolers’ Peer Relationship Problems     

Çağla Öneren Şendil  Feyza Tantekin Erden 《Early education and development》2019,30(5):608-638

Research Findings: This study explores the beliefs, self-reported practices, and observed practices of Turkish preschool teachers toward children’s peer relationship problems as well as the gap between their beliefs and practices. Five female teachers of 5-year-old children were selected as participants for this multiple case study. Approximately 79 hr of observation was conducted on the children’s daily routines and activities in a natural classroom environment, which specifically included the teachers’ problem-solving strategies while confronting peer relationship problems. The participants were also interviewed regarding their beliefs and strategies for solving peer relationship problems. The findings of this qualitative investigation indicated that the teachers’ beliefs and self-reported practices included both teacher- and child-related factors. However, the observed practices included several teacher-initiated strategies; child-initiated strategies appeared, albeit less than teacher-initiated ones. This affirms the teachers’ stress on children’s role in managing peer problems. Although some of the teacher practices and beliefs were consistent, certain inconsistencies may indicate the presence of external constraints. Practice or Policy: The results of this study highlight the importance of teacher education programs providing preservice and in-service teachers with the knowledge and skills required to understand children’s peer relationships, guide their interactions, and apply appropriate intervention strategies for various peer relationship problems.  相似文献   

Developing Environmentally Responsible Behaviours Through the Implementation of Argumentation- and Problem-Based Learning Models     

Fettahlıoğlu  Pınar  Aydoğdu  Mustafa 《Research in Science Education》2020,50(3):987-1025

Research in Science Education - The purpose of this research is to investigate the effect of using argumentation and problem-based learning approaches on the development of environmentally...  相似文献   

Prediction of self-reported knowledge with over-claiming, fluid and crystallized intelligence and typical intellectual engagement     

Gizem Hülür  Oliver Wilhelm  Stefan Schipolowski 《Learning and individual differences》2011,21(6):742-746

We investigated the usefulness of the Over-Claiming Questionnaire (OCQ) as a measure of cognitive abilities. In OCQs respondents are asked to rate their familiarity with items of academic or everyday knowledge (Paulhus, Harms, Bruce, & Lysy, 2003). Some items exist in reality (reals), and others do not (foils). We developed four OCQs, each consisting of 40 reals and 8 foils from the domains of Science, Humanities and Civics. The OCQs were administered in a longitudinal rotation design to 112 participants who attended the 9th school grade at the beginning of the study. In latent variable regression analyses 53% of variation in the reals could be explained by fluid and crystallized intelligence and over-claiming as indicated by responses to foils. Further variation in responses to reals and foils was explained by intellectual engagement. Our results show that self-reported knowledge, although positively related to measures of ability, to a large extent reflects over-claiming.  相似文献   

A Cross-Age Study of the Understanding of Three Genetic Concepts: How Do They Image the Gene, DNA and Chromosome?     

Arzu Saka  Lale Cerrah  Ali Rıza Akdeniz  Alipaşa Ayas 《Journal of Science Education and Technology》2006,15(2):192-202

The study was carried out with 175 Turkish students by using drawings at different ages understanding of gene, DNA and chromosome concepts. Students from 8th, 9th, 11th grades and, science and biology student teachers were simply asked to draw the structure of gene, DNA and chromosome in a cell and also to give explanations about these three concepts. Differences in understanding between the age groups were found to be significant for the concepts of gene and DNA. None of the groups exhibit sound understanding and regardless of the age levels, students in all groups had alternative ideas about the three concepts investigated.  相似文献