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Haira Emanuela Gandolfi 《Science & Education》2018,27(3-4):259-297
This article presents the results of an exploratory study of students’ knowledge about scientists and countries’ contributions to science, aiming at answering two research questions: “In which ways are students aware of the history of scientific development carried out by different people in different places of the world? What can be influencing and shaping their awareness?” Thus, this study aimed at depicting students’ knowledge about History of Science (HOS), focusing on what they know about science being done by people and communities from different parts of the world and on how this knowledge is constructed through their engagement with school science. An exploratory research was carried out at two multicultural state secondary schools in London, UK, involving 200 students aged 12–15 (58.5% girls, 41.5% boys) and five science teachers. The method involved an initial exploration of students’ knowledge about HOS through an open-ended survey, followed by classroom-based observations and semi-structured interviews with the participants. Results showed a disconnection between remembering scientists and knowing about their work and background, hinting at an emphasis on illustrative and decontextualised approaches towards HOS. Additionally, there was a lack of diversity in these students’ answers in terms of gender and ethnicity when talking about scientists and countries in science. These findings were further analysed in relation to their implications for school science and for the fields of HOS, science education and public perception of science. 相似文献
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Paolo Castelnovo Massimo Florio Stefano Forte Lucio Rossi Emanuela Sirtori 《Research Policy》2018,47(9):1853-1867
The Large Hadron Collider at CERN, the European Organisation for Nuclear Research, is the world’s highest-energy particle accelerator. Its construction (1995–2008) required frontier technologies and close collaboration between CERN scientists and contracting firms. The literature on “Big Science” projects suggests that this collaboration generated economic spillovers, particularly through technological learning. CERN granted us access to its procurement database, including suppliers of LHC from 35 countries for orders over 10,000 Swiss Francs. We gathered balance-sheet data for more than 350 of these companies from 1991 to 2014, which include the years before and after that of the first order received. The study assesses, in quantitative terms, whether becoming a CERN supplier induced greater R&D effort and innovative capacity, thus enhancing productivity and profitability. The findings – which controlled for firms’ observable characteristics, macroeconomic conditions, and unobserved time, country, industry and firm-level fixed effects – indicate a statistically significant correlation between procurement events and company R&D, knowledge creation and economic performance. The correlation is chiefly driven by high-tech orders; for companies receiving non-high-tech orders, it is weaker, or even statistically not significant. 相似文献
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This article describes the effects of participating in European Union Framework Programmes (EUFPs) at the level of research units and researchers. We consider EUFPs as policy instruments that contribute to the Europeanisation of academic research and study the changes they produce with respect to: 1) the organisation and activities of Departments, 2) the type of knowledge produced, and 3) the ways of doing research. The analysis is based on a case study of the Sapienza University in Rome. We also discuss the extent to which EUFPs produce different effects at the level of scientific fields. This pilot study analyses changes driven by EUFPs from an institutional perspective and uses the concept of institutionalisation to explain how these changes are translated into rules and practices by research units and researchers. Our preliminary investigation supports the idea that EUFPs do not trigger a process of Europeanisation and lead, within academic institutions, to highly diversified institutional responses by scientific fields rather than to undifferentiated ones. They strengthen leading research groups and Departments, already competitive at the EU level, by enhancing existing international behaviours and practices. However, they do not support and, at times, even decrease competition opportunities for less experienced participants and they do not promote the participation of new groups. Moreover, the absence of relevant organisational changes at the University level and the lack of incentives for EUFP participation seem to strengthen these trends. What emerges is the need for decisions at the University level, taking into account differences across scientific groups. 相似文献
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Questionnaire data from the PIRLS 2006 study in Italy provided a number of indices in order to summarize factors of educational context influencing reading achievement. The aim of the present paper is to study the relationships between school factors, teacher factors, family factors, student factors and reading achievement by means of multilevel regression analysis. Results show that pupils＇ attainment in reading is significantly related to： （1） home educational resources （home/student level effect）; （2） parents＇ attitudes toward reading （home/student level effect）; （3） students＇ attitudes toward reading; （4） students＇ reading self-concept; and （5） teacher career satisfaction （school/teacher level）. 相似文献
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Higher Education - This paper analyses the impact of informal recruitment channels on university enrolment decisions. A widespread diffusion of personal connections as an entry channel to the... 相似文献
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Emanuela Reale 《Higher Education》2014,67(4):409-422
Despite the value of the comparative perspective for the study of higher education is widely recognised, there is little consensus about the specific methodological approaches. Quantitative tools outlined their relevance for addressing comparative analyses since they are supposed to reducing the complexity, finding out and graduating similarities and differentiations, and improving the generalization of the results. Nevertheless, the limited availability of comparative data hampers statistical comparative analyses, and data and statistics might be seen just as complementary analytical tools. This paper has a twofold aim. Firstly, it addresses key methodological problems for accurate international comparisons in higher education studies. Secondly, the article discusses the difficulties encountered in using measurements in comparative studies, and issues to be addressed in order to improve the robustness of the method and the possibility of using quantitative tools. 相似文献
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This paper focuses on policy implementation in Higher Education (HE) analysed through the evolution and transformation of policy instruments related to government funding and evaluation. We investigate how steering and governance tools have been put into action, in order to analyse how original policy rationales and justifications have evolved and are affected by context and instrument characteristics. The research questions are: what do policy instruments reveal about the evolution of policy rationales and justifications? To what extent and why do they evolve in unpredictable ways? We look at two types of instruments, funding and evaluation that are tools widely diffused in European HE systems. We adopt a diachronic perspective spanning the last 15 years, and a comparative approach across eight European countries. Our findings show that the form and evolution of instruments are related to factors such as the existing mix of instruments and policy paradigm, of the features of the policy process and of the instruments themselves. 相似文献
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This paper analyses how the interaction between social institutions on the one hand and actors’ strategies and interests on the other hand is shaping European integration in research policy. We specifically focus on the implications of the existence of different conceptions of European integration (logics) on the emerging landscape of research funding programs jointly managed by the European Union (EU) and National States (joint programs). Our results display the central role of the introduction of a logic of coordination by the EU; it created a breeding ground for a new generation of programs and, at the same time, allowed to make the integration model more flexible and acceptable to National States (as funding became only virtually integrated). Most newly created programs were characterized by largely symbolic commitments and very small budgets, while stronger commitments had to be constructed through successive steps of integration. This process was highly selective and dependent on the presence of strong interests from the research community; additional funding from the EU was critical to ensure stability of national commitments. Further, National States by large delegated to independent funding agencies the management of national participations: delegation allowed to achieve greater homogeneity among national participants, but also to decouple decisions to participate (driven by compliance to institutional pressures) from the level of resources to be committed (driven by national interests). While in the year 2000, the European Research Area (ERA) strategy of coordinating national research policies was largely an empty concept, our case study shows how in the following decade, it was filled in with specific experiences and practices, led to the redefinition of actors’ understanding of European integration and roles in European research policies and, ultimately, to the emergence of original models of integration. 相似文献
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Cultural Studies of Science Education - The focus of this article is to expand María del Mar Aragón, José Antonio Acevedo-Díaz and Antonio García-Carmona’s paper... 相似文献