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1.
Jari Kangas Elisa Rantanen Lauri Kettunen 《European Journal of Engineering Education》2017,42(6):668-683
Most freshmen enter universities with high expectations and with good motivation, but too many are driven into performing instead of true learning. The issues are not only related to the challenge of comprehending the substance, social and other factors have an impact as well. All these multifaceted needs should be accounted for to facilitate student learning. Learning is an individual process and remarkable improvement in the learning practices is possible, if proper actions are addressed early enough. We motivate and describe a study of the experience obtained from a set of tailor-made courses that were given alongside standard curriculum. The courses aimed to provide a ‘safe community’ to address the multifaceted needs. Such support was integrated into regular coursework where active learning techniques, e.g. interactive small groups were incorporated. To assess impact of the courses we employ the feedback obtained during the courses and longitudinal statistical data about students' success. 相似文献
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Policy-makers making decisions on the implementation of school-based sexuality education (SE) programmes face two important questions: (1) what are the costs of implementing and scaling up SE programmes, and (2) what are the impacts? This paper responds to these questions by retrospectively assessing costs, impact and cost-effectiveness of the national school-based SE programme in Estonia 1997–2009. The three-year curriculum had been taught to 190,000 students at the end of 2009. The cost of reaching one student was USD 32.90 and the total costs were USD 5.6 million. There has been a remarkable improvement in sexual health indicators in the age groups 15–19 and 20–24 years in Estonia between 2001 and 2009. During this period, annual abortions, STIs and diagnosed HIV infections in the age groups were reduced by 37%, 55% and 89%, respectively. It is difficult to assess to what extent the improvements in these sexual health indicators are attributable to the SE programme. Nevertheless, our conservative threshold analysis indicates that the Estonian SE programme could be considered cost-saving if only 4% of the observed reductions in HIV infections are attributable to the programme. There is strong evidence, therefore, to support that the Estonian school-based sexuality programme has been cost-effective. 相似文献
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Higher education institutions are facing major challenges requiring traditional leadership and administrative policies and practices to be rethought and renewed. These challenges concern the whole academic community but mostly the institutions’ administrative leaders. This article suggests how applying the democratic principles of “inclusion”, which stresses critical dialogue and social justice, can reach beyond the traditional managerial and administrative policies when meeting the new requirements; and be a catalyst for change in leadership practices. 相似文献
4.
Sudhir Kurl Sae Young Jae Timo H.Makikallio Ari Voutilainen Magnus J.Hagnas Jussi Kauhanen Jari A.Laukkanen 《运动与健康科学(英文)》2022,11(2):266-271
Background:Little is known about exercise cardiac power(ECP),defined as the ratio of directly measured maximal oxygen uptake with peak systolic blood pressure during exercise,on heart failure(HF)risk.We examined the association of ECP and the risk of HF.Methods:This was a population-based cohort study of 2351 men from eastern Finland.The average time to follow-up was 25 years.Participants participated at baseline in an exercise stress test.A total of 313 cases of HF occurred.Results:Men with low ECP(<9.84 mL/mmHg,the lowest quartile)had a 2.37-fold(95%confidence interval(95%CI):1.68-3.35,p<0.0001)hazards ratio of HF as compared with men with high ECP(>13.92 mL/mmHg,the highest quartile),after adjusting for age.Low ECP was associated with a 1.96-fold risk(95%CI:1.38-2.78,p<0.001)of HF after additional adjustment for conventional risk factors.After further adjustment for left ventricular hypertrophy,the results hardly changed(hazards ratio=1.87,95%CI:1.31-2.66,p<0.001).One SD increase in ECP(3.16 mL/mmHg)was associated with a decreased risk of HF by 28%(95%CI:17%-37%).Conclusion:ECP provides a noninvasive and easily available measure from cardiopulmonary exercise tests in predicting HF.However,ECP did not provide additional value over maximal oxygen uptake. 相似文献
5.
The aim of this study was to explore the significance of interaction in multimedia learning materials. Two explanative variables were modelled from the primary variables of the collected data. Those variables were (1) time between two user events, named as interaction, and (2) relative error. The results of this study showed a clear connection between the usage of the learning material and the learning results. In general, the learning material should be difficult enough to influence thinking. Improved thinking could be achieved either as an inner process, when interaction between material and learner was slow, or with fast interaction, when the number of mistakes increases. In the developing of adaptive multimedia learning materials, the utilisation of these two variables seem to be quite promising. 相似文献
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This study investigated the prospective relationships between reading performance and reading habits among Finnish children during the first and second grades of primary school. One hundred and ninety‐five children were examined twice during their first primary school year and once during the spring term of Grade 2. The results showed, first, that children's reading skills predicted their reading habits: the more competent in reading children were at the end of Grade 1, the more likely they were to engage in out‐of‐school reading one year later. Second, reading habits also predicted reading skills: the amount of out‐of‐school reading at the end of Grade 1 contributed to the development of word recognition skills. 相似文献
8.
Sari Mullola Niklas Ravaja Jari Lipsanen Paula Hirstiö-Snellman Saija Alatupa Liisa Keltikangas-Järvinen 《Learning and individual differences》2010,20(3):209-214
Associations between teacher-perceived temperament, educational competence (EC), and school grades in mother language (ML) and mathematics (Math) were assessed in 3212 students (1619 girls) in Secondary School (aged 13–19) taken from a nationally representative Finnish sample. Temperament was assessed with scales from the TABC-R and DOTS-R batteries. EC consists of cognitive ability, motivation, and maturity. Activity, persistence, distractibility, inhibition, and negative emotionality were significantly associated with both ML and Math grades. EC turned out to mediate the relationship between temperament and school performance and moderated the relationship of activity to Math. The findings show a high association between teacher-rated temperament and school performance and indicate a strong “halo effect” between temperament, EC, and school grades. 相似文献
9.
Kalle Juuti Jari Lavonen Anna Uitto Reijo Byman Veijo Meisalo 《International Journal of Science and Mathematics Education》2010,8(4):611-632
Students find science relevant to society, but they do not find school science interesting. This survey study analyzes Finnish
grade 9 students’ actual experiences with science teaching methods and their preferences for how they would like to study
science. The survey data were collected from 3,626 grade 9 students (1,772 girls and 1,832 boys) across randomly sampled secondary
schools. Students were asked to evaluate how often a particular teaching method is used in science (chemistry and physics)
teaching and how often they would like to see the teaching method used. Data were analyzed using nonparametric tests. Boys
seemed to be more satisfied with current and traditional science teaching methods like direct teaching, solving basic problems,
reading textbooks, and conducting practical work, while girls desired more discussion. Students who are interested in school
science or think that school science is relevant in everyday life would like more creative activities such as brainstorming
and project work. Results indicated that understanding the connection between student interest and teaching method preferences,
especially interpreting interested students’ desire for creative activities, are important aspects for future research. 相似文献
10.
This research compared how the scientific literacy-related goals of the current Chinese and Finnish national science curricula at primary school level are actualised using a revised Programme for International Student Assessment (PISA) scientific literacy framework in the content analysis of the curricula. The content of the curricula focuses principally on knowledge, followed by competencies and attitudes, respectively. The learning context was seen to be thoroughly integrated with the content in both countries. However, the curricula are written in different ways. Generally, the literacy objectives for both curricula are based on scientific knowledge (Vision I) and the application of knowledge-based skills in situations (Vision II). However, they are characterised by implicit views that derive from the pursuit of the value-driven transformation of individuals and society achieved through science education (Vision III). The Chinese curriculum appears to favour the Anglo-American curriculum tradition, whereas the Finnish curriculum appears to be more attached to the Bildung-Didaktik tradition in terms of core tasks and the specification of objectives. The recommendation is that Vision III should be included in the science curricula, and should explicitly relate to social and scientific topics with a view to furthering a scientifically literate public. 相似文献