ISRN Education最新文献_第2页

Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology 学生对基于问题的学习的认知:以本科应用农业气象学为例

ISRN Education Pub Date : 2013-05-22 DOI: 10.1155/2013/982942

L. D. Wet, S. Walker

{"title":"Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology","authors":"L. D. Wet, S. Walker","doi":"10.1155/2013/982942","DOIUrl":"https://doi.org/10.1155/2013/982942","url":null,"abstract":"Many students do not seem to transfer their learning during formal education into applications in the real world. The objective of this ongoing study was to investigate the opinion of third-year students concerning their program through problem-based learning and to improve the module where necessary. Students attending theory classes had to apply their newly gained knowledge coupled with real-life weather data to solve a problem during practicums. Students attending practicums were given the same questionnaire thrice; thus, the answers were based on different sets of exercises. Responses by attendees for the three questionnaires were 73%, 100%, and 61%, respectively. Students preferred problem-based practicums (78%, 54%, and 72%, resp.) to other non-problem-based practicums. Most students thought that their knowledge had improved and it had prepared them better for the workplace (85%, 77%, and 92%, resp.). Generally students preferred working in groups (74%, 62%, and 56%, resp.), in contrast to those preferring to work individually. Students benefited from problem-based learning in that they thought they had improved their knowledge, skills, and critical thinking abilities and felt that they had learnt things that they could carry into their future lives out in the world at large and the workplace.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123406973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

The Effects of Reusing Written Test Items: A Study Using the Rasch Model 笔试题重复使用的影响:基于Rasch模型的研究

ISRN Education Pub Date : 2013-05-16 DOI: 10.1155/2013/585420

M. Wagner-Menghin, Ingrid Preusche, M. Schmidts

引用次数: 13

Comparison of Shared Reading versus Emergent Reading: How the Two Provide Distinct Opportunities for Early Literacy 共享阅读与即兴阅读的比较:两者如何为早期读写提供不同的机会

ISRN Education Pub Date : 2013-05-02 DOI: 10.1155/2013/936191

S. Curenton, Symonne S. Kennedy

{"title":"Comparison of Shared Reading versus Emergent Reading: How the Two Provide Distinct Opportunities for Early Literacy","authors":"S. Curenton, Symonne S. Kennedy","doi":"10.1155/2013/936191","DOIUrl":"https://doi.org/10.1155/2013/936191","url":null,"abstract":"This study examined mother-child interactions across two types of reading interactions—shared reading versus emergent reading—in order to determine (a) if mothers and children provide the same amount of language input across the two interactions, (b) if the socioemotional quality is consistent across the interactions, and (c) if the language input and socioemotional quality across the two interactions are differentially associated with children’s scores on early literacy assessments. Twenty-five mother-child dyads participated in both interactions. Children were given a standardized test of early reading and an emergent reading score based on a rubric designed particularly for the book they were reading. Results indicated that during the shared reading mothers provided more language input (i.e., they talked more), but children increased their amount of talk during the emergent reading, making such input effects null. Overall, socioemotional quality was consistent across the two interactions, except mothers provide more literacy feedback during shared reading. Both language input and socioemotional quality were associated with higher scores on early literacy assessments, but the contribution of these factors varied depending across the type of reading interaction. Results are discussed in terms of education implications for literacy practices at home and school.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132172169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Neoliberalism, the Knowledge Economy, and the Learner: Challenging the Inevitability of the Commodified Self as an Outcome of Education 新自由主义、知识经济和学习者:挑战作为教育结果的自我商品化的必然性

ISRN Education Pub Date : 2013-04-23 DOI: 10.1155/2013/108705

F. Patrick

引用次数: 83

A Framework for Assessment for Learning: Implications for Feedback Practices within and beyond the Gap 学习评估框架:对差距内外反馈实践的启示

ISRN Education Pub Date : 2013-04-22 DOI: 10.1155/2013/640609

K. Tan

引用次数: 21

Educational Attainment and Educational Mismatch in the First Employment in Spain 西班牙首次就业中的学历与教育错配

ISRN Education Pub Date : 2013-04-18 DOI: 10.1155/2013/850827

Marta Rahona-López, Carmen Pérez-Esparrells

引用次数: 7

Self-Efficacy Appraisals and Test-Taking Behavior of Students from Culturally Diverse Populations 多元文化群体学生自我效能评价与应试行为

ISRN Education Pub Date : 2013-04-17 DOI: 10.1155/2013/839657

M. Birenbaum, F. Alhija

{"title":"Self-Efficacy Appraisals and Test-Taking Behavior of Students from Culturally Diverse Populations","authors":"M. Birenbaum, F. Alhija","doi":"10.1155/2013/839657","DOIUrl":"https://doi.org/10.1155/2013/839657","url":null,"abstract":"This study examined the relationships between self-efficacy calibration and test-taking behavior as measured by the percentage of skipped items, unreached items, and incorrect responses on a mathematics test. Jewish and Arab 8th graders in four achievement levels, as defined by quartiles of the test score distribution, were compared with respect to their mathematics self-efficacy and their test-taking behavior. The results indicated that in every achievement level Arab students as compared to their Jewish counterparts tended to report higher levels of self-efficacy and to attempt more items on the test, which resulted in a higher rate of incorrect responses. The results support previous research findings pointing to the detrimental effect that overestimation of SE has on performance. The results were discussed with reference to the metacognitive processes involved in estimation of self-efficacy and in test performance. The identified gaps between the two ethnic groups were discussed in light of the learning culture that characterizes each of them. The contribution of the Israeli context, whereby students from two culturally diverse groups study according to the same mathematics curriculum but in separate schools, to understanding factors underlying culture-related group differences in mathematics test performance was underscored.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132997310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Exploring Epistemological Trends in Students’ Understanding of Science from the Perspective of Large-Scale Studies 从大规模研究的角度探讨学生对科学理解的认识论趋势

ISRN Education Pub Date : 2013-04-16 DOI: 10.1155/2013/196014

Anders Jakobsson, Eva Davidsson, Karl Göran Karlsson, M. Oskarsson

引用次数: 11

Investigation of Students' Alternative Conceptions of Terms and Processes of Gene Technology 学生对基因技术术语和过程的另类概念调查

ISRN Education Pub Date : 2013-04-15 DOI: 10.1155/2013/741807

Gaitano Franke, F. Scharfenberg, F. Bogner

引用次数: 16

A Qualitative Study of Technology Integration into Culture and Sustainability in Schools 学校科技融入文化与永续性之质性研究

ISRN Education Pub Date : 2013-04-09 DOI: 10.1155/2013/967610

M. Mundy, L. Kupczynski

{"title":"A Qualitative Study of Technology Integration into Culture and Sustainability in Schools","authors":"M. Mundy, L. Kupczynski","doi":"10.1155/2013/967610","DOIUrl":"https://doi.org/10.1155/2013/967610","url":null,"abstract":"Despite overall increased access to technology both in and out of the classroom, technology is often still not being used to support learning and instruction in a meaningful manner. Teachers need to be helped to change the way they teach rather than just how to use computers. The TeachUp! Program was designed by Digital Opportunity Trust to improve the use of technology in day-to-day teaching activities through the use of interns who are present in the schools as a continuous support system and who provide an informal professional development. Interns examine types of technology available and how it can be utilized as a part of the design and implementation of the curriculum to extend the existing student knowledge and learning. Purposive samples from two school districts in southern Mississippi were selected to be interviewed on their perceptions of the integration of TeachUp! technology empowerment into the ongoing culture and operation of the schools, long-term systematic change, and improvement in education outcomes. According to the respondents, the TeachUp! Program has had a major sustaining effect on the respective school systems in these areas. The climate of the learning environment has evolved into a true 21st century learning organization with an increase in the use of technology.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131212118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6