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Fostering Fifth-Grade Students’ Ability to Design Comparative Experiments Using an Online Model 利用网络模式培养五年级学生设计比较实验的能力
Guoqing Zhao, Rongchi Zhao, Xuanyang Yang
Chinese Elementary Science Curriculum Standards requires that fifth- and sixth- grade students can plan and design comparative experiments. However, students at these grades have difficulties in distinguishing and controlling variables in a specific context. This study aimed to investigate the effects of a simulation-embedded scientific inquiry unit on fifth-grade students’ ability to design comparative experiments. Thermodynamics Challenge, implemented in the Web-based Inquiry Science Environment (WISE) and translated into Chinese, engaged fifth-grade students in conducting virtual investigations with NetLogo models to test how thermal insulation effect is enhanced by different material use. A total of 86 fifth-grade students (47 boys and 39 girls) from an elementary school in Weifang City, Shandong Province participated in the research. Pre- and post-tests were used to examine changes in students’ understanding of comparative experiment design. Results showed that all students have a significant improvement in knowledge of comparative experiments from pre- to post-test, and students with low prior knowledge improved more than the other two groups. These findings indicated the feasibility of fostering fifth-graders’ comparative experiment design with simulations. Implications for science teaching are discussed.
《中国基础科学课程标准》要求五年级和六年级学生能够计划和设计比较实验。然而,这些年级的学生在区分和控制特定环境中的变量方面存在困难。本研究旨在探讨模拟嵌入式科学探究单元对五年级学生比较实验设计能力的影响。《热力学挑战》在基于网络的科学探究环境(WISE)中实施并翻译成中文,让五年级学生使用NetLogo模型进行虚拟调查,以测试不同材料的使用如何增强隔热效果。山东省潍坊市一所小学的86名五年级学生(47名男生,39名女生)参与了这项研究。采用前测和后测来考察学生对比较实验设计理解的变化。结果表明,所有学生的对比实验知识从测试前到测试后都有显著的提高,并且低先验知识的学生比其他两组提高更多。本研究结果提示以模拟方式培养五年级学生比较实验设计的可行性。讨论了对科学教学的启示。
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引用次数: 1
Flipped for a Betterment: The Acceptance Level Towards Flipped Learning Among Malaysian ESL Learners 翻转学习的改善:马来西亚ESL学习者对翻转学习的接受程度
Woon Wern Lie, M. Yunus
Shall we flip for a betterment? Flipped learning is a common method that is widely used in secondary and tertiary education. So, how about primary education? Many would question whether this method could be utilised effectively in a primary school ESL classroom. Undoubtedly, this is indeed one of the main issues that worried the authorities. Due to the lack of empirical studies, the Malaysian society was not confident to use flipped learning in primary school. So, this study would therefore explore the acceptance level of flipped learning approach among primary school students, to check out the which construct affects the acceptance level the most as well as to find out the factors that influence their choice. This research was hoped to provide insights into attracting more educators to try out flipped learning in ESL classroom. In this study, it used a mixed-method design where quantitative data from survey and responses from group interviews were used to measure the outcomes. Initially, all Year 6 students from a primary school in Malaysia were chosen to experience flipped learning. Then 215 students were chosen as survey participants while another 15 among them were selected for focus group interviews. It had found out that effort expectancy was the major contributor towards the acceptance level and there are three factors that affect the behavioral intention,namely, clear interface, time efficacy and user friendly. This positive result was hoped to attract more educators to flip for a betterment.
我们掷硬币换好吗?翻转学习是一种广泛应用于中等和高等教育的常用方法。那么,初等教育呢?许多人会质疑这种方法是否能有效地应用于小学ESL课堂。毫无疑问,这确实是令当局担忧的主要问题之一。由于缺乏实证研究,马来西亚社会对在小学使用翻转学习缺乏信心。因此,本研究将探讨小学生对翻转学习方式的接受程度,以检验哪个构念对接受程度影响最大,并找出影响他们选择的因素。本研究旨在为吸引更多教育工作者在ESL课堂中尝试翻转学习提供参考。在这项研究中,它使用了混合方法设计,从调查和小组访谈的回应定量数据来衡量结果。最初,马来西亚一所小学的所有六年级学生都被选中体验翻转学习。然后选取215名学生作为调查对象,另外选取15名学生进行焦点小组访谈。研究发现,努力预期是影响用户接受度的主要因素,影响用户行为意愿的因素有三个,即界面清晰、时间有效性和用户友好性。希望这一积极的结果能够吸引更多的教育工作者参与其中。
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引用次数: 9
Instruction Using Social Media in Global Higher Education 在全球高等教育中使用社交媒体教学
R. Waller, Pamela A. Lemoine, M. Richardson
The technological revolution of the past two decades has changed communication, higher education, and the global society. As a result, there exists a wide gulf between the unlimited use of technology and higher education, particularly with respect to digital communications between professors and students. Web 2.0 digital technologies convey information in a different manner than before and allow for interaction with distance participants. Personal use of digital technologies for social media communication is one thing; social media use by professors for communication with students is another. Both aspects should be examined in detail to determine the future directions for global learning.
过去二十年的技术革命改变了通信、高等教育和全球社会。因此,在无限制地使用技术和高等教育之间存在着巨大的鸿沟,特别是在教授和学生之间的数字通信方面。Web 2.0数字技术以与以前不同的方式传递信息,并允许与远程参与者进行交互。个人使用数字技术进行社交媒体交流是一回事;教授使用社交媒体与学生交流是另一个原因。这两个方面都应该仔细研究,以确定全球学习的未来方向。
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引用次数: 0
Does Personality Influence Pre-service English Teachers' Performance?: A Gender-Based Study in the Yemeni Context 人格是否影响职前英语教师的绩效?:也门背景下基于性别的研究
Nemah Abdullah Ayash Ezzi
This study mainly investigated whether there is any correlation between the Big Five Personality Traits of pre-service teachers and their performance in Practicums I&II, and attempted to identify the extent to which the personality traits affect pre-service teachers' performance. To fulfill the purpose of the study, a sample of 110 fourth-year student-teachers; 86 females & 24 male, of the English Department, in the Faculty of Education at Hodeidah University, was selected‎. ‎They enrolled in the four-year B.Ed. course. The Big Five Inventory (BFI) originally developed by John & Srivastava (1999) with little modification was distributed among the selected subjects. This inventory comprised of forty-four statements about the big five personality traits that are Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness. Collected data was analyzed by using simple descriptive and inferential statistical techniques such as mean, Pearson correlation, t-test and f-test. It was found that there is a relationship between the pre-service teachers' performance in Practicums I&II and their personality traits so pre-service teachers' personality DO influence their performance of teaching English. Also, pre-service teachers' personality traits of Extraversion, Agreeableness, and Conscientiousness are nearly same, so no significant difference found among male and females on these three traits. However, significant difference exists among the females and males on the trait of Neuroticism as female student-teacher score higher than males on this trait. Moreover, both male and female pre-service teachers ‎have quite good level of Extraversion and Agreeableness, and similar reasonable level of Conscientiousness ‎and Neuroticism but their level of Openness is a very low. It is recommended that Teacher Personality Development should be a part of teacher education programs and suggest some strategies for development of pre-service teachers’ personality.
本研究主要考察职前教师的五大人格特质与其在实习一和实习二中的表现是否存在相关性,并试图确定人格特质对职前教师绩效的影响程度。为了实现本研究的目的,本研究以110名四年级学生兼教师为样本;来自荷台达大学教育学院英语系的86名女性和24名男性被选中。他们报名参加了为期四年的学士课程。大五量表(BFI)最初由John & Srivastava(1999)开发,在选定的受试者中进行了很少的修改。这份清单包括44个关于五大人格特征的陈述,即外向性、宜人性、尽责性、神经质和开放性。收集的数据采用简单的描述性和推断性统计技术进行分析,如平均值、Pearson相关性、t检验和f检验。本研究发现职前教师在实习一和实习二中的表现与其人格特质之间存在一定的关系,因此职前教师的人格特质确实会影响其英语教学的表现。此外,职前教师的外向性、宜人性和尽责性三个人格特征基本相同,男女在这三个特征上没有显著差异。但男女在神经质特质上存在显著差异,女师生在神经质特质上得分高于男师生。此外,男女职前教师的外向性和宜人性水平都相当高,尽责性和神经质水平相似,但开放性水平很低。建议将教师人格发展纳入教师教育计划,并提出职前教师人格发展的策略。
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引用次数: 0
The Kingdom of Saudi Arabia: Achieving the Aspirations of the National Transformation Program 2020 and Saudi Vision 2030 Through Education 沙特阿拉伯王国:通过教育实现2020年国家转型计划和沙特2030年愿景的愿望
B. Mitchell, A. Alfuraih
The research described and reported on in this article focuses on an analysis of the Saudi Arabian National Transformation Program 2020 and Saudi Vision 2030. The investigation involved a document analysis of these documents in order to identify the associated curriculum orientations within these documents to determine what the Kingdom of Saudi Arabia is seeking to achieve and how it envisages achieving these aspirations through education development. The analysis revealed that the goals and aspirations of the Kingdom have increasingly become more clearly defined with attention to alignment between national education goals and economic development whilst ensuring that practices are consistent with Islamic beliefs. In brief, as evidenced in the documents, the analysis reveals that the imperative of the National Transformation Program 2020 and Saudi Vision 2030 is to establish a ‘Saudized’ knowledge-based economy; and education is seen to be a means by which this imperative is to be fostered.
本文中描述和报道的研究重点是对沙特阿拉伯国家转型计划2020和沙特愿景2030的分析。调查涉及对这些文件进行文件分析,以确定这些文件中的相关课程方向,以确定沙特阿拉伯王国正在寻求实现的目标以及它如何设想通过教育发展实现这些愿望。分析显示,王国的目标和愿望越来越明确,注意国家教育目标和经济发展之间的一致性,同时确保实践符合伊斯兰信仰。简而言之,正如文件所证明的那样,分析表明,2020年国家转型计划和沙特2030年愿景的当务之急是建立“沙特化”的知识经济;而教育则被看作是培养这种使命感的一种手段。
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引用次数: 40
The Development of Global Higher Education in a World of Transformation 转型世界中全球高等教育的发展
Evan G. Mense, Pamela A. Lemoine, C. Garretson, M. Richardson
Globalization has forced higher education into a new world, a world of change, instability and ambiguity, shaped by an increasingly integrated world economy, technology, an international knowledge network, and other forces beyond the control of higher education institutions. Futurists predict that the education systems of tomorrow will be drastically different from those of today. They forecast innovative approaches to teaching and learning will proliferate and will be used more effectively because of technology and telecommunications. Traditional universities historically have been producers of knowledge in the form of human capital, research, and scholarship and are now challenged to tap into the expanding need for lifelong learning. The need and desire for higher education are growing, but higher education is challenged to make significant changes driven by globalization and technology.
全球化迫使高等教育进入一个新的世界,一个变化、不稳定和模糊的世界,由日益一体化的世界经济、技术、国际知识网络和其他高等教育机构无法控制的力量塑造。未来学家预测,明天的教育系统将与今天的大不相同。他们预测,由于技术和电信的发展,教学和学习的创新方法将会激增,并将得到更有效的利用。传统大学历来是人力资本、研究和学术知识的生产者,现在面临的挑战是如何满足不断扩大的终身学习需求。人们对高等教育的需求和渴望日益增长,但在全球化和技术的推动下,高等教育面临着重大变革的挑战。
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引用次数: 23
Communication in Authoritarian Parenting on Learner Participation in Early Childhood Education Science Class in Homabay County, Kenya 肯尼亚霍马贝县幼儿教育科学课堂中,权威父母的交流对学习者参与的影响
Odundo Paul Amollo, Ganira Khavugwi Lilian
Communication is the process of reaching mutual understanding where participants not only exchange information, ideas and feelings but also create and share meaning. Effective communication imparts knowledge and paves way towards building and strengthening relationships which uphold peace between parents and children for lasting associations. However, the authoritarian parenting style tends to manipulate communication which creates fear and compromise learner participation in class. The study explored the relationship between communication in authoritarian parenting model and participation of learners in Early Childhood Education (ECE) science classroom in Homabay County, Kenya. The population of the study involved 314 respondents including 4 County education officers; 60 head teachers; 60 ECE teachers attached to public primary schools; 120 learners and 70 parents. The teachers’ questionnaire was used as the main data collection tool. Correlation analyses were performed to determine which demographic characteristics should be used as control variables. Regression analyses were also performed to examine the relationship between communication in authoritarian parenting model and children’s participation in class activities. Data was gathered, summarized and analyzed by reading the information collected through the research instruments and pattern trends and relationships from the information gathered were established. Descriptive statistics were used to analyze qualitative data while quantitative statistics were employed to match authoritarian parenting numbers to learner participation attributes. Frequency distribution tables were used to present the data. Anchored on social learning theory, the study findings supported the view that communication in authoritarian parenting model is negatively related to children’s participation in class. The 91% of ECE teachers confirmed that learners from authoritarian settings could not express themselves well as a result of limited communication existing between the child and the parent and only 9% observed eloquence in the learners of authoritarian parents. For further research the study suggested that since authoritarian mothers and fathers behave differently, studies should be done separately to assess consistency of the parenting model in both parents.
沟通是达到相互理解的过程,参与者不仅交换信息、想法和感受,而且还创造和分享意义。有效的沟通可以传授知识,并为建立和加强关系铺平道路,维护父母与子女之间的和平,建立持久的联系。然而,权威型的教育方式往往会操纵沟通,从而产生恐惧,损害学习者在课堂上的参与。本研究探讨了肯尼亚霍马贝县幼儿教育(ECE)科学课堂中权威型育儿模式下的沟通与学习者参与之间的关系。该研究涉及314名受访者,其中包括4名县教育官员;60名校长;公立小学的60名欧洲经委会教师;120名学生和70名家长。采用教师问卷作为主要的数据收集工具。进行相关分析以确定应使用哪些人口统计学特征作为控制变量。此外,本研究亦采用回归分析检视权威型教养模式下的沟通与儿童参与课堂活动的关系。通过阅读研究工具收集到的信息,对数据进行收集、总结和分析,并根据收集到的信息建立模式趋势和关系。描述性统计用于分析定性数据,定量统计用于匹配专制父母数量与学习者参与属性。使用频率分布表来表示数据。基于社会学习理论,本研究结果支持权威型育儿模式下的沟通与儿童课堂参与负相关的观点。91%的ECE教师确认,由于孩子与父母之间的沟通有限,专制环境下的学习者不能很好地表达自己,只有9%的教师观察到专制父母的学习者有口才。对于进一步的研究,该研究表明,由于专制母亲和父亲的行为不同,应该分别进行研究,以评估父母双方养育模式的一致性。
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引用次数: 0
Socio-economic Inequalities in the Americas—A Mitigating Educational Approach 美国的社会经济不平等——缓解教育途径
A. Ciferri
A long-range educational approach aiming to mitigate the social and economic inequalities in the Americas is presented. The approach is based on a history book that emphasizes the socio-economic evolution in 28 countries of the American Continent. The book is currently used for courses in pilot schools in Central America and its extension is planned to leading institutions in North America. A phenomenological framework facilitates the identification of novel strategies for the harmonization of different ethnic groups and economic development. 
提出了一种旨在减轻美洲社会和经济不平等的长期教育方法。这种方法是基于一本强调美洲大陆28个国家社会经济发展的历史书。这本书目前用于中美洲试点学校的课程,并计划将其推广到北美的主要机构。现象学框架有助于确定协调不同种族群体和经济发展的新战略。
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引用次数: 2
Influence of Selected Institutional Factors on the Impact of Constituency Development Fund in Financing Education in Public Secondary Schools in Ndaragwa Constituency, Kenya 选定的制度因素对选区发展基金在资助肯尼亚恩达拉古瓦选区公立中学教育中的影响的影响
Joseph Gicheru Ndei, J. Kanjogu Kiumi, Peter Githae Kaboro
Access to secondary education in public secondary schools in Kenya has not been fully achieved due to rising costs in education. The Kenya government has therefore devised policies to help address issues of education access and retention through establishment of cost subsidies. The Constituency Development Fund (CDF) was established in 2003 through an Act of Parliament. The main objective was to mitigate the imbalance in regional development and provide people at the grassroots an opportunity to make expenditure choices that maximize their welfare in line with their needs and preferences. A key focus of CDF was to provide a devolved system of financing education. However, the extent to which CDF has succeeded in achieving this noble aim has not been evaluated. The focus of this study therefore was to find out the extent to which CDF as a means of financing education has succeeded in improving physical facilities, enhancing enrolment and reducing dropout rates in secondary schools in Ndaragwa Constituency, Kenya and to determine whether the impact is related to school type, enrolment, age and sponsorship. The study adopted an Ex-post facto research design where data were collected using self-administered questionnaires to 25 principals. Data were analyzed through descriptive and inferential statistics. Hypotheses were tested using ANOVA and t-test at an alpha level of 0.05. The study established that there is no significant relationship between the impact of CDF in financing education and school type, enrolment, age and sponsorship. Based on the findings, the study recommends that CDF framework should be revised in order to assist schools to address pertinent issues facing them and to improve the quality of education in all secondary schools in Kenya.
由于教育成本上升,肯尼亚公立中学的中等教育尚未完全实现。因此,肯尼亚政府制定了政策,通过建立成本补贴来帮助解决教育机会和保留问题。选区发展基金(CDF)是根据议会法案于2003年成立的。主要目标是缓解地区发展的不平衡,为基层人民提供一个机会,根据他们的需求和偏好做出最大限度地提高他们福利的支出选择。发展基金的一个重点是提供一个权力下放的教育筹资制度。然而,中国发展基金成功实现这一崇高目标的程度尚未得到评价。因此,本研究的重点是找出在肯尼亚恩达拉格瓦选区,CDF作为教育筹资手段在改善中学物理设施、提高入学率和降低辍学率方面取得成功的程度,并确定这种影响是否与学校类型、入学率、年龄和赞助有关。本研究采用事后调查法,对25名校长进行问卷调查。通过描述性统计和推理统计对数据进行分析。假设检验采用方差分析和t检验,α水平为0.05。研究发现,基金在资助教育方面的影响与学校类型、入学人数、年龄及资助并无显著关系。根据调查结果,该研究建议修订发展基金框架,以帮助学校解决它们面临的相关问题,并提高肯尼亚所有中学的教育质量。
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引用次数: 0
A Qualitative Analysis of Korean Students’ Awareness of Motivational Macro Strategies 韩国学生动机宏观策略意识的定性分析
C. Kobylinski, Michael Heinz
Motivation remains a topic of great importance in the field of EFL. Numerous studies have highlighted the linkage between the use of motivational strategies and student achievement in foreign language acquisition. In 2017 a study carried out by Heinz and Kobylinski found significant differences between the ways in which Korean students rated the use of motivational strategies by native English-speaking English teachers and native Korean speaking English teachers. These differences were explored primarily through the use of a 47 question survey utilizing a 5-point Likert scale and some limited qualitative interviews. As the survey provided strategies for comparison, the question arose whether students recalled such differences due to prompting and how a more open-ended investigation might better explain these findings. As such open-ended interviews were carried out with 21 Korean students whose backgrounds were similar to the students in the previous study. The results not only confirmed previous findings but provided considerable context as to why strategy implementation differs between the two groups. The most significant differences described were related to creating a pleasant classroom environment and familiarizing students with L2 related values. Interviewees described a high stress environment within the Korean educational system and suggested that differences between the two groups were more pronounced when native English-speaking English teachers were teaching in an international or American setting.
动机一直是外语教学领域的一个重要课题。许多研究都强调了动机策略的使用与学生外语习得成绩之间的联系。2017年,Heinz和Kobylinski进行的一项研究发现,韩国学生对以英语为母语的英语教师和以韩语为母语的英语教师使用动机策略的评价存在显著差异。这些差异主要是通过使用5点李克特量表和一些有限的定性访谈的47个问题的调查来探索的。由于调查提供了比较策略,问题出现了,学生是否由于提示而回忆起这些差异,以及一个更开放的调查如何更好地解释这些发现。因此,我们对21名背景与之前研究中学生相似的韩国学生进行了开放式访谈。结果不仅证实了之前的发现,而且提供了相当大的背景,为什么战略实施在两组之间有所不同。所描述的最显著的差异与创造一个愉快的课堂环境和让学生熟悉第二语言相关的价值观有关。受访者描述了韩国教育系统内的高压力环境,并表示当母语为英语的英语教师在国际或美国环境中教学时,两组之间的差异更为明显。
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引用次数: 3
期刊
International Journal of Education and Development using Information and Communication Technology
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