Pub Date : 2023-09-20DOI: 10.1080/07294360.2023.2246382
Xi Hong, Xi Gao, Hamish Coates, Fei Guo
ABSTRACTDespite the importance of undergraduate research for student learning and development, not enough work has been done to clarify its effects in different disciplinary contexts. Using data from the China College Student Survey, this research adopts Becher and Trowler’s theory of discipline classification to understand the relationship between undergraduate research and students’ learning outcomes in different disciplines. It indicates that first, contributing to journals/conferences correlates with students’ self-reported learning outcomes in Physics, History, and Engineering, but these relationships can be explained by process-centered activities, except in Physics. Second, early-year undergraduates’ learning outcomes are relatively weakly related to conducting research with faculty in pure disciplines. By contrast, such relationships are distinct in applied disciplines. Third, in soft disciplines, participating in competitions significantly correlates with more types of students’ learning outcomes than conducting research with faculty, while in hard disciplines, they both play quite important roles. It makes recommendations for future research and practice, which enrich insight into how universities can best engage undergraduates in research.KEYWORDS: Undergraduate researchstudent developmentlearning outcomeundergraduate educationdiscipline Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by China's National Sciences Foundation (Grant No. 72104120).
{"title":"Undergraduate research and students’ learning outcomes: digging into different disciplinary contexts","authors":"Xi Hong, Xi Gao, Hamish Coates, Fei Guo","doi":"10.1080/07294360.2023.2246382","DOIUrl":"https://doi.org/10.1080/07294360.2023.2246382","url":null,"abstract":"ABSTRACTDespite the importance of undergraduate research for student learning and development, not enough work has been done to clarify its effects in different disciplinary contexts. Using data from the China College Student Survey, this research adopts Becher and Trowler’s theory of discipline classification to understand the relationship between undergraduate research and students’ learning outcomes in different disciplines. It indicates that first, contributing to journals/conferences correlates with students’ self-reported learning outcomes in Physics, History, and Engineering, but these relationships can be explained by process-centered activities, except in Physics. Second, early-year undergraduates’ learning outcomes are relatively weakly related to conducting research with faculty in pure disciplines. By contrast, such relationships are distinct in applied disciplines. Third, in soft disciplines, participating in competitions significantly correlates with more types of students’ learning outcomes than conducting research with faculty, while in hard disciplines, they both play quite important roles. It makes recommendations for future research and practice, which enrich insight into how universities can best engage undergraduates in research.KEYWORDS: Undergraduate researchstudent developmentlearning outcomeundergraduate educationdiscipline Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by China's National Sciences Foundation (Grant No. 72104120).","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136307915","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}
Pub Date : 2023-09-20DOI: 10.1080/07294360.2023.2253171
Valentina C. Tassone, Piety Runhaar, Perry den Brok, Harm J. A. Biemans
In response to challenges emerging in society, universities are searching for ways to innovate their courses through novel institutional educational policies and practices. Those efforts, however, are often not informed by knowledge about course innovation characteristics university-wide, and are often not supported by processes of reflection questioning the ‘who’, ‘how’ and ‘for what’ of course innovations. This study applied the multifaceted analytical Course Innovation Framework (CIF) in order to explore characteristics of a large set of intended course innovations in a higher education institution in the Netherlands. The application of the CIF enabled a descriptive analysis of multiple characteristics of the intended course innovations. This analysis unveiled university-wide course innovation trends, upon which university stakeholders reflected in order to responsibly guide and transform policy and practices. The study findings show how the application of the CIF helps to gather situated knowledge on university-wide innovation trends, and how reflection on these trends empowers stakeholders to deliberate the culture and values of educational innovation they wish to promote within their institution.
{"title":"The added value of exploring course innovations university-wide: an application of a multifaceted analytical course innovation framework","authors":"Valentina C. Tassone, Piety Runhaar, Perry den Brok, Harm J. A. Biemans","doi":"10.1080/07294360.2023.2253171","DOIUrl":"https://doi.org/10.1080/07294360.2023.2253171","url":null,"abstract":"In response to challenges emerging in society, universities are searching for ways to innovate their courses through novel institutional educational policies and practices. Those efforts, however, are often not informed by knowledge about course innovation characteristics university-wide, and are often not supported by processes of reflection questioning the ‘who’, ‘how’ and ‘for what’ of course innovations. This study applied the multifaceted analytical Course Innovation Framework (CIF) in order to explore characteristics of a large set of intended course innovations in a higher education institution in the Netherlands. The application of the CIF enabled a descriptive analysis of multiple characteristics of the intended course innovations. This analysis unveiled university-wide course innovation trends, upon which university stakeholders reflected in order to responsibly guide and transform policy and practices. The study findings show how the application of the CIF helps to gather situated knowledge on university-wide innovation trends, and how reflection on these trends empowers stakeholders to deliberate the culture and values of educational innovation they wish to promote within their institution.","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136307692","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}
Pub Date : 2023-09-16DOI: 10.1080/07294360.2023.2253156
Daisy Binfang Wu
ABSTRACTThis article presents an ethnographic case study of pre-service teachers’ transformative learning in a Culture-Writing course at a Chinese university. In recounting three stories with fieldwork data gleaned from moments of students’ pre-class discussions, reflective writings, and reports on term-paper projects, this study showcases how a group of student-teachers transformed the self through getting to know and/or re-understanding other(s). Learning to ‘write culture’, as their teacher led them to see, is to appreciate the lifeworlds of others and further to destabilise taken-for-granted assumptions, beliefs, and understandings, thereby leading towards transformation. I argue that transformative learning takes place in the process of knowing and rebuilding the self in relationships with other(s). It constitutes moments of critical shift that place the self and identity in a more reflexive, relational, and reversible position within specific socio-cultural contexts. This study contributes to the ongoing discussions on transformative education by illuminating how other(s) play a role in promoting pre-service teachers’ transformation in a classroom-based course.KEYWORDS: Selfothertransformative learningpre-service teacherknowingcritical reflection/thinking AcknowledgmentsI’d like to express my sincere gratitude to the two anonymous reviewers and Dr. Simon Hoult, Prof. Linden West, and Dr. Hua Yu for their careful reading and constructive comments on earlier drafts of this article. I’m also grateful to the participants. Without their sturdy support, this paper would not have been possible. This study is supported by 2022 Start-Up Research Funding of Zhejiang University of Science and Technology [grant number: F701111M03]Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 I was enrolled in a post-graduate programme at the university when the study was conducted.
{"title":"Self, other and transformative learning: pre-service teachers’ knowing in a Culture-Writing course at a Chinese university","authors":"Daisy Binfang Wu","doi":"10.1080/07294360.2023.2253156","DOIUrl":"https://doi.org/10.1080/07294360.2023.2253156","url":null,"abstract":"ABSTRACTThis article presents an ethnographic case study of pre-service teachers’ transformative learning in a Culture-Writing course at a Chinese university. In recounting three stories with fieldwork data gleaned from moments of students’ pre-class discussions, reflective writings, and reports on term-paper projects, this study showcases how a group of student-teachers transformed the self through getting to know and/or re-understanding other(s). Learning to ‘write culture’, as their teacher led them to see, is to appreciate the lifeworlds of others and further to destabilise taken-for-granted assumptions, beliefs, and understandings, thereby leading towards transformation. I argue that transformative learning takes place in the process of knowing and rebuilding the self in relationships with other(s). It constitutes moments of critical shift that place the self and identity in a more reflexive, relational, and reversible position within specific socio-cultural contexts. This study contributes to the ongoing discussions on transformative education by illuminating how other(s) play a role in promoting pre-service teachers’ transformation in a classroom-based course.KEYWORDS: Selfothertransformative learningpre-service teacherknowingcritical reflection/thinking AcknowledgmentsI’d like to express my sincere gratitude to the two anonymous reviewers and Dr. Simon Hoult, Prof. Linden West, and Dr. Hua Yu for their careful reading and constructive comments on earlier drafts of this article. I’m also grateful to the participants. Without their sturdy support, this paper would not have been possible. This study is supported by 2022 Start-Up Research Funding of Zhejiang University of Science and Technology [grant number: F701111M03]Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 I was enrolled in a post-graduate programme at the university when the study was conducted.","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135307106","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}
Pub Date : 2023-09-16DOI: 10.1080/07294360.2023.2258844
Huan Li, Fei Cao, Weiwei Dai
ABSTRACTTo tackle the problem of graduate employability (GE), higher education researchers and practitioners are suggesting the inclusion of employability modules in university curricula. However, the orthodoxy of the major-based undergraduate curriculum (MBUC) has rarely been challenged in the GE literature. Drawing on Clarke’s (2018) [Clarke, M. (2018). Rethinking graduate employability: The role of capital, individual attributes and context. Studies in Higher Education, 43(11), 1923–1937. https://doi.org/10.1080/03075079.2017.1294152] integrated employability model, this paper explores how MBUC affects undergraduate students’ GE development. The data were 27 interviews with undergraduates majoring in Portuguese at six Chinese universities. Findings show that the MBUC weakens students’ perceived employability by cultivating a single rather than compound skill set, limiting their social circles and, therefore, horizons for action and delaying their career self-management. More directly, it affects GE in some cases by overproducing a homogeneously skilled workforce. We argue that in many fields of the current world of work, the MBUC may have contradicted its original, and once achieved, goal of enhancing GE for a particular profession; rather, in practice, it has become an obstacle to GE development.KEYWORDS: Undergraduate curriculumcollege majorgraduate employabilityhuman capitalgraduate attribute AcknowledgementsThe authors would like to sincerely thank the participants for their generous support and express their gratitude to the anonymous reviewers for their valuable insights and feedback.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Chinese universities are primarily categorised according to their strongest academic disciplines, with many institutions possessing expertise and robust research programmes in particular industries.2 In recent years, some Chinese short-form video hosting services have become popular overseas, including in Portuguese-speaking countries. They need employees who speak these languages to review videos, provide overseas customer service, and market development.
{"title":"Major-based undergraduate curriculum as an obstacle to graduate employability development","authors":"Huan Li, Fei Cao, Weiwei Dai","doi":"10.1080/07294360.2023.2258844","DOIUrl":"https://doi.org/10.1080/07294360.2023.2258844","url":null,"abstract":"ABSTRACTTo tackle the problem of graduate employability (GE), higher education researchers and practitioners are suggesting the inclusion of employability modules in university curricula. However, the orthodoxy of the major-based undergraduate curriculum (MBUC) has rarely been challenged in the GE literature. Drawing on Clarke’s (2018) [Clarke, M. (2018). Rethinking graduate employability: The role of capital, individual attributes and context. Studies in Higher Education, 43(11), 1923–1937. https://doi.org/10.1080/03075079.2017.1294152] integrated employability model, this paper explores how MBUC affects undergraduate students’ GE development. The data were 27 interviews with undergraduates majoring in Portuguese at six Chinese universities. Findings show that the MBUC weakens students’ perceived employability by cultivating a single rather than compound skill set, limiting their social circles and, therefore, horizons for action and delaying their career self-management. More directly, it affects GE in some cases by overproducing a homogeneously skilled workforce. We argue that in many fields of the current world of work, the MBUC may have contradicted its original, and once achieved, goal of enhancing GE for a particular profession; rather, in practice, it has become an obstacle to GE development.KEYWORDS: Undergraduate curriculumcollege majorgraduate employabilityhuman capitalgraduate attribute AcknowledgementsThe authors would like to sincerely thank the participants for their generous support and express their gratitude to the anonymous reviewers for their valuable insights and feedback.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Chinese universities are primarily categorised according to their strongest academic disciplines, with many institutions possessing expertise and robust research programmes in particular industries.2 In recent years, some Chinese short-form video hosting services have become popular overseas, including in Portuguese-speaking countries. They need employees who speak these languages to review videos, provide overseas customer service, and market development.","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135308601","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}
Pub Date : 2023-09-08DOI: 10.57237/j.edu.2023.03.001
Hu Xing, Guanqiang Ruan
{"title":"On-Line and Off-Line Mixed Teaching Reform of the Course of \"Auto Material\"","authors":"Hu Xing, Guanqiang Ruan","doi":"10.57237/j.edu.2023.03.001","DOIUrl":"https://doi.org/10.57237/j.edu.2023.03.001","url":null,"abstract":"","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76169279","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}
Pub Date : 2023-05-30DOI: 10.1080/07294360.2023.2215169
Jendayi B. Dillard, Katherine Sadek, Katherine Muenks
ABSTRACTGraduate teaching assistants (GTAs) play a significant role in higher education and in the education of undergraduate students. Previous research suggests that undergraduate students perceive GTAs differently than faculty instructors, but little has been done to explore the nature of those perceptions. This exploratory study uses self-determination theory to investigate how university students describe the effective teaching practices of GTAs and how those descriptions vary depending on GTA gender, GTA international status, and course domain. Findings suggest that the majority of undergraduates described GTAs’ competence-supporting practices and that descriptions varied based on GTAs’ international status and on course domain. Implications for GTA training are discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 ‘Lab section’ or ‘discussion section’ is the US term for a supplemental or tutorial class taught in conjunction with a college or university course. In this study, GTAs were responsible for independently implementing their ‘lab or discussion section’, but received supervision from university faculty.
{"title":"Undergraduate perceptions of graduate teaching assistants: competence, relatedness, and autonomy in practice","authors":"Jendayi B. Dillard, Katherine Sadek, Katherine Muenks","doi":"10.1080/07294360.2023.2215169","DOIUrl":"https://doi.org/10.1080/07294360.2023.2215169","url":null,"abstract":"ABSTRACTGraduate teaching assistants (GTAs) play a significant role in higher education and in the education of undergraduate students. Previous research suggests that undergraduate students perceive GTAs differently than faculty instructors, but little has been done to explore the nature of those perceptions. This exploratory study uses self-determination theory to investigate how university students describe the effective teaching practices of GTAs and how those descriptions vary depending on GTA gender, GTA international status, and course domain. Findings suggest that the majority of undergraduates described GTAs’ competence-supporting practices and that descriptions varied based on GTAs’ international status and on course domain. Implications for GTA training are discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 ‘Lab section’ or ‘discussion section’ is the US term for a supplemental or tutorial class taught in conjunction with a college or university course. In this study, GTAs were responsible for independently implementing their ‘lab or discussion section’, but received supervision from university faculty.","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":"316 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641389","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}
Pub Date : 2023-05-30DOI: 10.1080/07294360.2023.2215182
Evelyn Muthama, Sioux McKenna
ABSTRACTUniversities attend to multiple demands, making it challenging to identify their particular academic project, which can be defined as how the university understands its key purposes and develops its organisation and activities in service of such. While the three pillars of higher education – teaching, research, and service – are cited as being core to the modern university, it is the nexus between them that provides the particular institutional identity and purpose. While nexuses exist in every university, the form such nexuses take varies considerably across university types, geographical contexts, student bodies, and programmes. We investigate the nature of the nexuses in one South African university through an analysis of observations, interviews, documents, and a survey. The study suggests that several mechanisms strengthen the nexuses of this university, including geographical positioning, institutional history and an explicitly articulated set of values. It cautions however that the nexuses can be constrained by other mechanisms at play. We argue that there is need for reflecting on and strengthening nexuses within universities in the interests of clarifying the specific academic project. Without this, universities can be swayed in any direction and can lose sight of the identity they would like to claim for themselves.KEYWORDS: Nexusesteachingresearchservicecommunity engagementacademic project AcknowledgementThe authors are grateful to those who participated and contributed to this study by generously sharing their experiences.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The third pillar, service, is called by various names in different countries such as ‘community engagement’ and ‘outreach’, with subtle distinctions in meaning. In some university systems, the term service includes service to the institution such as sitting on committees and participating in fund raising (Adonis, Citation2014). In South Africa the term service entails engagement with communities beyond the university walls. We use the terms ‘service’ and ‘community engagement’ interchangeably in this article.2 Survey and interview protocols are available on request.3 Service-learning is the most direct example of the teaching-community engagement nexus whereby working with communities is part of the formal curriculum and designed to enhance the students’ learning experiences as much as it is designed to address needs and goals specified by community members.4 Makhanda is the new name of the town previously called Grahamstown. Grahamstown was named in 1812 after Lieutenant-Colonel Graham who used scorched earth tactics to establish the area as a British military outpost. Makhanda Nxele led the battle against Graham and was imprisoned on Robben Island.
{"title":"The whole is greater than the sum of its parts: a case study of the nexuses between teaching, research and service","authors":"Evelyn Muthama, Sioux McKenna","doi":"10.1080/07294360.2023.2215182","DOIUrl":"https://doi.org/10.1080/07294360.2023.2215182","url":null,"abstract":"ABSTRACTUniversities attend to multiple demands, making it challenging to identify their particular academic project, which can be defined as how the university understands its key purposes and develops its organisation and activities in service of such. While the three pillars of higher education – teaching, research, and service – are cited as being core to the modern university, it is the nexus between them that provides the particular institutional identity and purpose. While nexuses exist in every university, the form such nexuses take varies considerably across university types, geographical contexts, student bodies, and programmes. We investigate the nature of the nexuses in one South African university through an analysis of observations, interviews, documents, and a survey. The study suggests that several mechanisms strengthen the nexuses of this university, including geographical positioning, institutional history and an explicitly articulated set of values. It cautions however that the nexuses can be constrained by other mechanisms at play. We argue that there is need for reflecting on and strengthening nexuses within universities in the interests of clarifying the specific academic project. Without this, universities can be swayed in any direction and can lose sight of the identity they would like to claim for themselves.KEYWORDS: Nexusesteachingresearchservicecommunity engagementacademic project AcknowledgementThe authors are grateful to those who participated and contributed to this study by generously sharing their experiences.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The third pillar, service, is called by various names in different countries such as ‘community engagement’ and ‘outreach’, with subtle distinctions in meaning. In some university systems, the term service includes service to the institution such as sitting on committees and participating in fund raising (Adonis, Citation2014). In South Africa the term service entails engagement with communities beyond the university walls. We use the terms ‘service’ and ‘community engagement’ interchangeably in this article.2 Survey and interview protocols are available on request.3 Service-learning is the most direct example of the teaching-community engagement nexus whereby working with communities is part of the formal curriculum and designed to enhance the students’ learning experiences as much as it is designed to address needs and goals specified by community members.4 Makhanda is the new name of the town previously called Grahamstown. Grahamstown was named in 1812 after Lieutenant-Colonel Graham who used scorched earth tactics to establish the area as a British military outpost. Makhanda Nxele led the battle against Graham and was imprisoned on Robben Island.","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643313","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}
Pub Date : 2023-04-25DOI: 10.57237/j.edu.2023.02.005
Dong Meiyu, Haiyan Yang, Qianhong Pan, Tang Ying
: This experiment was designed to further develop the innovative and practical skills of undergraduate students. A comprehensive professional experiment was designed to evaluate the effect of particulate matter present in oilfield water for scale inhibitor effect based on the traditional scale inhibitor evaluation method by combining the actual
{"title":"Comprehensive Experimental Design for Evaluating the Effect of Solid Particles on Scaling and Scale Inhibition","authors":"Dong Meiyu, Haiyan Yang, Qianhong Pan, Tang Ying","doi":"10.57237/j.edu.2023.02.005","DOIUrl":"https://doi.org/10.57237/j.edu.2023.02.005","url":null,"abstract":": This experiment was designed to further develop the innovative and practical skills of undergraduate students. A comprehensive professional experiment was designed to evaluate the effect of particulate matter present in oilfield water for scale inhibitor effect based on the traditional scale inhibitor evaluation method by combining the actual","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76822196","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}
Pub Date : 2023-04-25DOI: 10.57237/j.edu.2023.02.006
Chen Yi
: With the advent of the era of science and technology, research on scientific literacy has been highly valued by all sectors of society, and scientific literacy evaluation can promote the improvement of scientific literacy. By summarizing the relevant research on the evaluation of scientific literacy, which can provide reference for scholars at home and abroad in the field of research. The research object is the literature related to scientific literacy evaluation. Firstly, defines and differentiates the connotation and concept of scientific literacy; Secondly, introduces the progress of scientific literacy evaluation from three levels: scientific literacy evaluation model, indicators and dimensions; Finally, summarize and prospect the relevant research of scientific literacy evaluation. Although different groups have different understanding of the connotation of scientific literacy in different periods, and the connotation of scientific literacy is also changing with the development of science and technology, the core content of scientific literacy is basically the same; The evaluation model is mainly represented by three major international evaluation projects; Different scholars have different views on the evaluation dimension, but scientific attitude and scientific identity are the main research directions at present.
{"title":"Research on the Development Status of Features and Evaluation Model of Scientific Literacy","authors":"Chen Yi","doi":"10.57237/j.edu.2023.02.006","DOIUrl":"https://doi.org/10.57237/j.edu.2023.02.006","url":null,"abstract":": With the advent of the era of science and technology, research on scientific literacy has been highly valued by all sectors of society, and scientific literacy evaluation can promote the improvement of scientific literacy. By summarizing the relevant research on the evaluation of scientific literacy, which can provide reference for scholars at home and abroad in the field of research. The research object is the literature related to scientific literacy evaluation. Firstly, defines and differentiates the connotation and concept of scientific literacy; Secondly, introduces the progress of scientific literacy evaluation from three levels: scientific literacy evaluation model, indicators and dimensions; Finally, summarize and prospect the relevant research of scientific literacy evaluation. Although different groups have different understanding of the connotation of scientific literacy in different periods, and the connotation of scientific literacy is also changing with the development of science and technology, the core content of scientific literacy is basically the same; The evaluation model is mainly represented by three major international evaluation projects; Different scholars have different views on the evaluation dimension, but scientific attitude and scientific identity are the main research directions at present.","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85400091","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}
Pub Date : 2023-04-07DOI: 10.57237/j.edu.2023.02.004
Gong-lin Xu, Yangmiao Sun, Zhijun Zhang, Yihua Wang, Lin Shi
{"title":"Exploration on Ideological and Political Construction of E-Commerce Courses Under the Background of New Liberal Arts","authors":"Gong-lin Xu, Yangmiao Sun, Zhijun Zhang, Yihua Wang, Lin Shi","doi":"10.57237/j.edu.2023.02.004","DOIUrl":"https://doi.org/10.57237/j.edu.2023.02.004","url":null,"abstract":"","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":"202 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75716453","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}
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