tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Existing science evidence sustained that students’ preferences for a learning approach (i.e., deep or surface learning) depend on several contextual variables. In this study, we used the network psychometrics perspective to investigate the interactions between the elements that define students’ learning preferences. We aimed to understand which are the central elements of the students’ behavior patterns used when they decide to adopt one specific learning approach. We used the Revised Two-Factor Study Process Questionnaire to collect responses from a large sample of university students (5357 students, 73% female). The results indicated that the interest-to-effort ratio is central to students’ preference for deep or surface learning. Also, we found that the estimated network is stable across different groups defined… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Learning intervention based on a “Mars and Space” exhibition was designed according to STEAM-education (Science, Technology, Engineering, Art and Mathematics) principles and practices in order to bridge the gap between formal and informal learning. The cognitive learning of 12-year-old students in Finland (N = 306) showed a sustained level for a six months period. The results of this study provided evidence that situational motivation was enhanced by interest in school science in the STEAM science exhibition context. This led to better cognitive learning results in the post-knowledge test. Thus, interest and situational motivation were the first steps, and the superficial situational motivation seemed to successfully change into content-based intrinsic motivation with longer-lasting, deep learning outcomes. STEAM intervention apparently produced long-term… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The present study identifies ways of how meaning-oriented learning is enhanced in academic primary teacher education, a new route to the teaching profession in the Netherlands. Meaning-oriented learners are generally described in the literature as being capable to regulate their own learning, to understand a topic thoroughly, to form their own opinion about it and to draw their own conclusions. Semi-structured interviews were held with both student teachers (n = 32) and educators (n = 18) who participated in this new route. Interviewees perceived common ways of enhancing meaning-oriented learning, such as encouraging students to structure, relate and critically process knowledge. Other ways are related to the development of students’ professional identity as an academic primary teacher in general, for example, through… Continue Reading →
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