14 research outputs found
Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning
This chapter describes inquiry-based science teaching and learning (IBST/L) pilots designed by teachers during a professional development programme. There is research-based evidence that IBSL/T may promote studentsâ learning and their motivation to learn science, and therefore it is beneficial to familiarise the teachers with this approach. Building on teachersâ existing expertise in designing their teaching, the programme introduced theoretical aspects of the IBST/L approach and its research-based benefits for studentsâ motivation, interest and science learning. The course aimed to support teachers as educational innovators in the process of designing and testing IBST/L pilots, during which they collaboratively reflected on and revised their existing practices. The data of this piece of research consists of the teachersâ poster presentations of their IBST/L pilots and a video recording of the reflection session. The content analysis revealed that the pilotsâ structure seemed traditional but encompassed some IBST/L features. It is concluded that teacher educators need to understand teachersâ views of IBST/L in order to more effectively support planning and reflection.This chapter describes inquiry-based science teaching and learning (IBST/L) pilots designed by teachers during a professional development programme. There is research-based evidence that IBSL/T may promote studentsâ learning and their motivation to learn science, and therefore it is beneficial to familiarise the teachers with this approach. Building on teachersâ existing expertise in designing their teaching, the programme introduced theoretical aspects of the IBST/L approach and its research-based benefits for studentsâ motivation, interest and science learning. The course aimed to support teachers as educational innovators in the process of designing and testing IBST/L pilots, during which they collaboratively reflected on and revised their existing practices. The data of this piece of research consists of the teachersâ poster presentations of their IBST/L pilots and a video recording of the reflection session. The content analysis revealed that the pilotsâ structure seemed traditional but encompassed some IBST/L features. It is concluded that teacher educators need to understand teachersâ views of IBST/L in order to more effectively support planning and reflection.Peer reviewe
University student engagement inventory (USEI): psychometric properties
Academic engagement describes studentsâ investment in academic learning and achievement and is an important indicator of
studentsâ adjustment to university life, particularly in the first year. A tridimensional conceptualization of academic engagement
has been accepted (behavioral, emotional and cognitive dimensions). This paper tests the dimensionality, internal consistency
reliability and invariance of the University Student Engagement Inventory (USEI) taking into consideration both gender and the
scientific area of graduation. A sample of 908 Portuguese first-year university students was considered. Good evidence of
reliability has been obtained with ordinal alpha and omega values. Confirmatory factor analysis substantiates the theoretical
dimensionality proposed (second-order latent factor), internal consistency reliability evidence indicates good values and the results
suggest measurement invariance across gender and the area of graduation. The present study enhances the role of the USEI
regarding the lack of consensus on the dimensionality and constructs delimitation of academic engagement.Jorge Sinval received funding from the William James Center for Research, Portuguese Science Foundation (FCT UID/PSI/04810/2013). Leandro S. Almeida and Joana R. Casanova received funding from CIEd â Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT. Joana R. Casanova received funding from the Portuguese Science Foundation (FCT) as a Doctoral Grant, under grant agreement number SFRH/BD/117902/2016.info:eu-repo/semantics/publishedVersio
Student engagement, truancy, and cynicism : a longitudinal study from primary school to upper secondary education
Truancy in upper secondary education is a widespread problem, which contributes significantly to school dropout risk. However, the underlying mechanisms of truancy have remained unstudied. This longitudinal study of 1853 Finnish students examined how initial levels and changes in student engagement from primary (Grade 6) to lower secondary school (Grades 7 and 9) predicted truancy in upper secondary education, and whether cynicism (losing interest in school) mediated the relationship between engagement and truancy. Growth curve models showed that high engagement levels in primary school and increases in engagement over time predicted less truancy in upper secondary education. Cynicism mediated the effects of student engagement on truancy: high initial levels and increases in student engagement predicted less cynicism, which was related to less truancy. The findings underscored the importance of student engagement (both directly and indirectly through cynicism) in reducing truancy, and such associations can carry over two critical school transitions.peerReviewe
Integration of personality constructs: The role of traits and motivation in the willingness to exert effort in academic and social life domains
There has been growing interest in recent years in exploring different types of personality constructs and the nature of inter-relationships between personality variables in predicting outcomes in different life domains. The present study explores how personality traits and autonomous goal motivation predict the willingness to invest effort in academic and social life domains. Using a sample of 4133 upper secondary school students in Germany, multilevel regression analyses yielded three main results. First, both personality traits and motivation were substantially related to the willingness to exert effort. Second, the mediation effect compared to the direct effect was relatively small. Third, the pattern of predictive effects of both autonomous motivation and personality traits showed substantial domain specificity