Learning tasks are a great motivation tool in chemistry teaching, necessary in the exposure and fixation part of a teaching process, and also often used when diagnosing the depth and type of student knowledge. Our research analysed the relationship between the student assessment in chemistry and their success in solving memory, algorithmic and conceptual tasks at symbolic, submicroscopic and macroscopic levels. The testing focused on chemical equilibrium, because this topic is appropriate to design and test the tasks. The collected data was evaluated by one-factor ANOVA analysis. We expected that, in comparison to average and weak learners, the excellent ones should be significantly more successful in tackling all the types of tasks and at all levels. However, our findings indicate that this assumption is invalid in the case of conceptual tasks, i.e. the understanding the depth of chemical concepts does not always correlate with the student assessment.
The present study aims at highlighting some of the impacts that labour market an education mutually have on each other both in the context of economies in transition (even if they used to have long historic traditions related to pioneering in instruction and education at mass and elite level) and that of a steady and consequent capitalist state undisturbed by the storms of radical political changes and periods of totally negating the values and results created by former historic eras and communities.
The main idea is that the relationship between the labour market and education is that of a mutual demand and supply based corelation, permanently influencing each other, so no political or economic authority and power should miss taking this into consideration unless they want to fail.
Challenges and National Policies. [online]. EURYDICE, European Commission, 2011, [cit. 20150427]. Available from: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/132EN.pdf. PISA 2012 Released Mathematics Items. [online]. OECD Programme for International StudentAssessment 2012, 2013 [cit. 20150430]. Available from: http://www.oecd.org/pisa/pisaproducts/pisa2012-2006-rel-items-maths-ENG.pdf. TAMIR, Pinchas and Vincent N. LUNETTA. Inquiry-Related Tasks in High School Science Laboratory Handbooks. Science Education. 1981, vol. 65, issue 5, pp. 477
The Programme for International Student Assessment (PISA) has gained popularity in educational debates, and scholars argue that the tests influence national educational governance. It has further been claimed that PISA has penetrated the news media and that public opinion on education has been affected, but few have offered empirical evidence for such arguments. The present study contributes to the area by investigating the relationship between (i) news consumption and public awareness of PISA, and between (ii) awareness of PISA and public opinion on education in Norway, Sweden and Finland. The findings suggest that consumption of newspapers and public service TV (PBS) news is positively associated with awareness of PISA; consumption of commercial TV news is negatively associated with awareness of PISA. Further, “PISA effects” on public opinion are dependent upon news consumption and political considerations. The most significant relationship is found in Norway, where mass political polarization is stronger among respondents who are aware of PISA, compared to those who are not.
Linguistic and cultural mediators, such as translators, interpreters, and language teachers, need complex and well-developed language skills in all the languages they work with. In this study, we examine the connections and correlations among the following skills: reading literacy in native language, reading literacy in foreign language, problem solving and translation. Three of these skills (reading in native and foreign language and problem solving) are evaluated on a three-level scale based on the three cognitive processes used in Programme for International Student Assessment (PISA) assessments (location of information, understanding, evaluation and reflection) (Organisation for Economic Co-operation and Development – OECD 2018). The methodology of measuring reading comprehension in native language and problem-solving skills has already been developed and applied by our research group (, ); therefore, after assessing the foreign language reading literacy and translation skills, we will be able to analyse the translator trainees’ results based on the aforementioned three-level scale and examine possible connections and correlations between the different but interrelated skills. With an interdisciplinary approach, this study concentrates on revealing the overlaps and meeting points, the spaces in between the use of these skills.
The study examines students’ assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse. Data were collected by a questionnaire distributed toward the end of the course. The students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it. While acknowledging the convenience of watching course videos between classes, however, the participants clearly preferred to watch them in class. Multivariate analysis revealed that working students were less positive about using the flipped-classroom approach than non-working students, female students were more positive than male ones, and older students were more positive than younger ones. Furthermore, the stronger the senses of having classmates nearby, the more positive the participants were about the contribution of watching the videos.
Students, their families, employers and the government want the assurance that students will get “good quality” education. The question is: what does “good quality education” mean? This paper seeks to provide the answer as well as some concrete criteria and proposals to improve the objectives and quality of the education systems. We argue in this study that the quality of higher education and student satisfaction is a cumulative construct, summing various facets and variables of the educational institution, such as technical, functional, infrastructure, interaction and atmosphere variables. In this research we describe a study involving a new instrument, i.e. the 5Qs model and a new method which assures the reasonable level of relevance, validity and reliability, while being explicitly change-oriented. The main goal of the empirical part of this study is not to evaluate the performance of the staff or to analyze the student assessment or satisfaction, rather to test the new 5Qs model. The use of the 5Q dimensions provides both a structure for designing a higher education quality measurement instrument and a framework for prioritizing results and findings.
1 This article has been developed jointly by authors. Floriana Falcinelli wrote the section: Objectives of the online training environment project, Reflection on the course and open problems; Mina De Santis wrote the section: Introduction, The training course in PAS at the University of Perugia, Future prospects; Maria Filomia wrote the section: Students’ assessment of the educational activity. References Alessandrini, G. (2011). Gli adulti e la formazione. Pedagogia oggi. 1-2, pp. 83-85. Baldacci, M., Frabboni, F. & Margiotta, U. (2012). Longlife
. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness, Educational Research Review , 5 , 243–260. Balzaretti, N., ---amp--- Vannini, I. (2018). Promoting quality teaching in higher education. A formative educational evaluation approach in a pilot study at Bologna University. Journal of Educational Cultural and Psychological Studies, 18 , 187-213. Davari Torshizi, M. ---amp--- Bahraman, M. (2019). I explain, therefore I learn: Improving students’ assessment literacy and
International StudentAssessment 2012, 2013 [cit. 20160904]. Available from: http://www.oecd.org/pisa/pisaproducts/pisa2012-2006-rel-items-maths-ENG.pdf . REID, Norman. Getting Started in Pedagogical Research in the Physical Sciences . University of Hull, 2006. 70 p. ISBN 1-903815-07-X. ROCARD, M. et al. (2007). Science Education NOW: A Renewed Pedagogy for the Future of Europe . Available from: http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdf . RONDA, Erlina. Growth points in linking representations of