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Students' Levels (student + level)
Selected AbstractsStudents' levels of explanations, models, and misconceptions in basic quantum chemistry: A phenomenographic studyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2009Christina Stefani We investigated students' knowledge constructions of basic quantum chemistry concepts, namely atomic orbitals, the Schrödinger equation, molecular orbitals, hybridization, and chemical bonding. Ausubel's theory of meaningful learning provided the theoretical framework and phenomenography the method of analysis. The semi-structured interview with 19 second-year chemistry students supplied the data. We identified four levels of explanations in the students' answers. In addition, the scientific knowledge claims reflected three main levels of models. By combining levels of explanations with levels of models, we derived four categories. Two of the categories are shades of variation in the rote-learning part of a continuum, while the other two categories are in the meaningful-learning part. All students possessed alternative conceptions some of which occurred within certain categories, while others spanned more categories. The insistence on the deterministic models of the atom, the misinterpretation of models, and the poor understanding of the current quantum concepts are main problems in the learning of the basic quantum chemistry concepts. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 520,536, 2009 [source] The effect of a community dental service outreach programme on the confidence of undergraduate students to treat children: a pilot studyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2007M. Lindsay Hunter Objective:, To examine the effect of a community dental service (CDS) outreach teaching programme on undergraduates' confidence to undertake a range of paediatric dental procedures. Method:, Eighteen final year dental students completed a questionnaire prior to, and following participation in an outreach teaching programme. At each time point, the students were asked to identify how confident they felt to carry out a range of procedures commonly encountered in the treatment of children, employing a Likert scale modified to comprise six points where a rating of 1 represented ,not at all confident' and a rating of 6 ,very confident'. Results:, The distribution of scores at each time point indicated that students were more confident to carry out each of the listed procedures following participation in the outreach teaching programme than they had been on completion of their paediatric dentistry sessions within the School of Dentistry. At the individual student level, 16 of the 18 students indicated that they were, overall, more confident following their placement than previously. Conclusions:, It can be concluded that the long-established CDS outreach teaching programme run by the School of Dentistry, Wales College of Medicine in conjunction with the staff of Cardiff and Vale NHS Trust is a valuable adjunct to undergraduate teaching in paediatric dentistry. [source] The Effects of Differences in Point of View on the Story Production of Japanese EFL StudentsFOREIGN LANGUAGE ANNALS, Issue 2 2001Taeko Kamimura Japanese college EFL students wrote two narrative stories based on the same series of pictures, one in the first-person perspective and the other in the third-person perspective. The sample writings were analyzed quantitatively and qualitatively in relation to the students' levels of English proficiency. The results showed that when the perspective was shifted from the first to the third person, the low-proficiency students' writings became poorer in quantity and quality, whereas the high-proficiency students' narratives exhibited no decrease in quantity and a slight decline in quality. On the other hand, when the perspective was switched from the third to the first person, the students' writings showed both quantitative and qualitative development, and this development was more clearly observed in the stories of those with high English proficiency. [source] Developmental, gender, and practical considerations in scoring curriculum-based measurement writing probesPSYCHOLOGY IN THE SCHOOLS, Issue 4 2003Christine Kerres Malecki The present study focused on CBM written language procedures by conducting an investigation of the developmental, gender, and practical considerations surrounding three categories of CBM written language scoring indices: production-dependent, production-independent, and accurate-production. Students in first- through eighth-grade generated a three-minute writing sample in the fall and spring of the school year using standard CBM procedures. The writing samples were scored using all three types of scoring indices to assess the trends in scoring indices for students of varying ages and gender and of the time required to score writing samples using various scoring indices. With only one exception, older students outperformed younger students on all of the scoring indices. Although at the middle school level students' levels of writing fluency and writing accuracy were not closely associated, at the younger grade levels the CBM indices were significantly related. With regard to gender differences, girls outperformed boys on measures of writing fluency at all grade levels. The average scoring time per writing sample ranged from 1-1/2 to 2-1/2 minutes (depending on grade level). © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 379,390, 2003. [source] | ||||||||||