Student Perception

En una asignatura que genera cierto grado de dificultad en la enseñanza del docente y el aprendizaje del estudiante, es recomendable que el docente utilice estrategias didácticas que favorezcan el proceso de “enseñar a aprender” y el estudiante utilice estrategias de “aprender a aprender”. Por tal motivo, se investigó en qué medida la evaluación de la enseñanza-aprendizaje en el aula esexplicada por la percepción del estudiante de educación superior, el mismo que definió el objetivo de evidenciar si la evaluación de la enseñanza-aprendizaje en el aula es explicada por la percepción del estudiante de educación superior. Para luego formular la hipótesis de que la evaluación de la enseñanza-aprendizaje en el aula es explicada por la percepción del estudiante de educación superior. La investigación fue aplicada, explicativa y no experimental. El enfoque fue cuantitativo y el método hipotético-deductivo. De igual manera fue  observacional, prospectiva, transversal y analítica. Se validó ...

The TOPIC model conceptualizes the work of family physicians as five prototypical visits (new problem, checkup, chronic illness, psychosocial problem, and behavioral change) and four major processes (physician information processing, patient-physician relationship development, integration of information and relationship, and lifelong learning). This paper describes methods for teaching this model to clerkship students and reports 4 years of outcome data. The instruction included seminars at the beginning of the rotation, a laminated pocket card as a reminder in clinical sites, a clerkship "passport" with examples of TOPIC verbal presentations, and student self-study for the end-of-rotation Clinical Performance Examination (CPX). Evaluation outcomes include student perceptions of the seminars and student performance on the CPX. Students rated the usefulness of the seminars favorably. The CPX scores showed that students performed most of the tasks expected for each prototypi...

in order to favor the innovation in the education of Experimental Chemistry, the optimization of resources and the reduction of polluting emanations to the atmosphere, through the implementation of microscale techniques in the chemical education laboratories at FES Zaragoza, five officially described pharmacopeial methods were optimized and validated, microscalling these methods to the 10 (paracetamol and dipiridamol) or 25% (zinc oxide, benzoil metronidazol, oxolamin citrate) of their initial cost. These new methods were compiled in a manual that was applied in four groups of laboratory of Analytical Development of the FES Zaragoza. The implementation of these practices generated a positive effect as soon as the technical and scientific formation of the students was maintained, although it must be considered to improve this implementation to obtain positive an attitudinal impact in such students. With this, it was managed to maintain the quality of the formation of the pharmaceutic...

The purpose of this study was to examine screen exposure according to parental acceptance and rejection in early childhood. In addition, depending on this purpose, it was also examined whether children's screen exposures differed according to sociodemographic variables. The study group consisted of 297 parents with 36-59-month-old children from intact families who were attending preschool education institutions in Turkey, İstanbul. In the study, an "Individual Information Form", and the short form of 'Parental Acceptance-Rejection Questionnaire' were administered to the parents. As a result, it was found that the duration of screen exposure differed according to the age of the child, the mother's level of education, the type of technological devices the child was allowed to use, the purpose of using these devices, whether there was a rule about watching television at home, and whether the television was always on. It was also found that the children who watched TV for at least four hours a day were rejected by their parents more than the children who watched TV less. It is thought that the findings obtained in this study may shed light on interventions related to screen exposure.

Here pluralism means a diversity of theoretical perspectives. One set of pedagogical arguments for pluralism are those found in 'liberal' philosophy of education. To this end, the first part of the paper presents arguments for pluralism based on 'liberal' pedagogical arguments. The paper also notes more instrumental arguments for pluralism; and barriers to such an approach. Finally, the paper considers new primary evidence from focus groups on student perceptions of economics. This evidence shows support for the arguments that a pluralist curriculum is popular and develops cognitive capacities of criticism, comparison and analysisexactly those argued for in (liberal) pedagogical discussionas well as judgement, understanding and writing skills. However, pluralism as a teaching strategy may be more difficult for those delivering it.

The principal aim of this study was to examine the repercussions of introducing networked computer-assisted project teaching in secondary level classes (Protic project) on instructional organization of the classroom, the learning strategies students adopt, satisfaction of their learning needs, their choice of academic goals, their motivational beliefs and engagement. To carry out this study, 182 third-year secondary school students in six classes filled out questionnaires on the features of their classes, their motivational beliefs, and their learning processes in French and mathematics. The six classes represented three different contexts, i.e. two Protic classes, two enriched classes, and two regular classes. First, we compared students' perceptions of Protic classes with those of enriched and regular classes in French and mathematics. The results suggest that the climate in Protic classes stood out from that in other classes in terms of cooperation and investigation, and to a lesser extent, innovation and individualization. Learning strategies differed mainly in terms of constructing knowledge, in-depth processing of content, and, in math classes, self-regulation. Also, in Protic classes, avoidance goals were less evident and mastery goals more evident in math classes. These students expressed more satisfaction with their needs in math classes, accorded higher value to French and math, and were more engaged in French classes. With regard to relationships among variables, students' self-efficacy was related to satisfaction of their needs in terms of belonging, power, and adopting mastery goals. The value given to academic subjects was positively related to the instructional organization of the class and the adoption of mastery goals, and negatively to the adoption of avoidance goals. Engagement was significantly related to the strategies students adopted, including mainly selfregulation of learning. The results overall suggest that relationships between the teaching process and the learning process are similar from one context to another, but that achievement levels are higher in classes using networked computer-assisted project teaching.

La evaluación formativa está centrada en los estudiantes y su aprendizaje, por tanto, resulta conveniente conocer cuál es su percepción acerca de ella. Este trabajo constata las ventajas e inconvenientes que el alumnado de 10 asignaturas de 8 titulaciones de la Universidad de La Laguna, atribuyó a los sistemas de evaluación formativa experimentados, y cuáles fueron sus propuestas para mejorarlos. Se utilizó una metodología mixta con un cuestionario cumplimentado por 394 estudiantes, y dos grupos de discusión en los que participaron 15 alumnos. Los resultados indican como principales ventajas la existencia de un aprendizaje activo, funcional, significativo y práctico para la vida profesional. El mayor esfuerzo que suponen estos sistemas no se tradujo en un exceso de trabajo con relación al número de créditos. Sin embargo, el principal inconveniente se sitúa en las reticencias del alumnado respecto a la autoevaluación y la coevaluación, cuando esta se vincula con la calificación. En cuanto al contexto, se evidenció que la percepción del alumnado fue mejor en las asignaturas vinculadas a titulaciones de educación (donde la evaluación es también un referente profesionalizador), y que la ausencia de experiencia del profesorado con la evaluación formativa condiciona negativamente los resultados. El número de alumnos del grupo clase se reveló como menos importante.

This study explored the attitudes of 147 undergraduate social work majors to working with difficult families. Students indicated which problems (from a list of 42, including hot topics such as homosexuality, transgender issues, abortion, and substance abuse) they believed they would find most difficult to work with and provided information regarding their own experience with these problems (personal or family, knowing of others with this situation, and no previous knowledge). Student reactions emerged in three qualitative domains: affective, cognitive, and experiential. Affective reactions tended to be strong and were reported in regard to issues such as abortion, religious differences, and abuse. Cognitive reactions tended to be categorized as "not knowing how" to work with the client or lack of training, while experiential reactions related to either personal experience or, the converse, no experience with the population. A better understanding of the nature of student barriers to working with particular family problems is useful for developing approaches that can reduce this reluctance through more inclusive educational experiences. values | family problems | attitudes | baccalaureate students | undergraduate students |

This article discusses an alternative approach to lecturing: the interactive lecture. In the literature, interactive teaching is forwarded as a means to increase the effectiveness of lectures. Members of lecturing staff still seem, however, reluctant to incorporate interactive teaching in their classes, as interaction reduces the time they can devote to explaining subject matter. Lecturers often voice the concern that they will not get enough material across in interactive lectures and that this consequently will negatively affect student learning. In order to establish whether or not the concerns of lecturers could be empirically veri® ed, an experimental study was conducted. This study examined the effects of interactive teaching in lectures, using an interactive voting system and peer instruction, on: the attainment of learning objectives; student motivation; and student perception of the instruction offered. From the results a complex picture emerges. Results suggest that students may learn as much in interactive lectures compared with traditional lectures, but a traditional lecture may also result in active student involvement. The study indicated that interactive teaching will not automatically result in students who are more activated, and provided additional insight into conditions for successful interactive teaching. Finally, interactive teaching was shown to in¯uence positively student motivation.

This paper reports on data gathered from second and third year mathematics undergraduates at two British universities which have developed Mathematics Support Centres, primarily with a view to supporting skills development for engineering students. However, an unforeseen consequence of the Support Centres was the mathematics students' colonisation of the physical space and the development of group learning strategies which involve a strong community identity. Drawing on a socio-cultural theoretical framework based primarily in the concept of a figured world, we explore the students' perceptions of mathematics learning and their experiences of university level teaching, focusing on the ways in which they collectively build images of themselves as participants in an undergraduate mathematics community, resourced by the physical safe spaces that they have created, and which they now regard as essential sites of their learning. Transition to university involves academic challenges for the majority of students, but the move to undergraduate mathematics appears to present particular hurdles: a number of studies report a strong pattern of difficulty and disengagement in both pure and applied degrees , Hawkes & Savage, 2000), and high levels of switching/drop-out . In the UK this is primarily considered to be the result of changes in the A-level curriculum and hence lack of preparation (

el pasado de manera multidisciplinar El contexto actual, dominado por la tecnología y la concepción holísti ca de las destrezas cientí fi cas, denominado ya Cuarta Revolución Industrial, exige que las ciencias establezcan diálogos, colaboraciones y debates fructí feros no sólo con otras ciencias, sino también con diversos ámbitos culturales. En este senti do, la arqueología no tendría razón de ser, no podría extraer restos materiales del pasado sin la asistencia de innumerables ciencias y sus técnicas. Al mismo ti empo la interdisciplinariedad a la que aludimos hace que los hallazgos arqueológicos sean relevantes para otras disciplinas cientí fi cas, culturales y artí sti cas. Esta colección de ensayos ti ene como objeto presentar una exploración innovadora y relevadora de estas conexiones, así como de los frutos que de ellas derivan. El libro está dividido en 3 secciones principales "I. Aproximaciones Interdisciplinares"; "II. Arqueología y Educación" y "Arqueología y Cultura". Como el tí tulo sugiere, este volumen pretende ser un punto de encuentro en el que expertos en Arqueología, Ciencias Aplicadas, Ciencias Naturales, Historia, Educación, Literatura y Estudios Culturales se reúnen para mostrar cómo sus métodos, técnicas, estrategias y antecedentes son aliados indispensables para descubrir el pasado y hacer que los resultados sean conocidos, tanto en foros académicos formales como el contexto de la cultura popular.

ISBN: 1905732074 Copyright for all the contributions in this publication remains with the authors Published by the University of Salford http://www.edu.salford.ac.uk/her/ ... Further Development of the Web User Self-Efficacy Scale (WUSE) ... Peter Eachus, p.eachus@salford.ac.uk ...

This article aims to analyze the perception of the students of the professional school of business administration about the teaching performance in the virtual learning environment during the COVID-19 pandemic. When developing the research, it was determined that there is a good teaching performance, according to the perception of the students. However, it was identified that the factors of domain of the topic and class session management, present a better perception in this context of virtual learning; while the didactic strategies factor is the one that presents a not so favorable perception. In addition, through a comparative analysis, it was determined that the didactic strategies and planning factors have suffered a negative variation with respect to the perception per teacher, when moving from face-to-face to virtual learning, since, of the total of 17 specialty teachers, seven of them one negative variation. These results are validated by the linear regression test, where an ...

In this study differentiation of the coping styles of the university students with stress have been investigated according to the social skill levels and perception of happiness. The sample consists of 1276 university students. Coping styles of the university students with stress have been measured by "Coping Styles of Stress Scale", which was adopted to Turkish by , and social skill levels have been measured by "Social Skill Inventory", which was adopted to Turkish by . In addition, students" perception of happiness has been tested with Personal Information Form. In analyzing the data, one way Anova, t-test, and LSD test techniques have been used. The findings of the study have revealed that the students who have low levels of social skill and the students who feel unhappy in general use self-hopelessness approach to cope with stress (p<0.001). The students who have high levels of social skill levels and the students who feel happy in general use more selfreliance approach to cope with stress (p<0.001). In the study, it has also been determinated that the social skill levels of happy students are higher than those of unhappy students (p<0.001). As a result, it

Significant growth and successful integration of mobile devices to the education landscape have garnered the introduction of mobile learning (mLearning) as a new technology-enabled educational tool. Mobile learning has become a new higher educational paradigm which makes learning more flexible and accessible. However, student readiness and their perceptions about educational use of tablet devices are still a concern particularly in the developing countries like the Pacific island countries (PICs). This article investigates these two important attributes of tablet devices in a first year blended course from a higher education institute in the Pacific with a sample of 43 students. The results revealed that the participants perceived that tablet devices were effective and innovative learning tools. The participants supported the idea of using tablet devices and were ready to incorporate them for learning provided there was training in place. This article finally outlines recommendations for the education sectors in the Pacific.

Significant growth and successful integration of mobile devices to the education landscape have garnered the introduction of mobile learning (mLearning) as a new technology-enabled educational tool. Mobile learning has become a new higher educational paradigm which makes learning more flexible and accessible. However, student readiness and their perceptions about educational use of tablet devices are still a concern particularly in the developing countries like the Pacific island countries (PICs). This article investigates these two important attributes of tablet devices in a first year blended course from a higher education institute in the Pacific with a sample of 43 students. The results revealed that the participants perceived that tablet devices were effective and innovative learning tools. The participants supported the idea of using tablet devices and were ready to incorporate them for learning provided there was training in place. This article finally outlines recommendation...

The study of ethics and moral development of college students is an important issue. Knowing and understanding the ethical behavior of college students can lead to changing and increasing appropriate behavior among graduate and undergraduate students. Such changes in ethical behavior and moral development during the college experience can strengthen the foundation for appropriate adjustments and foster a greater awareness for positive ethical behavior throughout a lifetime. This research study examined the perception of what students and faculty believe is academically dishonest behavior by identifying different types of scenarios. Given the cheating behavior by students, it is important to know what students and faculty actually believe is academically dishonest behavior. The research question was "What do students and faculty perceive as cheating?" Students and faculty were surveyed and the findings indicate a clear discord between perceptions of cheating and actual cheating as determined by students and faculty.

What has become apparent in recent years is the lack of upper secondary students choosing science related subjects in their final years of schooling. Even of those students who do choose science subjects to study in Years 11 and 12 in Australia, many tend to choose non-science pathways for tertiary education options (Department of Education, Science and Training, 2003). This is a worrying trend, given the numbers of science professionals and teachers required in the new age of technology. By investigating a sample of Western Australian Year 12 students that study any science related subject, it is expected that there may be some underlying factors that can be identified that play important roles in their career aspirations. Previous research suggests that these factors will most likely be a combination of social, environmental and individual influences. Science learning experiences, albeit positive or negative, also most certainly determine an individual's interest in science. It is important to understand research and the production of this thesis. Without her encouragement, it may have not been completed and I am really grateful for her belief in me being able to finish this research. I would also like to acknowledge and thank my husband, Paul Holly, for his support, understanding and encouragement, especially when my enthusiasm flagged in the final stages of writing up the thesis. Thanks must also go to my family and my in laws who also continually encouraged me throughout my studies. Finally, I would like to thank the students, teachers and career counselors who gave up much of their own time to assist me in my research. Thanks must also go to the five schools who willingly participated in the study conducted. Without their cooperation, this research would not have been possible.

Dimitra Kokotsaki is jointly appointed by the CEM Centre (Curriculum, Evaluation and Management Centre) and the School of Education at the University of Durham. As a member of the Education Evaluation Group, she is carrying out a variety of evaluations of educational initiatives. She is currently involved in the evaluation of the Creative Partnerships project at Tees Valley, and North and South Tyneside. Her teaching role at the School of Education involves running the PGCE in secondary music education. Her research interests include musical performance anxiety, ensemble playing, social interaction and the psychology of musical performance, and issues relating to the education of trainee teachers and music teachers' job satisfaction and professional well-being. She has published relevant research studies in academic journals.

The first objective of this paper was to examine the institutional and individual determinants of business students' participation in international mobility programs (IMPs). Retrospective reports were collected from business graduates of the University of Quebec in Montreal, Canada. Respondents reported having received very little information about IMPs from the different institutional sources. Logistic regression analysis revealed that when these institutional factors were present, the likelihood of student participation in IMPs increased significantly. The respondents' interests in intercultural contact and foreign languages were significant predictors of participation, whereas academic, self-development, and career-related motives were not, contrary to previous findings. The second objective was to measure the perceived effects of participation in IMPs. Three types of effects were reported: self-development, cultural awareness and career advancement. Participation in IMPs had a broader impact on the graduates' lives and careers than previously reported.

Group works have become an integral component of modern education system. The focus of this study is to explore the students' perception of group works. Based on a pilot study with 64 students and subsequent study with 274 participants, this research provides a holistic reading on group works from students' perspectives. The study analyses relative preference of students between individual and group assignments, advantages and disadvantages of group works and the strategies followed by the students in the process. The study also explores students' perception of free riding, peer evaluation and practical issues that teachers need to consider in designing group works. Analyses are conducted to capture the differences in perception based on the gender, academic performance and year of study of the participants.

This study compared the cognitive-motivational and demographic characteristics of students enrolled in 3 Web-based sections of Psychological Statistics with their counterparts in 3 conventional (face-to-face) sections of this course. No demographic differences were found; however, cyberstudents exhibited a greater external locus of control than conventional students. The authors also investigated whether there were any predictors of student performance in Web courses. Measures of on-line course activity (e.g., homepage hit rate), a high need for cognition, and an internal locus of control were predictive of cyberstudent success. The authors discuss the implications of these results for instructors who are considering the design and implementation of Web-based classes.

Abstract
Background The idea of early clinical exposure in Ethiopian medical schools is a young concept. Old and newly established universities across the nation are shifting towards incorporation of early clinical exposure (ECE) in their curricula. Debre Tabor University introduced ECE in undergraduate medical education from inception. This study generated evidence on students’ experience and academic leaders’ reflection on early clinical exposure implementation. Objective This study was carried out to investigate medical students’ perception towards early clinical exposure and its implementation process by instructors in undergraduate medical education at Debre Tabor University. Method A cross-sectional survey design that combines quantitative and qualitative methods was conducted in 2021. We asked fifth year medical students (42) to complete a self-administered questionnaire on 5-point Likert scale. The data were supplemented by semi-structured interview with 6 purposively selected academic leaders on the factors that facilitate or impede early clinical exposure implementation. The quantitative data were entered and analyzed using SPSS 20 to compute frequency, median and interquartile  range. The qualitative data were analyzed thematically. Results The study findings suggest that early clinical exposure (ECE) has a positive impact on the development of students’ professional knowledge, problem-solving skills, motivation, active learning, and community orientation. Specifically, 64.3% of the surveyed students believed that ECE was effective in  constructing their professional knowledge, while 52.4% felt that it improved their problem-solving skills and facilitated constructive/active
learning. Additionally, 57.1% of students reported that ECE improved their motivation and 50% noted that it facilitated community orientation. The study also identified several barriers to the implementation of ECE, with
the heavy workload being the most commonly mentioned (78.6%). Other challenges included a loose linkage between academic and healthcare institutions (59.5%) and a lack of orientation on the implementation process (35.7%). Academic leaders reflected that ECE was beneficial in familiarizing students with the clinical environment, but staff commitment was crucial for its successful implementation. The study also found that heavy workload, lack of assessment dedicated to ECE on the curriculum, and poorly oriented staff about the program impeded its implementation.

This paper focuses on the perceptions, expectations and experiences of full-time students studying a CIPD-accredited Postgraduate Diploma/MSc in Human Resource Management. Drawing on survey, focus group and interview data the paper considers students perceptions of the ...

This study investigated whether female gifted students viewed the quality and importance of their work, effort, and ability differently than male gifted students. The study also investigated whether teachers perceived male and female students differently with respect to these areas in mathematics, language arts, social studies, and science. The sample included 5,385 fourth through eighth grade students who were identified as gifted and talented by their teachers. Teachers consistently rated females higher than males on effort and the quality of their work. Teachers rated males and females similarly on all abilities except language arts in which they rated females higher. Female students rated their language arts ability higher than males while the males rated their mathematics, science, and social studies abilities higher. The correlation between ratings of students&#39; ability and quality of work and ratings of students&#39; effort and quality of work were significantly different ...

Understanding student perceptions of future employment opportunities is important to educators and recruiters. Knowledge of the student perceptions can be used to guide instruction, advice, and recruiting tactics. Prior research has identified that governmental accounting has a lower perceived value than public or private accounting. The current research addresses these three broad areas with a field experiment given at a small southern university. The current findings indicate that students prefer public accounting as their first choice of career while private industry accounting and working for the federal government offer desirable jobs as well. In choosing long-term career paths, private accounting and public accounting lead the way. One interesting finding reveals that the students perceive no difference in the work-life balance issues offered between public, private, and governmental accounting.

Understanding student perceptions of future employment opportunities is important to educators and recruiters. Knowledge of the student perceptions can be used to guide instruction, advice, and recruiting tactics. Prior research has identified that governmental accounting ...

A number of studies have found that teacher-student interaction plays a significant role in student learning and in the quality of teaching. A number of studies have found that teacher-student interaction plays a significant role in student learning and in the quality of teaching. However, studies of teacher-student interaction on art and design college students are missing. As a result, The purpose of the current study is to investigate the relationships among students' perceptions of instructor-student interactions, students' satisfaction, and students' achievement outcomes. The sample for the current study consisted of 104 second-year art and design students from five sections of an Introduction to Animation course in Macau. The present study found support for associations between specific teacher-student relationships, levels of student satisfaction and engagement, and academic performance. Based on a stepwise regression analysis, however, strict was the sole predictor of academic performance (with stricter teacher behavior leading to lower student performance), and only 8% of the variance in academic performance could be explained by our model. Limitations and suggestions were also discussed.

This study compared student group work experiences in online (OL) versus face-to-face (f2f) sections of the same graduate course, over three years, to determine what factors influence student group work experiences and how do these factors play out in f2f versus OL environments. Surveys and student journals suggest that communication issues, personal feelings about group members and their participation play a prominent role in student perceptions about group work. Students in OL sections were more negative about group work, than were students in f2f sections. Because of OL norms of working individually and asynchronously, OL students were less satisfied with group work. Also, because of fewer channels of communication, lack of the immediacy of f2f meetings and other differences in the two learning environments, OL students were less able to resolve logistical difficulties associated with group work.

The study aimed to assess and compare the values prevalent among the students and teachers of Universities in Bangladesh, Japan, USA and Germany. The sample consisted of 480 students and 236 teachers. The sample included 120 undergraduate students Japan; 120 undergraduate students from Bangladesh; 120 undergraduate students from USA, and 120 undergraduate students from Germany. The faculty sample included 60 teachers from Japan, 60 teachers from Bangladesh; 60 teachers from USA, and 56 teachers from Germany. To identify the value preferences of the individuals a list of 10 values, pro-social, achievement, power over others, security, self direction, otherworldliness, fatalism, narcissism, inner directed, and conservative, based on previous values studies by Singh and Parek were prepared. The first five values were identified in previous studies as functional (Singh, 1975) and other five were identified as dysfunctional (Parek, 1988) in the context of national development of Asian cu...

Industrial and Manufacturing Systems Engineering department. He is a registered Professional Engineer with B.A., M.S. and Ph.D. degrees in Industrial Engineering, as well as an M.B.A. in Marketing from Iowa State University. In addition to teaching, Dr. Sly is president of Proplanner, an Industrial Engineering software company located in the ISU Research Park. For the past five years, Dr. Sly has worked extensively with business and academia on the development of a technical sales program for engineers.

Introducción: El objetivo de este trabajo es evaluar un sistema para hallar oportunidades de mejora en la enseñanza, partiendo de una encuesta de satisfacción de los alumnos. : Se administró una encuesta a alumnos de 15 materias durante 2003, dividida en 3 secciones: datos generales, cuantitativa (escala de Likert pentanivel) y cualitativa. Las preguntas se agruparon en 5 dominios: satisfacción general (SG), actividad docente (AD), contenidos (Co), evaluación (Ev) y estructura y confort (EC). Se realizó análisis factorial y determinación de la confiabilidad mediante coeficiente α de Cronbach. Las respuestas se evaluaron por materia y dominio, comparando niveles y significación de las diferencias con la prueba U de Mann-Whitney Resultados: Se obtuvieron 179 encuestas de 190 alumnos ( 94%). El coeficiente α de Cronbach fue 0,90. EC no correlacionó con los otros dominios. Las respuestas se ubicaron: 27.6 % en nivel 3, 12.8 % en los niveles inferiores y 57.7 % en los superiores, indicando determinación. En los niveles superiores SG obtuvo 62%, AD 64%, Co 60%, Ev 49% y EC 50%, las teóricas 80%, los prácticos 51%, la posibilidad de participar 61%, los contenidos 81% y los conocimientos de los docentes 58%. El 83% recomendaría cursar en esta unidad (pregunta control). La pregunta referida a los objetivos obtuvo la mayor indeterminación. Conclusiones: La encuesta demostró ser un instrumento de medición fiable. La comparación entre materias mediante análisis estadístico de las diferencias de percepción de los alumnos permitió determinar las oportunidades individuales de mejora para cada materia.

This study investigates how science learning environments in higher education have been researched and proposes methodological approaches for future studies. Through a state-of-the-art review, this study identifies a predominant reliance on inventory-based methods which provide valuable insights but often overlook the interplay between psychosocial and physical dimensions and the dynamic nature of learning environments. Science education extends beyond classrooms to laboratory and field settings, yet these are under-researched. This article argues for integrated, pragmatic, and holistic approaches that combine qualitative and quantitative methods to enhance understanding and improve science education. With a holistic approach we can expand the knowledge of pedagogical practices as well as designing study and learning environments that foster students' deep engagement and learning.

The objective of this research lies within a community's effects upon, reactions to, and perceptions towards safety in their inhabited landscapes during various periods of the day. Through cognitive and spatial research, we can construct bridges between individuals' perceptions and reality. This study pertained to a student population sample and their views of public safety on the University of Arkansas campus in Fayetteville, Arkansas. Questions were asked as to why they felt unsafe, and where they felt the most unsafe (or safe). The student perceptions were compared to reported crimes on the University of Arkansas campus to ascertain gaps in perception and behavior. Factors were identified that contributed to the various respondents' perceptions of safety, and both supported prior work and unexpected findings. Previous studies indicated that females generally reported having more significant fears than their male counterparts, at night, or at any other time ; some researchers have attributed this to over-socialization that women are targets while men are not . This research revealed these differences. The findings indicated that there were significant gaps within segments of the student population in their perception of safety on the university campus. Overall, it was found that the respondents had a significant understanding of the dangers and risks that are present on the campus. Also, it was found that widespread media-reported incidents (traffic-related student death) dramatically skewed perceived zones of danger on campus. The use of mass media, social media, and campus outreach may have a greater impact on students' perception of risk than first believed and may represent the most reliable path to decreasing perception gaps.

Crop simulation models (CSMs) are mathematical, computer-based representations of crop growth and interaction with the environment. They play an important role in scientific research and resource management, and have been used to help students understand, observe, and experiment with crop systems. At the start of a new decade, it is timely that an assessment of these experiences in education is made. This paper synthesizes the positive and negative experiences in education to provide guidelines for using CSMs in computer laboratories and the classroom. Peer-reviewed literature, electronic media, personal experience and communications, and student perceptions were used to assess CSMs impact in education. Advantages for students are numerous. Advantages also exist for educational institutions. However, there are also disadvantages for students and educational institutions may struggle to use CSMs effectively. In general, CSMs should be used as an adjunct to, rather than as a substitute for other teaching methods. Instructors should maintain sufficient dialogue with students. Exercises developed for use with CSMs should encourage cognitive advances by the student. Visual appeal and clarity of CSMs should be ensured with standardized interfaces and graphical, dynamic representation of results. Input and output values should be in units appropriate to the topic of study or the country of use. Default values for parameters and online help, explaining the science behind the CSMs are important. The CSMs are valuable tools in education. However, they must be properly integrated into the teaching program and appropriately used by instructors.

Subsequent discussion focuses on students' perceptions of teachers' differential behavior, with special emphasis on gaps between students' and teachers' perceptions in the affective domain. Latter sections of the paper review teachers' differential behavior toward specific student types, particularly toward teachers' pets, and teachers' differential behavior in the physical space of the classroom.

A positive school climate is an important component of successful and effective schools and thus is often an aim of schoolwide initiatives. Climate has traditionally been conceptualized as a school-level factor and is often assumed to be related to other school-level factors (e.g., school size). The current study examines variation in perceptions of climate based on individual-, classroom-, and school-level factors to determine the influence of predictors at multiple levels. Data come from 2,468 5th graders from 37 public elementary schools. Two aspects of students' perception of school climate, order and discipline, and achievement motivation are examined. Multilevel analyses in hierarchical linear modeling indicate that individual-level factors (race and sex) accounted for the largest proportion of variance in perceptions of school climate. School-level factors (e.g., school size and faculty turnover) and several classroomlevel factors (e.g., characteristics of the teacher, class size, and the concentration of students with behavior problems) were also significant predictors of perceptions of climate. These findings suggest that characteristics of the classroom environment are important to consider when aiming to improve school climate.

The TOPIC model conceptualizes the work of family physicians as five prototypical visits (new problem, checkup, chronic illness, psychosocial problem, and behavioral change) and four major processes (physician information processing, patient-physician relationship development, integration of information and relationship, and lifelong learning). This paper describes methods for teaching this model to clerkship students and reports 4 years of outcome data. The instruction included seminars at the beginning of the rotation, a laminated pocket card as a reminder in clinical sites, a clerkship &quot;passport&quot; with examples of TOPIC verbal presentations, and student self-study for the end-of-rotation Clinical Performance Examination (CPX). Evaluation outcomes include student perceptions of the seminars and student performance on the CPX. Students rated the usefulness of the seminars favorably. The CPX scores showed that students performed most of the tasks expected for each prototypi...

RESUME Introduction. Le Congo accuse une penurie de medecins plus marquee pour certaines specialites, pour contribuer a reduire cette disparite, nous avons etudie les motivations de choix de specialite. Materiels et methodes. Une enquete transversale descriptive, prospective. Tous les internes d’une annee civile ont ete interroges entre juillet et aout 2019. Le sexe et l’âge, le choix de specialisation et la motivation ont ete etudies. Les specialites etaient : chirurgicales, medicales, pediatrie, gynecologie-obstetrique, ORL, ophtalmologie, imagerie, psychiatrie, sante publique, medecine de travail et legale, biologie medicale et medecine generale. Resultats. Sur 137 internes 62,77% etaient hommes, d’âge moyen 25 ans, tous souhaitent se specialiser. Le choix de specialites etait : medicales (38,6%), chirurgicales (20,5%), gynecologie-obstetrique (9,4%) et pediatrie (7,9%). La psychiatrie (1,46%) et la biologie medicale (aucun choix) etaient les dernieres. Les femmes ont en majorite...

The focus of classroom incivility research thus far has been at the individual discipline and large public or specialty institution level, which limits the generalizability of findings. Surveying undergraduates (N = 150) at different types of schools (2-year public, 4-year public and 4-year private) and majors on their perceptions of incivility in college classrooms found that older students and students planning on attending graduate school rate uncivil behaviors as more serious, and white students who are not gun owners are more likely to report seeing such behaviors more frequently. Suggestions for future research and novel methods to reduce incivility are discussed.

This study explores the narratives of eight students who served as journal reviewers on a non-courserelated service activity. The aim of this study was to develop an understanding of their experiences. The review board was multi-disciplinary in composition; the majority of its student and faculty members were from communities historically excluded from, and marginalized within, structures of U.S. higher education. Student engagement in learning how to manage an online journal fostered academic socialization through collaboration and collective learning. Students&#39; perceptions of the benefits of working on the journal were categorized across five themes: Academic Career Enhancement, Practicing Faculty Work, Illuminating Faculty Roles, Demystifying Writing for Publication, and Grappling with Prioritization. The benefits and challenges of promoting academic socialization through service learning and mentorship, as well as showing how service engagement can be integrated in academic ...

Despite the assumption that ‘transferable’ skills are part and parcel of a graduate’s portfolio, there is a lack of information about the extent to which such skills may be perceived by students to be valuable. Although the skills agenda has been at the forefront of Higher Education (HE) provision for some time, contemporary studies focus upon measurement issues and neglect the process aspects of skills learning and development. There is also a lack of research to support methodologies aimed at promoting optimal transfer of skills to work environments. It is apparent that there is a certain lack of clarity about the linkage between the nature of the learning environments that may be provided, and the types of outcomes that are purported to accrue. Accordingly, focusing on this context, the investigation had two objectives: first, to assess students’ perceptions of the knowledge and skills acquired during their undergraduate degree programmes; and second, to evaluate the perceived ef...

A clear understanding of how students view plagiarism is needed if the extensive efforts devoted to helping them engage in high quality scholarship are to be worthwhile. There are a variety of views on this topic but theoretical models to integrate the literature, take account of international differences and guide practitioners are limited. Using a large, international student sample, this paper presents just such a model. Over 2,500 university students in the UK and Australia completed a questionnaire rating the perceived "seriousness" of various plagiarism-related actions in an individual assignment. Factor analysis identified three underlying themes: Dishonest acts, Poor Referencing, and Group Work. Group comparisons indicated statistically significant differences in student understanding dependent on previous region of study, current faculty and level of study, with the former two emerging as more influential than the latter. This three factor model provides practitioners with a methodology for integrating the many different studies in the area and gaining a broader overview of student understanding of plagiarism. In particular, it highlights how plagiarism related to group work is considered by students to be far less serious than other types. Given the increasing emphasis on group work in higher education, the implications of this for policy and practice are discussed. Importantly, the study also notes that effect sizes were small, suggesting findings in this study as in other studies may not represent substantive differences in student perceptions. A single, universal approach to educating students about plagiarism may be as effective as approaches tailored to the individual's background.