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The literature on engineering ethics education highlights the diversity of goals and topics employed in its instruction. The contribution aims to examine the conceptualisation of engineering ethics education in terms of how it is defined and how its goals are articulated. The research is conducted in cooperation with the national accrediting body Engineers Ireland. It is based on interviews with instructors teaching courses self-identified by engineering programmes as having a strong ethical component and evaluators serving on accreditation panels. The main findings confirm the existence of a varied and uneven understanding of engineering ethics education. The study encountered conflicting views and lack of clarity as to what falls under the scope of engineering ethics education, especially when considering the topics of sustainability and safety. In terms of goals, instructors emphasize fostering responsibility, enabling agency and developing broad and critical thinkers, while value sensitive design was found to have a lesser conceptual prominence. The study also found that engineering ethics is preponderantly defined through its connection to engineering practice, rather than in its theoretical dimension. The chapter is envisioned to contribute to debates tracing the conceptual domain of engineering ethics education, given that clarifying educational goals is an important prerequisite for employing and designing consistent instructional methods.

Academic cheating is a problem that affects many educational institutions and has become increasingly significant with the new challenges of online education. Recent studies have found that learning goals are correlated with cheating behavior among students. In this study, we investigated whether learning goals are still a predictor of cheating behavior when controlling for students’ Honesty-Humility (emanated from the HEXACO model of personality) within a sample of 311 German university students. Regrading students’ learning goals, we assessed their learning approach, performance approach, performance avoidance, and work avoidance. The result shows an intermediate negative and highly significant association between Honesty-Humility and academic cheating. Learning goals did not explain any incremental variance in academic cheating that goes beyond the Honesty-Humility factor. As the only exception, the work avoidance goal was found to also predict cheating behavior, but this positive association seems to be not as strong as the negative correlation between Honesty-Humility and academic cheating. We discuss the theoretical and practical implications of these results and make recommendations for future research.

Work placement as a professional development programme for vocational teachers has been widely implemented. This dissertation provides insight into vocational teachers’ learning process in this programme within Chinese vocational education.Specifically, the first study generalised vocational teachers’ learning activities and outcomes in all various contexts with a systematic literature review, four categories of learning activities and eight types of learning outcomes were summarised. Then, the second study focused on vocational teachers’ motivational beliefs and engagement toward work placement. A quantitative analysis of questionnaire data displayed a significant relationship between them. Next, the third study utilised interviews to investigate vocational teachers’ learning activities, goals, and outcomes during work placement. The findings showed that vocational teachers employed seven categories of formal and informal activities in this programme and obtained many benefits about cognition, behaviour, emotion, and institution. The fourth and fifth studies both examined factors influencing vocational teachers’ transfer of learning from work placement to school practice. There were three categories of factors captured.The findings mentioned above contribute to a comprehensive understanding of vocational teachers’ professional learning in work placement. This will inspire policymakers, school leaders, and vocational teachers themselves to consider how to promote their learning in this programme.

Academic cheating is a problem that affects many educational institutions and has become increasingly significant with the new challenges of online education. Recent studies have found that learning goals are correlated with cheating behavior among students. In this study, we investigated whether learning goals are still a predictor ofcheating behavior when controlling for students’ Honesty-Humility (emanated from the HEXACO model of personality) within a sample of 311 German university students. Regrading students’ learning goals, we assessed their learning approach, performance approach, performance avoidance, and work avoidance. The result shows an intermediate negative and highly significant association between Honesty-Humility and academic cheating. Learning goals did not explain any incremental variance in academic cheating that goes beyond the Honesty-Humility factor. As the only exception, the work avoidance goal was found to also predict cheating behavior, but this positive association seems to be not as strong as the negative correlation between Honesty-Humility and academic cheating. We discuss the theoretical and practical implications of these results and make recommendations for future research.

University students are susceptible to the constantly shifting online milieu during the pandemic. Linguistic isolation can present more difficulties as students lack authentic social communication in classes online. This study examined the hopes and goals of university students in their English learning course during emergency remote learning. Third Year Pre-Service teachers of a state university in the Philippines served as participants in this study. Through content analysis of 28 student-responses of the English Modules, the research findings demonstrate the significance of hopes and goals of the university students in learning English during the pandemic. Amidst the digital experiments, students portray hopes and goals of developing their pedagogical skills in English and broadening their linguistic skills despite linguistic isolation. Students' goals in the course are to improve their language skills, develop in-depth knowledge in English, achieve better grades, and become effective potential teachers. As they aim to achieve those goals amid metaphorical downpours, university students reflect on the purpose of the course to equip them for lifelong learning that may develop ethical value, morality, and sense of vocation in their chosen profession. Despite having to confront the difficulties of learning online, their hopes and aspirations spark a burning desire to engage in intellectual and linguistic battles in learning English during pandemic and post-pandemic. Academic implications include for teachers to integrate authentic assessments for experiential language learning and for students to sketch a visual career plan outlining how students may achieve their goals as future educators.

PurposeA community of practice (CoP) is believed to be a driver for knowledge creation but it can hinder knowledge sharing across boundaries. Drawing on social cognitive theory, this study aims to investigate how a CoP within a single unit promotes knowledge sharing with other units by examining the mediating effect of the members’ learning goals (LG).Design/methodology/approachStructural equation modeling was conducted using a two-wave survey data on nurses from eight Japanese hospitals (n = 263).FindingsThe results indicated that LG fully and positively mediated the effect of a CoP on the knowledge-sharing intention of one unit toward other units and that LG fully and negatively mediated the effect of a CoP on knowledge withholding (KW) from other units.Practical implicationsKnowledge managers need to note that intellectual benefits from experienced CoP can play a key role in reducing the perceived risks associated with members’ knowledge sharing and in creating effective knowledge sharing with other units.Originality/valueThe main contribution is to identify the process by which CoP promotes knowledge sharing and prevents KW across boundaries mediated through LG. This study is the first to quantitatively show how LG cross inter-professional barriers caused by CoPs.

In recent years, the use of Internet-based ICT has become widespread in every aspect of our lives, and because the use of ICT has become commonplace also among children and young people, education on information morality for them has ever been recognized to be needed highly. However, despite the various efforts of each school type, this is not yet a sufficient situation. Therefore, we investigated the lesson design in information moral education and examined strategies to improve it and found that a logically organized instructional design is effective to implement effective information moral education in a limited amount of time. Based on this, we proposed a system to check and improve the learning goal setting and evaluation method of information moral education using the learning task analysismethod., インターネットを基盤とするICT技術の利用が生活のあらゆる場面に浸透している近年では，子どもや若者らにおいてもICT活用の場面が日常化していることから，情報モラル教育はかねてより必要であると言われている。しかし，各学校種では，様々な取り組みを行っているものの，これで十分であると言える状況とはなっていない。このため，情報モラル教育で行われている授業設計を調査し，改善するための方略を検討した結果，限られた時間の中で，実効的な情報モラル教育を実施していくためには，論理的に整理された教育設計が有効であることがわかった。このことに基づき，情報モラル教育の学習目標設定と評価方法を，学習課題分析手法を用いてチェックし，改善する仕組みを提案した。

【目的】2 年制栄養士専門学校の特色は、年齢や経歴が多様な学生が在籍しているケースが多いことである。本研究では、「高校新卒」と「それ以外」の社会人基礎力の違いを明らかにすることを目的とした。【方法】2017年2 月、Ｎ専門学校1 年生（14名）を対象にフォーカスグループインタビューを実施し、その結果と社会人基礎力（12項目）を基に質問紙を作成した。2017年4 月、Ｎ専門学校1 年生65名に質問紙調査を実施した。「高校新卒」と「それ以外」に分け、社会人基礎力の比較を行った。【結果】65名中「高校新卒」群は46名、「それ以外」群は19名だった。社会人基礎力について、自分が“現在必要な力”は、「高校新卒」群と「それ以外」群に有意差は見られなかった。“現在できる力”は、主体性、計画力、創造力について、「それ以外」群は「高校新卒」群と比べて有意に点数が高かった。傾聴力については、「高校新卒」群は「それ以外」群と比べて有意に点数が高かった。【結論】教育者はこれらを認識し、学びの場を作ることが、多様な学生の自己実現の可能性を高めることにつながると考えられた。, Objective: Two-year nutrition vocational schools are characterized by having students of various ages and backgrounds. This study aimed to clarify differences in basic social skills between recent high school graduates and older students.Methods: A questionnaire was developed based on the results of a focus group interview with 14 first-year students at Vocational School N conducted in February 2017 as well as 12 items from a basic social skills questionnaire recommended by the Ministry of Economy, Trade and Industry. The questionnaire survey was conducted with 65 first-year students at the same school in April 2017. The results were analyzed to investigate differences in basic social skills between recent high school graduates and older students.Results: There were 46 recent high school graduates and 19 older students. For basic social skills, no significant difference was noted in “what you require at present” between the two groups. However, for “what you can do at present,” the scores on questions about subjectivity, planning ability, and creativity were significantly higher for older students than for recent high school graduates. Scores on the ability to listen attentively were significantly higher for recent high school graduates than for older students.Conclusion: Efforts based on the results described above at educational facilities would lead to improved self-realization among a diverse student body.

As part of a Dutch Science Foundation project called T-TRIPP, the authors developed the serious game Cards for Biosafety. The aim of Cards for Biosafety is to let young biotechnology researchers learn more about biosafety. Analyses of workshops with researchers from the biotechnology domain as well as results of interviews with several biosafety officers clearly indicated the need for such a serious game with a focus on educational learning. Cards for Biosafety is a physical (also playable online on Tabletopia) round-based card game and playable with up to eight players. The game itself consists of scenario, risk and measure cards, and the task of the players is to choose risk and measure cards that fit the scenario explained by the facilitator at the beginning of each round. To test the efficiency of Cards for Biosafety as a learning tool, the authors conducted two online-workshops with twelve participants. The results of these sessions have not only shown that Cards for Biosafety is a well-designed game, but also a successful game to achieve the intended learning goal. In addition, the authors recognized that ‘fun’ is an important element in the game which leads to ‘learning’ in a very effective way. Future research should focus on the role of such positive states in serious games and their influence on learning outcomes.

Описана организация системы образования в Республике Индонезия. Особое внимание обращается на учебный процесс в индонезийской начальной школе. Актуальность темы обусловлена неоднозначным отношением общества к реформам российской системы образования, к роли учителя, предметному содержанию учебного процесса, в том числе в начальной школе. В соответствии со стандартами компетенции выпускников и стандартами содержания обучения Республики Индонезия, рассмотрены основные принципы обучения, на основе которых происходит развитие трех областей компетенций: отношения, знания и навыки. Проанализировано влияние базовых возрастных характеристик детей начальной школы на образовательные модели, разрабатываемые и используемые в практической деятельности учителями в Индонезии. Описаны задачи развития детей младшего школьного возраста согласно Дж. Хейвигхерсту и основанные на этих задачах направления деятельности учителей начальной школы в Республике Индонезия.

Background Achieving changing needs, advancing knowledge, and innovations in higher education require the constant changes of medical school curricula and successfully applying the new reforms requires some modifications in the medical educators’ core beliefs. The purpose of this study was to describe the medical educators’ beliefs about the alignment of the learning goals with teaching and assessment processes in the context of the curriculum changes. Method A qualitative method was used to study the medical educators’ beliefs through selecting the faculty participants via a purposeful sampling strategy. The study was conducted at a Medical School in Iran. For the individual interviews, we invited both the professors of the basic sciences and the clinical professors who had thought medical students for at least 5 years. Ten educators were interviewed. Result The results of the research showed that, in the professors’ viewpoints, the development of competencies in the students has been abandoned and this is due to the priority of treatment to education in the clinical courses and the limited learning experiences. Moreover, the gap between the content and the context and the attendance of the students in the hospitals instead of the clinics to pass their internship courses has reduced the provision of authentic learning experiences. These conditions have affected the quality of education negatively. The non-systematic assessment has also worsened the situation. Conclusion Despite the changes in the curriculum, the compartmentalization of the curriculum and the structure of the medical education have caused the professors’ beliefs to be in line with the past perspectives. Some modifications in the structure of the curriculum seem to be necessary.

This paper aims to review the empirical and theoretical research on engineering ethics education, by focusing on the challenges reported in the literature. The analysis is conducted at four levels of the engineering education system. First, the individual level is dedicated to findings about teaching practices reported by instructors. Second, the institutional level brings together findings about the implementation and presence of ethics within engineering programmes. Third, the level of policy situates findings about engineering ethics education in the context of accreditation. Finally, there is the level of the culture of engineering education. The multi-level analysis allows us to address some of the limitations of higher education research which tends to focus on individual actors such as instructors or remains focused on the levels of policy and practice without examining the deeper levels of paradigm and purpose guiding them. Our approach links some of the challenges of engineering ethics education with wider debates about its guiding paradigms. The main contribution of the paper is to situate the analysis of the theoretical and empirical findings reported in the literature on engineering ethics education in the context of broader discussions about the purpose of engineering education and the aims of reform programmes. We conclude by putting forward a series of recommendations for a socio-technical oriented reform of engineering education for ethics.

The utility value of an academic task can affect university students’ learning behavior and career choices. For collectivistic-oriented students, learning and career goals also matter to their families. Following expectancy-value theory, we assumed that families’ achievement-related expectations would affect collectivistic-oriented students’ utility value. We conducted a survey study with 154 international university students in Germany. We found a significant mediation effect of students’ distal utility value of their university coursework on the relationship between students’ collectivism, learning goal orientation, and motivation to follow family-oriented distal career goals, respectively. Practical implications for career counselors and university teachers are discussed.

Evolution is a key concept of biology, fundamental to understand the world and address important societal problems, but research studies show that it is still not widely understood and accepted. Several factors are known to influence evolution acceptance and understanding, but little information is available regarding the impacts of the curriculum on these aspects. Very few curricula have been examined to assess the coverage of biological evolution. The available studies do not allow comparative analyses, due to the different methodologies employed by the authors. However, such an analysis would be useful for research purposes and for the development of appropriate educational policies to address the problem of a lack of evolution acceptance in some countries. In this paper we describe the steps through which we developed a valid and reliable instrument for curricula analysis known as FACE: “Framework to Assess the Coverage of biological Evolution by school curricula.” This framework was developed based on the “Understanding Evolution Conceptual Framework” (UECF). After an initial pilot study, our framework was reformulated based on identified issues and experts’ opinions. To generate validity and reliability evidence in support of the framework, it was applied to four European countries’ curricula. For each country, a team of a minimum of two national and two foreign coders worked independently to assess the curriculum using this framework for content analysis. Reliability evidence was estimated using Krippendorf's alpha and resulted in appropriate values for coding the examined curricula. Some issues that coders faced during the analysis were discussed and, to ensure better reliability for future researchers, additional guidelines and one extra category were included in the framework. The final version of the framework includes six categories and 34 subcategories. FACE is a useful tool for the analysis and the comparison of curricula and school textbooks regarding the coverage of evolution, and such results can guide curricula development.

This study aims to provide practice-oriented evidence regarding the implementation of healthcare data analytics and its impact on the use of new data analytics tools and relevant analytical skills improvement. A quasi-experimental pre-test/post-test controlled study was conducted in a large medical system in the eastern United States. Healthcare data analytics training program participants (N = 21) and a comparison group comprising trainee-identified peers completing comparable work (N = 27) were compared at the start of training and one year later. Results showed that both trainees and peers demonstrated improved healthcare data analytics skills over time, related to concomitant increases in their healthcare data analytics-related learning and performance goals. This study suggests that healthcare organizations aiming at successfully implementing a new data analytics infrastructure should provide well-designed training that enables trainees to develop specific learning and performance goals as well as improve relevant skills and ability to use new tools.

Esta investigación tuvo como objetivo identificar la relación entre el género de los estudiantes de básica secundaria y media vocacional y su perspectiva sobre sus metas académicas, logro y refuerzo social. Se realizó una encuesta a 20 estudiantes de la I.E. General Santander, con edades entre 12 y 18 años, aplicando un instrumento de 20 preguntas con escala de tipo Likert. El resultado demostró que el valor de significancia de todas las preguntas es mayor a α=0,05; por lo tanto, se acepta la hipótesis nula, es decir, que no hay diferencias en el promedio de las respuestas obtenido por los estudiantes de grado 7.º, 8.º y 10.º según el sexo. Se concluyó que la variable sexo no muestra grandes diferencias en ninguno de los tres factores analizados, y que las metas de aprendizaje sí tienen mayor relevancia frente a metas de logro y refuerzo social. This research aimed to identify the relationship between the gender of elementary school and vocational high school students and their perspective on their academic goals, achievement and social reinforcement. A survey was carried out on 20 students of the General Santander School, aged between 12 and 18 years, applying an instrument of 20 questions with a Likert-type scale. The result showed that the significance value of all the questions is greater than α = 0.05; Therefore, the null hypothesis is accepted, that is, there are no differences in the average of the responses obtained by the 7th, 8th and 10th grade students according to sex. It was concluded that the gender variable does not show great differences in any of the three factors analyzed, and that learning goals do have greater relevance compared to goals of achievement and social reinforcement.

This research aimed to identify the relationship between the gender of elementary school and vocational high school students and their perspective on their academic goals, achievement and social reinforcement. A survey was carried out on 20 students of the General Santander School, aged between 12 and 18 years, applying an instrument of 20 questions with a Likert-type scale. The result showed that the significance value of all the questions is greater than α = 0.05; Therefore, the null hypothesis is accepted, that is, there are no differences in the average of the responses obtained by the 7th, 8th and 10th grade students according to sex. It was concluded that the gender variable does not show great differences in any of the three factors analyzed, and that learning goals do have greater relevance compared to goals of achievement and social reinforcement. Esta investigación tuvo como objetivo identificar la relación entre el género de los estudiantes de básica secundaria y media vocacional y su perspectiva sobre sus metas académicas, logro y refuerzo social. Se realizó una encuesta a 20 estudiantes de la I.E. General Santander, con edades entre 12 y 18 años, aplicando un instrumento de 20 preguntas con escala de tipo Likert. El resultado demostró que el valor de significancia de todas las preguntas es mayor a α=0,05; por lo tanto, se acepta la hipótesis nula, es decir, que no hay diferencias en el promedio de las respuestas obtenido por los estudiantes de grado 7.º, 8.º y 10.º según el sexo. Se concluyó que la variable sexo no muestra grandes diferencias en ninguno de los tres factores analizados, y que las metas de aprendizaje sí tienen mayor relevancia frente a metas de logro y refuerzo social.

BackgroundIt is assumed that portfolios contribute to self-regulated learning (SRL). Presence of these SRL processes within the documentation kept in portfolios is presupposed in common educational practices, such as the assessment of reflective entries. However, questions can be asked considering the presence of SRL within portfolios. The aim of this study was to gain insight into the documentation of SRL processes within the electronic (e)-portfolio content of medical trainees. SRL consists of numerous processes, for this study the focus was on self-assessment via reflection and feedback, goal-setting and planning, and monitoring, as these are the processes that health professions education research mentions to be supported by portfolios.MethodsA database containing 1022 anonymous e-portfolios from General Practitioner trainees was used to provide descriptive statistics of the various available e-portfolio forms. This was followed by a quantitative content analysis of 90 e-portfolios, for which, a codebook was constructed to rate the documentation of the included SRL processes.ResultsThe numbers of forms in the e-portfolios varied to a great extent. Content analysis showed a limited documentation of reflective entries, and available entries mainly described events and experiences without explanations and context. Feedback was generally limited to comments on what went well and lacked specificity, context and suggestions for future action. Learning goals and plans were short of specificity, but did contain challenging topics and different goals were compatible with each other. 75% of the e-portfolios showed (limited) signs of monitoring.ConclusionsThe e-portfolio content showed limited documentation of SRL processes. As documentation of SRL requires time and asks for a high level of introspection and writing skills, one cannot expect documentation of SRL processes to appear in e-portfolio content without efforts.

FORECASTING THE PERFECTIONISM THE HIGH ACADEMIC GOALS IN CHILEAN STUDENTS OF HIGHER EDUCATION?The scientific work shows the importance of having high academic goals for the achievement of students at all levels of education, which is necessary to delimit those goals, defining the variables that determine them. Hence, the objective of the study was to analyze the predictive capacity of perfectionism over the academic goals in a sample of 479 Chilean higher education students, 237 men and 242 women, with a age range of 19-36 years. Perfectionism was evaluated with the Child and Adolescent Perfectionism Scale (CAPS) and academic goals with the Academic Targets Questionnaire (CEMA). The data were analyzed trough the method of logistic regression which allow us to report that high scores on perfectionism self-criticism predict high goals in social reinforcement and that high scores on self-oriented improvement predict high learning and achievement goals. With these results it is possible to indicate that indeed perfectionism predicts the high goals that this relationship accounts for the way in which the students in the university context.Keywords: Learning goals, Perfectionism, Higher education, Logistic regressionResumen.Los trabajos científicos muestran la importancia de contar con altas metas académicas para el logro de un buen rendimiento escolar de los estudiantes de todos los niveles educativos, motivo por el cual resulta necesario delimitar dichas metas, definiendo las variables que las determinan. Es por ello que el objetivo del estudio fue analizar la capacidad predictiva del perfeccionismo sobre las metas académicas en una muestra de 479 estudiantes chilenos de educación superior, 237 hombres y 242 mujeres, sus edades se ubican en un rango que abarca entre los 19 y 36 años de edad. El perfeccionismo se evaluó con la Child and Adolescent Perfectionism Scale (CAPS) y las metas académicas con el Cuestionario de Metas Académicas (CEMA). Los datos fueron analizados a partir del método de regresión logística los cuales permiten informar que altas puntuaciones en perfeccionismo auto-orientado a críticas predicen las altas metas en refuerzo social y que altas puntuaciones en perfeccionamiento auto-orientado al esfuerzo predicen las altas metas de aprendizaje y de logro. Con estos resultados es posible indicar que efectivamente el perfeccionismo predice las altas metas académicas y que esta relación da cuenta de la forma en que se configuran las motivaciones de los estudiantes en el contexto universitario.Palabras claves: Metas de aprendizaje, Perfeccionismo, Educación superior, Regresión logística

Background: Residents are expected to develop the skills to set learning goals. Setting learning goals is part of self-regulated learning, setting the foundation for creating a learning plan, deploying learning strategies, and assessing their progress to those goals. While effective goal setting is essential to resident self-regulated learning, residents struggle with setting learning goals and desire faculty assistance with goal setting. Objective: We aimed to characterize the topics and quality of residents’ rotation-specific learning goals. Design: We conducted a prospective study of 153 internal medicine residents, assessing 455 learning goals for general medicine inpatient rotations. We coded learning goal themes, competencies, and learning domains, and assessed quality using the validated Learning Goal Scoring Rubric. We compared topic categories, competencies, learning domains, and quality between the first and second months of postgraduate (PGY)-1 residents and between PGY-1 and PGY-3 residents. We assessed factors associated with learning goal completion. Results: The overall response rate was 80%. The top three learning goal categories were patient management, specific diseases related to general medicine, and teaching skills. There were no changes in learning goal characteristics between PGY-1 months (p ≥ 0.04). There were differences between PGY-1 and PGY-3 residents’ learning goals in patient management (28% vs 6%; p < .001), specific disease conditions (19% vs 3%; p < .001), and teaching skills (2% vs 56%; p < .001). There was no difference in learning goal quality between PGY-1 months (1.63 vs. 1.67; p = 0.82). The PGY-3 learning goals were of higher quality than PGY-1 learning goals for the ‘specific goal’ item (1.38 vs. 0.98, p = 0.005), but not for other items or overall (all p ≥ 0.02). Residents reported 85% (297/347) learning goal completion. Conclusions: Resident rotation-specific learning goals reflect a broad array of topics. Residents’ learning goal quality was low and residents may benefit from guidance to support residents’ learning goals.

Studying at the Multidisciplinary College students find them- selves in special information and an educational environment. Students have a weak level of skills in English. A methodological system dictates the choice of the teaching method depending on the learning goals and the conditions. A new trend in English teaching is modern information technologies.

The diploma thesis deals with the topic of assessment, introduction of formative evaluation in literature environmental education at grades 5 of elementary school. It focuses on linking the assessment of outcomes of pupils evaluation with real evidence of learning from their work in literature environmental education classes. Through the mediation of action research, it examines possible forms of such evidence for the educational goals, ways and criteria for their assessment. It is based on an analysis of documents created by pupils of grades 5 of elementary school. On the basis of the newly - emerged learnings evidence, it proposes possible further steps in the teaching and evaluation process aimed at improving pupils' search and understanding of literary texts. It analyses the ability of pupils of a particular class to search, link and infer information from text and proposes the further steps in reading lessons within literature environmental education classes, in which pupils develop their reading strategies in a targeted way and move towards the goal using the criteria of success. It examines the possibilities of further work of pupils and teachers with evidence of learning. The work demonstrates the influence of formative assessment on the internal pupils motivation to learn in the sense of a...

Ciljevi koje učenici sami postavljaju u učenju odražavaju njihove namere i imaju motivacionu ulogu. Ranija istraživanja su potvrdila da je postavljanje ciljeva povezano sa opažanjem sopstvenih sposobnosti i da lični ciljevi utiču na izbor i način primene strategija učenja. Izvršeno je empirijsko istraživanje zasnovano na perspektivi pristupa učenju. Cilj istraživanja je da se ispitaju struktura ciljeva koje studenti postavljaju sebi u učenju i odnosi ciljeva sa načinima na koje studenti opažaju sopstvene kompetencije, kao i sa strategijama koje primenjuju u učenju. Preciznije utvrđivanje odnosa između različitih ciljeva i strategija koje studenti primenjuju u učenju, na uzorku koji nije činio deo prethodnih istraživanja, omogućava produbljivanje znanja o procesu učenja na osnovu kojih se može usavršavati nastavni proces. Uzorak je činilo 448 studenata od prve do četvrte godine Ekonomskog fakulteta Univerziteta u Beogradu. Primenjeni su postojeći instrumenti: Upitnik o ciljevima i strategijama učenja i dve skale iz Instrumenta za procenu samoevaluativnog sistema. Ispitana je struktura ciljeva, a zatim odnosi ciljeva sa indikatorima selfkoncepta i sa strategijama koje studenti primenjuju u učenju. Analizom glavnih komponenata dobijeno je pet faktora: 1) Intrinzična interesovanja i usmerenost na razumevanje; 2) Izbegavanje napora; 3) Visoke aspiracije; 4) Poređenje sa drugima i 5) Samopotvrđivanje (samoprovera). Na osnovu Pirsonovog koeficijenta korelacije utvrđeno je da su pozitivna opažanja sopstvene kompetentnosti i sopstvenih intelektualnih sposobnosti povezana sa intrinzičnim interesovanjima i sa nastojanjem da se razume gradivo koje se uči. Dubinski ciljevi su povezani sa strategijama proširivanja znanja, razumevanja i integracije. Visoke aspiracije su povezane sa težnjom da se gradivo razume i integriše u smislene celine. Zaključeno je da je postavljanje dubinskih ciljeva učenja povezano sa pozitivnim samoopažanjem, a usmerenost na dubinske ciljeve i usmerenost na postignuće vode ka primeni dubinskih strategija učenja. Na osnovu dobijenih rezultata izvedene su implikacije za nastavu: podsticanjem doživljaja kompetentnosti i pozitivnog opažanja sopstvenih intelektualnih sposobnosti, podsticanjem intrinzičnih interesovanja, ali i visokih aspiracija kroz nastavni proces može se doprineti primeni strategija proširivanja znanja, razumevanja i integracije, koje vode ka sticanju kvalitetnijih znanja. The goals that students set themselves in learning reflect their intentions and have a motivational role. Previous research has confirmed that goal setting is related to perceptions of one’s abilities and that personal goals influence choice and use of learning strategies. An empirical research based on the SAL perspective (students’ approaches to learning) was conducted. The goal was to examine the structure of goals that students set in learning and relationship between goals and students’ self-perceptions of their own competencies and learning strategies they use. More precise determination of relationship between different goals and strategies that students apply in learning, on a sample that was not included in previous research, allows deepening the knowledge about learning process on the basis of which the teaching process can be improved. The sample included 448 students from the first to the fourth year of the Faculty of Economics, University of Belgrade. The existing instruments were applied: Questionnaire on learning goals and strategies, and two scales from the Self-evaluation system assessment tool. The structure of goals was examined, and then relationships of the goals with self-concept indicators and learning strategies that students use. The Principal components analysis confirmed five first-order factors: 1) Intrinsic interests and orientation to understanding; 2) Avoiding effort; 3) High aspirations; 4) Comparison with others and 5) Selfaffirmation (self-verification). Based on Pearson’s correlation coefficient, positive perceptions of one’s own competence and one’s intellectual abilities were found to be related to intrinsic interests and an orientation to understanding. Deep goals correlate with strategies oriented to expanding knowledge, understanding and integration. High aspirations correlate with understanding and integration strategies. It was concluded that setting deep goals is associated with positive self-perception, and that orientation to deep goals and achievement leads to the use of deep strategies. Based on the obtained results, implications for teaching are derived: encouraging experience of competence and positive perception of one’s own intellectual abilities, fostering intrinsic interests, as well as high aspirations through teaching process, can contribute to use of strategies of expanding knowledge, understanding and integration, leading to acquisition of higher quality knowledge. Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"

La presente investigación tuvo como objetivo investigar si la motivación académica y los rasgos de personalidad predicen el bienestar de los cadetes de policía, a la vez que se analizaron diferencias en el bienestar según sexo y edad. La muestra estuvo compuesta por 411 cadetes con una media de edad de 24.08 años (DT = 3.18) pertenecientes a una institución policial estatal. Los instrumentos utilizados fueron: el BFI (Big Five Inventory), EMA - M (Escala de Metas de Aprendizaje), MHC-SF (Mental Health Continuum - Short Form) y un cuestionario sociodemográfico. Los resultados obtenidos permitieron comprobar que los mayores predictores positivos del bienestar fueron extraversión (t = 3.412; ß = .157; p < .01); agradabilidad (t = 2.901; ß = .144; p < .01); responsabilidad (t = 3.851; ß = .195; p < .001) y metas en relación con el aprendizaje y el dominio de los conocimientos (t = 2.446; ß = .103; p < .05). De igual manera se halló que el único predictor negativo fue el rasgo de personalidad neuroticismo (t = -3.555; ß = -.184; p < .01). Asimismo, se encontró que existen diferencias estadísticamente significativas en la dimensión bienestar social (t(410) = 1.816; p

Previous research has shown that especially novice students may find learning programming to be difficult in terms of programming concepts and program design. Many students fail to write correct program codes after the course and achieve the level of skills set by the learning goals of the course. In order to overcome the challenges of learning programming, we are interested in the pedagogical techniques of learning and teaching programming as well as some of the learning tools used to support programming education. This knowledge would help us to better align the design of programming courses with the teaching goal of these courses. New research opportunities are opened in the field of contributing student pedagogy in programming education.

Previous research has shown that, despite the importance of programming education, there is limited research done on programming education experiences from the students’ point of view and the need to do so is strong. By understanding the student behaviour, their learning styles, their expectation and motivation to learn, the quality of teaching can be improved. The goal of this paper is to examine the connection between educational theories and student-centred pedagogy via an empirical study. While research results have confirmed student difficulties in learning programming in terms of the retention and completion rates of the programming courses, we will propose some of the solutions to overcome these challenges. We will also classify the various definitions of learning goals both theoretically and empirically in order to further our understanding in the subject field. New research opportunities are opened in the applied work of a personalised learning environment.

Schools’ structural workplace conditions (e.g. learning resources andprofessional development policies) and cultural workplace conditions (e.g.school leadership, teachers’ collaborative culture) have been found to affect theway teachers learn. It is not so much the objective conditions that support orimpede professional learning but the way teachers perceive those workplaceconditions that influence teachers’ learning. Not much is known, however, abouthow teachers’ perceptions relate to the way they direct their own learning. Usinga sense-making approach, we explored how four teachers’ perceptions of cultural and structural workplace conditions were related with how they direct their own learning. The four cases were selected from a sample of 31 teachers from two secondary schools, and differed in the extent to which the teachers perceived their workplace as enabling or constraining their learning. We found that the content of teachers’ learning goals is related to their perception of shared vision and professional dialogue in their schools, and driven by individual classroombased concerns. Furthermore, teachers’ perceptions of cultural workplace conditions and supportive leadership practices seem to be more important influences for teachers’ self-directed learning than their perception of structural conditions.

Understanding evolution is critical to learning biology, but few college instructors take advantage of the body of peer-reviewed literature that can inform evolution teaching and assessment. Here we summarize the peer-reviewed papers on tools to assess student learning of evolutionary concepts. These published concept inventories provide a resource for instructors to design courses, gauge student preparation, identify key misconceptions in their student population, and measure the impact of a lesson, course, or broader curriculum on student learning. Because these inventories vary in their format, target audience, and degree of validation, we outline and explain these features. In addition to summarizing the published concept inventories on topics within evolution, we lay out a flexible framework to help instructors decide when and how to use them.

Prikazani su rezultati empirijskog istraživanja koje je bilo usmereno na ispitivanje epistemoloških uverenja studenata, ciljeva koje postavljaju i strategija koje primenjuju u učenju. Ranija istraživanja su potvrdila da uverenja o učenju i znanju utiču na načine na koje studenti pristupaju učenju, da ciljevi koje sebi postavljaju i strategije učenja koje primenjuju utiču na uspeh koji ostvaruju, kao i da samoregulacija procesa učenja doprinosi pravilnom izboru i efikasnoj primeni strategija. Ispitano je 438 studenata Ekonomskog fakulteta u Beogradu primenom Upitnika o epistemološkim uverenjima i Upitnika o ciljevima i strategijama učenja. Razmatrani su i podaci o uspehu na studijama koji je izražen pomoću proseka ocena na ispitima. Prema dobijenim rezultatima, ispitani studenti su u većoj meri usmereni na dubinske ciljeve i na postignuće, nego na površinske ciljeve. U većoj meri primenjuju dubinske, ali i površinske strategije učenja, nego strategije usmerene na postignuće. Uspešniji studenti u većoj meri izražavaju uverenja da se učenje može naučiti i da je uspeh povezan sa napornim radom, usmereni su na dubinske ciljeve i na postignuće, primenjuju dubinske strategije i izražavaju viši nivo svesnosti o sopstvenom kognitivnom funkcionisanju. Manje uspešni studenti su skloni da traže jednoznačne odgovore, da izbegavaju dvosmislenost, u većoj meri su zavisni od autoriteta, usmereni su na površinske ciljeve i primenjuju površinske strategije. Rezultati ovog istraživanja ukazuju da bi kroz nastavni proces trebalo podsticati razvoj sofisticiranih uverenja o učenju i znanju, usmerenost na sticanje kvalitetnijih znanja i primenu strategija učenja usmerenih na razumevanje. Ako se studenti osposobljavaju da efikasno organizuju učenje, oni će biti pripremljeni da upravljaju učenjem tokom čitavog života. The paper presents the results of empirical research aimed at students’ epistemological beliefs, the goals students set and the learning strategies they use. Previous research suggests that beliefs about learning and knowledge influence the ways students approach learning, that the goals they set themselves and the learning strategies they use affect their academic success, and that self-regulation of the learning process contributes to the adequate choice and effective use of strategies. The sample of 438 students of the Faculty of Economics in Belgrade was examined by the Epistemological Questionnaire and the Questionnaire on Learning Goals and Strategies. The data on academic success measured by the average grade on exams was also included. Obtained results show students are more oriented to deep goals and to achievement goals than to surface goals. They use deep strategies, but also surface strategies, more than achievement strategies in learning. The more successful students tend to express beliefs that learning can be learned and that success is associated with hard work. They are oriented to deep goals and to achievement, use deep strategies, and express a higher level of awareness of their own cognitive functioning. The less successful students tend to seek single answers and to avoid ambiguity. They are more dependent on authority, oriented to surface goals, and apply surface strategies. The results of this research suggest that the teaching process should encourage development of sophisticated beliefs about learning and knowledge, orientation to gaining a higher quality knowledge and use of understanding-oriented learning strategies. If the students are trained to organize their learning efficiently, they will be prepared to manage it throughout their lives. Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

If you want to learn how to become more creative, better at collaboration, or want to develop your critical thinking skills playing games can be a powerful activity. If you want to be even surer, then build a game. This was the conclusion of a review performed by Qian and Clark (2016) on how Game-Based Learning can develop 21st Century Skills. Understanding relations between the broad categories of “learning”, “design”, and “games” is crucial in the research project Game-BasedLearning in the 21st Century (GBL21.aau.dk), where we introduce game design activities through 24 teaching units for three subjects respectively Math, Science, and Danish. However, finding meaningful relations between design processes, game tools, and school subjects have proven to be a challenging task. In order to handle this challenge, our paper describes existing research on how to design games as a learning activity. The contribution of the paper is to provide a better understanding of the relations between the three domains of design thinking (DT), game tools/activities, and curriculum in order to develop, game design activities, which are relevant to teaching subjects. The contribution is an insight into research in game design as an approach to teaching; as well as, a review of relevant theories on designing as learning activity, and a discussion of how to implement these approaches in teaching.

International audience; Due to current policy, including a curriculum that is managed by objectives, it is common that Norwegian mathematics teachers specify a learning goal for each lesson they teach. This study aims to identify characteristics of such goals. To this end, we analysed 50 learning goals with the revised Bloom’s Taxonomy. A main finding is that there is an emphasis on students’ understanding; however, the cognitive process categories Analyse, Evaluate, and Create were poorly represented in our data. Moreover, we asked the teachers to identify mathematical ideas (related to the learning goal) they would focus on in the lesson. In our data, the stated mathematical ideas were vague, and many teachers did not state any mathematical ideas at all. We discuss possible reasons for this.

Children will only benefit from educational technologies and e-coaches when they understand the long-term consequences and are (intrinsically) motivated to use these support systems. This paper presents an Objective Dashboard that integrates educational achievements, goals and tasks with gamification features (such as challenges, scores and rewards) to advance the interests and engagements of children with type 1 diabetes when using the Personal Assistant for a healthy Lifestyle (PAL) system. By linking in-app activities (e.g., play a quiz or keep a diary) to relevant educational achievements, and to skills and knowledge required in daily life, we aim to increase intrinsic motivation and thereby usage. We designed a dashboard displaying personalised achievements, learning goals and tasks in the domain of diabetes self-management education. We used common user interface design patterns such as layering, colouring, and iconic presentation to organise complex information and reinforce the relations between concepts. Subsequently, we conducted a usability evaluation with twelve children, on the basis of which we refined our design. We found that, colouring and layering were to some extent effective, however, iconic representations were insufficient. Therefore, we recommend to provide short, descriptive labels at any time. © 2019 Association for Computing Machinery.

Formative assessment is an integral part of teaching, not only as a tool for monitoring student-development, but also as basis for potential adjustments of pedagogical strategies. Therefore, this research paper examines how upper secondary students perceive, and report acting on different forms of formative assessment on writing in the subject of English 6. It also highlights what teachers perceive as key strategies in formative assessment, and how they report applying these strategies for improving students writing when teaching English 6. How teachers report clarifying, sharing, and explaining learning goals and criteria for success to their English 6 students is also discussed. The study was carried out by using mixed methods research and included a student questionnaire, a student focus group interview, and individual teacher interviews. Our results show important similarities and crucial differences in how students and teachers perceive different forms of formative assessment on writing, as well as how they perceive the learning goals and criteria for success in the subject of English 6. Moreover, our study identifies the need for further research on the perceptions of formative assessment on writing from a student viewpoint. In addition, we present ideas on how teachers could work with different forms of formative assessment to better meet the students’ needs.

Children will only benefit from educational technologies and e-coaches when they understand the long-term consequences and are (intrinsically) motivated to use these support systems. This paper presents an Objective Dashboard that integrates educational achievements, goals and tasks with gamification features (such as challenges, scores and rewards) to advance the interests and engagements of children with type 1 diabetes when using the Personal Assistant for a healthy Lifestyle (PAL) system. By linking in-app activities (e.g., play a quiz or keep a diary) to relevant educational achievements, and to skills and knowledge required in daily life, we aim to increase intrinsic motivation and thereby usage. We designed a dashboard displaying personalised achievements, learning goals and tasks in the domain of diabetes self-management education. We used common user interface design patterns such as layering, colouring, and iconic presentation to organise complex information and reinforce the relations between concepts. Subsequently, we conducted a usability evaluation with twelve children, on the basis of which we refined our design. We found that, colouring and layering were to some extent effective, however, iconic representations were insufficient. Therefore, we recommend to provide short, descriptive labels at any time. © 2019 Association for Computing Machinery.

The concept of a new learning unit called med.info.pro was developed jointly by the medical faculty and the medical library of the University of Basel. Through interviews with doctors and scientists, we first identified gaps in our existing teaching. A doctor also worked hand in hand with an information specialist in holding the course. The close interaction between the library, faculty and subject experts should ensure the most practice and customer oriented content possible. Whereas our previous training for medical students was purely based on classroom teaching, during which great emphasis was put on interactivity and practical exercises, the new training offered uses a blended learning format, i.e. the combination of classroom and electronic components. On the one hand, this format represents a sustainable form of leaning. On the other hand, the electronic component has the advantage of meeting the requirements of users in terms of time and that it can be used again by an extended group of participants. med.info.pro consists of the electronic component webinar that presents the course content as well as a classroom event in order to assess performance. We called this session “Searchaton”, which should emphasise the playful nature of the event. In a competition evaluated by a jury, the students apply what they have learned in the webinar under time pressure., Das Konzept der neuen Lerneinheit mit dem Namen med.info.pro wurde gemeinsam von der Medizinischen Fakultät sowie der Universitätsbibliothek Medizin der Universität Basel entwickelt. Durch Interviews mit Ärzten und Wissenschaftlern ermittelten wir im Vorfeld Lücken in unserem bestehenden Schulungsangebot. Auch bei der Durchführung arbeiteten ein Arzt und eine Informationsspezialistin Hand in Hand. Über die enge Verzahnung zwischen Bibliothek, Fakultät und Fachleuten sollten möglichst praxis- und kundenorientierte Inhalte gewährleistet werden. Während unsere bisherigen Schulungen für Medizinstudierende reine Präsenzveranstaltungen waren, bei denen grosser Wert auf Interaktivität und Übungen gelegt wurde, setzten wir beim neuen Angebot auf ein Blended-Learning-Format, also die Kombination von Präsenz- und elektronischem Teil. Einerseits stellt dieses Format eine nachhaltige Lernform dar, andererseits hat der elektronische Teil den Vorteil, dass er dem Zeitbedarf der Nutzer entgegenkommt und von einem erweiterten Teilnehmerkreis nachgenutzt werden kann. med.info.pro besteht aus der elektronischen Komponente Webinar, die die Kursinhalte vermittelt, sowie einer Präsenzveranstaltung für die Leistungskontrolle. Letztere nannten wir „Searchaton“, was den spielerischen Charakter der Veranstaltung hervorheben soll. Das im Webinar Gelernte wird in einem Wettbewerb – unter Zeitdruck und und von einer Jury bewertet – umgesetzt., GMS Medizin - Bibliothek - Information; 18(3):Doc22

This paper is devoted to cognitive development of preschoolers in correlation with implicit theories of their parents. There are four positive mindsets of intelligence and learning motivation: (1) growth intelligence mindset, (2) growth personality mindset, (3) acceptance of learning goals, (4) positive learning self-esteem. We hypothesized that cognitive and intellectual parameters and self-esteem of preschoolers correlatewith parents’ growth mindsets. The study involved 120 subjects-40 preschoolers in age of 6 ± 0.5 years old (20 boys and 20 girls) and their 80 fathers and mothers. The parents ’ sample consisted of subjects aged from 27 to 54 years average age was 37.9 ± 6.7 years old). To investigate the cognitive differences of preschoolers we used: (1) two subtests of WISC (for examining attention and short-term memory); (2) Method of Verbal Thinking of Kern-Yirasek; (3) Method of Express Diagnostics of Intellectual Abilities (MEDIA) I. S. Averina, E. I. Shabanova and E. N. Zadorina. To explore parents’ mindsets Questionnaire of Implicit Theories of Intelligence and Personality (by C. Dweck, in the adaptation of T.V. Kornilova et al, 2008) was used. It was determined that the indicators of cognitive development and intelligence of girls are more related to parental attitudes than boys. In this case, the closest relationship is observed in the dyad ”father – daughter”. Indicators of attention, short-term memory, understanding of quantitative and qualitative relations, logical thinking are associated with mindsets of growth intelligence and adoption of their fathers’ high learning value. Girls ’mathematical abilities are positively related to fathers’ and negative mothers ’ growth mindsets. Keywords: parents’ influence, growth intelligence mindset, growth personality mindset, learning goals, learning self-esteem, cognitive and intellectual development.

In this article, we focus on how taste is used in contemporary food education. By critically discussing a series of academic studies that design and evaluate taste education programs for children, we argue that most of the literature on taste education demonstrates a reductive understanding of taste and is essentially mistrustful of children’s taste rather than developing children’s ability to make critical food choices. Taste is seen as a barrier to the adoption of “correct” eating habits and is not recognized as an important sense, a source of pleasure, or a central way of sensually understanding and approaching the world. In other words, taste education becomes a tool to push children toward “hegemonic nutrition.”.

The article is dedicated to the modern problems of training of bilateral interpreting of interdisciplinary terminology. The author examines the process of formation of educational standards in Ukraine and abroad. The analysis of professional competence of a higher education professional is conducted. Based on a number of works of domestic and foreign researchers, the elements of translation competence are defined. The purpose of the article is to study the background, goals and content of the bilateral interpreting of interdisciplinary terminology. The concept of professional competence of an interpreter and its components is considered in detail. The goals and content of training of bilateral interpreting of interdisciplinary terminology at the final stage of the undergraduate program are determined. In order to specify the goals and content of the bilateral interpreting of interdisciplinary terminology training, the content of credit modules on the practice of interpreting, as well as their purpose and goals, in a number of leading Ukrainian universities is further explored. The conducted analysis of scientific and methodological documentation proves that sufficient attention is devoted to the formation of bilateral interpreting skills, but not to the formation of the professionally oriented lexical competence, which requires knowledge of the basic science and technology terminology. This proves the importance of studying interdisciplinary terminology in the process of bilateral interpreting training. The methods of research include the critical analysis of domestic and foreign literary sources and scientific observation. The result of the research is a theoretical analysis, which contributed to the definition of the goals and content area of bilateral interpreting of interdisciplinary terminology, considered within the framework of the defined components of the subject and procedural aspects of the abovementioned content area. Стаття присвячена актуальним питанням навчання усного двостороннього перекладу міжгалузевої термінології. Автором розглянуто процес формування стандартів освітньої діяльності в Україні та закордоном. Проведено аналіз компетентності фахівця з вищою освітою. Ґрунтуючись на низці робіт вітчизняних та закордонних дослідників, визначено елементи перекладацької компетентності. Метою статті є дослідження передумов, цілей та змісту навчання усного двостороннього перекладу міжгалузевої термінології. Детально розглянуто поняття фахової компетентності перекладача та його складові. Визначено цілі та зміст навчання усного двостороннього перекладу міжгалузевої термінології на завершальному етапі бакалаврату. Для конкретизації цілей та змісту навчання усного двостороннього перекладу міжгалузевої термінології додатково досліджено зміст кредитних модулів з практики перекладу низки провідних університетів України, порівняно їх мету та завдання. Проведений аналіз науково-методичної документації засвідчує, що питанням формування умінь усного двостороннього перекладу приділено достатньо уваги, проте на формування у студентів професійно-орієнтованої лексичної компетентності, що потребує знання базової термінології основних підмов сучасної науки і техніки часу майже не виділяється. Це доводить важливість вивчення міжгалузевої термінології у процесі навчання усного двостороннього перекладу. Методи дослідження включають критичний аналіз вітчизняних і закордонних літературних джерел та наукове спостереження. Результатом дослідження є проведений теоретичний аналіз, що сприяв визначенню цілей та змісту навчання усного двостороннього перекладу міжгалузевої термінології, розглянутого в рамках визначених компонентів предметного та процесуального аспектів вищезазначеного змісту навчання.

Individuals who believe that intelligence can be improved with effort (an incremental theory of intelligence) and who approach challenges with the goal of improving their understanding (a learning goal) tend to have higher academic achievement. Furthermore, parent praise is associated with children’s incremental theories and learning goals. However, the influences of parental criticism, as well as different forms of praise and criticism (e.g., process vs. person), have received less attention. We examine these associations by analyzing two existing datasets (Study 1: N = 317 first to eighth graders; Study 2: N = 282 fifth and eighth graders). In both studies, older children held more incremental theories of intelligence, but lower learning goals, than younger children. Unexpectedly, the relation between theories of intelligence and learning goals was nonsignificant and did not vary with children’s grade level. In both studies, overall perceived parent praise positively related to children’s learning goals, whereas perceived parent criticism negatively related to incremental theories of intelligence. In Study 2, perceived parent process praise was the only significant (positive) predictor of children’s learning goals, whereas perceived parent person criticism was the only significant (negative) predictor of incremental theories of intelligence. Finally, Study 2 provided some support for our hypothesis that age-related differences in perceived parent praise and criticism can explain age-related differences in children’s learning goals. Results suggest that incremental theories of intelligence and learning goals might not be strongly related during childhood and that perceived parent praise and criticism have important, but distinct, relations with each motivational construct.

Transformations associated with the increasing speed, scale, and complexity of mobilities, together with the information technology revolution, have changed the demography of most countries of the world and brought about accompanying social, cultural, and economic shifts (Heugh, 2013). This complex diversity has changed the very nature of communication within and across languages, in society in general, and in education. These changes in turn require a reconceptualization of our approach to language/s education in ways that recognize a diversity of goals for people from different backgrounds, people who are learning a variety of languages in diverse settings and who may be interested in developing different capabilities and achieving different outcomes. In this article, we address the reconceptualization of the goals and outcomes of learning additional languages and processes for their formulation and realization. We will make explicit the educational values that underpin our position. Recognizing the immense diversity that the learning of additional languages in diverse contexts encompasses, our consideration is necessarily conceptual. The point of departure for our discussion is communicative language teaching, the dominant paradigm for language teaching for the past 40 years. We briefly trace its historical development and provide an account of some of the conceptual and theoretical expansions since its initial formulation. In light of this expansion we then discuss goals for learning additional languages by: (a) reaffirming the multilingual character of communication and learning to communicate, focusing on the exchange of meaning, (b) (re-)inserting the importance of personal development and aesthetics, and (c) recognizing the centrality of reflectivity and reflexivity in communication and learning to communicate. We conclude with a set of principles that are intended to capture the expanded nature of goals and their rendering for the purposes of teaching and learning. Refereed/Peer-reviewed

The present work was based on goal orientation theory that represent the reasons to perform a task and the criteria to evaluate it. However, few studies have explored goal orientations in students with visual impairment. The objective of this study was to determine whether the goals pursued by blind students different from those of partially sighted students. Participants comprised 171 students, from different stages of the education system (from Primary Education to University Education) with ages between 8 and 27 years old, of which 109 were blind, and 62 partial visual impairment, which respond to an adaptation of the Achievement Goal Tendencies Questionnaire. The results indicate that students with total visual impairment have lower average scores on social reinforcement goals, not in contrast to learning goals, achievement goals and performance goals, where no significant differences were found. Three different goal orientation profiles were obtained. The first stands out for obtaining high scores in learning goals; the subjects of the second group are defined by obtaining high scores in learning goals, social reinforcement goals and performance goals; and the subjects of the third group are characterized by their low scores on learning goal, social reinforcement goals and achievement goals. The results of the discriminant analyses show that there are differences in these profiles depending on the degree of visual disability and that the achievement goals do not have discriminating power. These findings have educational implications as regards motivation. El presente trabajo se enmarca en la teoría de orientación a metas que representan las razones para realizar una tarea y los criterios para evaluarla. Sin embargo, las orientaciones de meta han sido poco estudiadas en alumnos con deficiencia visual. El objetivo de este estudio es averiguar si las metas que persigue el alumnado con deficiencia visual se diferencian según la deficiencia sea total o parcial. Participan 171 estudiantes de las diferentes etapas del sistema educativo (desde Primaria hasta Universidad) con edades entre 8 y 27 años, de los cuales 109 tenían discapacidad visual total y 62 parcial, que responden a una adaptación del Achievement Goal Tendencies Questionnaire. Los resultados indican que los estudiantes con deficiencia visual total presentan puntuaciones medias más bajas en las metas de refuerzo social, no en cambio en metas de aprendizaje, metas de logro y metas de rendimiento donde no hay diferencias significativas. Se obtienen tres perfiles de meta diferentes. El primero destaca por obtener puntuaciones altas en metas de aprendizaje; los sujetos del segundo grupo se definen por obtener puntuaciones altas en metas de aprendizaje, metas de refuerzo social y metas de rendimiento; y los sujetos del tercer grupo se caracterizan por sus bajas puntuaciones en metas de aprendizaje, en metas de rendimiento y metas de logro. Los resultados de los análisis discriminantes muestran que hay diferencias en esos perfiles en función del grado de discapacidad visual y que las metas de logro no tienen poder discriminante. Se derivan implicaciones educativas de tipo motivacional.

Thesis submitted in partial fulfillment of the requirements for the Degree of Master of Science in Educational Management (MSc.EM) at Strathmore University The purpose of this case study research was to investigate ways to improve the science learning environment to foster teaching and learning in the primary section of Borough School. The study addressed the science room as a tool for learning with a special emphasis on content, process and structure of the room. The first stage was to assess the situation of the learning environment and find the suggestions required to lead to an improvement. Both students and pupils of Borough school were involved in this assessment. The second stage involved looking for ways towards the desired improvement with the support of the teachers of science in the school. The improvement suggested for the science room was implemented and its effects assessed towards the end of the study. The outcomes of the research in terms kthe room, relationships, instructional materials, knowledge and skills) with its appropriate sub-aspects were identified as critical in fostering teaching and learning of science. The improvement enhanced the attitudes, relationships, knowledge and skills of teachers and is hoped to enhance the performance of the pupils at the national exam. It also archived the materials and resources, in one place for ease of use and to encourage use, order and organization of the room by all members of science panel in the school. Since the study is a case study research, the outcomes of this research can be used to develop a quantitative study of a number of schools to check whether the aspects and sub-aspects identified as critical pillars in the teaching and learning of science can be generalized to a wider population. Case study research methodology was used involving teachers and students of Borough School as sources of evidence for the study. The study found that to improve the teaching and learning of science, the learning conditions for the students and teacher preparedness should be improved as well as focus attention on improving teacher quality and the social environment in the school.

In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers' current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional learning. In this study, we explored the professional concerns underlying teachers' learning goals in order to understand variation in professional learning over a teacher's career. In this qualitative study, we administered a semi-structured interview and a card sorting task to 15 secondary school teachers to elicit teachers' learning goals and current professional concerns. By conceptually combining teachers' learning goals with professional concerns in concern-goal pairs, we sought to understand the different reasons for teachers' learning. These concern-goal pairs were characterized in three different types of reasons: continuous, growth and improvement, and work-management. The results showed that early career teachers have mainly growth and improvement concerns, whereas mid-and late-career teachers have both continuous and growth and improvement concerns. Work-management concerns differ for early-and late-career teachers. Results are further discussed in terms of professional life phase models and teachers' developmental tasks throughout their career.

This is an Accepted manuscript of an article published by Taylor and Francis in Estudios en Psicología / Studies in Psychology available online: http://www.tandfoline.com. Jesús Alonso-Tapia, Carmen Nieto, Enrique Merino-Tejedor, Juan A. Huertas & Miguel Ruiz (2018) Assessment of learning goals in university students from the perspective of ‘person-situation interaction’: the Situated Goals Questionnaire (SGQ-U) / Evaluación de las metas de aprendizaje en estudiantes universitarios desde la perspectiva de la ‘interacción persona-situación’: el Cuestionario de Metas Situadas (CMS-U), Estudios de Psicología, 39:1, 20-57, DOI: 10.1080/02109395.2017.1412707, Academic behaviour takes place in a context in which the nature of class activities and interactions can influence the student’s motivation to learn. So, in order to study this influence, it is necessary to assess not only the personal variables that can motivate academic behaviour, but also the degree to which students are sensitive to different situational or task characteristics. In this case, the interaction person-situation is analysed using a new tool, the ‘situated-goal questionnaire’ for university students. Data of 770 students were analysed using confirmatory techniques, as well as Anova and regression techniques. According to results, the questionnaire has good psychometric characteristics. Besides, they showed the effect of the kinds of situation on the degree to which students declare the pursuit of different goals, as suggested by the person/situation interaction model, as well as the validity of both goals and sensitivity to situations for predicting engagement and self-estimated mean grade., La conducta académica tiene lugar en un contexto en el cual la naturaleza de las actividades e interacciones en el aula puede tener influencia en la motivación de los estudiantes por aprender. Por tanto, para estudiar esa influencia es necesario evaluar no solamente las variables personales que pueden motivar la conducta académica, sino también el grado de sensibilidad de los estudiantes a las diferentes características de las tareas o situaciones. En este caso, la interacción persona-situación es analizada utilizando una herramienta nueva, el ‘cuestionario de metas situadas’ para estudiantes universitarios. Se analizaron los datos de 770 estudiantes utilizando técnicas confirmatorias, así como también Anova y técnicas de regresión. Los resultados confirmaron que el cuestionario tiene características psicométricas adecuadas. Además mostraron el efecto del tipo de situación en el grado en que los estudiantes declaran que persiguen diferentes metas, tal y como sugiere el modelo persona-situación, así como la validez de ambas metas y sensibilidad a las situaciones — para predecir la implicación de los alumnos y la media del rendimiento autoestimado, This work was carried out with funding from the Ministry of Economy and Competitiveness (Project EDU2012-37382)

Purpose Pharmacology and pharmacotherapy education is being increasingly integrated in medical curricula, which might lead to a specific loss of knowledge in these subjects. This, in turn, could lead to harmful prescribing errors, especially in vulnerable older patients. Methods Teachers who coordinated education in Dutch medical schools completed a structured interview on (geriatric) pharmacology and pharmacotherapy education. A list of core learning goals was developed. Pharmacology and pharmacotherapy education in general was compared to geriatric pharmacology and pharmacotherapy education. Results All Dutch medical schools participated. Contact hours for education in pharmacology and pharmacotherapy ranged from 39 to 107 h; ECTSs (representing 28 study hours) ranged from 0 to 3. The various curricula covered, on average, 79 % of all learning goals for these subjects: knowledge 85 %, skills 76 %, and attitudes 66 %; the curricula also covered specific geriatric goals: knowledge 87 % and skills 65 %. All geriatric learning goals were met if a geriatrician was among the coordinators. Half (4 of 8) of the medical schools lacked appropriate assessment procedures. Evaluation was mostly based on students’ opinions. Teachers rated students as being moderately well prepared for daily practice. Conclusions There are large differences in the quantity and quality of (geriatric) pharmacology and pharmacotherapy education in Dutch medical schools. In general, more time should be devoted to skills and attitude, and the assessment procedures should be optimized with high priority. Other curricula with a problem-based approach might benefit from the points of improvement described in this article.

We report the development and validation of a measure that distinguished knowledge goals focused on acquiring knowledge and information from learning from failure goals focused on using failure as an opportunity to learn. In Study 1, the scale demonstrated a robust factor structure and adequate internal consistencies, and the two learning goals differently correlated with measures of ego-involved achievement goals. In Study 2, the goal to learn from failure interacted with academically contingent selfworth, reducing self-esteem vulnerability when people invested effort and failed. In Study 3, the goal to learn from failure reduced the effect of academic contingencies of self-worth on self-esteem, especially among the incremental theorists who invested effort prior to failure.

The school under study follows the Ministry of Education (M.E.N) standards, which are concise written descriptions of what scholars are expected to know and be able to do grade by grade. We realized that the progression followed to teach a beginner class of 26 English Language Learners (ELL) did not seem to help them to attain the goals of oral proficiency development. With this mixed-ability class we were challenged to design a unit of work that started with the end goal. We designed 11 lessons that resulted that most of the 10th graders made gains in speaking. This thesis shares with the audience a Backward Design, which is a planning teaching for understanding framework, developed by Wiggins and Mctighe (2005). The data indicate that fourteen of the participants made progress in speaking and that they all of them found the course interesting, fun and meaningful. We feel that the recently published Suggested English Curriculum (M.E.N 2016) would be an opportunity for teachers of English to try a Backward Design to guide their decisions. La escuela en estudio sigue los estándares del Ministerio de Educación (M.E.N), que son descripciones escritas concisas de lo que se espera que los académicos sepan y puedan hacer grado por grado. Nos dimos cuenta de que la progresión seguida para enseñar a una clase de 26 aprendices del idioma inglés (ELL, por sus siglas en inglés) no parecía ayudarles a alcanzar los objetivos del desarrollo de la competencia oral. Con esta clase de capacidad mixta, tuvimos el desafío de diseñar una unidad de trabajo que comenzara con el objetivo final. Diseñamos 11 lecciones que dieron como resultado que la mayoría de los alumnos de décimo grado lograron avances en el habla. Esta tesis comparte con la audiencia un Diseño Hacia Atrás, que es una enseñanza de planificación para comprender el marco, desarrollado por Wiggins y Mctighe (2005). Los datos indican que catorce de los participantes progresaron en el habla y que a todos les pareció interesante, divertido y significativo el curso. Creemos que el plan de estudios de inglés sugerido (M.E.N 2016) recientemente publicado sería una oportunidad para que los profesores de inglés intenten un diseño retroactivo para guiar sus decisiones.

Resumen Este artículo tiene por objetivo principal ser un aporte a las discusiones y reflexiones sobre el rol formativo de la evaluación por competencias en el ámbito educativo. Se plantea su relación con los perfiles curriculares que se orientan a los nuevos contextos laborales. Se sostiene la necesidad de establecer lineamientos, diseños, implementaciones y desarrollos instrumentales para determinar los impactos de los aprendizajes por competencias como una forma de evidenciar la apropiación de saberes integrales complejos. Se asume el desafío que tiene la práctica evaluativa por competencias al incorporar a los principales actores del proceso de enseñanza y aprendizaje, a objeto de realizar una evaluación más participativa y democrática. Para ello se realiza una breve descripción y análisis teórico-conceptual sobre las competencias en el mundo educativo. Se profundiza sobre la evaluación por competencias como una nueva práctica evaluativa destacando los criterios integrales y formativos de estas prácticas. Se analiza cómo la evaluación por competencias puede orientar e influir en el mejoramiento de los aprendizajes y prácticas pedagógicas. Para concluir se plantean unas consideraciones finales de la evaluación por competencias a modo de balance y desafíos para el ámbito educativo, sobre todo aquellos relacionados por la preocupación en el proceso previo al resultado final de un producto de aprendizaje. Abstract The objective of this article is to make a contribution to the discussion and reflection of the formative role of the competence-based assessments in the educational field. Its relationship with the curriculum profiles that is oriented to the new labour context is established. The need to create guidelines, designs, implementations and instrumental developments to determine the impact of learning by competences as a way of evidencing the appropriation of complex integral knowledge is sustained. In order to promote a more participatory and democratic approach to the evaluation system, it is assumed the challenge of competence-based assessments that involve incorporating the main actors of the teaching and learning process. For this purpose a brief description and theoretical-conceptual analysis on the competences in the educational field is carried out. Assessment of competence is pinpointed as a new practice, highlighting the integral and formative criteria of these practices. Additionally, it is analysed how the evaluation by competences can improve learning and pedagogical practices. In conclusion, competence-based assessments are presented as a balance between opportunities and challenges for the educational field, especially those related to the concern in the process prior to the final result of a learning process.

Although evidence has shown that psychosocial factors have a decisive influence in second language learning, it has not been highlighted the importance they have regarding educational practice, the design of learning programs or teacher training. The model known as Willingness to Communicate, developed by MacIntyre et al. (1998) from numerous empirical works, points at the factors that favor authentic use in the learning of a second language and the relationships among them. The goal of a language course can not be limited to developing communicative competence but has to be aimed at increasing the willingness to communicate actively. Following this theoretical model, one of its authors, Zoltán Dörnyei (2001), has devoted one of his books to the development of practical strategies of motivation in the language classroom. These approaches are specially useful for contexts of linguistic concurrence like ours, especially at a moment in which school multilingualism is promoted.

This study clarifies the properties of learning strategies of academic students, and examines the relationship between learning strategies and goal orientations (approaching gains/avoiding losses). To create a questionnaire for the learning strategies, two original questionnaires (regarding lectures and regarding tasks) about such strategies used by academic students regularly comprised a preliminary survey, which was administered to 65 female students. In the present study, 182 students completed the questionnaires. A factor analysis was conducted to clarify the traits of the two learning strategies and a correlation analysis as well as a path analysis was conducted to determine the relationship between learning strategies, learning goals, and goal orientations, among others. The results show that the learning strategies for lectures included two factors, while those for tasks consisted of three factors. This distinction suggests that the gain-approach tendency is connected with mastery goals and the majority of the factors in the learning strategies, whereas the loss-avoidance tendency is related to performance goals and minimal factors in the learning strategies.