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Learning across contexts: How can vocational teachers facilitate boundary learning for students in work-based placements?
2022
A well-known challenge in vocational education and training (VET) programmes is the lack of coherence between school-based and workplace learning. The Norwegian VET model consists of two years of upper secondary education followed by two years of apprenticeship at work. This small-scale study of vocational teacher’s vocational didactics aims to investigate boundary learning at the VET Programme for Sales and Service at the Norwegian upper secondary level. The research question explored is: How can vocational teachers improve boundary learning for students in work-based placements in the subject vocational in-depth study (YFF)? The methodological approach is qualitative interviews with vocat…
Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning
2012
Previous physics education research has raised the question of “hidden variables” behind students’ success in learning certain concepts. In the context of the force concept, it has been suggested that students’ reasoning ability is one such variable. Strong positive correlations between students’ preinstruction scores for reasoning ability (measured by Lawson’s Classroom Test of Scientific Reasoning) and their learning of forces [measured by the Force Concept Inventory (FCI)] have been reported in high school and university introductory courses. However, there is no published research concerning the relation between students’ ability to interpret multiple representations consistently (i.e.,…
Does using a visual-representation tool foster students’ ability to identify forces and construct free-body diagrams?
2013
Earlier research has shown that after physics instruction, many students have difficulties with the force concept, and with constructing free-body diagrams (FBDs). It has been suggested that treating forces as interactions could help students to identify forces as well as to construct the correct FBDs. While there is evidence that identifying interactions helps students in quantitative problem solving, there is no previous research investigating the effect of a visual-representation tool—an interaction diagram (ID)—on students’ ability to identify forces, and to construct the correct FBDs.We present an empirical study conducted in 11 Finnish high schools on students (n ¼ 335, aged 16) takin…
Interaction between students and class teachers in vocational education and training: ‘Safety distance is needed’
2020
Interaction between students and teachers is fundamental and has therefore been widely studied in education. However, there have been few studies on intensive spe-cial support being provided to vocational education and training (VET) students. Firstly, the focus of this article is on students’ perceptions of interactions with their class teachers. Students (aged 17–34 years) from four Finnish vocational institutions providing intensive special support were interviewed. According to the findings, the demands students placed on their class teachers and for interactions with them were modest and their perceptions of both were favourable. Interactions seemed to be study-orientated and class tea…
Emergence and Disappearance of an Immune Molecule, an Antimicrobial Lectin, in Basal Metazoa
2003
Sponges (phylum Porifera) represent the evolutionarily oldest metazoans that comprise already a complex immune system and are related to the crown taxa of the protostomians and the deuterostomians. Here, we demonstrate the existence of a tachylectin-related protein in the demosponge Suberites domuncula, termed Suberites lectin. The MAPK pathway was activated in response to lipopolysaccharide treatment of the three-dimensional cell aggregates, the primmorphs; this process was abolished by the monosaccharide D-GlcNAc. The cDNA encoding the S. domuncula lectin was identified and cloned; it comprises 238 amino acids (26 kDa) in the open reading frame. The deduced protein has one potential trans…
Pētera Šmita sarakste ar latviešu un lietuviešu filologu, etnogrāfu Eduardu Volteri
1917
Vēstulē P. Šmite pateicas par saņemtajiem materiāliem, lūdz atsūtīt citus, arī pazaudēto "Литовские свадебные народные песни = Lietuviškos svotbinės dajnos", kuras pierakstījis Antanas Juška (Антон Юшкевич), kā arī spriež par dažādu vārdu, piemēram, "bajārs" u.c. parādīšanos latviešu tautas folklorā, salīdzina tos ar citām valodām.