Learning Vocabulary in Another Language: Appendixes

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Problem-Based Learning: An Approach to Medical Education

세계화가 과연 하나의 독립변수로 사용하기에 충분할 정도로 그 의미가 명확하게 규명된 과학적 개념인가의 여부는 학계의 지속적인 의문으로 남아 있다. 특히 최근에는 현저하게 드러나고 있는 각종 반세계화 현상을 바탕으로 세계화에 대한 반론이 거세지고 있으며 일부 세계화론 주창자들조차 ‘현실’로서 세계화 현상에 대한 회의적 시각을 표출하고 있어 그 의문은 더욱 커지고 있다. 이에 따라 세계화를 설명 변수로 삼는 모든 연구 영역에서 세계화의 의미와 세계화와 관련된 연구 성과를 반추해 볼 필요성도 커지고 있다. 본 연구의 목적은 세계화의 의미 분석을 바탕으로 세계화를 안보환경 변화의 독립변수로 삼는 연구의 동향을 분석하고 연구의 방향을 제시하는데 있다. 세계화는 그 설명적 가치와 규범적 판단을 둘러싸고 논란이 계속되고 있는 개념이다. 세계화는 세계화론자를 중심으로 발전되어 온 개념이지만 이들 사이에서도 개념에 대한 합의는 존재하지 않는다. 세계화는 가장 단순하게는 하나의 현상 혹은 사건으로 간주되기도 하지만, 세계화의 본질을 규명하려는 입장에서는 세계화의 원인과 영향에 대한 인과관계는 물론 사회관계 본질이나 권력관계 변화를 적시하는 개념으로 취급하여 왔다. 그러나 세계화를 개념화하려는 노력은 수많은 하부 현상을 단일 요소로 설명해야 하며, 역으로 개념 속에 혼재되어 있는 세계화의 원인, 결과, 설명 및 규범적 판단 요소를 단순화해야 한다는 과제를 안고 있다. 특히 원인과 결과가 혼재되어 있는 세계화 개념은 현상 분석을 위한 설명체제 구성에 가장 큰 장애요인이 되고 있다. 세계화와 안보와의 관계를 다루는 연구는 대체로 세계화에 관한 중도론적 입장에서 안보에 관한 낙관론을 피하고 새로운 위협을 제시하는데 초점을 맞추는데, 이러한 경향은 안보연구에서 세계화를 가장 단순한 수준에서 정의하는 데에서 비롯된다. 그러나 지나치게 단순한 세계화 개념을 적용하는 안보연구는 질적으로 새로운 현상인 세계화를 여전히 국가중심적 시각에서 다루고 모든 안보위협을 테러리즘의 문제로 축소하려는 환원주의의 문제를 야기한다. 이러한 문제를 극복하기 위해서는 세계화 개념의 불완전성을 염두에 둔 세계화 개념에 대한 접근과 일관된 세계화 개념 적용이 요구된다. 또한 세계화 현상으로부터 직접적인 안보 사안을 도출하는 노력에서 한 차원 더 나아가 안보연구의 새로운 방향을 제시해 줄 수 있는 안보환경 변화의 전체적 특성을 분석하는 포괄적 연구가 요구된다.

세계화(globalization)와 안보 연구

A female advantage in school marks is a common finding in education research, and it extends to most course subjects (e.g., language, math, science), unlike what is found on achievement tests. However, questions remain concerning the quantification of these gender differences and the identification of relevant moderator variables. The present meta-analysis answered these questions by examining studies that included an evaluation of gender differences in teacher-assigned school marks in elementary, junior/middle, or high school or at the university level (both undergraduate and graduate). The final analysis was based on 502 effect sizes drawn from 369 samples. A multilevel approach to meta-analysis was used to handle the presence of nonindependent effect sizes in the overall sample. This method was complemented with an examination of results in separate subject matters with a mixed-effects metaanalytic model. A small but significant female advantage (mean d 0.225, 95% CI [0.201, 0.249]) was demonstrated for the overall sample of effect sizes. Noteworthy findings were that the female advantage was largest for language courses (mean d 0.374, 95% CI [0.316, 0.432]) and smallest for math courses (mean d 0.069, 95% CI [0.014, 0.124]). Source of marks, nationality, racial composition of samples, and gender composition of samples were significant moderators of effect sizes. Finally, results showed that the magnitude of the female advantage was not affected by year of publication, thereby contradicting claims of a recent “boy crisis” in school achievement. The present meta-analysis demonstrated the presence of a stable female advantage in school marks while also identifying critical moderators. Implications for future educational and psychological research are discussed.

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Gender differences in scholastic achievement: a meta-analysis.

Based on an invited address given by the first author at the annual meetings of the American Educational Research Association in Boston, April 1980.

/pdf/learning-to-learn-on-training-students-to-learn-from-texts-4ynrj8c158.pdf

Learning to Learn: On Training Students to Learn from Texts. Technical Report No. 189.

This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and conceptual understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55, traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS) and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs. A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the semester. Suggestions are presented regarding the implementation of the PBL approach.

Effects of Problem-Based Learning on University Students’ Epistemological Beliefs About Physics and Physics Learning and Conceptual Understanding of Newtonian Mechanics

Cross-cultural experience in preservice teacher education

This study investigated the characteristics students use in attributing value to and classifying the living things; the relational construction of the life concepts and the living things and the place of human in this construction. Participants were first-year high school students from seven schools in Izmir (a large western city in Turkey). An open-ended conceptual understanding test was developed and administered to students. Semistructured interview forms were applied to students and biology teachers, one from each school; and this provided additional data to clarify ambiguous points in students’ responses to the conceptual test. Results revealed that students constructed the life concept by associating it predominantly with ‘human’. The most frequently associated concept to the life concept was found to be motion. Students tended to use their own classification criteria instead of biological classification. Generally, we noticed classifications in the form of ‘human-animal-plant’

/pdf/are-animals-more-alive-than-plants-animistic-anthropocentric-57y5f05jg1.pdf

Are animals 'more alive' than plants? Animistic-anthropocentric construction of life concept

The purpose of this paper is to investigate the impact of problem-based learning (PBL) on freshmen engineering students’ beliefs about physics and physics learning (referred to as epistemological beliefs) and conceptual understanding of physics. The multiple-choice test of energy and momentum concepts and the Colorado learning attitudes about science survey were used to collect the data. The sample consisted of 142 students enrolled in the PBL and traditional lecture classes in the engineering faculty of a state university in Turkey. The analyses showed that the PBL group obtained significantly higher conceptual learning gains than the traditional group and the change (improvement) in the PBL group students’ beliefs from the pre- to post test were significantly larger than that of the traditional group. The results revealed that beliefs were correlated with conceptual understanding. Suggestions are presented regarding the implementation of the PBL approach.

The Impact of Problem-Based Learning on Engineering Students' Beliefs about Physics and Conceptual Understanding of Energy and Momentum.

This study aimed to develop a valid and reliable instrument to be used for measuring high school students’ attitudes toward environment and its applications. Data gathered from 350 high school stud...

Mehmet Şahin

Papers

Effects of Problem-Based Learning on University Students’ Epistemological Beliefs About Physics and Physics Learning and Conceptual Understanding of Newtonian Mechanics

Cross-cultural experience in preservice teacher education

Are animals 'more alive' than plants? Animistic-anthropocentric construction of life concept

The Impact of Problem-Based Learning on Engineering Students' Beliefs about Physics and Conceptual Understanding of Energy and Momentum.

High School Students’ Environmental Attitude: Scale Development and Validation