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JournalISSN: 2329-0897

Science Journal of Education 

Science Publishing Group
About: Science Journal of Education is an academic journal published by Science Publishing Group. The journal publishes majorly in the area(s): Curriculum & Higher education. It has an ISSN identifier of 2329-0897. It is also open access. Over the lifetime, 233 publications have been published receiving 628 citations. The journal is also known as: SJEDU.

Papers published on a yearly basis

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Journal ArticleDOI
TL;DR: In this article, the authors analyze the problems of classroom questioning, including distribution of questions, lack of wait-time and corresponding feedbacks, and propose four strategies for English classroom questioning.
Abstract: As a second language, it is difficult for students to use English well, while classroom questioning is one of the most fundamental methods to promote the communication between teachers and students, so it becomes more and more important in classroom teaching. In the paper, to begin with, the author introduces the background and purpose of this paper. Next, the author studies and analyzes the related theories of Constructivism and Krashen’s Input Hypothesis. Then, this paper analyzes the problems of classroom questioning, including distribution of questions, lack of wait-time and corresponding feedbacks. And then the author put forward the following strategies for English classroom questioning, including preparing questions before questioning, controlling while questioning and giving feedbacks after questioning. Lastly, this paper gives four suggestions to English teachers for the effective classroom questioning: firstly, teachers should ask more diverse and reference questions. Secondly, teachers should control waiting time according to specific circumstances. Thirdly, teachers should encourage all students to answer questions actively. Fourthly, teachers should give feedbacks after students’ answering.

28 citations

Journal ArticleDOI
TL;DR: In this paper, a study of 306 women entrepreneurs of micro and small enterprises in Germany and Ireland was conducted, and the authors found that entrepreneurial competencies as a higher order latent construct have a major impact on entrepreneurial success.
Abstract: Entrepreneurial competencies are critical for entrepreneurial success. Despite a growing body of literature in the field of entrepreneurial competencies, there is still considerable uncertainty concerning entrepreneurial competencies of female entrepreneurs. The objective of the study is therefore to empirically analyze the entrepreneurial competencies of female entrepreneurs. Based on a study of 306 women entrepreneurs of Micro and Small Enterprises (200 women entrepreneurs from Germany and 106 women entrepreneurs from Ireland), this analysis finds that entrepreneurial competencies as a higher order latent construct have a major impact on entrepreneurial success. Entrepreneurial competencies of women entrepreneurs in Germany and Ireland can be operationalized by a set of six first-order factors, including functional task related managerial skills, entrepreneurial characteristic adaptations of self-efficacy and orientations of competition, risk-taking and innovation, and the founder and innovator identity. The theoretical construct of entrepreneurial performance, which consists of the dimensions of economic, individual and societal performance, is expanded with the dimensions of performance quality, customer satisfaction and productivity. The practical implication of the study is that not only task related skills, but also distal personality related characteristic adaptations and identity should be developed in entrepreneurial learning programs targeted at women entrepreneurs who start small businesses. Future studies need to isolate the influence of context from the identified competencies.

23 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigated the effect of Mastery Learning Approach (MLA) and Mind Mapping Approach (MMA) in improving students' academic performance in Physics and also determined their effect in enhancing students' retention of Physics.
Abstract: This study investigated the effect of Mastery Learning Approach (MLA) and Mind Mapping Approach (MMA) in improving students’ academic performance in Physics and also determined their effect in enhancing students’ retention of Physics. These were with a view to ascertaining the best teaching method for improving students’ learning outcomes in Physics. The study adopted the non-equivalent pre-test, post-test control group experimental design. Simple random sampling technique was used to select three co-educational secondary schools in Ikere Local Government Area of Ekiti State in Nigeria. The sample for the study was 74 senior secondary school one (SSS1) Physics students from the three selected secondary schools. Three intact classes were used for the study. The instrument used for data collection was “Physics Achievement and Retention Test” (PART). Data collected were analyzed using t-test and analysis of variance (ANOVA). The results showed that there was a significant effect of treatment on the academic performance of students taught with MLA, MMA and conventional method with students taught using MMA showing the best academic performance, followed by MLA and then Conventional. Also, no significant effect of treatment was found in the retention ability of students taught with MLA and MMA with students from both methods having nearly the same mean score. The study concludes that both MLA and MMA could improve students’ learning outcomes in Physics; however, MMA could improve students’ learning outcomes better. It therefore recommends that ministry of education should organize training for science teachers especially Physics teachers on how best they can adopt these innovative teaching strategies during instruction so that learners would be guided to learn meaningfully and be assisted to retain what is learnt in Physics.

20 citations

Journal ArticleDOI
TL;DR: In this article, the authors developed a theoretically and empirically based entrepreneurship education and training for early stage women entrepreneurs in Germany and Ireland, focusing on the core dimensions of entrepreneurship education action-orientation, autonomy and the interplay between risk and responsibility.
Abstract: To support early stage women entrepreneurs there is a need to increase their performance and growth potential through entrepreneurial education and training. The objective of the study is to develop a theoretically and empirically based entrepreneurship education and training for early stage women entrepreneurs. The focus of this study is placed exemplarily on early stage women entrepreneurs in Germany and Ireland. The components, program goals, program elements, as well as the participants’ characteristics, the program’s contextual environment, and the availability of funding for operations provide a framework for designing a theoretically and empirically based program to help early stage women entrepreneurs increase their entrepreneurial success. This Entrepreneurship Education and Training is built on the core dimensions of entrepreneurship education action-orientation, autonomy and the interplay between risk and responsibility. Action-orientation is reflected in acting in learning to solve business problems in one’s own company. Autonomy is manifested by selecting individual learning objectives. Interplay between risk and responsibility is shown through taking responsibility for individual and organizational development, which participants will learn is in part a risk-taking process. Because we expand on these core dimensions, entrepreneurial learning can be understood as learning through entrepreneurial action, reflection and narration. The design of the program targeted at early stage women entrepreneurs not only shows how the core components of an entrepreneurial education and training program can be designed for the specific target group of early stage women entrepreneurs in Germany and Ireland, but also how the Entrepreneurship Education and Training Effectiveness Framework can be enriched. We include the process of deriving program and learner goals as a critical starting point for designing programs affecting both learning performance and outcome.

17 citations

Journal ArticleDOI
TL;DR: The lack of integration with China's teaching environment of the current researches of English vocabulary teaching and acquisition in the past three decades is pointed out.
Abstract: Vocabulary is an important part of foreign language acquisition and teaching. In this paper, the related researches of English vocabulary teaching and acquisition in the past three decades are reviewed from the following aspects: basic concepts of English vocabulary teaching and learning, research perspective, theory integration, strategy application, teaching tools and problem reflection. The lack of integration with China's teaching environment of the current researches is pointed out to be further studied.

17 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202315
202211
20217
202014
201915
201815