Subject and Sex Differences in the Learning Environment - Perceptions and Attitudes of Canadian Mathematics and Science Students Using Laptop Computers

2013 ◽  
Vol 28 (1) ◽  
pp. 57-78 ◽  
Author(s):  
Barry J. Fraser ◽  
Catherine Raaflaub
Keyword(s):  
Sex Differences ◽  
Learning Environment ◽  
Science Students ◽  
Laptop Computers ◽  
Perceptions And Attitudes ◽  
Mathematics And Science

scholarly journals Exploring knowledge, perceptions and attitudes about generic medicines among final-year health science students

2016 ◽  
Vol 8 (1) ◽  
pp. 56
Author(s):  
Varsha Bangalee ◽  
Nabeelah Bassa ◽  
Jerusha Padavattan ◽  
Arabia Riah Soodyal ◽  
Fezile Nhlambo ◽  
...  
Keyword(s):  
Health Science ◽  
Science Students ◽  
Generic Medicines ◽  
Health Science Students ◽  
Perceptions And Attitudes

IDEAS

1991 ◽  
Vol 38 (6) ◽  
pp. 30-36
Author(s):  
Joan E. Westley
Keyword(s):  
Elementary Grades ◽  
Early Elementary ◽  
Science Students ◽  
Mathematics And Science

The Ideas section for this month focuses on gathering. displaying, and interpreting data on balloons in activities that integrate mathematics and science. Students are involved in sampling, taking polls and surveys, doing experiments, classifying, estimating, and measuring. This month's reproducible sheets for the IDEAS section are designed to be used by students in the early elementary grades (1-4). They include three classactivity sheets and one activity sheet for parents to use with their children. Consequently, a teacher may want to reproduce and use several sheets.

scholarly journals Instructors Age and Gender Differences in the Acceptance of Mobile Learning

2017 ◽  
Vol 11 (4) ◽  
pp. 4 ◽  
Author(s):  
Ahmed Al-Hunaiyyan ◽  
Rana Alhajri ◽  
Salah Al-Sharhan
Keyword(s):  
Learning Environment ◽  
Mobile Learning ◽  
Learning System ◽  
Educational Institutions ◽  
Cultural Issues ◽  
Social Challenges ◽  
Perceptions And Attitudes ◽  
Age And Gender Differences ◽  
Mobile Learning Environment ◽  
And Gender

<strong>Mobile learning is a new learning</strong> <strong>landscape that offers opportunity for collaborative, personal, informal, and students’ centered learning environment. In implementing any learning system such as mobile learning environment, it is important to understand challenges that affect its implementations in a particular culture. Additionally, learners’ and instructors’ expectations are deemed necessary for consideration. However, there is a lack of studies on this aspect, particularly in the context of Kuwait HE institutions. This research presents opportunities and prospects of m-learning, and discusses challenges and implications facing its implementation. The authors of this paper conducted a study in Kuwait HE to examine both students’ and instructors’ perceptions and attitudes toward this trend of learning, to evaluate its effectiveness, and to investigate cultural and social challenges that affect the implementation of m-learning in Kuwait HE. A questionnaire was administered to 499 students and 110 Instructors from different higher educational institutions in Kuwait. The results reveal that students and instructors have positive perceptions of m-learning, and believe that m-learning enhances the teaching and the learning process. The study reports some social and cultural issues that may act as barriers to m-learning implementation.</strong>

scholarly journals Discipline predicts Work Integrated Learning (WIL) practice in Science courses

2021 ◽  
Vol 12 (2) ◽  
pp. 222-259
Author(s):  
Susan Rowland ◽  
Daniel Blundell
Keyword(s):  
Evidence Based ◽  
Science Students ◽  
Integrated Learning ◽  
Science Courses ◽  
Graduate Employability ◽  
Work Integrated Learning ◽  
Undergraduate Programs ◽  
Different Levels ◽  
Large Research ◽  
Mathematics And Science

Australian mathematics and science students have low participation in WIL, posing implications for student employability. To better understand this problem we examined the industry-placement and coursework-incorporated WIL offered across the Faculty of Science at a large research-intensive university. The aim of the study was to provide an evidenced discussion of the types and amounts of WIL that different disciplines offer their students. A matrix was used to measure the inclusion of WIL activities in 265 courses (units of study) across all undergraduate programs in a Faculty of Science. The results, which show comparisons between disciplines, year levels, and class sizes. Indicate that a high proportion of courses incorporate WIL, but that some disciplines are significantly more likely to incorporate WIL than others. This study provides important insights into how science students in different disciplines and in different levels of their degree are prepared for the workplace. As we consider how to address graduate employability through integrating WIL in university STEM coursework, this study provides evidence-based justification to initiate reflection about pedagogy.

scholarly journals The effect of the physical learning environment on students’ health, enjoyment and learning

2017 ◽  
Vol 7 (1) ◽  
pp. 47-55
Author(s):  
Che Nidzam Che Ahmad ◽  
Nurul Jannah Amirul
Keyword(s):  
Air Quality ◽  
Learning Environment ◽  
Indoor Air Quality ◽  
Indoor Air ◽  
Classroom Environment ◽  
Physical Environment ◽  
Classroom Learning Environment ◽  
Science Students ◽  
Physical Learning Environment ◽  
High Level

This study was conducted to analyze the suitability of the physical classroom learning environment and its effect on students’ health, enjoyment and learning. The participants of this study were 400 form four science students from six secondary schools in Johor, Malaysia. Students’ perception on physical aspects and its effect were measured using Physical Aspects Classroom Environment Inventory (PACE). The PACE consists of nine constructs. Six constructs which were furniture, facilities, space, lighting, indoor air quality and colour were used to measure the suitability of the physical classroom environment. While three constructs which were health, enjoyment, and learning were used to measure the effects of physical environment on students. The findings revealed that students perceived the suitability of physical environment is at high level for furniture, facilities, and lighting aspects, while moderate level for indoor air quality, space, and colour aspects. Results also showed that students perceived the physical environment have moderate effect on student’s health, enjoyment, and learning. Further analysis indicated that the physical environment have significant impact on students’ health, enjoyment and learning. These results provide valuable feedback to institutions and to educators in setting their learning environment.

Sign in / Sign up

Export Citation Format

Share Document