Academic literature on the topic 'Attitude toward subject matter'
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Journal articles on the topic "Attitude toward subject matter"
1
Aswar, Cut. "PENCAPAIAN HASIL BELAJAR MELALUI PENUMBUHAN SIKAP MAHASISWA." Lantanida Journal 2, no. 2 (May 8, 2017): 202. http://dx.doi.org/10.22373/lj.v2i2.1408.
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Lecturer trying to grow and improve the positive attitude of students in the study of the course so that students can learn an increased vigor in the course. Indeed, the persistence of the negative attitude of students to a course, and it does not mean all the students to be negative towards a course, otherwise many students a positive attitude towards a subject that is learned. Lecturer of the course seeks to evoke the spirit of students to love a subject and trying to build a positive attitude towards the subject that he teaches. If the student has not been able to raise it toward a positive attitude among students, it is difficult for educators to develop students are knowledgeable and skilled in mastering a subject. For students who are positive or negative attitude is always the case in the learning of a subject, and even negative attitude is more dominant than positive attitude. Thus, the learning that educators are given less attractive, so that lecturers are less able to foster a positive attitude in the students learn a subject. That the lecturer of the course is able to actualize its role optimally in the process of learning a course undoubtedly positive attitude of students in the learning will become more prevalent among students. From the description above, the attitude of a person when used in the learning activities of the course, there will be individuals who love a subject (positive attitude) or being otherwise is not like a subject (a negative attitude). For students who have a positive attitude about a course will learn of their own accord and devote full attention to the matter of the course. Instead negative student attitudes about a course would lead to inactive students in learning activities and will ultimately negative effect also on a subject that is learned
2
Rešić, Sead, Admira Ahmetbegović, and Alma Škrobić. "STUDENTS' ATTITUDE AND ACCEPTANCE OF MATH STUDIES." Journal Human Research in Rehabilitation 2, no. 2 (September 2012): 20–29. http://dx.doi.org/10.21554/hrr.091206.
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The aim of this paper is to ascertain the type of relation elementary school students have toward mathematics classes. Through employing technical and scientific methods, a basis was constructed which can provide answers to numerous questions related to math classes, relation of students towards the subject matter, as well as to results being achieved in the subject mathematics during elementary education. The fact is that elementary school students exhibit difficulties in accepting the subject and achieve lower results in mathematics in comparison to other school subjects. Likewise, it is a fact that students upon gradating elementary school opt for high schools which have less mathematics in their curricula, and this state of affair continues when choosing higher education area. In the first theoretical part, certain fundamental concepts regarding this research topic have been clarified. The second part relates to the methodology of research of the above-mentioned problem. In the third part an analysis and interpretation of the results of conducted research has been provided.
3
Letovancová, Katarína, Nadežda Kovalčíková, and Patricia Dobríková. "Attitude of society towards people with mental illness: The result of national survey of the Slovak population." International Journal of Social Psychiatry 63, no. 3 (March 9, 2017): 255–60. http://dx.doi.org/10.1177/0020764017696334.
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Aims: Our survey has been aimed at identifying the society attitude towards people with mental illness in Slovakia. Method: Selected group comprised 1,624 adult respondents with 18 years of age as the bottom limit. We applied reduced 26-item Community Attitudes Toward Mentally Ill Scale (CAMI) to the survey of the society attitude towards people with mental illness. Results: Average score reached by the respondents reached 94.0800 points, indicating lower stigmatization rate than presumed. Further investigation revealed prejudice and stigmatizing attitudes at significant part of the population. The survey confirmed statistically significant differences at the attitudes in the terms of gender ( t = −6.559, p = .000), age within the categories (χ2 = 20.358, p = .000), education ( F = 9.137, p = .000), socio-economic status (χ2 = 50.487, p = .000) and occupation (χ2 = 47.989, p = .000). We also confirmed statistically significant relation between the attitude and age (−.085**, p = .001). Conclusion: The survey confirmed rather neutral up to slightly positive attitude of the Slovak population towards people with mental illness. Existence of attitudes burdened with fear was revealed in some cases, indicating the need for continuous education of the society in this subject matter.
4
M. Thaeb, Razali. "MENUMBUHKAN SIKAP SISWA DALAM PENCAPAIAN HASIL BELAJAR." Lantanida Journal 4, no. 1 (September 15, 2017): 50. http://dx.doi.org/10.22373/lj.v4i1.1867.
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Learning is change a person's ability and can be maintained within a certain time. Various growth that occurred in the study, such as changes in behavior after someone learners got a wide range of experience in various situations of learning itself, so the variety of experiences that will lead to the changes that occur in a person learners. While the measure is to apply the measuring instrument to a particular object. Magnitudes numbers obtained, then gained significance when compared to the results of measurements with a certain standard. The attitude of a person when used in learning and teaching a subject, then there will be individuals who love a subject (positive attitude) or behave otherwise is not like a subject (a negative attitude). For those students who have a positive attitude about a subject will learn them on their own and devote his full attention on a subject matter. In contrast the attitude of learners negative about a subject. Or in other words a learner who has a positive attitude toward a subject to be loved also a subject such and by itself learners will be serious in learning.
5
Ibrahim, Norezan, Mohd Aiman A. Zakiang, and Siti Maftuhah Damio. "Attitude in Learning Physics among Form Four Students." Social and Management Research Journal 16, no. 2 (October 21, 2019): 19. http://dx.doi.org/10.24191/smrj.v16i2.7060.
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Physics is considered as the most challenging area of learning within the field of science, and it usually magnetises fewer students compared to other science related subjects from secondary school to university. Generally, students tend to have a negative attitude towards physics presumably because they lack interest in the subject and the syllabus itself. This research is carried out to study the learning attitude in physics and challenges towards learning force and motion among Form Four students in Klang. A total of 200 secondary schools students who are taking physics subject from six schools participated in the study. A descriptive research design was employed using survey method to analyse the students’ attitude towards learning physics. The findings on the learning attitudes test showed majority of the students have favourable attitudes in learning physics. However, majority of students hold poor score in physics test, probably due to low science grade obtained by students in ‘Penilaian Pentaksiran Tingkatan 3’ (PT3). Another finding from the data revealed that the nature of topic was found to be the most predominance challenge in learning force and motion among the participants. The findings are beneficial as they can serve as a stepping stone in overcoming the underlying sources of difficulty that impede quality learning of physics. More in depth study is needed to look into this matter with more number of participants including teachers who are teaching physics.
6
Rizzo, Terry L. "Principals’ Intentions to Promote Physical Education." Journal of School Leadership 30, no. 3 (November 22, 2019): 275–92. http://dx.doi.org/10.1177/1052684619887548.
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The Principals’ Attitude toward Physical Education ( PAPE) survey was used to assess public principals’ intention to promote physical education (PE). Principals ( n = 106) from randomly selected middle and high school schools in California completed the PAPE. Results indicated favorable attitudes, perceived behavioral control, and normative beliefs were associated with promoting PE. Middle school principals are more likely to promote PE than high school principals, especially if they promoted PE in the past. Principals who reported higher perceived competence along with positive professional and personal experiences with PE indicated they would likely promote this subject-matter content in their school.
7
Watson, Mark B., and Graham B. Stead. "Black South African Adolescents' Attitudes about Studying." Psychological Reports 80, no. 3 (June 1997): 861–62. http://dx.doi.org/10.2466/pr0.1997.80.3.861.
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Black South African high school students ( N = 523) were questioned about their attitudes and motivation towards studying. Analysis indicated that the students expressed negative attitudes toward studying and were concerned about failing. 34% indicated a lack of interest in most school subject matter.
8
Akib, Muhaiminah, Abdurrahman Abdurrahman, and Mirna Hamid. "STUDENTS’ PERCEPTION TOWARD ENGLISH TEACHERS’ ACADEMIC PERFORMANCE IN THE CLASROOM AT SMP MUHAMMADIYAH AL-AMIN SORONG." Qalam : Jurnal Ilmu Kependidikan 5, no. 1 (December 15, 2018): 52. http://dx.doi.org/10.33506/jq.v5i1.246.
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The object of this research is describing the students’ perception and to investigate how the students their perception about their teacher in learning process among second grade students of SMP Muhammadiyah Al-Amin Sorong. The method of this research was descriptive quantitative, the collect data is analyzed by using Statistical Package for the Social Science (SPSS) version 17. The survey study was conducted to gather data from respondents. There were 31 students as respondents in this study. The instrument is questionnaire. The students’ perception about their teacher academic performance was in high level category. The students have 2 positive perceptions and one negative perception. Positive perception is in teacher knowledge of subject matter and teacher attitude to work. While negative perception is in the teacher’s skill of teaching the subject matter. Generally, the result of the data analysis and testing hypothesis shows that most of the students gave perception toward their teachers’ performance in teaching and learning process.
9
Villones, Randyll V. "GENDER DIFFERENCES ON THE ATTITUDES OF PHILIPPINE NORMAL UNIVERSITY COLLEGE STUDENTS TOWARDS DANCING." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 1, no. 2 (December 1, 2015): 32. http://dx.doi.org/10.21009/jies.012.04.
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Gender differences and the attitudes of students towards physical activities are at times used as measures or determinants in the effectiveness and success of teaching dance as one of the many activities in Physical Education program which was found out to be beneficial to students ’ total development; physically, emotionally, mentally and socially. Hence, the belief on female dominance and stereotyping associated with dance, created a stigma among male students to engage in any dance program. The study identifies the current status of the respondents’ attitude towards dancing with emphasis on specifying the significant differences on the variables associated to the attitudes of the respondents. The descriptive method of research was employed using two hundred forty nine (249) second year College students consisted of one hundred ninety two (192) female and fifty seven (57) male students. The data in this study were obtained using a researcher-made questionnaire patterned after the Modified Fennema-Sherman questionnaire which underwent validation before its utilization.The mean and t- test used to analyze the collected data and findings revealed that differences in the attitudes of both male and female in terms of perception on teacher’s attitude, personal confidence about the subject matter, and the usefulness of the subject content were found not significant except on the subject perceived as a female domain. The conclusions and recommendations based on these findings were identified and discussed.
10
Kuźniar, Wiesława, Tomasz Surmacz, and Bogdan Wierzbiński. "The Impact of Ecological Knowledge on Young Consumers’ Attitudes and Behaviours towards the Food Market." Sustainability 13, no. 4 (February 12, 2021): 1984. http://dx.doi.org/10.3390/su13041984.
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The subject literature around the world puts a strong emphasis on the discrepancy between the positive attitude towards the idea of sustainability and consumer behaviour. These issues are the subject matter of this paper, which aims at both the identification and evaluation of selected aspects of knowledge, attitudes and eco-friendly behaviour of consumers connected with their choice of foods. The authors made an attempt of answering the question, to what extent do the level of knowledge and the declared eco-friendly attitudes have an impact on specific purchasing decisions. In the empirical observations, the conceptual model of the effects of the environment (knowledge, attitude, behaviour) on the customers’ ecological awareness was used. The analysis conducted on the basis of this model indicated that stimulating the demand for ecological products is implemented mainly by the processes of raising awareness, which leads to expanding the consumers’ knowledge concerning ecological farming and eco-friendly foods. In such a way the consumer awareness is built, especially by educational campaigns and promoting/endorsing the ecological foods targeted at young consumers.
Dissertations / Theses on the topic "Attitude toward subject matter"
1
Pearcy, Agnes Goz. "Finding the perfect blend: A comparative study of online, face-to-face, and blended instruction." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11015/.
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As distance learning evolved, course designers and teachers quickly recognized the value of integrating online features into the classroom. The result was blended learning, a combination of online and face-to-face components. This complex and dynamic new form of education has raised many questions about the role of computer-mediated communication in education and has provided new opportunities for extending research in learning and communication. The purpose of the study was to determine whether a blended class will produce different (and possibly better) results in terms of student perceptions of the overall learning experience and student satisfaction than traditional lecture-based face-to-face instruction or learning that is delivered entirely online. The main goals of this study were to compare the effectiveness of face-to-face, online, and blended instruction, and to examine the role of interactions in the effectiveness of each educational method. While each form of instruction received very positive feedback from both students and instructors and the newly introduced blended courses proved very successful in terms of overall satisfaction with the learning experience, the traditional lecture-based courses produced more positive attitudes toward the subject matter. The possible causes of these discrepancies between some of the quantitative and qualitative results point toward the role of previous experience with online learning, cognitive development, and learning styles.
2
Yavuz, Ayse. "Effectiveness Ofconceptual Change Instruction Accompaniedwith Demonstrations And Computer Assisted Concept Mapping On Students'." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605958/index.pdf.
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ABSTRACT
EFFECTIVENESS OF CONCEPTUAL CHANGE INSTRUCTION
ACCOMPANIED WITH DEMONSTRATIONS AND COMPUTER ASSISTED CONCEPT MAPPING ON STUDENTS&rsquoUNDERSTANDING OF MATTER CONCEPTS Yavuz, Ayse PhD., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. Ö
mer Geban January 2005, 133 pages The main purpose of this study was to investigate the effectiveness of conceptual change instruction accompanied with demonstration and computer assisted concept mapping on seventh grade students understanding matter concepts. In addition, the effect of instruction on students&rsquo
attitudes toward science as a school subject and the effect of gender difference on understanding matter concepts were investigated. Seventy five, seventh grade students from four classes of a General Science Course taught by the same teacher at Ö
zel ENKA Middle School during fall semester of 2003&ndash
2004 was enrolled in this study. The classes were randomly assigned as conrol group and experimental group. Students in the control group received traditional science instruction including traditional lecture method with discussions and traditionally designed labsheets. Students who were in the experimental group received conceptual change instruction accompanied with demonstration and computer assisted concept mapping. Both groups were administered Matter Concept Test as pre- and post-tests and Attitude Scale toward Science as a School Subject. In addition to these, Science Process Skill Test was used at the beginning of the study to determine students&rsquo
science process skills. T-test, univariate analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used for testing the hypotheses of the study. The results indicated that conceptual change instruction accompanied with demonstration and computer assisted concept mapping caused a better acquisition of scientific conceptions related to matter concepts and produced more positive attitudes toward science as a school subject than traditionally designed sicence instruction. In addition, science process skill was a strong predictor in understanding matter concepts. On the other hand, no significant effect of gender difference on students&rsquo
understanding of matter concepts and their attitudes toward science as a school subject was found.
3
Er, Ece. "Self-efficacy Levels Of Pre-service Teachers And Its Predictors." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12611275/index.pdf.
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The present study aimed to investigate the self-efficacy levels of prospective teachers and to examine whether attitude towards teaching, competency in subject matter, mentor teacher - student teacher relationship and being a graduate of Anatolian Teacher High School (ATHS) predicted prospective teachers&rsquoself-efficacy for teaching regarding classroom management, student engagement and instructional strategies. Participants of the study were 179 fourth year prospective teachers of English studying at the Foreign Language Education Departments of Gazi University, Middle East Technical University and Hacettepe University. Data was collected through (1) Teachers&rsquo
Sense of Efficacy Scale (Tschannen-Moran &
Hoy, 2001), (2) Relationship with Your Mentor Scale (Capa &
Loadman, 2004), (3) Scale for Students&rsquo
Attitudes Towards the Teaching Profession (Semerci, 1999). Data analysis was conducted using the statistical software SPSS 15.0. Results of the study revealed that the prospective teachers of English feel quite positive about teaching when their self-efficacy composite scores were considered. In relation to the self efficacy levels of prospective teachers regarding classroom management, student engagement and instructional strategies, the results of this study showed that pre-service teachers of English believe that they are more efficacious in applying instructional strategies than they are in engaging students and they are found to be the least efficacious in managing the classroom. According to the results attained through hierarchical regression analyses, attitude towards teaching variable significantly predicted self-efficacy composite scores, efficacy scores for student engagement, classroom management and instructional strategies. Self-efficacy composite scores and efficacy for instructional strategies were significantly predicted by the competency in subject matter variable. Mentor teacher-student teacher relationship variable predicted only the efficacy for student engagement scores and finally the findings indicated that being a graduate of ATHSs was a significant predictor for neither efficacy belief composite scores nor the subscales. Findings were discussed in the light of the literature and implications of the findings and recommendations for practice and further research have been presented.
4
Ceylan, Eren. "Effects Of 5e Learning Cycle Model On Understanding Of State Of Matter And Solubility Concepts." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610146/index.pdf.
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The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students&rsquounderstanding of state of matter and solubility concepts and attitudes towards chemistry as a school subject
and students&rsquo
perceived motivation and perceived use of learning strategies. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from Atatü
rk Anatolian High School took part. The study was conducted during 2007-2008 spring semester. This study included two groups which were randomly assigned as experimental and control groups. Control group students were taught by traditionally designed chemistry instruction, while the experimental group students were instructed by 5E learning cycle model based instruction. In the experimental group, students were taught with respect to the sequence of 5E learning cycle model which are engagement, exploration, explanation, elaboration, and evaluation through the use of activities such as demonstrations, video animations, laboratory ectivities, and discussions. In the control group, traditionally designed chemistry instruction was implemented through teacher explanations and use of textbook. State of Matter and Solubility Concepts Test (SMSCT), Attitude Scale toward Chemistry (ASTC), and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as a pre-test and post-test to assess the students understanding of state of matter and solubility concepts, students&rsquo
attitudes toward chemistry, students&rsquo
perceived motivations and students perceived use of learning strategies, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo
science process skills. The hypotheses were tested by using multivariate analysis of variance (MANOVAs). The results showed that instruction based on 5E learning cycle model caused significantly better acquisition of the scientific conceptions related to state of matter and solubility concepts than traditionally designed chemistry instruction. In addition, instruction based on 5E learning cycle model improved students&rsquo
attitudes as a school subject, intrinsic goal orientation, extrinsic goal orientation, task value, elaboration strategy use, organization strategy use. A Science process skill was determined as a strong predictor in understanding the concepts related state of matter and solubility.
5
Yilmazoglu, Candan. "Effect Of Analogy-enhanced Instruction Accompanied With Concept Maps On Understanding Of Acid-base Concept." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12605247/index.pdf.
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This study was conducted to explore the effectiveness of analogy-enhanced instruction accompanied with concept maps over traditionally designed chemistry introduction on understanding of acid-base concept and attitude toward chemistry as a school subject.
81 8th grade students from two classes of a chemistry course taught by the same teacher in Nuh Eskiyapan Primary School in Ankara in 2003-2004 fall semesters were enrolled in the study.
There were two groups of students. During the treatment, students in the control group were instructed only with traditionally designed instruction. Students in the experimental group studied with the analogy-enhanced instruction accompanied with concept maps through teacher lecture. Both groups were administered Acid-Base Chemistry Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. Logical Thinking Ability Test was given to both groups at the beginning of the study to determine students&rsquological thinking ability levels. Research data were analyzed by using (SPSS 12.0) ANCOVA and t-test. As a result of the research, it was obviously seen that analogy-enhanced instruction accompanied with concept maps caused a significantly better acquisition of scientific conception related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.
6
Onder, Ismail. "The Effect Of Conceptual Change Approach On Students&." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607345/index.pdf.
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The main purpose of this study was to compare the effectiveness of instructions one based on conceptual change approach and the other based on traditional chemistry instruction on tenth grade high school students’
understanding of solubility equilibrium concept. In addition, students&
#8217
attitudes toward chemistry as a school subject and toward conceptual change texts were investigated. Moreover, students&
#8217
science process skills were also investigated. 125 tenth grade students from four classes of a chemistry course taught by three teachers in Kocatepe Mimar Kemal High School in 2004-2005 spring semesters were enrolled in the study. Quasi-experimental research design where intact groups were randomly assigned to experimental and control groups, was applied since it was difficult to arrange students randomly to experimental and control groups. Students in experimental group instructed by conceptual change approach in which conceptual change texts were used. On the other hand, in control group students were instructed by traditionally designed chemistry instruction. Solution concept test was administered as a pre test before the study to all groups. In addition, science process skill test and attitude scale toward chemistry as a school subject were also administered to students before the study. Solubility equilibrium concept test was administered as a post test to all groups. Moreover, each group also received attitude scale toward chemistry after the treatment and the students in experimental group also received attitude scale toward conceptual change texts after the treatment. The hypotheses were tested by using correlation analysis, t-test, ANOVA and analysis of covariance (ANCOVA). The results indicated that instruction based on conceptual change approach caused significantly better acquisition of concepts related to solubility equilibrium than the traditionally designed chemistry instruction. In addition, no significant difference was found between experimental group and control group students with respect to attitudes toward chemistry as a school subject. However, significant mean difference was found between male and female students with respect to both their attitudes toward chemistry and their attitudes toward CCTs. Moreover, no relationship was obtained between attitudes toward CCTs and understanding of solubility equilibrium concept. In addition, students&
#8217
science process skills and prior achievements were strong predictor of understanding of concepts related to solubility equilibrium. On the other hand, no significant effect of interaction between gender difference and treatment with respect to both students&
#8217
understanding of solubility equilibrium concept and their attitudes toward chemistry as a school subject was found. Results obtained revealed that students have several misconceptions that hinder learning, related to solubility equilibrium concept. Therefore, it is important to find ways for remediation of those misconceptions. Therefore, the effectiveness of instruction based on CCA in which CCTs were used in this study on remediation of misconceptions and enhancing understanding of solubility equilibrium concept compared to instruction based on traditional methods was investigated and instruction based on CCA was found more effective.
7
Gunay, Baris. "Conceptual Change Text Oriented Insruction To Facilitate Conceptual Change In Atoms And Molecules." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605885/index.pdf.
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The main aim of this study to investigate the effectiveness of conceptual change texts oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&rsquomisconceptions, their understanding atoms and molecules concepts and attitude towards chemistry as a school subject . 45 tenth grades students from two classes of a chemistry course taught by the same teacher in Elmadag High School prticipated in the study that was carried out in 2004 &ndash
2005 Fall semester . Two student groups participated in the study . One of them , called as Experimental group , was instructed with conceptual change text oriented instruction accompanied with analogies and the other one , called as Control group , was instructed with traditionally designed chemistry instruction over a period of two weeks . To investigate the effect of the treatment , Atoms and Molecules Concept Test and Attitude Scale Toward Chemistry as a school subject were administrated to all students in both groups at the begining and end of the the treatment . To evaluate students&rsquo
science process skills , Science Process Skills Test was administrated before treatment . ANCOVA and ANOVA were used to test the hypothesis of the study . The result of the study showed that students instructed with conceptual change text oriented instruction accompanied with analogies gained higher average scores in Atoms and Molecules Concept Test than students instructed by traditionally designed instruction . In addition , students in experiental group indicated a higher positive attitude toward chemistry as a school subject .The results also indicated science process skill was a stronger predictor for the achievement of atoms and molecules concepts. Strategies that were developed and results obtained for the present study may be used by science teachers to eliminate the students&rsquo
misconceptions about atoms and molecules concepts and provide better conceptual understanding of atoms and molecules.
8
Bozkoyun, Yasin. "Facilitating Conceptual Change In Learning Rate Of Reaction Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605284/index.pdf.
Full textAbstract:
The main aim of this study to investigate the effectiveness of conceptual change texts oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students’
misconceptions, their understanding of rate of reaction concepts and attitude towards chemistry as a school subject. 56 tenth grade students from two classes of a chemistry course taught by the same teacher in the ATATÜ
RK Anatolian High school, participated in the study. This study was carried out in 2003-2004 spring semester. There were two groups in the study. Experimental group was instructed with conceptual change texts oriented instruction accompanied with analogies and the control group was instructed by traditionally designed chemistry instruction over a period of four weeks. To investigate the effect of treatment, Rate of Reaction Concepts Test and Attitude Scale Toward Chemistry as a school subject were administered to all students in both groups at the beginning and end of the treatment. To evaluate students&
#8217
science process skills, Science Process Skills Test was administered before treatment. To test the hypothesis of the study ANOVA and ANCOVA were used. The result of the study showed that students in conceptual change texts oriented instruction accompanied with analogies got higher average scores in Rate of Reaction Concepts Test than traditionally designed chemistry instruction. Also, students in experimental group indicated a higher positive attitude toward chemistry as a school subject. In addition, science process skill was a strong predictor for the achievement related to rate of reaction concepts. Results and strategies that were developed for this study may be used by teachers to reduce and eliminate students&
#8217
misconceptions about the rate of reaction concepts.
9
蔡妍芳. "A Study on the Attitude of Academic Libraries toward the Subject Specialist Services." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/37828994099199627676.
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碩士國立臺灣師範大學
圖書資訊學研究所在職進修碩士班
99
“The library is the heart of the university”. This quote indicates that the library holds the academic function of the university. However, in the digitalized environment, scholar communities are transferring their research tools to google and on-line messengers are replacing what libraries did in the past. Such being the case, libraries have begun to provide many new services to enhance performance and functionality. The subject specialists are academic and research librarians with specialized knowledge, skills and experience of particulars fields. They integrate all the services to the research communities, including collection recommendation, library instruction and reference services. The subject specialist service has become a trend and a good system in the European and American research libraries but it just started two to five years ago in Taiwan. Because of the different research environments, we cannot follow the system totally. So this research aims to investigate the current status of implementation and find the difficulties and challenges. This study uses questionnaire surveys to detect eight universities which have offered the subject specialist service. It is intended to identify the current status of execution and probe into the views as to the subject specialist service of the directors versus the subject librarians as well as find the difference in between. The conclusions are summarized as follows. 1. There are eight academic libraries that provide subject specialist services. The services have been executed for two five years. The specialist services are often taken care of by the reference department/ the reference and extension department. Many of the subject librarians also take the job as reference librarian. Thus, their work is multiplied and complicated. Actually, it is found that their work is mainly focused on reference service and information service. 2. “The communication skill” and “the analysis and problem-sloving abilities/ creativity” is the most important attitude as to being a subject librarian in the director and the subject librarian`s views. 3. “The knowledge of particular field” and “the faculty`s view relating to the library” and “the attitude and enthusiasm of the subject librarian” are the impacts on the services performance. 4. “The storage of the knowledge of the subject librarian”, “the storage of human resources” and “ the lack of the evaluation and consult system” are the difficulties of the subject specialist services at the moment. 5. The most substantial changes for the library are “increasing the communication to the user”, “promoting the profession image” and “uplifting the satisfaction of the users”. 6. The knowledge of particular field influences the development of the subject specialist service, so the subject librarian should uphold their professional abilities as much as possible.
10
Rippon, Peter. "Death as subject matter in the work (post-1985) of selected European, American, and South African artists in relation to attitudes towards death in those societies." Thesis, 2004. http://hdl.handle.net/10321/2132.
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Partial dissertation in compliance with the requirements for the Master's Degree in Technology: Fine Art, Durban University of Technology, 2004.This dissertation investigates how death as a subject matter in the work of contemporary artists living in European, American, and South African societies, relates to attitudes towards death in those societies. It examines how attitudes towards death have changed over the centuries, and how death is perceived in these societies today. It examines how the treatment of death in art today. differs from other periods because of these attitudes. Chapter One, Section One examines three major shifts in attitudes towards death In Western history, as outlined by Philippe Aries, a leading writer in the field. Chapter One, Section Two looks at death as a subject matter in Western art history, from ancient Greece to the mid-twentieth century. Categories discussed include funerary art, religious art, art and medicine, death personified, historical and analytical, personal, political art, and death and consumerism. Chapter Two, Section One examines attitudes towards death in contemporary Westernized societies, focusing on the medicalization of death, funeral rituals and disposal practices, and attitudes towards death in South Africa, specifically within the cultural framework of white, English-speaking South Africans. Chapter Two, Section Two examines death as a subject matter in the work of selected contemporary artists in America, Europe, and South Africa, and how it relates to attitudes towards death in those societies. Artists examined are Damien Hirst, Christian Boltanski, Joel-Peter Witkin, Andres Serrano, Donna Sharrett, Gerhard Richter, and Jo Ractliffe. The paper concludes by outlining the main arguments of the research and conclusions reached.
M
Books on the topic "Attitude toward subject matter"
1
Schroeder, Theodore Albert. Free speech bibliography: Including every discovered attitude toward the problem covering every method of transmitting ideas and of abridging their promulgation upon every subject-matter. Union, N.J: Lawbook Exchange, 2001.
Find full text
2
Carroll, Maureen. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199687633.003.0001.
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The introduction seeks to locate the youngest children in the Roman family and discusses the newly emerging theme of Roman infancy. It outlines the ways in which the book aims to fill a lacuna on the subject of infancy and earliest childhood, isolating the age group of the under one-year-olds because of the very particular historical circumstances that affected this period in the life cycle and attitudes toward it. The introduction presents a methodology for integrating archaeological evidence, material culture, and the iconography of infancy with social and cultural history, an approach for which this subject matter is especially well suited.
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Haddad, Youssef A. Subject-Oriented Attitude Datives in Social Context. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474434072.003.0005.
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The focus of this chapter is on Levantine Arabic attitude datives that take the subject of the construction in which they occur as a referent. The chapter analyzes specific instances of subject-oriented attitude datives as used in different types of social acts. It shows that when a speaker uses these datives in representatives (i.e., statements that may be assessed as true or false), she expresses an evaluative attitude toward an event as either unimportant/trivial or unexpected/surprising, based on her familiarity with the subject of that event and her expectations of that subject. When a speaker uses the same datives in directives (e.g., requests), she evaluates the potential cost of the action required by her utterance as minimal compared to any potential gain. All social functions are contingent on contextual factors, including the sociocultural, situational, and co-textual context.
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Bacon, Andrew. Vagueness and Uncertainty. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198712060.003.0008.
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Recent forms of expressivism attempt to explain the sense in which certain propositions are ‘non-factual’ in terms of principles about attitudes towards those propositions. Following recent expressivist accounts of conditionals and modals, a version of expressivism about vagueness is explored, which maintains that to have a credence in a vague proposition is just to have your credences in the precise propositions distributed in a certain way. Whilst this form of expressivism is ultimately rejected, a consequence of the view can be exploited to partially capture the intuition that certain subject matters are non-factual. This principle, Rational Supervenience’, effectively states that all disagreements about the vague ultimately boil down to disagreements about the precise: any two rational priors that agree about all precise propositions agree about everything. While the Principle of Plenitude states that there is a proposition occupying every evidential role, Rational Supervenience entails conversely that every proposition occupies some evidential role.
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Carroll, Maureen. Infancy and Earliest Childhood in the Roman World. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199687633.001.0001.
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The book is a comprehensive study of infancy and earliest childhood in a cultural overview encompassing the entirety of the Roman Empire. It brings together some of the most recent discoveries and presents a fresh perspective on archaeological, historical, and social debates. Despite the developing emphasis in current scholarship on children in Roman culture, there has been little research on the role and significance of the youngest children in the family and society. Because of the very particular historical circumstances that affected the beginning of the life cycle of a Roman child, the book isolates the age group of the under one-year-olds to explore their lives as well as Roman attitudes towards the young and the perception of personhood. It integrates social and cultural history with archaeological evidence, funerary remains, material culture, and the iconography of infancy, an approach for which this subject matter is especially well suited. An examination of the many and varied strands of evidence enables us to contextualize the rhetoric about earliest childhood in Roman texts. The volume refutes the notion that high infant mortality conditioned Roman parents not to engage in the early life of their children or to view them, or their deaths, with indifference, and it concludes that even within the first weeks and months of life Roman children were invested with social and gendered identities.
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Harding, Dennis. Rewriting History. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817734.001.0001.
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‘Every generation re-writes history in its own way’. Re-writing History applies Collingwood’s dictum to a series of topics and themes, some of which have been central to prehistoric and protohistoric archaeology for the past century or more, while some have been triggered by more recent changes in technology or social attitudes. Some issues are highly controversial, like the proposals for the Stonehenge World Heritage sites. Others challenge long-held popular myths, like the deconstruction of the Celts and by extension the Picts. Yet some traditional tenets of scholarship have gone unchallenged for too long, like the classical definition of civilization itself. But why should it matter? Surely it is in the order of things that each generation rejects received wisdom and adopts ideas that are radical or might offend previous generations? Is this not simply symptomatic of healthy and vibrant debate? Or are there grounds for believing that current changes are of a more disquieting character, denying the basic assumptions of rational argument and freedom of enquiry and expression that have been the foundation of western scholarship since the eighteenth century Enlightenment? Re-writing History addresses contemporary concerns about information and its interpretation, including issues of misinformation and airbrushing of politically-incorrect history. Its subject matter is the archaeology of prehistoric and early historic Britain, and the changes witnessed over two centuries and more in the interpretation of the archaeological heritage by changes in the prevailing political and social as well as intellectual climate. Far from being topics of concern only to academics in ivory towers, the way in which seemingly innocuous issues such as cultural diffusion or social reconstruction in the remote past are studied and presented reflects important shifts in contemporary thinking that challenge long-accepted conventions of free speech and debate.
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Sielepin, Adelajda. Ku nowemu życiu : teologia i znaczenie chrześcijańskiej inicjacji dla życia wiarą. Uniwersytet Papieski Jana Pawła II w Krakowie. Wydawnictwo Naukowe, 2019. http://dx.doi.org/10.15633/9788374388047.
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TOWARDS THE NEW LIFE Theology and Importance of Christian Initiation for the Life of Faith The book is in equal parts a presentation and an invitation. The subject matter of both is the mystagogical initiation leading to the personal encounter with God and eventually to the union within the Church in Christ, which happens initially and particualry in the sacramental liturgy. Mystagogy was the essential experience of life in the early Church and now is being so intensely discussed and postulated by the ecclesial Magisterium and through the teaching of the recent popes and synods. Within the ten chapters of this book the reader proceeds through the aspects strictly associated with Christian initiation, noticeable in catechumenate and suggestive for further Christian life. It is not surprising then, that the study begins with answering the question about the sense of dealing with catechumenate at all. The response developed in the first chapter covers four key points: the contemporary state of our faith, the need for dialogue in evangelization, the importance of liturgy in the renewal of faith and the obvious requirement of follo- wing the Church’s Magisterium, quite explicit in the subject undertaken within this book. The introductory chapter is meant to evoke interest in catechumenate as such and encourage comprehension of its essence, in order to keep it in mind while planning contemporary evangelization. For doing this with success and avoiding pastoral archeology, we need a competent insight into the main message and goal of Christian initiation. Catechumenate is the first and most venerable model of formation and growth in faith and therefore worth knowing. The second chapter tries to cope with the reasons and ways of the present return to the sources of catechumenate with respect to Christian initiation understood to be the building of the relationship with God. The example of catechumenate helps us to discover, how to learn wisely from the history. This would definitely mean to keep the structure and liturgy of catechumenate as a vehicle of God’s message, which must be interpreted and adapted always anew and with careful and intelligent consideration of the historical flavour on particular stages within the history of salvation and cultural conditions of the recipients. For that reason we refer to the Biblical resources and to the historical examples of catechumenate including its flourishing and declining periods, after which we are slowly approaching the present reinterpretation of the catechumenal process enhanced by the official teaching of the Church. As the result of the latter, particularly owing to the Vatican Council II, we are now dealing with the renewed liturgy of baptism displayed in two liturgical books: The Rite of Baptism for Children and the Rite of Christian Initiation of Adults (RCIA). This version for adults is the subjectmatter of the whole chapter, in which a reader can find theological analyses of the particular rites as well as numerous indications for improving one’s life with Christ in the Church. You can find interesting associations among the rites of initiation themselves and astounding coherence between those rites and the sacraments of the Eucharist, penance and other sacraments, which simply means the ordinary life of faith. Deep and convincing theology of the process of initiation proves the inspiring spiritual power of the initial and constitutive sacraments of baptism and confirmation, which may seem attractive not only for catechumens but also for the faithful baptized in their infancy, and even more, since they might have not yet had a chance to see what a plausible treasure they have been conveying in their baptismal personality. How much challenge for further and constant realization in life may offer these introductory events of Christian initiation, yet not sufficiently appreciated by those who have already been baptized and confirmed! We all should submit to permanent re-evangelization according to this primary pattern, which always remains essential and fundamental. Very typical and very post-conciliar approach to Christian formation appears in the communal dimension, which guards and guarantees the ecclesial profile of initiation and prepares a person to be a living member of the Church. The sixth chapter of the book is dealing with ecclesial issues in liturgy. They refer to comprehending the word of God, especially in the context of liturgy, which brings about a peculiar theological sense to it and giving a special character to proclaiming the Gospel, which the Pope Francis calls “liturgical proclamation”. The ecclesial premises influence the responsibility for the fact of accompanying the candidates, who aim at becoming Christ’s disciples. As the Church is teaching also in the theological and pastoral introduction to the RCIA, this is the duty of all Christians, which means: priests, religious and the lay, because the Church is one organism in whose womb the new members are conceived and raised. As this fact is strongly claimed by the Church the method of initiation arises to great importance. The seventh chapter is dedicated to the analysis of the catechumenal method stemming from Christ’s pedagogy and His mystery of Incarnation introducing a very important issue of implementing the Divine into the human. The chapter concerning this method opens a more practical part of the book. The crucial message of it is to make mystagogy a natural and obvious method which is the way of building bonds with Christ in the community of the people who already have these bonds and who are eager to tighten them and are aware of the beauty and necessity of closeness with Christ. Christian initiation is the process of entering the Kingdom of God and meeting Christ up to the union with Him – not so much learning dogmas and moral requirements. This is a special time when candidates-catechumens-elected mature in love and in their attitude to Christ and people, which results in prayer and new way of life. As in the past catechumenate nowadays inspires the faithful in their imagination of love and mercy as well as reminds us about various important details of the paschal way of life, which constitute our baptismal vocation, but may be forgotten and now with the help of catechumenate can be recognized anew, while accompanying adults on their catechumenal way. The book is meant for those who are already involved in catechumenal process and are responsible for the rites and formation as well as for those who are interested in what the Church is offering to all who consciously decide to know and follow Christ. You can learn from this book, what is the nature and specificity of the method suggested by the Rite itself for guiding people to God the Saviour and to the community of His people. The aim of the study is to present the universal way of evangelization, which was suggested and revealed by God in His pedagogy, particularly through Jesus Christ and smoothly adopted by the early Church. This way, which can be called a method, is so complete, substantial and clear that it deserves rediscovery, description and promotion, which has already started in the Church’s teaching by making direct references to such categories as: initiation, catechumenate, liturgical formation, the rereading the Mystery of Christ, the living participation in the Mystery and faith nourished by the Mystery. The most engaging point with Christian initiation is the fact, that this seems to be the most effective way of reviving the parish, taking place on the solid and safe ground of liturgy with the most convincing and objective fact that is our baptism and our new identity born in baptismal regenerating bath. On the grounds of our personal relationship with God and our Christian vocation we can become active apostles of Christ. Evangelization begins with ourselves and in our hearts. Thinking about the Church’s mission, we should have in mind our personal mission within the Church and we should refer to it’s roots – first to our immersion into Christ’s death and resurrection and to the anointment with the Holy Spirit. In this Spirit we have all been sent to follow Christ wherever He goes, not necessarily where we would like to direct our steps, but He would. Let us cling to Him and follow Him! Together with the constantly transforming and growing Church! Towards the new life!
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Sawada, Osamu. Interpretations of embedded pragmatic scalar modifiers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198714224.003.0008.
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Chapter 8 investigates the interpretation of embedded pragmatic scalar modifiers and considers the semantic mechanism behind subject- and speaker-oriented interpretations of embedded pragmatic scalar modifiers and CIs. For a subject-oriented reading, it is argued that there is a shift from a CI to a secondary at-issue entailment at the clausal level when the embedded clause combines with an attitude predicate and has a subject-oriented reading. For a speaker-oriented reading of embedded pragmatic scalar modifiers, it is claimed that the lower-level pragmatic scalar modifiers have the distinctive property of projection: unlike higher-level pragmatic scalar modifiers/typical CIs, lower-level pragmatic scalar modifiers can project out of the complement of a belief predicate only if there is a speaker-oriented modal in the main clause. This chapter shows that the interpretation of embedded pragmatic scalar modifiers is not only a matter of context and involves semantic and pragmatic mechanisms.
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de Jonge, Casper C. Dionysius of Halicarnassus on Thucydides. Edited by Sara Forsdyke, Edith Foster, and Ryan Balot. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199340385.013.17.
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Thucydides was very popular among Roman rhetoricians and historians of the first century bce. The Greek critic Dionysius of Halicarnassus, however, criticizes Thucydides for his unnatural style and his inappropriate treatment of subject matter. This chapter explains Dionysius’ criticisms by taking into account the later writer’s rhetorical perspective on the writing of history, as well as the character of his Roman audience, which included the addressee of the treatise, the historian Quintus Aelius Tubero. Dionysius’ criticisms of Thucydides’ anti-Athenian attitude ( Letter to Pompeius 3.15), and his apparently conflicting praise (On Thucydides 8.1) of Thucydides’ commitment to the truth can be reconciled if we take into account Dionysius’ concept of “truth,” his intended audience, and his rhetorical concept of historiography.
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Targoff, Ramie. Passion. Edited by James Simpson and Brian Cummings. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199212484.013.0032.
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During the Renaissance, erotic love emerged as a favorite theme of Italian intellectuals. From the Neoplatonic treatises of Marsilio Ficino and Pico della Mirandola, to the works of Petrarch and Dante, the paintings of Botticelli and Raphael, thetrattati d’amore(treatises of love) by Pietro Bembo and Leone Ebreo, the learned commentaries on the sonnets of Michelangelo and Lorenzo de Medici, or the medical writings on lovesickness, Italy’s obsession with the subject of love was evident. Italian poets such as Dante were particularly preoccupied with the female beloved, whom they typically idealized as a kind of angelic lady (donna angelicata), a heavenly character, rather than an object of sensual appetite and affection. Thomas Wyatt translated Petrarch’s sonnets, includingRime Sparse, by stripping from them one of their most fundamental features: the idea that erotic love could transcend the beloved’s death. This article examines Wyatt’s erotic poetry, how his Protestantism influenced his translations of Petrarchan lyrics, and his attitude toward Neoplatonism.
Book chapters on the topic "Attitude toward subject matter"
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de Barnier, Virginie, Pierre-Louis Dubois, and Pierre Valette-Florence. "Does intensity of personally felt emotions matter more than nature of emotions to influence attitude toward the ad (Aad) and attitude toward the brand(Ab)?" In New Meanings for Marketing in a New Millennium, 67. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11927-4_20.
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Van Vaerenbergh, Yves, Dieneke Van de Sompel, Neal Van Loock, and Iris Vermeir. "The Impact of Brand Name Placement in Song Lyrics on Brand Attitudes: Does the Attitude toward the Artist Matter?" In Advances in Advertising Research (Vol. 2), 21–33. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6854-8_2.
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Simons, Melissa A., Anne Rudnicki, Roger Walters, and Caroline M. Crawford. "Fostering an Attitude of Intentional Collaboration." In Shifting to Online Learning Through Faculty Collaborative Support, 55–80. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6944-3.ch004.
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Four professionals in the talent development world come together to better understand the relational working relationship between subject matter experts (SMEs) and instructional designers (IDs) and the potential towards nuanced engagement and collaboration between the SMEs, between IDs, as well as between talent management leadership. The discussion focuses on a deeper understanding between the SMEs and IDs while nurturing a strong collaborative synergistic working relationship and maintaining a depth of intellectual respect. The subsequent outcome is the potential towards the strengthened quality of the collaborative work environment and the quality of the initial training product and long-term collaborative environment. The themes that naturally evolved through the participant engagement evolved around philosophical beliefs, engagement, comfortability, trust, and inverting the relationship depending upon the desired outcome.
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"Amir Goldstein, Derekh rabat panim: tziyonuto shel Zeev Jabotinsky lenokhaḥ haantishemiyut (Zionism and Anti-Semitism in the Thought and Action of Ze’ev Jabotinsky). Sdeh Boker: The Ben-Gurion Institute for the Study of Israel and Zionism, 2015, 496 pp." In Textual Transmission in Contemporary Jewish Cultures, edited by Avriel Bar-Levav, 261–63. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197516485.003.0019.
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No matter how much has been written about Zeev Jabotinsky, founder of the Revisionist movement, his persona and writings continue to fascinate scholars. Recently, it seems, there has been a tendency to examine Jabotinsky’s early thinking and activity in subject-focused contexts.1 Amir Goldstein’s book takes a more classical path: by probing Jabotinsky’s attitude toward antisemitism, he proposes to shed light on Jabotinsky’s Zionist patterns of thinking throughout his lifetime....
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Gazit, Avikam. "Mathe Teachers´ Attitudes toward integrating Humor in Math Lessons." In Theory and Practice: An Interface or A Great Divide?, 168–72. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.34.
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The purpose of this study was to examine the attitudes mathematics teachers toward integrating humor in math lessons. Mathematics and humor are not seen as consistent with each other. Mathematics is seen as a subject is difficult to understand and its subject matter is isolated without any humanistic elements. Integrating humor in math lessons may create a pleasant atmosphere and reduce math anxiety. Humor can increase motivation as well as promoting creative thinking. A sample of 25 math teachers, most of them from elementary schools, answered a questionnaire. An important conclusion to be drawn from the findings is the positive attitudes of the teachers regarding the integration of humor in math lessons. It recommended strengthen math teacher to integrate humor in their lessons.
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Tan, Wee Hoe, Sean Neill, and Sue Johnston-Wilder. "Why Game-Based Learning Did Not Achieve What It Could Achieve." In Gamification in Education, 482–99. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5198-0.ch026.
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This chapter investigates the reasons behind the attitude differences of professionals involved in Game-Based Learning (GBL). Semi-structured interviews were conducted between October 2009 and March 2010 with 11 Subject Matter Experts (SMEs) and 11 game experts in the UK. The interviews aimed to explain why the professionals' attitudes were statistically significantly less positive when comparing what GBL could ideally achieve and what it usually achieves. The negative experience encountered by the interviewees is the key reason of the attitude differences. The accountability culture of UK education diminished SMEs' confidence in GBL practice, and the condition was further impaired with the lack of good quality games. Time constraints, online security for minors, and teachers' lack of understanding about games were also the challenges faced by the GBL practitioners. Meanwhile, 5 factors of positive GBL practice were identified in the study (i.e. flexibility, use of media-rich resources, positive attitude towards new teaching methods, trendy learning strategies, and maturation of GBL systems). Based on the positive and negative experiences shared by the interviewees, the chapter proposes a guideline for ideal GBL practice, which highlights how successful GBL practice could be replicated and how failed attempts could be avoided.
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Tan, Wee Hoe, Sean Neill, and Sue Johnston-Wilder. "Why Game-Based Learning Did Not Achieve What It Could Achieve." In Educational Technology Use and Design for Improved Learning Opportunities, 269–85. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6102-8.ch015.
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This chapter investigates the reasons behind the attitude differences of professionals involved in Game-Based Learning (GBL). Semi-structured interviews were conducted between October 2009 and March 2010 with 11 Subject Matter Experts (SMEs) and 11 game experts in the UK. The interviews aimed to explain why the professionals' attitudes were statistically significantly less positive when comparing what GBL could ideally achieve and what it usually achieves. The negative experience encountered by the interviewees is the key reason of the attitude differences. The accountability culture of UK education diminished SMEs' confidence in GBL practice, and the condition was further impaired with the lack of good quality games. Time constraints, online security for minors, and teachers' lack of understanding about games were also the challenges faced by the GBL practitioners. Meanwhile, 5 factors of positive GBL practice were identified in the study (i.e. flexibility, use of media-rich resources, positive attitude towards new teaching methods, trendy learning strategies, and maturation of GBL systems). Based on the positive and negative experiences shared by the interviewees, the chapter proposes a guideline for ideal GBL practice, which highlights how successful GBL practice could be replicated and how failed attempts could be avoided.
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Danaher, John. "The Symbolic-Consequences Argument in the Sex Robot Debate." In Robot Sex. The MIT Press, 2017. http://dx.doi.org/10.7551/mitpress/9780262036689.003.0007.
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This chapter examines a common objection to sex robots: the symbolic-consequences argument. According to this argument sex robots are problematic because they symbolise something disturbing about our attitude to sex-related norms such as consent and the status of our sex partners, and because of the potential consequences of this symbolism. After formalising this objection and considering several real-world uses of it, the chapter subjects it to critical scrutiny. It argues that while there are grounds for thinking that sex robots could symbolically represent a troubling attitude toward women (and maybe children) and the norms of interpersonal sexual relationships, the troubling symbolism is going to be removable in many instances and reformable in others. What will ultimately matter are the consequences of the symbolism but these consequences are likely to be difficult to ascertain. This may warrant an explicitly experimental approach to the development of this technology.
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Karatopouzi, Efi. "MBS Growth." In Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, 519–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7760-8.ch030.
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Effective teaching can stem from practices and ideas such as attitude towards subject matter, as from being taught ways to understand and practice mindfulness in order to become aware and improve one's attitude. Mindfulness is the awareness that emerges through paying attention on purpose, in the present moment and non-judgmentally to the unfolding of experience. Research has shown that mindfulness is an important predictor of wellbeing, more positive affect, less negative affect, greater life satisfaction, as well as higher levels of self-esteem and authenticity. People everywhere in the world are suffering from mental and emotional stress, physical pain, disease, obesity, and suffering seem to begin at younger ages. A human body's balance is based on the role of mindfulness in connecting together these three elements, mind-body-soul (MBS). This chapter presents and discusses MBS work with the Elementary School students in Physical Education classes.
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Quinn, Pamela K., Diane Mason, and Kaye Shelton. "Ready-to-Teach Online Courses." In Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs, 232–52. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0877-9.ch012.
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The purpose of this phenomenological study was to investigate the roles and attitudes of experienced full-time and part-time community college faculty members teaching online courses, pre-produced by a subject matter expert, an advisory committee, and a development team. Interviews conducted with five full-time and five part-time professors were analyzed for textual and structural descriptions to understand the essence of faculty attitudes and roles toward using a ready-to-teach master course with online students. Data revealed that faculty members associated personal teaching experience with the quality of the course and that instructors were not resistant to teaching with master courses, provided the courses afforded flexibility for modifications. In addition, faculty research participants were highly satisfied in present roles because the ready-to-teach courses worked well for instructors and students while meeting the faculty members' personal and professional needs.
Conference papers on the topic "Attitude toward subject matter"
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"The Effect of Rational Based Beliefs and Awareness on Employee Compliance with Information Security Procedures: Case Study of a Financial Firm [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4258.
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Aim/Purpose: This paper examines the behavior of financial firm employees with regard to information security procedures instituted within their organization. Furthermore, the effect of information security awareness and its importance within a firm is examined. Background: The study focuses on employees' attitude toward compliance with information security policies (ISP), combined with various norms and personal abilities. Methodology: A self-reported questionnaire was distributed among 202 employees of a large financial institution. Contribution: As far as we know, this is the first paper to thoroughly examine employees' awareness of information system procedures, among financial organizations in Israel and also the first to develop operative recommendations for these organizations aimed at increasing ISP compliance behavior. Findings: Our results indicate that employees' attitudes, normative beliefs and personal capabilities to comply with firm's ISP, have positive effects on the firm's ISP compliance. Also, employees' general awareness of IS, as well as awareness to ISP within the firm, positively affect employees' ISP compliance. Impact on Society: This study offers another level of understanding of employee behavior with regard to information security in organizations and comprises a significant contribution to the growing knowledge in this area. The research results form an important basis for IS policymakers, culture designers, managers, and those directly responsible for IS in the organization. Future Research: Future work should sample employees from other financial institutions and also institutions from other fields and also should apply qualitative analysis to explore other pillars of behavioral patterns related to the subject matter.
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Black, Rob, and Iain Reid. "Toward a Holistic Model of Deception: Subject Matter Expert Validation." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2020. http://dx.doi.org/10.24251/hicss.2020.230.
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Ong, Lee-Loon, Grace Yen-Fen Ho, and Marn-Li Teow. "Influence of Google Earth on students' interest and learning attitude toward Geography Subject." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056844.
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Daniels Rahimi, Ilan, and Gila Cohen Zilka. "Online Learning by Means of Zoom in the Period of the COVID-19 Crisis, as Perceived by Students in Higher Studies [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4814.
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Aim/Purpose: This study examined students’ attitudes to characteristics of learning in Zoom, attitudes to the quality of teaching in Zoom and ways of learning, about a year after the outbreak of the COVID-19 crisis. Background COVID-19 crisis caused exposure to online learning on the largest scale known in human history, and that together with the challenges of the transition to online learning, there are also opportunities to change perceptions of teaching and learning, and to include new ways in the learning and teaching process in higher education. Methodology: The research question was: What are students’ attitudes to the characteristics of learning in Zoom, the quality of teaching in Zoom and ways of learning in Zoom? The study is a quantitative one, the questionnaire contained closed questions, and 712 students who study in higher education institutions in Israel participated in the study. Contribution: Facilitators, inhibitors, implications and recommendations were identified. Findings: The findings showed that most students are satisfied with learning in Zoom, and that there was a significant improvement in the students’ attitudes towards learning in Zoom during their studies in the shadow of Covid-19. It was found that older students have more positive attitudes towards learning in Zoom, and learning disorders are connected to more negative attitudes towards learning in Zoom; however, there was also an improvement in the attitudes of students with learning disorders, during their learning experience in the shadow of COVID-19. Recommendations for Practitioners: This study shows that most students are satisfied with learning in Zoom and that there was a significant improvement in students’ attitudes towards learning in Zoom during their studies in the shadow of COVID-19, a year after the outbreak of the COVID-19 crisis. Recommendations for Researchers: It was found that older students have more positive attitudes towards learning in Zoom, and learning disorders are connected to more negative attitudes towards distance learning; however, among students with learning disorders there was also an improvement in attitudes during their studies in the shadow of COVID-19. Impact on Society: The present crisis could be a catalyst for processes that have been taking place in recent years in the use of technology in teaching and learning and in the transition to online learning. Future Research: Future research on the effectiveness of learning by means of Zoom in higher education could examine parameters such as evaluation of the learners’ achievements, the quality of the assignments presented by the students, meeting schedules, whether lecturers manage to teach all the subject matter, the quality of the discussions in Zoom, use of technological tools, use of 21st century skills and similar.
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Narayanan, Mysore. "A Learner-Centered Student Course Portfolio." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56861.
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In this short paper the author tries to explain how a learner-centered student course portfolio has helped him to document the educational outcomes. The author has taught and is currently teaching the subject matter of Hydraulics, Hydrology and Fluid Mechanics at an undergraduate level. Here the author tries to correlate the assessment of student learning to the assessment of instructor teaching methodologies. It is well known that industry is in need of employees that are committed to long-term development and continuous improvement. The key element here is to recognize the fundamental concept that teaching and learning are connected and therefore it is essential that the interaction between the instructor and learner is properly documented in the portfolio. (Cerbin, 1994). While addressing these issues, the author raises five questions: 1. What should be counted as appropriate goals in an undergraduate engineering course that has a significant laboratory component? 2. Are the teaching practices utilized by the instructor in this course providing reasonably acceptable paths toward accomplishing the specified learning goals? 3. What do students actually accomplish in the course and the laboratory exercises and how does the instructor’s teaching methodologies contribute to students’ intellectual development and progress? 4. How does the instructor respond to students’ learning difficulties? Does the teacher revise the teaching strategies to address such problems? 5. What impact does this type of teaching have on students’ life-long learning attitudes? Are they able to “learn, how to learn.” A course portfolio is deemed as a specified document that represents the specific accomplishments of the student and is structured to explain what, how and why the students learnt in that particular course. The portfolio shall include everything that was accomplished in that particular course. It should contain a teaching statement that provides a flow-chart. (Knapper, 1995). Further, an assessment analysis of student learning should be supported by class work, problem sets, quizzes, examinations, research reports, term papers, examinations, laboratory reports, etc. An analysis of student feedback is essential to document teaching effectiveness. Finally, a comprehensive course summary. The summary should describe the strengths and weaknesses of the course in terms of students’ learning. (Richlin, 1995).
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Aquino, Eduardo. "Copacabana Non-Public: Toward a New Public Attitude." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.52.
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More than a physicality, public space is a condition beyond an urban fragment or locality. Before it becomes a place, public space exists as a shared value. The devastation of the Amazon forest by multinational meat producers, the launch into space of a Tesla Roadster by Elon Musk, shootings in public schools, and the development of a new Trump tower in a big city somewhere in the world are just some examples of spaces being taken over by the relentless neoliberal advances into places that were once shared or not claimed at all, or simply considered “public.” This process of takeover happens persistently in our cities, through ever-subtle or overstated methods by corporations and governments, by disfranchised groups, empowered tribes, or simply disguised by over-regulation. Starting from the premise that, in fact, “public space” as we know does not exist, this paper explores the notion of “non-public” as a critical foundation for a new reclamation of our cities. The paper plays the devil’s advocate to counterpoint the frequent academic discourse that references public space as a normalized urban entity. Taking on a shifted direction Copacabana Non-public challenges the notion of what constitutes “public space” to change so many fixed assumptions. Instead of dancing around the subject, it exercises the consideration of the conditions that make public space in reality non-public—its constituencies and jurisdictions, its stakeholders and claimants, its crisis and promises. Taking Copacabana beach as a study case, Copacabana Non-public seeks to map out the real actors of public space to locate new strategies of engagement to transform its pseudo-public character, to identify policy and design strategies that reclaim urban spaces for more democratic citizenries.
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Fonseca, Jaime. "Can We Reduce Students’ Negative Attitude Towards Math?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3089.
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This study concerns the teaching/leaming experience of Data Analysis at the Higher Institute of Social and Political Sciences (ISCSP), Technical University of Lisbon, first in Sociology course, and next in Social Communication course. In both cases, Data Analysis subject was teaching/leaming of the discipline of Mathematics and Statistics for the Social Sciences. This study aims to find the effect of the use of new technologies on teaching/leaming the Data Analysis subject, and, more than that, it wants to know if this use can reduce the effect of negative experiences when learning Mathematics. From the used dataset, based on a questionnaire, we first profiled students, based on Latent Class Models; then we concluded that the negative attitude toward Mathematics’ learning until the 9 year (compulsory) schooling, influenced their performances on the Quantitative Methods (QM) subject, at the secondary level, but the same did not happened with the Data Analysis’ performance at University.
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.
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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Kanhathaisong, Sriwai, and Giorgio Morettini. "The STEM Educational Framework Applied to “The Properties of Matter” by Using Real-life Activities:Providing Inspiration to Grade 2 Lower Secondary Students at Nongbuadaeng Secondary School to Grow Technical Skills and to Acquire a Life-long Scientific Attitude toward Problem Solving." In World Conference on Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldcte.2019.09.563.
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Juariah, Juariah. "Factors Associated with Dating Behavior of Adolescents in North Coastal Line, West Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.17.
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Background: Interest to the opposite sex is one changing that is happened in adolescence. Dating behavior of adolescents can be the beginning of premarital sex that will impact on the emergence of adolescent reproductive health problems such as unintended pregnancy and STDs/HIV/AIDS. The purpose of this study was to give description of factors related to dating behavior of early adolescents in North Coastal line, West Java. Subject and Methods: Type of this research was descriptive analytic with cross sectional design. The research was conducted in Pusakajaya Public Junior High School 1 and 2, Subang Regency. Population of this study was all of students at class VII in the selected schools. Sample of the study determined by purposive sampling technique with criteria the students ever had a lover or currently they were having a boyfriend/girlfriend. Number of respondents were 269 students. Data collection was done by interview using questionnaire as a tool. Data was reviewed using univariate and bivariate analysis. Results: Results of this study showed that 36,8% of the respondent had risky dating behavior, 25,7% did not live with their parent, 57,2% of them had low religiosity,74,7% had lack of knowledge in sexuality, 47,6% had negative attitude toward risky dating, 53,9% ever accessed pornography content and 48,3% had friend with risky dating behavior. Using Chi Square test to analyze showed that factors related to risky dating behavior were low religiosity (OR=44,68 ;95%CI=15,65 to 127,56; p=0,000), lack of knowledge (OR=14,34; 95%CI=5,03 to 40,87; p=0,000), negative attitude (OR=34,73; 95%CI=16,01 to 75,35; p=0,000), accessed pornography content (OR=79.02; 95%CI=23,89 to 261,33; p=0,000) and negative behavior of friends (OR=201,3 ;95%CI=47,19 to 859,04; p=0,000). Conclusion: There was a significant relationship between religiosity, knowledge, attitude, access to pornography content and dating behavior of friends with risky dating behavior. Keywords: factors, risky, dating behavior, early adolescent, north coastal line Correspondence: Juariah.The Agency of Research and Development West Java Province. Jl. Kawaluyaan Indah Raya No. 6, Bandung, Indonesia. E-mail: ai_arriandhi@yahoo.co.id. Mobile: 081313452500 DOI: https://doi.org/10.26911/the7thicph.02.17