Ravinder Koul

The effects of different forms of feedback on fuzzy and verbatim memory of science principles

BACKGROUND Previous models of the effects of feedback account for lower-order learning outcomes but do not adequately describe experimental findings for higher-order learning. AIMS Based on a connectionist model of feedback effects, this investigation aims to show that feedback that allows only one learner response facilitates proposition-specific verbatim encoding, while feedback that requires the learner to try again on error facilitates relational fuzzy encoding. Sample and methods. Volunteer high school students were randomly assigned to one of 5 print-based lesson treatments that consisted of four science expository texts with adjunct inference-level questions covering science principles. The five treatments included delayed feedback, single-try immediate feedback, multiple-try immediate feedback, and two control treatments, questions without feedback, and text only. A post-test given 5 days after instruction was designed to measure both verbatim and fuzzy outcomes. RESULTS Multiple-try immediate feedback was best for paraphrased post-test questions (fuzzy) and worse for verbatim post-test questions. CONCLUSIONS Fuzzy trace theory complements a connectionist model of feedback, and may provide a fruitful approach for describing the effects of feedback on different learning outcomes.

Contextualized Science for Teaching Science and Technology

A comprehensive view of science and technology in curricular reforms and materials is needed to promote public understanding and participation in science issues. This paper presents the results of an analysis of the treatment of the nature of science and technology in science curricular materials in India. Textbook sections on the conceptions of mechanics are the basis for this analysis. A contextualized curriculum for schools is offered as a more productive approach to learning and exploring science concepts, processes, and science-and-technology issues. The controversial Sardar Sarovar Hydro-Electric Project in India is used as an exemplary case that can further this effort. The paper concludes that a contextualized curriculum is potentially quite powerful for addressing the nature of science and technology in school curricula and materials.

Students’ goal orientations and perceptions of professional competencies

This study was conducted with Thai students enrolled in undergraduate programs for industrial and technical education. Volunteer participants responded to surveys designed to elicit their personal goal orientations and their preferences regarding the thinking style of a competent professional, that is, a manager or supervisor. Participants (N = 729) completed an achievement goal survey and a Ways of Knowing survey, modified and translated from English into Thai. Statistical analysis of data showed several significant findings. Thai male students were more performance‐oriented than Thai female students. An increase in mastery orientation among both males and females was associated with an increased preference for the development of both ‘separate’ or ‘argumentation’ and ‘connected’ or ‘empathic’ thinking styles in a professional. An increase in performance orientation among students was not associated with a preference for the development of these competencies. These findings are interpreted in terms of socio‐cognitive theory and they establish a link between motivational constructs in social psychology and concepts of competency in vocational and technical education.

Achievement goal orientation and differences in self‐reported copying behaviour across academic programmes

This survey study investigated the relationship between achievement goal orientation and self‐reported copying behaviour among college students (N = 2007) enrolled in five different academic programmes in Thailand. Results of statistical analysis showed several significant findings: performance approach goal orientation, performance avoidance goal orientation, academic major in humanities, gender and grade point average were the best predictors of self‐reported frequency of copying behaviour. Compared with humanities students, management, engineering, science and vocational students were significantly more performance avoidance goal oriented and reported significantly higher frequency of copying behaviour. We primarily use achievement goal theory to interpret the effect of multiple goal orientations on self‐reported copying behaviour across academic programmes.

Relationship between lifestyle values and achievement goal orientation among vocational students in Thailand

This study brings models of value theory and motivational goal theory together to investigate the relationship between lifestyle values (materialism, religiosity, physical well-being and image) and achievement goal orientation of college students enrolled in vocational programmes in Thailand (N = 1670, males = 38.5% and females = 61.5%). We found associations between various lifestyle values and achievement goal orientation. Multiple regression analyses found a positive association with religiosity and personal well-being on the adoption of mastery goals and a positive association with materialism and personal image on the adoption of performance goals. These findings are interpreted with respect to self-determination theory.

Achievement goal orientation and the critical thinking disposition of college students across academic programmes

This study links achievement goal theory and models of critical thinking by investigating the relationship between motivational goals and the thinking dispositions of college students enrolled in five different academic programmes in Thailand (N = 1336, males = 32.9% and females = 67.1%). We found significant differences in goal orientations and thinking dispositions across academic programmes. For example, nursing students were significantly more mastery goal-oriented and had a higher level of ‘analytical’ thinking disposition than students in business, engineering, education and vocational programmes. Multiple regression analysis found a positive influence of mastery goals and a negative influence of performance avoidance goals on the levels of critical thinking dispositions. We found that critical thinking dispositions are related to goal orientation response patterns and vary with the curricular context.

Religious outlook and students’ attitudes toward the environment

This paper reports the results of a survey study on attitudes towards religion and the environment, carried out with 1000 undergraduate students enrolled in two universities in Bangkok and Chiangmai, Thailand. There is a positive relationship between students’ religious outlook and their attitudes towards the environment, a finding that underlines the educational significance of general epistemological stances.

Religious outlook and students’ attitudes towards school science

Science and religion both describe the way things are, and both refer to the source of authority behind ‘truth’. Personal beliefs about science and religion can affect attitudes towards science and the learning of science. This paper reports the results of two exploratory studies: a qualitative study and a quantitative survey study on the interactions between scientific and religious ideas, particularly the influence of descriptive and authoritarian beliefs on attitudinal differences among academic and social groups of high school students from a Hindu Himalayan region of India. These beliefs are not domain dependent and are less likely to be affected by an increased emphasis on the nature of science in school curriculum.

Relationship between perceptions of classroom climate and institutional goal structures and student motivation, engagement and intention to persist in college

Abstract Disengagement and a lack of motivation have been found to be the major reasons for student drop out from higher education. In order to broaden our understanding of institutional and personal factors associated with intention to complete a college degree, this investigation examined the relationship between students’ perceptions of classroom climate and institutional goal structures and their motivational orientation, engagement and intention to persist in college. Data was collected from first-year students (N = 1778) enrolled in an institution of higher education near Bangkok, Thailand. The results indicate that perceptions of classroom climate and institutional goal structures have significant associations with students’ motivational orientations and levels of engagement and contribute to intention to persist in college.

The Relevance of Public Image of Science in Science Education Policy and Practice

This paper examines case examples from India to call attention to the significanceof cultural representation(s) of science in science education reform efforts. Thepaper concludes that the public belief in what does and does not constitute sciencehas implications for the teaching and learning of science within each society.