Students’ Conceptions of Constructivist Learning

Constructivism is currently an influential view on learning. It advocates a student-centred perspective: Students are active learners who construct their own understanding (e.g., Slavin, 2006). Different types of constructivism can be distinguished (e.g., Phillips, 1995) that all acknowledge that the construction of knowledge is an active process. This active process can be described in terms of individual cognitive processes (i.e., cognitive constructivism), in terms of social processes (i.e., social constructivism), or in terms of sociocultural processes (i.e., constructionism; Phillips, 1997). Despite these differences, constructivist perspectives share a number of assumptions that should be considered in learning (e.g., Driscoll, 2005). First, knowledge a

"Irreversible" oder "Wenns einen selbst trifft, dann verliert man den Boden"

Dieser Artikel versucht die Philosophie des Films "Irreversible" von Gaspar Noe zu beleuchten, der "den Skandal" der Filmfestspiele von Cannes 2002 darstellte. Dabei wird auf die Darstellung von Gesellschaft ebenso eingegangen, wie auf die Verbindung von Sexualität und Gewalt oder den filmüberspannenden Gedanken der zerstörerischen Zeit

Delphi in Criminal Justice Policy: A Case Study on Judgmental Forecasting

This article provides an in-depth case study analysis of a pilot project organized by the section Strategic Analysis of the Belgian Federal Police. Using the Delphi method, which is a judgmental forecasting technique, a panel of experts was questioned about future developments of crime, based on their expertise in criminal or social trends. The results demonstrate how police authorities could implement judgmental forecasting methods like Delphi methodology for the anticipation of future criminal trends, and how this technique, applied under specific conditions, can complement current crime analysis techniques. This article will not focus on criminal trends that were forecasted in the pilot project, but on the preconditions for using the Delphi method in criminal justice policy. Hence, this article could contribute to future applications of judgmental forecasting techniques by practitioners in both criminal justice systems and other policy domains

Medical Students’ Perceptions of Their Learning Environment, Well-Being and Academic Self-Concept

Peer reviewe

Дослідження асоціації хламідійної інфекції з фоновими, диспластичними процесами та з інтраепітеліальним раком шийки матки

Проведено комплексне обстеження (кольпоскопія, цитологічне дослідження, полімеразна ланцюгова реакція — ПЛР) 117 жінок віком від 17 до 64 років. За допомогою методу ПЛР здійснено якісне виявлення Chlamydia trachomatis та інших збудників інфекцій, що передаються статевим шляхом, у мазках з цервікального каналу та шийки матки. Визначено асоціацію хламідійної інфекції (моно- та мікстінфекції) з помірно вираженою та важкою дисплазією епітелію шийки матки переважно у жінок віком 25–35 років, які ведуть активне статеве життя. Обговорюється роль урогенітальних інфекцій у прогресуванні диспластичних змін епітелію та у виникненні раку шийки матки.The paper presents findings of a complex examination (including colposcopy, cytological examination, and polymerase chain reaction (PCR)) of 117 women aged between 17 and 64. With the help of PCR, Chlamydia trachomatis and other infectious agents that are transmissed amphipathicly were detected qualitatively in the smears from the cervical canal. An association between the chlamydious infection (mono or mixed infections) and abstainious or severe dysplasia of the uterine neck epithelium was disclosed primarily in sexually active women between 25 and 35 years of age. The paper discusses the role of urogenital infections in the progression of dysplastic changes in the epithelium and in the development of uterine neck cancer

Deep and surface learning in problem-based learning: a review of the literature

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students’ deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students’ approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of −.05). PBL is assumed to enhance active learning and students’ intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning

Aesthetic design using multi-objective evolutionary algorithms

The use of computational methodologies for the optimization of aesthetic parameters is not frequent mainly due to the fact that these parameters are not quantifiable and are subjective. In this work an interactive methodology based on the use of multi-objective optimization algorithms is proposed. This strategy associates the results of different optimization runs considering the existent quantifiable objectives and different sets of boundary conditions concerning the decision variables, as defined by an expert decision maker. The associated results will serve as initial population of solutions for a final optimization run. The idea is that a more global picture of potential ”good” solutions can be found. At the end this will facilitate the work of the expert decision maker since more solutions are available. The method was applied to a case study and the preliminary results obtained showed the potentially of the strategy adopted.One of the authors acknowledges the financial support received by the Portuguese Science Foundation under grant SFRH/BD/44600/ 2008

Is problem-based learning associated with students’ motivation? A quantitative and qualitative study

In this study, a mixed-method design was employed to investigate the association between a student-centred, problem-based learning (PBL) method and law students’ motivation. Self-determination theory (SDT) states that autonomous motivation, which is associated with higher academic performance, can be reached when there is fulfillment of three psychological needs: autonomy, competence and relatedness. PBL aims to trigger autonomous motivation. In Study 1, 85 PBL law students (37% male; Mean age = 21.99 years) and 69 law students of a lecture-based, non-PBL program (39% male; Mean age = 22.72 years) filled out the Self-Regulation Questionnaire and an adapted version of the Work-related Basic Need Satisfaction Scale in order to measure autonomous and controlled motivation and perceived autonomy, competence and relatedness. In order to compare both groups, two MANOVAs were conducted and results showed differences neither in autonomous and controlled motivation, nor in feelings of autonomy and competence. However, PBL students experienced more relatedness. Additionally, in Study 2, focus-group discussions that were conducted indicated that PBL contains both autonomy-supportive and controlling elements, which might explain why no differences were found in perceptions of autonomy and autonomous and controlled motivation between PBL and non-PBL students. Furthermore, students reported that tutorial groups in PBL contributed to feelings of relatedness