We conducted a descriptive study among first-year engineering students at the Anton de Kom University of Suriname. We analyzed students’ errors regarding necessary prior knowledge in a calculus A exam. We found that the stage of the solution in which prior knowledge is required impacts the importance of prior knowledge. We also found that many errors concerned basic algebra and trigonometry concepts and skills. We concluded that even though the required prior knowledge concerns basic algebra and trigonometry, the stage of the solution in which prior knowledge is needed is of great importance.
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Using socio-scientific issues as a learning context is an effective approach to achieve an important goal in science education, which is to enhance scientific literacy. It involves strengthening skills such as argumentation while also improving an understanding of the Nature of Science and imparting content knowledge. The present study evaluates the impact of a web-based educational instrument consisting of a unique combination of features designed to promote students’ development of skills and knowledge as well as to address the challenges faced by teachers in teaching socio-scientific issues. Participants included 423 students in secondary education. Students in the experimental condition received a three-lesson intervention with the educational instrument, and students in the control condition followed their regular science lessons. Findings indicated that the instrument proves effective in fostering learning outcomes while teachers benefit from the shift of managing classroom discussion to individual guidance of students. Applying the educational instrument in the classroom demonstrates promise in improving student engagement and their comprehension of socio-scientific issues.
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The paper explores the process of early growth of entrepreneurial science-based firms. Drawing on case studies of British and Dutch biopharmaceutical R&D firms, we conceptualize the speed of early growth of science-based firms as the time it takes for the assembly (or combined development) of three types of critical resources - a functionally-diverse management team, early fundraising and development of technology. The development of these resources is an unfolding and interrelated process, the causal direction of which is highly ambiguous. We show the variety of paths used by science-based firms to access and develop these critical resources. The picture that emerges is that the various combinations of what we call "assisted" and "unassisted" paths combine to influence the speed of firm growth. We show how a wide range of manifestations of technology development act as signaling devices to attract funding and management, affecting the speed of firm development. We also show how the variety of paths and the speed of development are influenced by the national institutional setting.
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