Learner Receptivity Toward Role Play Sımulation In Teaching H.R.M. To University Students In Hong Kong
pp. 1-16 | Article Number: ijers.2011.001
As an antidote to direct information impartation and passive note taking, role play simulation have been widely considered and introduced in university level learning and teaching of business interactive skills to young adult undergraduates. Besides apparently complementing other lecturing methods and teaching activities, role play serves a number of purposes including student involvement or their active participation. The purpose of role- play is to provide young adult students an opportunity to immerse into a ‘role’ of a job seeker in a pre-determined context. With prior briefing and information given in advance, students are then free to act as they do in real life. Students participating in role play, or the rest of the class who have observed the re-enactment are assumed to be able to experience transference of formal cues and soft interactive skills. Each role-player acts as part of the social environment of the others and provides a framework in which they can study the interacting behavior of the group, so as to acquire real-life skills/ techniques that would be useful in workplaces. This paper examines role-play simulation as a learning tool for university students in the business disciplines who are targeted to become competent with job interview skills and techniques necessary for them to become a potentially competent human resources professional. This paper reflects upon tertiary education instructors’ insights into the possibilities of getting their students to reach their learning objectives by implementing non-traditional teaching methods such as role-plays.
Keywords: higher education, human resource management, interactive learning, business interpersonal skills, role-play simulation
Examination of Natural Science Laboratory Perception Levels of Students at Primary Education Grade 6 and Their Attitudes Towards Laboratory Practices of Natural Science Course
Mustafa DOĞRU, Tuna GENÇOSMAN & Ayşenur ATAALKIN
pp. 17-27 | Article Number: ijers.2011.002
Attitude is the positive or negative tendency of an individual to any matter. Attitude towards natural science is the emotions, thoughts and behaviors of individuals towards natural science and concepts of natural science. These emotions, thoughts and behaviors may be positive or negative and vary in time. Attitude is influenced by many variables such as age, gender, home and school media, teacher’s personality and instruction technique, previous knowledge and experience, and the attitudes and behaviors of parents. However, the studies performed state that attitude towards natural science is influenced most by laboratory studies. Laboratories are not only places, where students learn theoretical information, but also practices, with which they understand scientific methodology, can behave like a scientist, and develop their practical abilities. Laboratories are media where students work alone or in small groups in cooperation and investigate and examine scientific events. Laboratory studies are carried out in order to verify in laboratory medium the concepts, principles, theories, laws and etc. presented in relation to natural science, to recognize laboratory tools and materials and to gain the skills of using them and establishing an experiment mechanism. There are studies which advocate that laboratory activities develop social relationships and help cognitive development by forming a positive attitude.
This study examined whether there was any difference in the attitudes of students at primary education grade 6, who received natural science education in the laboratory and in classroom, towards the laboratory practices of natural science course and in their laboratory perceptions. In this line, the relational model based only on post-test control group was used some 86 students (42 in the experiment group and 44 in the control group) in total constituted the study group. “Attitude Scale for Laboratory Practices of Natural Science Course” and the drawings regarding the laboratory media, which students imagined to have during the practices of natural science course, were used as data collection instruments. Descriptive statistics was used for determining the attitudes of students towards the laboratory practices of natural science course and the difference in their laboratory perceptions. T-test was used so as to find out whether they differed in terms of the specified variables. As a result of the analysis, a significant difference was found in the attitudes of students, who received natural science education in laboratory and in classroom, towards the laboratory practices of natural science course and in their laboratory perceptions.
Keywords: Science Education, Natural Science Laboratory, Laboratory Perception, Attitude