EXPLORING THE SIGNIFICANCE OF FAMILY STUDIES: LISTENING TO THE EXPERIENCES OF SECONDARY SCHOOL STUDENTS
Notice bibliographique
Résumé
Family Studies is a valuable subject because of its ability to connect to students’ lives both in and out of the classroom. I enjoy, value and promote Family Studies education and often wonder why students choose Family Studies as one of their electives. I regularly speculate about the significance of Family Studies for my students and its importance in their daily lives especially since students are rarely consulted in the research. To determine the meaning of Family Studies from a student’s perspective I interviewed nine secondary students from two different rural Southwestern Ontario secondary schools. These students were enthusiastic, interested in Family Studies and provided me with a glimpse of what it was like to be a secondary school Family Studies student in 2005. In this research I used phenomenology as a methodology to guide my work since it endeavours to gain a deeper understanding of the nature or meaning of everyday experiences as they are lived. Thus my conversations with the students attempted to obtain rich descriptions about their experience in order to discover the significance of Family Studies for them. Hermeneutics, with its focus on creating meaning, was the theory I used to guide my interpretation of the text. All nine students interviewed chose to enroll in their first Family Studies course because of an interest in the course material. For some the interest may have been sparked by parents, older siblings, friends or the promise of eating in class. Students continued to take Family Studies because it was fun, interesting, enjoyable, helpful and applicable to their life. Two main themes emerged during the research: This is applicable to my life now and in the future and I feel comfortable in this class. Students spoke of iii how their health, personal relationships, career plans and future life plans were positively influenced by Family Studies. Family Studies provided these students with a safe and nurturing atmosphere where they could relax and enjoy learning that pertained to their life now and in the future. Initially I questioned why students are rarely consulted and suggest that my research is unique and necessary to fill a void in Home Economics/Family Studies research. This study allows secondary school students to have their voices heard and reminds teachers and school administration of the importance of creating a caring and supportive learning environment. By nurturing the student-teacher relationship we can contribute to our students’ development. The comments of the students also reveal the need to continue to examine our thinking about knowledge and its many forms
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,011 | 0,018 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,023 | 0,022 |
| Communication savante | 0,011 | 0,006 |
| Science ouverte | 0,003 | 0,011 |
| Intégrité de la recherche | 0,005 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».