Characteristics of a Successful University Student

Many university students never graduate. Others may earn their diploma yet they cannot be labeled successful graduates. They are not able to seize the opportunities offered by their university education or prepare for an entry into the labor market. Who can be considered a successful student? How do such students behave and what do they do? The survey conducted herein looked for answers to these questions. The goal of the survey was to define and categorize the most important characteristics of successful students. The research was conducted among 972 students of five faculties at a university in the Czech Republic. The respondents perceived a successful student in a similar way regardless of which facility they attended, their gender or their level of study program. The main features of a successful university student include motivation, intelligence, industriousness, proactivity, fulfilling the school tasks, good grades and out-of-school activities.

Disney Curriculum

The purpose of this research is to investigate how pre-service elementary teacher candidates believe Disney films socialize children and what systems of values and ideas have been created by these cartoons. The conceptual framework for this study draws from the cultural systems paradigm (CSP) as a holistic study of cultural systems. A theme analysis was performed on a census of twenty animated films identified as the most watched in the Disney collection. The study examines images and actions through five sub-questions addressing issues such as: diversity in the society, characteristics of the protagonists, values, gender roles, and citizenship traits. The 116 students taking courses in social studies education methods at a midwestern university in the US served as respondents. Suggestions concerning how teachers can use Disney films to critically discuss symbolically embedded messages are also presented.

Secondary Students’ Analogical Reflections on Unfamiliar Scientific Concepts

In this article, we describe a method of reflection, analogical reflection, and present a supportive software tool, called ART (Analogical Reflection Tool). We focus on the contribution of analogical reflection to students’ comprehension of unfamiliar scientific concepts. There are two basic categories of reflection: self-reflection and comparative reflection. In self-reflection, the learner reflects on his or her actions. In comparative reflection, the learner reflects on others’ actions. We propose an alternative reflection type as a subcategory of comparative reflection: analogical reflection. In analogical reflection, students reflect on analogies, collating their actions with the analog’s functions. The hypothesis of our research is the following: If the learners study an analogical model, they will improve their performance, comprehending the unfamiliar scientific concept “electric capacitance” and identifying their alternative conceptions. According to the results, analogical reflection on unfamiliar concepts through ART appeared to be effective only after the students completed the learning activities. ART guides the students to make use of their existing knowledge, comprehend the studied domain, revise their alternative conceptions, and validate their correct perceptions.