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1.
A research framework for creative and imitative reasoning 总被引：1，自引：0，他引：1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
| Johan LithnerEmail: |
2.
In this paper we describe learners being asked to generate examples of new mathematical concepts, thus developing and exploring
example spaces. First we elaborate the theoretical background for learner generated examples (LGEs) in learning new concepts.
The data we then present provides evidence of the possibility of learning new concepts through a symbiosis of induction and
abduction from experience and deduction from the relationships generated in exemplification. In other words, experience can
be organised in such a way that shifts of understanding take place as a result of learners’ own actions. Actions, in this
context, include mental acts of organisational reflection.
相似文献
| Anne WatsonEmail: |
3.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
4.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
相似文献
| Catherine MilneEmail: |
5.
Tamara van Gog Fred Paas Nadine Marcus Paul Ayres John Sweller 《Educational Psychology Review》2009,21(1):21-30
Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans.
Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the
neural bases of learning by observation and imitation. These findings are discussed here, along with their potential consequences
for the design of instruction, focusing in particular on the effectiveness of dynamic vs. static visualizations.
相似文献
| Tamara van GogEmail: |
6.
Faculty experiences of innovative approaches to learning and the changes to their knowledge emerging from such experiences
constitute an important area of inquiry that has to date largely been ignored or has been approached with research methods
ill-suited to examining such experiences. This paper adopts interpretative meta-ethnography as its research framework to investigate
the changes to faculty knowledge that occur when they adopt problem-based learning (PBL). The paper presents themes that emerged
through the analysis and argues for future inquiry.
相似文献
| Claire Howell MajorEmail: |
7.
Science educators have yet to identify ways to enable inner city African American high school students to experience success
in science. In this paper, we argue that understanding the ways in which cultural practices from fields outside of school
mediate what happens inside classrooms and contribute to the learning of students is crucial to addressing current disparities
in science performance. Specifically, we explore the significance of movement expressiveness dispositions to the lives and
the learning of economically disadvantaged African American youth. These particular dispositions have been repeatedly observed
in our research, and they can be important resources for the creation of individual emotional energy, collective solidarity,
and heightened engagement in learning activities since they provide resources for the (re)shaping of identity. Thus movement
expressiveness dispositions hold potential for transforming the teaching and learning of these students.
相似文献
| Gale SeilerEmail: |
8.
Robin H. Kay Liesel Knaack 《Educational technology research and development : ETR & D》2009,57(2):147-168
Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying,
and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects
is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation tools are scarce, particularly
in the K-12 environment. The purpose of the following study was to investigate a Learning Object Evaluation Scale for Students
(LOES-S) based on three key constructs gleaned from 10 years of learning object research: learning, quality or instructional
design, and engagement. Tested on over 1100 middle and secondary school students, the data generated using the LOES-S showed
acceptable internal reliability, face validity, construct validity, convergent validity and predictive validity.
相似文献
| Robin H. KayEmail: |
9.
10.
Socio-emotional orientations and teacher change 总被引：1，自引：0，他引：1
Raimo Kaasila Markku S. Hannula Anu Laine Erkki Pehkonen 《Educational Studies in Mathematics》2008,67(2):111-123
In this article we consider how elementary education students’ views of mathematics changed during their mathematics methods
course. We focus on four female students: two started the course with mainly positive views of mathematics and a task orientation,
two with negative views of the subject and an ego-defensive orientation. The biggest change observed was that the trainees’
views of teaching and learning mathematics became more positive. Moreover, what had been an ego-defensive orientation changed
towards a social-dependence orientation. The crucial facilitators of change seemed to be (1) handling of and reflection on
one’s experiences of learning and teaching mathematics, (2) exploring content with concrete materials, and (3) collaboration
with a partner or working as a tutor of mathematics.
相似文献
| Raimo KaasilaEmail: |
11.
In this rejoinder, we respond to the major points made by Gallo-Fox (this forum), Beers (this forum), Carambo and Stickney
(this forum), and Murphy, Carlisle and Beggs (this forum). We focus primarily on the benefits and considerations that stem
from employing additional theoretical frameworks for analyzing research in coteaching. We also address some of the future
directions that should be explored in coteaching research.
相似文献
| Beth WassellEmail: |
12.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
| Eric L. DeyEmail: |
13.
The d’Arbeloff Interactive Mathematics Project or d’AIMP is an initiative that seeks to enhance and ultimately transform the
teaching and learning of introductory mathematics at the Massachusetts Institute of Technology. A result of this project is
a suite of “mathlets,” a carefully developed set of dynamic computer applets for use in the university’s ordinary differential
equations course. In this paper, we present the rationale for such computer innovations, the philosophy behind their design,
as well as a discussion of their careful development and implementation. Survey results are reported which yielded positive
student feedback and suggestions for improvement.
相似文献
| Haynes R. MillerEmail: |
14.
Language in Science Education as a Gatekeeper to Learning,Teaching, and Professional Development 总被引：1，自引：0，他引：1
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(2):319-343
In this study, I used a feminist poststructural perspective to explain how language is a gatekeeper in learning science, in
achieving professional honors in teaching science, and in teaching science to English language learners. The various uses
of language revealed interesting dynamics related to the culture of power of language and the culture of power of science
along race–ethnicity, gender, and class dimensions for teachers. Teachers did not necessarily see language as having distinct
purposes and uses. This further maintained the gatekeeping nature of language and discourse in science education. I discuss
implications for looking at language in science education for teacher professional development and student learning.
相似文献
| Felicia M. MooreEmail: |
15.
We examine the inseparability of one’s environment with the elements of adaptation and identity. Specifically, we revisit
the Project H.O.M.E. learning environment as we suggest that the entities of adaption and environment are not only binding,
but also naturally in constant flux as they interact with each other. Contrary to nature, however, the social distance between
the instructors and learners is the result of a human construct that often hinders adaptation and identity development. We
address the factors that afforded participants overcoming social distance and ultimately cultivating a shift in the learning
structure of Project H.O.M.E.
相似文献
| Donna DeGennaroEmail: |
16.
Craig Ross R. Robert Orr 《Educational technology research and development : ETR & D》2009,57(2):251-265
Troubleshooting skills are integral for the Information Technology professional. In order to address faculty concerns that
students were not effectively learning required troubleshooting skills, a standardized troubleshooting methodology (the DECSAR
Method) was created and integrated into the standard curriculum of a college information technology program. Components of
troubleshooting were measured using a pre-/post-testing approach with the Social Problem Solving Inventory—Revised. Testing
indicated improvement in several areas of troubleshooting reinforced by DECSAR. The context in which the troubleshooting methodology
was applied was associated with post-test change.
相似文献
| R. Robert OrrEmail: |
17.
Alandeom W. Oliveira Huseyin Colak Valarie L. Akerson 《Cultural Studies of Science Education》2009,4(1):149-155
We would like to thank our commentators Reis, Ercikan and Alper for their insightful comments on our research study and respond
in brief to a few of their criticisms. More specifically, we would like to address what we consider to be the three main issues
they raise with regard to the practices of curriculum translation and implementation across languages, namely viewing speakers’
intentions as a mode of signification in discourse analysis, exploring curriculum translation through an interpretive research
approach, and establishing the validity of research on curriculum translation.
相似文献
| Alandeom W. OliveiraEmail: |
18.
Okhee Lee Karen Adamson Jaime Maerten-Rivera Scott Lewis Constance Thornton Kathryn LeRoy 《Journal of Science Teacher Education》2008,19(1):41-67
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices
in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools.
In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention
during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher
workshops, effectively promoted students’ science learning, along with English language development and mathematics learning.
Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated
into our on-going intervention efforts and offer insights into features of effective professional development initiatives
in improving science achievement for all students.
相似文献
| Scott LewisEmail: |
19.
Technology in Support of Collaborative Learning 总被引：1，自引：0，他引：1
This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative
learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction
analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research
gaps and issues that may help focus future research in this emerging field of study.
相似文献
| Paul RestaEmail: |
20.
Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning 总被引：1，自引：0，他引：1
This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails
replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural
theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine
major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts
of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand
learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers
to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better
questions about learning and its improvement and has high practical significance.
相似文献
| Phil HodkinsonEmail: |