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1.
Andrew Marks 《Higher Education》2005,50(4):613-630
This paper argues that the conceptions of ‘space’ (and increasingly ‘time’) in the discussion of ‘the university’ (in its
most transcendent sense) have gone through four distinct phases in the UK. Using a Heideggerian conception of ‘space’ where
usefulness is more important than proximity, the ‘ancient’ universities were ‘useful’ to the gentry and thus were ‘closer’
to them than to the excluded ‘local’ poor in the institutions’ vicinities. The ‘civic’ universities on the other hand stressed
‘localism’ as part of their mandate – to educate the people of their locality (but only those of the new industrial middle
class). The ‘Robbins’ universities were a partial return to the ‘ancient’ notion of learning as a ‘lived’ activity, providing
scenic landscapes on green-belt campuses where students could ‘retreat’ from the ‘real world’ for the duration of their studies.
The ‘spatial’ quality of these places was thus part of a conception of higher education as ‘lifestyle choice’ where young
people moved away from their locality to study. As such ‘proximity’ was an issue only insofar as the greater the distance
from one’s point of origin the better for successful immersion in the growing student ‘culture’. The ‘new/post-1992’ universities
partially retained their polytechnic mandate to educate local people, but embraced a colonialist impulse regarding local space
usage. ‘
‘The discussion can be further refined to argue that these four stages are merely two phases which have repeated themselves:
from ancient ‘exclusivity’ to civic ‘localism’ and back to Robbins era ‘exclusivity’ and thence to post-1992 ‘localism’ once
more’. The opening up of higher education via the Internet in the late 20th and early 21st centuries provides for the possibility
of the growth of entirely non-spatial and asynchronous learning experiences, and as such we may well be on the verge of the
fifth stage of university development. 相似文献
2.
Elizabeth Warren 《Educational Studies in Mathematics》2006,62(2):169-189
This paper examines the change in young children’s understanding of ‘equal’, ‘more’, ‘less’, and ‘between’, words commonly
used in equivalent and non-equivalent situations, over a 3-year period. Seventy-six children participated in the longitudinal
study. Each year they were asked to share their understanding of these four words. Past research has indicated that many children
have limited understanding of ‘equal’ as quantitative sameness. The results of this research suggested that many children
also have limited understanding of ‘more’ and ‘less’ and that these understandings did not significantly change over the 3-year
period. 相似文献
3.
4.
Kim Beswick 《International Journal of Science and Mathematics Education》2011,9(2):367-390
The professional literature in mathematics education is replete with calls to use tasks that are ‘authentic’, ‘relevant’ and
related to ‘real life’ and the ‘real world’. Such activities are frequently advocated for their potential to motivate and
engage students, but evidence of their ability to do so is rarely presented. This paper examines evidence in relation to the
effectiveness of context problems in achieving their intended purposes and thereby contributing to enhanced student participation,
engagement and achievement in mathematics education. It is argued that context problems are not a panacea and that categorising
problems as contextualised or de-contextualised is less helpful than the consideration of more salient aspects of tasks that
impact on their effectiveness. Such aspects also relate to the purposes for and affordances and limitations of particular
tasks in relation to the purposes they are intended to serve, along with attention to the contexts in which students learn
mathematics. Examples of theoretical and empirical programs built on these considerations are reviewed in terms of their potential
to enhance participation, engagement and achievement in school mathematics. 相似文献
5.
Demetris P. Portides 《Science & Education》2007,16(7-8):699-724
The notions of ‘idealisation’ and ‘approximation’ are strongly linked to the question of ‘how our theories represent the phenomena
in their scope’. Although there is no consensus amongst Philosophers on the nature of the process of idealisation and how
it affects theoretical representation, at the level of science education much can be gained from the insights of existing
philosophical analyses. Traditionally, teaching methodologies treat the observed divergence between theoretical predictions
and experimental data by appealing to the more common-sensical notion of ‘approximation’. The use of the latter notion, however,
to explicate discrepancies between theory and experiment obscures the theory/experiment relation. It does so, I argue, because
from the viewpoint of scientific modelling ‘approximation’ either depends upon or piggybacks on ‘idealisation’. 相似文献
6.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献
7.
Julio Gimenez 《Higher Education》2012,63(4):401-419
Generic attributes such as ‘holding a critical stance’, ‘using evidence to support claims’, and ‘projecting an impersonal
voice’ are central to disciplinary academic writing in higher education. These attributes, also referred to as ‘skills’, have
for a long time been conceptualised as transferable in that once learnt students are able to use them in a variety of contexts
and for a range of needs. Over the past few years, however, the conceptualisation of these attributes as transferable has
come under close scrutiny as they have been identified to be highly context-sensitive rather than context-flexible as they
were once thought to be. Drawing on data from a 2-year study on undergraduate academic writing in nursing and midwifery at
a university in the UK, this paper critically examines the role of disciplinary epistemologies in the conceptualisation of
these attributes in the two disciplines, and demonstrates how these beliefs help to shape academic writing at undergraduate
level, thus contributing to debates on generic skills and attributes and specificity in disciplinary discourses. The paper
concludes by highlighting the importance for writers to examine how knowledge is displayed, constructed and communicated in
their disciplines, and the significance of analysing the relationship between disciplinary epistemologies, generic attributes
and academic writing as a way of gaining access to and producing central discourses in their professional community. 相似文献
8.
Positioning higher education for the knowledge based economy 总被引：1，自引：0，他引：1
Elizabeth St. George 《Higher Education》2006,52(4):589-610
This article questions the assumption that increasing competition among higher education institutions is the best method of
achieving a strong higher education sector in developing countries. It notes that there has been increasing emphasis on the
importance of higher education institutions for sustainable development, particularly because of their importance to the global
knowledge economy. For the same reason, the appropriate management of the relationship between the state and higher education
institutions is vital to a strong and dynamic future for these institutions. This paper proposes a menu of options for higher
education governance, grouped around ‘state-centric’ and ‘neo-liberal’ models of development. The ‘state-centric’ model proposed
is based on a variety of examples of high performing Asian economies, in particular, while the ‘neo-liberal’ model is based
on emerging trends in higher education management in countries such as Australia, the United States and the United Kingdom.
The paper suggests that despite pressure across the globe to encourage a market among universities, this may not always be
the most efficient use of resources, or the best way to integrate universities in a country’s drive for economic growth. 相似文献
9.
Selahattin G?nen 《Journal of Science Education and Technology》2008,17(1):70-81
The aims of this study were considered under three headings. The first was to elicit misconception that science and physics
student teachers (pre-service teachers) had about the terms, ‘‘inertial mass’’, ‘‘gravitational mass’’, ‘‘gravity’’, ‘‘gravitational
force’’ and “weight”. The second was to understand how prior learning affected their misconceptions, and whether teachers’
misconceptions affected their students’ learning. The third was to determine the differences between science and physics student
teachers’ understanding levels related to mass and gravity, and between their logical thinking ability levels and their attitudes
toward physics lessons. A total of 267 science and physics student teachers participated in the study. Data collection instruments
included the physics concept test, the logical thinking ability test and physics attitude scale. All instruments were administered
to the participants at the end of the 3rd semester of their university years. The physics test consisting of paper and pencil
test involving 16 questions was designed, but only four questions were related to mass and gravity; the second test consisted
of 10 questions with two stages. The third test however, consisted of 15 likert type items. As a result of the analysis undertaken,
it was found that student teachers had serious misconceptions about inertia, gravity, gravitational acceleration, gravitational
force and weight concepts. The results also revealed that student teachers generally had positive attitudes toward physics
lessons, and their logical thinking level was fairly good. 相似文献
10.
Perry den Brok Sibel Telli Jale Cakiroglu Ruurd Taconis Ceren Tekkaya 《Learning Environments Research》2010,13(3):187-204
The purposes of this study were to examine how Turkish students perceived their biology classroom environment, how their perceptions
compared to those of students in other countries, and what classroom learning environment profiles could be discerned in Turkish
high school biology classrooms. Data were gathered from 1,474 high school students in four inner city schools, in Bursa, Turkey.
A total of 11 biology teachers participated in the study with 52 of their classes. Data on students’ perceptions of their
learning environment were collected with the What Is Happening In this Class? (WIHIC) questionnaire. Results indicated that
Turkish classrooms were perceived as being low in terms of Teacher Support and high in terms of Task Orientation. Six distinct
classroom learning environment profiles were found: the ‘self-directed learning classroom’, ‘task-oriented cooperative learning
classroom’, ‘mainstream classroom’, ‘task-oriented individualised classroom’, ‘low-effective learning classroom’ and ‘high-effective
learning classroom’. The most common profile was the ‘mainstream classroom’ for which all WIHIC scales had medium–high scores. 相似文献
11.
12.
This paper is part of a larger study that aims at highlighting students’ interpretations of the idea of the ‘Balance of Nature’,
as well as its use in their reasoning about the future of an ecosystem, in order to subsequently develop a learning environment
that might promote a reconsideration of its validity and usefulness. Our focus here is particularly set on whether and how
non biology-major students use this idea when making predictions about (a) the future of an ecosystem that is supposed to
have suffered a human-driven disturbance, and (b) the future of an ecosystem that is supposed to be protected against such
disturbances. Administering a questionnaire of 12 items - 4 of which concern us here - to 61 1st-year educational sciences
students at the University of Patras, we traced - among others - their reasoning about (a) the future of three ecosystems
(forest, sea, lake), supposed to have suffered different human-driven disturbances (fire, oil spill, new population introduction),
and (b) the future of a protected forest ecosystem of a national park. According to our findings, most of the students found
it very likely for a disturbed ecosystem to fully recover its initial state - mainly due to a ‘recovery process’ or inherent ‘recovery mechanisms’ - showing a strong belief in an extremely resilient ‘Balance of Nature’. Moreover, most of them appeared to believe that
if human-protected, an ecosystem will be in a continuous ‘balance’, while very few were skeptical enough to claim a non-predictable
future for it. 相似文献
13.
Ka Ho Mok 《Higher Education》2010,60(4):419-440
With strong intention to enhance the global competitiveness of their university systems, both the Singapore and Malaysia governments
have introduced reforms along the lines of ideas and practices embedded in neo-liberalism. In the last decade or so, we have
witnessed reforms being introduced to the higher education sectors in these Asian states, particularly when corporatization
and incorporation strategies are adopted to transform national/public universities. With particular reference to how academics
evaluate the impact of the reforms on their academic life, this article reports and analyses findings generated from campus
visits and field interviews conducted in Singapore and Malaysia from 2007 to 2009. Although the senior management of corporatized/incorporated
universities in these Asian states has been given more discretion to decide how to operate their universities, most of the
front line academics that we interviewed have not experienced major differences in university governance after the reforms
took place. Instead of feeling ‘emancipated’ and ‘empowered’, many academics feel more pressures and control from the university
administration and government ministries. Despite the fact that both the Singapore and Malaysia governments have tried to
embrace the ideas and practices of ‘neo-liberalism’ to transform university governance, academics still see the state’s reluctance
in withdrawing from steering/controlling higher education development. Such observations clearly reflect the ‘clash’ of two
major governance philosophies, namely, ‘state centralism’ and ‘neo-liberalism’. In short, this article critically examines
how far the proposed university governance reforms by adopting the corporatization/incorporation strategies have actually
transformed university management and academic life style in Singapore and Malaysia. 相似文献
14.
Jill Slay 《Cultural Studies of Science Education》2011,6(4):841-843
In this paper I reflect on perspectives presented by John Settlage as he examines the truth of the proposition that ‘many
teacher educators harbour deficit perspectives about their pre-service teachers, presuming that their lack of exposure to
economically, ethnically and linguistically diverse settings renders them deficient as future educators.’ In the study presented
in his paper, he ‘uncovered shifting identities that indicate that mainstream future teachers do not fit the ‘‘damaged goods’’
label that ardent multiculturalists might be tempted to impose.’ One of his conclusions was that ‘the practices of essentializing
education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive.’ My reflections
focus on tertiary teacher-researchers in mathematics, information technology, environmental sciences and engineering, their
students and racism, and broaden Settlage’s context to teaching and research relationships in this setting. 相似文献
15.
Marida Ergazaki Konstantina Saltapida Vassiliki Zogza 《Research in Science Education》2010,40(5):699-715
This paper is concerned with highlighting young children’s ideas about the nature, location and appearance of germs, as well
as their reasoning strands about germs’ ontological category and biological functions. Moreover, it is concerned with exploring
how all these could be taken into account for shaping a potentially fruitful learning environment. Conducting individual,
semi-structured interviews with 35 preschoolers (age 4.5–5.5) of public kindergartens in the broader area of Patras, we attempted
to trace their ideas about what germs are, where they may be found, whether they are good or bad and living or non-living
and how they might look like in a drawing. Moreover, children were required to attribute a series of biological functions
to dogs, chairs and germs, and finally to create a story with germs holding a key-role. The analysis of our qualitative data
within the “NVivo” software showed that the informants make a strong association of germs with health and hygiene issues,
locate germs mostly in our body and the external environment, are not familiar with the ‘good germs’-idea, and draw germs
as ‘human-like’, ‘animal-like’ or ‘abstract’ entities. Moreover, they have significant difficulties not only in employing
biological functions as criteria for classifying germs in the category of ‘living’, but also in just attributing such functions
to germs using a warrant. Finally, the shift from our findings to a 3-part learning environment aiming at supporting preschoolers
in refining their initial conceptualization of germs is thoroughly discussed in the paper. 相似文献
16.
Jeanette Baird 《Tertiary Education and Management》2006,12(4):297-309
This article examines emerging norms of good practice for Australian university governing boards and issues that university governing boards could address to develop effective governance cultures. It firstly considers the ways in which support for many Australian university governing boards has become professionalised over the past decade. At the same time, longstanding tensions or ‘paradoxes’ persist, (Cornforth, 2003) notably between ‘corporate’ and ‘participatory’ board models. To ‘tame’ these tensions requires formative processes of deliberation and debate. The article outlines understandings that may assist boards to engage in such processes and to develop their awareness of differing values in governance practices. 相似文献
17.
Abirami Lakshminarayanan 《Resonance》2010,15(1):51-63
Arrows are an integral part of chemistry. What is there in an arrow? It looks insignificant yet appears in most scientific
publications. These symbols which make use of ‘lines’ and ‘heads’ are perhaps the most powerful pictographic tools used in
day-to-day chemistry and provide chemists a convenient way of representing their thoughts. Reactions, their states, electrons,
their movement, and even processes like reflux are shown using arrows. Thus, arrows form a part of essential symbolism in
chemistry. 相似文献
18.
Mattias Lundin 《Journal of Science Education and Technology》2007,16(5):369-377
This article sets out to examine how school science activities can encourage students’ participation while supporting a specific
science content. One ordinary class with 12-year-old students was chosen and their regular classroom work was studied without
intervention and with a minimum of interference. Lessons were video filmed, transcribed and analyzed focussing on the participants’
speech acts. It was found that students’ initiatives and experiences were important parts of their participation. The results
show how students’ participation was orchestrated with a science content by means of four different kinds of activities. The
activities are called ‘individual inventory of experiences’, ‘building a common platform of experiences’, ‘sharing new experiences’
and ‘concluding a common platform’. The activities form a foundation for participation in human biology topics. For example,
to ‘build a common platform of experiences’ seems to level out students’ different prerequisites for participating in subsequent
tasks. Furthermore, to ‘conclude a common platform’ implied a checkpoint of the shared new experiences. The activities support
students’ tentative use of scientific words as well as their learning of what counts as knowledge in the school science setting.
However, it can be questioned if the time spent on each separate activity is necessary or if similar achievements could be
made even if some activities were integrated. The question is open for further research.
相似文献
| Mattias LundinEmail: |
19.
Torulf Palm 《Educational Studies in Mathematics》2008,67(1):37-58
The study presented in this paper seeks to investigate the impact of authenticity on the students’ disposition to make necessary
real world considerations in their word problem solving. The aim is also to gather information about the extent to which different
reasons for the students’ behaviors are responsible for not providing solutions that are consistent with the ‘real’ situations
described in the word problems. The study includes both written solutions to word problems and interview data from 161 5th
graders. The results show an impact of authenticity on both the presence of ‘real life’ considerations in the solution process
and on the proportion of written solutions that were really affected by these considerations. The students’ frequent use of
superficial solution strategies and their beliefs about mathematical word problem solving were found to be the main reasons
for providing solutions that are inconsistent with the situations described in the word problems. 相似文献
20.
Anna Chronaki 《European Journal of Psychology of Education - EJPE》2005,20(1):61-74
The present study explores the experience of two young Gypsy girls in solving school arithmetic tasks in interaction with
an adult who supports their participation. Along with learning the use of arithmetic tools, a basic element concerning the
experience of the two girls as they try to gain entry into the school practice is learning about developing relevant ‘learning
identities’. Analysis of the girls’ interaction with an adult identifies that the type of ‘learning identities’ required involve
at least two dimensions: (a) learning to value the use of formal arithmetic tools, and (b) learning about relevant ways of
behaving in the school mathematics practice. 相似文献