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1.
Many studies into learners’ ideas in science have reported that aspects of learners’ thinking can be represented in terms of entities described in such terms as alternative conceptions or conceptual frameworks, which are considered to describe relatively stable aspects of conceptual knowledge that are represented in the learner’s memory and accessed in certain contexts. Other researchers have suggested that learners’ ideas elicited in research are often better understood as labile constructions formed in response to probes and generated from more elementary conceptual resources (e.g. phenomenological primitives or ‘p‐prims’). This ‘knowledge‐in‐pieces perspective’ (largely developed from studies of student thinking about physics topics), and the ‘alternative conceptions perspective’, suggests different pedagogic approaches. The present paper discusses issues raised by this area of work. Firstly, a model of cognition is considered within which the ‘knowledge‐in‐pieces’ and ‘alternative conceptions’ perspectives co‐exist. Secondly, this model is explored in terms of whether such a synthesis could offer fruitful insights by considering some candidate p‐prims from chemistry education. Finally, areas for developing testable predictions are outlined, to show how such a model can be a ‘refutable variant’ of a progressive research programme in learning science.  相似文献   

2.
ABSTRACT

Randomised controlled trials (RCTs) are increasingly used to evaluate educational interventions in the UK. However, RCTs remain controversial for some elements of the research community. This paper argues that the widespread use of the term ‘gold standard’ to describe RCTs is problematic, as it implies that other research methods are inferior. The usefulness of RCTs can be greatly enhanced when used in conjunction with implementation-specific measures (e.g. observation tools, attitude/engagement surveys and interviews). The proposal is advanced through case studies of two evaluations. One relates to the development of science subject leader skills and expertise at primary school level and the other to co-operative learning of primary maths. Both evaluations randomised schools to the intervention or the business-as-usual control, and compared impact using subject knowledge tests. Integral to each study was a process evaluation which looked at evidence from classroom practice along with feedback from the teachers and pupils themselves. We contend that this enabled much more holistic and richly interpretative pieces of research. The paper concludes that privilege for particular paradigms should be set aside when designing effective evaluations of educational interventions, and that it is insufficient to ask ‘what works?’ without also asking ‘why?’, ‘where?’ and ‘how?’.  相似文献   

3.
In modern, Western societies the purpose of schooling is to ensure that school‐goers acquire knowledge of pre‐existing practices, events, entities and so on. The knowledge that is learned is then tested to see if the learner has acquired a correct or adequate understanding of it. For this reason, it can be argued that schooling is organised around a representational epistemology: one which holds that knowledge is an accurate representation of something that is separate from knowledge itself. Since the object of knowledge is assumed to exist separately from the knowledge itself, this epistemology can also be considered ‘spatial.’ In this paper we show how ideas from complexity have challenged the ‘spatial epistemology’ of representation and we explore possibilities for an alternative ‘temporal’ understanding of knowledge in its relationship to reality. In addition to complexity, our alternative takes its inspiration from Deweyan ‘transactional realism’ and deconstruction. We suggest that ‘knowledge’ and ‘reality’ should not be understood as separate systems which somehow have to be brought into alignment with each other, but that they are part of the same emerging complex system which is never fully ‘present’ in any (discrete) moment in time. This not only introduces the notion of time into our understanding of the relationship between knowledge and reality, but also points to the importance of acknowledging the role of the ‘unrepresentable’ or ‘incalculable’. With this understanding knowledge reaches us not as something we receive but as a response, which brings forth new worlds because it necessarily adds something (which was not present anywhere before it appeared) to what came before. This understanding of knowledge suggests that the acquisition of curricular content should not be considered an end in itself. Rather, curricular content should be used to bring forth that which is incalculable from the perspective of the present. The epistemology of emergence therefore calls for a switch in focus for curricular thinking, away from questions about presentation and representation and towards questions about engagement and response.  相似文献   

4.
This paper presents some initial ideas on how the theoretical concepts of the ‘insider’ and the ‘outsider’ might be re-examined in an era where advances in comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced. Earlier essentialist definitions of the outsider as detached and objective, and the insider as culturally embedded and subjective, are re-examined and set within an international research and teaching context that recognises the increased migration of people, ideas and educational policies. It is argued that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being ‘inside’ or ‘outside’ systems, professional communities or research environments. Such essentialist notions, which often underpin the production of large-scale, international datasets of pupil achievement, need to be challenged so that more complex understandings can inform not only new methods of research design, research ethics, data collection and analysis, but also the creation of new knowledge, giving more validity to related education policy making. We recognise that individual and group identities can be multiple, flexible and changing such that the boundary between the inside and the outside is permeable, less stable and less easy to draw. The concept of a ‘third’, liminal space may have the potential to encourage new meaning which is constructed on the boundary between worlds where historical, social, cultural, political, ethical and individual understandings meet.  相似文献   

5.
Schools are currently suffering from considerable ‘innovation overload’ with multiple changes being demanded by the Education Reform Act and other sources. Tom Peters (1988) has argued that a similar turbulent situation exists in US business and industry and suggests that the most successful companies are those which are able to ‘Thrive on Chaos’. LEAs and schools need knowledge and skills about school improvement and this article attempts to provide research‐based information to help them cope with innovation and improve teaching and learning.

School improvement is seen as a combination of previous research on the management of change and school effectiveness. Eight factors which seem to be related to effective schools are listed and knowledge about the change process is used to consider how a school could be improved. In order to offer practical help to LEAs and schools a set of guidelines is provided and recent research findings are discussed under each heading. The article concludes with an outline of a possible LEA school improvement project, involving a set of stages.  相似文献   

6.
This paper considers how the school science curriculum can be conceptualised in order to address the contingent and complex nature of environmental and sustainability‐related knowledge and understanding. A special concern lies in the development of research perspectives and tools for investigating ways, in which teachers are faced with complex and various situations in the sense‐making of science‐related issues, and subsequent pedagogic issues. Based on an empirical examination of Korean teachers’ sense‐making of their curricular practice, the paper develops a narrative approach to teachers’ perspectives and knowledge by considering the value of stories as sense‐making tools for reflective questioning of what is worth teaching, how and why. By employing the idea of ‘repertoire’, the study regards teachers’ stories about their environment‐related personal and teaching experiences as offering angles with which to understand teachers’ motivation and reflection in curricular development and implementation. Furthermore, three empirical cases present ways in which the nature of knowledge and understanding is recognised and potentially integrated into pedagogies through teachers’ narratives. Finally, the paper argues for the need to reconsider the role of the science teacher in addressing environmental and sustainability‐related issues, in ways that facilitate teachers’ reflexive interpretation of meanings in cultural texts and the construction of pedagogic text.  相似文献   

7.
This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in academic identity and to be better able to support academics’ ‘role making’ within and across different worlds of practice. Data from semi-structured interviews with 18 academics at a Dutch new university were analysed using a grounded theory approach. This revealed six well-rounded academic identities reflecting participants’ personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’, ‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research work process’ and ‘liaison officer’. The researcher role served to promote the overall development of participants’ identities. The ‘disciplinary expert’ matured through participation in the academic world and research activities. Participants discovered what ‘being’ and ‘becoming’ a researcher in the new university might entail, and contributed to the professions’ knowledge base. Participants learned to apply various research-based teaching approaches. As brokers, they linked research projects to practices in meaningful ways. The six identities embodied an emergent power in creating and preserving a complete academic profession. Participants’ accounts showed tensions inherent in an extended role portfolio and constraints in ‘role making’ given inconsistencies between the university’s espoused research mission and the one in use. These imply challenges for university managers in aligning policies and practices, and scaffolding academics’ attempts to integrate their academic roles in different worlds of practice.  相似文献   

8.
Profound misunderstandings of the implications of rhyme and analogy research (sometimes called ‘new phonics’) for classroom teaching still appear regularly in the reading literature. It has been argued that ‘rhyme and analogy’ researchers do not believe in teaching children grapheme-phoneme correspondences (Chew, 1997). Rhyme and analogy has also been branded as ‘analytic phonics’, which is argued to be inferior to ‘synthetic’ phonics (Watson and Johnston, 1999). Such misconceptions are confusing the debate over how best to teach ‘phonics’, following the publication of the National Literacy Framework (DfEE, 1998). For example, some authors are suggesting that teachers should replace an emphasis on phonological awareness and onset-rime with a teaching programme based on ‘synthetic’ phonics (Deavers and Solity, 1998; Watson and Johnston, 1999). This paper discusses the implications of Goswami and Bryant’s (1990) theory about important causal connections in reading for classroom teaching, and reviews more recent ‘rhyme and analogy’ research within this framework. New research on the nature of the English spelling system and the representation of linguistic knowledge is also discussed. The importance of taking a balanced approach to phonics instruction and teaching children correspondences between letters and phonemes and letter sequences and rimes is emphasised.  相似文献   

9.
Background Over the past four decades there have been a number of controversies arising from the discussion of ‘equity’ and ‘equality’. These concepts are often invoked by policy analysts, policy-makers, government officials and scholars in order to justify or critique resource allocation to different levels of the educational system.

Purpose By creating a new equality–equity goal-oriented model, which allows the combination of different dimensions for each concept with different stages of the educational process, this paper aims to achieve two purposes: (1) to clarify among researchers, educators, evaluators, policy analysts, and policy-makers the notions of ‘equality’ and ‘equity’; and (2) to encourage researchers and evaluators to critically examine and synthesize equality/equity-based research.

Sources of evidence A review of the literature concerning the meaning, goals and assumptions of the concepts ‘equity’ and ‘equality’, and their implications for social and public policy, is presented.

Main argument A survey of recent and earlier debates on ‘equity’ and ‘equality’ among scholars and researchers reveals disagreement and confusion about what those concepts really mean and what they involve in terms of goals and results. It is debatable whether we can have ‘equity’ and ‘equality’ in a society that prioritizes efficiency in resource management over social justice. Certainly, such questions have shaped and guided many discussions and theoretical debates among scholars, policy analysts and policy-makers.

Conclusions Most of the definitions of ‘equity’ and ‘equality’ are frequently used by many researchers, evaluators, policy-makers, policy analysts, scholars and educators as if they were interchangeable. Instead of arguing for a unique or simple conception of ‘equity’ and ‘equality’, a set of definitions of those concepts as well as a discussion related to theoretical and policy issues associated are presented. In order to avoid that confusion, the equality–equity model developed in this paper suggests several new directions for analysis and research. It provides some ideas about how ‘equity’ (i.e. ‘equity for equal needs’, ‘equity for equal potential’ and ‘equity for equal achievement’) and ‘equality’ (i.e. ‘equality of opportunity’, ‘equality for all’ and ‘equality on average across social groups’) could be treated and measured in future research in relation to different features of the educational process (availability of resources, access, survival, output and outcome).  相似文献   

10.
Measurable targets, key performance indicators, value for money – whatever we may think of the ‘impact agenda’, it looks like it is here to stay. Are we trapped in a positivist, new managerialist spiral of demonstrating the value of our work, or can we take the lead in reframing the discourse on how educational development proves its worth? This paper suggests that how we gather and present evidence is currently not fit for the purpose of demonstrating the value of educational development to our institutions. The paper argues that reconceptualising ‘impact’ as ‘evidencing value’ could release us from inadequate or instrumental approaches to evaluation. Evidencing does involve measuring and evaluating, but it also acknowledges the role of judgement, experience, and contextual knowledge in determining what needs to be evaluated, and how. It allows us to reconfigure what can legitimately be included in our heterogeneous mix of evaluation data. Examples of frameworks which might support us in evidencing value are offered.  相似文献   

11.
This article discusses how the ‘funds of knowledge’ approach (FoK) offers a socially just alternative to the logics of capital, by drawing on knowledge assets from students’ family and community lifeworlds to build engaging and rigorous learning, supporting school–community interactions that build capacities. We explain how we applied FoK in an action research project – Redesigning Pedagogies in the North (RPiN) – to design curriculum and pedagogy in schools of a high-poverty region. With reference to RPiN, we also observe how high-poverty regions, and their schools, appear to be undergoing complex unsettlements, as effects of globalisation, which raise problematic questions about who/what is ‘the local community’. We argue that this calls for new thinking, both sociological and ethical, which can refine the FoK approach to take fuller account of the diverse and complex spaces of social-historical life in new times. We conclude by considering a pedagogical approach through which learners in such regions can re-imagine hopeful forms of community.  相似文献   

12.
Over the past 30 years research has generated considerable insights into children's ideas related to science and the process of conceptual change. Using this knowledge to inform teaching is not straightforward. This paper outlines some general guidelines for teaching for conceptual development and then focuses on the introduction of new ideas in the primary classroom. Two pieces of teaching, about light and electricity, are used to exemplify how relevant ideas of science can be introduced and related to children's thinking and to everyday phenomena. The role of the teacher in 'talking ideas into existence' is discussed and directions for future research identified.  相似文献   

13.
Research has shown that how principles and tools related to Assessment for Learning (AfL) are taken up by teachers can significantly impact how assessment initiatives are realised. However, questions remain about how teachers develop new resources for use in local contexts, and what these processes entail. This article examines such processes in the context of teacher teams, using the notion of ‘knowledge work’ to denote the creative and constructive work that teachers carry out when they work together upon AfL-related principles and tools. The analyses contribute to existing research by illuminating the micro-dynamics of teachers’ work with assessment resources, and examining different forms of epistemic actions that constitute this process. In conclusion, the paper discusses how teacher collaboration may inform AfL initiatives in significant ways, and argues that teachers’ constructive and collaborative knowledge work needs to be more fully recognised in the context of AfL initiatives.  相似文献   

14.
The research that is the subject of this paper set out to interrogate pre-service teachers’ responses to issues of national identity, ideology, and representation in contemporary multicultural Canadian picture books. While the research focused on whether and how the literature could serve to inform and broaden pre-service teachers’ conceptualizations of diversity, we retrospectively decided to re-visit the focus group and interview data to know which of the 70 picture books had most engaged the teachers and why. We critically consider the implications of teachers’ attachments for social justice education and teachers’ cultivation of a critical, ‘borderlands’ discourse aware of self and open to others. The research suggests that a significant source of teacher knowledge and thinking is lodged in teachers’ personal memories of childhood texts, called touchstones. Touchstones were a place from which teachers implicitly began; certain stories struck particular chords, chords largely attributable to childhood memories. Most intertextual connections were personal, with some tangential to the text. While touchstones performed different functions depending on the subject position of the pre-service teachers, they pointed to the existence of an underlying position of teacher as nostalgic subject. Given the importance of this subject position for teachers’ responses to picture books, we explore critical reconceptualizations of nostalgia that can support the development of borderland discourses. We suggest that pre-service teachers need to be invited to individually and collectively examine their responses to both old and new touchstone stories. More nuanced research also needs to be conducted on the role of nostalgia in teacher formation, how it influences teacher practice, and how to best design teacher education courses to foster ‘borderland discourses’ related to the storying of teacher identity, especially with respect to popular ‘collectibles’ and core teaching texts like picture books.  相似文献   

15.
In changing times for higher education that are dominated by a neoliberal ideology, we set out to uncover how Heads of Departments (HoDs) perceive their role with respect to supporting their staff and their academic freedom. Freedom to pursue academic research is seen as key to the generation of new knowledge yet it is potentially constrained by funding regimes and university accountability systems. As HoDs operate at the interface between university systems and individual academic projects, how they perceive their role can have a profound influence on the working environment of their departmental staff. The research study is located in two successful departments in a research intensive university in England. The study shows that the HoDs were not captured by the neoliberal discourse and aimed to protect their staff so they could ‘get on with their work’. In so doing they interpreted university demands to the best advantage of their departments but were not active in challenging university driven changes, thus raising questions about the effects of accommodating to change, so risking incremental change, and of how less successful departments might be able to protect their staff and their academic freedom.  相似文献   

16.
Abstract

The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’ knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’ gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work.  相似文献   

17.
The ‘theory-practice divide’ in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator’s authority to determine what is relevant educational theory. This research aimed to explore student teachers’ views of ‘educational theory’ and how it was discursively positioned relative to their practice in an attempt to examine whether their acceptance or rejection of it was also related to accepting the authority of the teacher educator. Using one-to-one interviews with 23 student teachers and employing a discourse analysis, four categories of students emerged. The paper describes these four categories and discusses the implications of these findings for initial teacher education and our understanding of the ‘theory-practice’ gap.  相似文献   

18.
This article argues that, as tutors, we are bound not only by the rules of contract law (i.e., to avoid breaching the terms of that which was agreed to), but also by our duty of care, and the principles of human rights law that protect the right to education. We must strive to avoid negligent acts and any potentially harmful practices or policies. Looking to recent litigation, we are bound also to provide useful, meaningful guidance on how learners might best achieve—and subsequently evidence—high levels of intellectual attainment and wider ‘learning gains.’. The concepts of fairness and equitable treatment are key, especially where universities have agreed to widen access and improve opportunities. With the protection of vulnerable learners increasingly leaning towards the provisions—and promises—of human rights law, a sort of estoppel‐led ‘trusteeship’ (over shared knowledge and learning processes) can perhaps also be inferred.  相似文献   

19.

This paper is a part of an extensive project on the role of intuitive rules in science and mathematics education. First, we described the effects of two intuitive rules ‐‐ ‘Everything comes to an end’ and ‘Everything can be divided’ ‐‐ on seventh to twelfth grade students’ responses to successive division tasks related to mathematical and physical objects. Then, we studied the effect of an intervention, which provided students with two contradictory statements, one in line with students’ intuitive response, the other contradicting it, on their responses to various successive division tasks. It was found that this conflict‐based intervention did not improve students’ ability to differentiate between successive division processes related to mathematical objects and those related to material ones. These results reconfirmed that intuitive rules are stable and resistant to change. Finally, this paper raised the need for additional research related to the relationship between intuitive rules and formal knowledge.  相似文献   

20.
This ethnographic study investigates cooperation between homes and schools in a Danish context from the perspective of ‘ethnic minority fathers’. I analyse how experiences of an ‘implicit’ mistrust can make ethnic minority fathers reluctant to cooperate with child institutions such as schools. It is argued that this mistrust is related to a hegemonic negative image of these fathers as oppressive, aggressive, and/or absent and careless. To conceptualize this mistrust, I argue for the concept of ‘mistrusted masculinity’. The analysis directs attention to the rhythms of the fathers’ everyday lives, offering examples of how the absence of some ethnic minority fathers in home–school cooperation may be explained by long working hours and ‘constraining jobs’. The research found that a ‘new role of the father’ is evident in the behaviours and attitudes of both ‘native Danish fathers’ and ethnic minority fathers.  相似文献   

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