共查询到20条相似文献，搜索用时 31 毫秒
1.
Abstract The quality of outdoor leadership is an important factor in providing safe and enjoyable adventure education experiences for participants. A framework model of outdoor adventure decision making is described and proposes ongoing decisions by expert leaders is about finding an ideal balance of challenge (the interaction of risk and competence). The model draws on naturalistic decision making (NDM) processes and emphasises the importance of situational recognition and prior experience as the basis for sound decision making. The complexity of the socio-cultural environment is recognised with key information being drawn by the leader from the natural environment, people and goals. The model predicts that if situations of over or under-challenge exist then steps are taken to increase or reduce the challenge level accordingly. Failure to recognise or act on critical information leads to crisis situations. Two case studies are presented in support of the model. 相似文献
2.
Linkages between cognitive and social dialogue patterns during collaborative small-group discussions
BackgroundCollaborative small-group discussions have the potential to promote reading comprehension, critical thinking, and argumentation. However, few studies have gone beyond cognitive processes to understand the social characteristics of dialogue and their potential contributions to students’ cognitive processing in turn-by-turn dialogic exchanges.AimsThis study closely examined dialogues between speakers and addressees regarding their levels of cognitive processing (i.e., cognitive dialogue patterns) and social processes reflecting social cohesion (i.e., social dialogue patterns). The aims were to understand, first, the relations between students' cognitive dialogue patterns and their social dialogue patterns, and second, the relations between students' cognitive dialogue patterns and peers’ social dialogue patterns.SampleThis study included 4070 speaking turns generated by 120 fifth-graders in 60 small-group discussions.MethodsStudents participated in small-group discussions, called Collaborative Social Reasoning. Dialogue between pairs of group members formed social networks, based on which Exponential Random Graph Models (ERGMs) were specified.ResultsFindings showed that speakers' social dialogue patterns were associated with their cognitive dialogue patterns. However, receiving social dialogue patterns from peers did not always predict students’ advanced types of cognitive dialogue patterns.ConclusionsThis study demonstrated that cognitive and social aspects of small-group discussions are intricately linked, and that encouraging social cohesion does not guarantee that students will engage in collaborative and critical discussions. 相似文献
3.
Chris Campbell Wolff-Michael Roth Alfredo Jornet 《European Journal of Engineering Education》2019,44(3):294-311
ABSTRACTCollaborative design is recognised as being shaped by complex social, cognitive, material, and technical processes. In the case of design decision-making, however, the social dimension has yet to be fully understood as the product of the whole team dynamic rather than as simply the sum of the individual (cognitive) contributions. This paper examines the interactional work teams of first-time design students do that produces decisions in undergraduate engineering design projects. Close analysis of decision-making episodes, recorded in design meetings in a yearlong ethnographic study, reveals the joint social and situated work teams do to produce decisions. Students were found to do decision-making via three overlapping phases that were invariant across the database: (i) Design options emerge, (ii) teams orient to design options, and (iii) design decisions come off. This paper exemplifies these phases of decision-making as inherently – and not just incidentally – social, and illustrates how decisions are produced in novice design teams via these phases in multifarious ways. We argue for an explicit retrospective focus on the processes and consequences of team decisions following projects as an avenue for fostering the development of design judgment that engineering graduates will take into their professional practice. 相似文献
4.
Trudi L. Volk 《The Journal of environmental education》2013,44(1):3-17
Abstract With the ultimate goal of providing safe, high-quality experiential educational opportunities, decision making on the part of the outdoor instructor has become a critical component in successful programming. Within the outdoor pursuits setting, decisions can be categorized by specific situations and by the person or group affected by the decisions. In addition, decisions can be classified according to the frequency and severity of the consequences of a wrong choice. Correct decision making can be hindered by a variety of situations, such as stress and adversity, which are often present in the outdoor setting. Despite these problems, a number of techniques, such as consensus decision making, can aid the outdoor instructor in making correct decisions. 相似文献
5.
AbstractMassive open online courses (MOOCs) offer opportunities for professional development of environmental educators globally, yet we lack understanding of participants? cognitive and social learning processes and of how instructors can enhance these processes. Based on the Community of Inquiry framework, we used a survey and coded participant discussion board and Facebook posts to examine the cognitive, social, and teaching presence in the Environmental Education: Transdisciplinary Approaches to Addressing Wicked Problems MOOC, offered by Cornell University. Rather than train educators in a specific curriculum, the goal of the MOOC is to expand educators? critical and transdisciplinary thinking about the field of environmental education and to enhance social interactions to support learning, educators, and knowledge co-creation. Results indicate that cognitive presence is higher on the discussion board whereas social presence is higher on Facebook. Over half of cognitive posts focused on exploration, a lower level of learning, whereas just less than a fifth reflected higher level integration, suggesting room for enhancing cognitive learning. Our results suggest strategies to encourage higher levels of thinking and more meaningful social interactions to foster learning, educator support, and co-creation of knowledge, thereby improving online professional development. 相似文献
6.
Michele D. Bunn 《The American journal of distance education》2013,27(1):55-68
Abstract Distance education planners make complex decisions that result in substantial investments and have long‐term implications. This article provides a framework to categorize planning issues into four distinct program stages and three decision areas. The framework brings to the surface and highlights numerous areas of uncertainty and potential disagreement among decision makers and provides an organizing backdrop to improve the distance education planning process. 相似文献
7.
Reid A. Bryson 《The Journal of environmental education》2013,44(2):4-5
ABSTRACT:This paper synthesizes what the empirical literature reports regarding what can best be learned outdoors. The review suggests that the outdoors may be effective in stimulating critical thinking, increasing problem-solving skills, and developing concepts rather than rote memory. Little evidence was found to support claims for the superiority of teaching language development in the outdoors. The empirical literature offers qualified support to those who advocate the value of outdoor education in facilitating cognitive development in the areas of environmental education and general science, but the evidence must be regarded as tenuous and uncertain. Much of the research which has been reported falls short of the scientific standards necessary for it to make meaningful contributions to this debate. 相似文献
8.
This article examined the role of environmental interaction in interdisciplinary thinking and the use of different knowledge resource types. The case study was conducted with two classes (N?=?40) of 8th-grade students, ages 13 to 14. The outdoor trail aimed to help students synthesize history, geography, and science knowledge. Two groups’ discourse from each class was audio-recorded and transcribed for content analysis. We coded the discourse to examine: (i) the use of different knowledge resource types (i.e., contextual resource, new conceptual resource, prior knowledge resource); (ii) the relationship among these knowledge resource types; and (iii) evidences of interdisciplinary thinking. Findings showed that contextual resources enhanced students’ capacity to develop new conceptual resources and to activate prior knowledge resources. Further, about 80% of students’ discourse demonstrated interdisciplinary connections of two subjects. 相似文献
9.
Peggy P. Chen Sarah M. Bonner 《Assessment in Education: Principles, Policy & Practice》2020,27(4):373-393
ABSTRACT We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL model with CA to create the CA:SRL framework in four stages: (1) pre-assessment, (2) the cycle of learning, doing, and assessing, (3) formal assessment, and (4) summarizing assessment evidence. We elucidate how SRL processes are involved at each stage and can be drawn on to support learning development and teacher understanding and co-regulation of learning. This framework is important in that it depicts how assessment and learning processes interact dynamically for both teachers and students in classrooms, and demonstrates that such interactions encompass the full breadth of purposes in CA, from planning through summation of evidence. 相似文献
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11.
Jacquelyn Bessell Patricia Riddell 《Changing English: An International Journal of English Teaching》2016,23(4):326-334
ABSTRACTEvidence suggests that some cognitive processes are based on sensorimotor systems in the brain (embodied cognition). The premise of this is that ‘Biological brains are first and foremost the control systems for biological bodies’. It has therefore been suggested that both online cognition (processing as we move through the world) and offline cognition (processing through reflection) might be body-based. We tested whether acting out or thinking movements relevant to a poem would therefore improve memory for the poem. Here, we discuss the results of this study in relation to embodied cognition. 相似文献
12.
This article investigates some of the administrative processes involved in setting up the School Organisation Committee (SOC) in one Shire County in England. Labour central government wants SOCs inter alia to make decisions on the planning and provision of school places 'more local and to speed up the process' that previously involved often lengthy periods of consideration of cases by the Secretary of State for Education. Local politicians' views on the SOC and the implications for local-central power relations are reported in this article. 相似文献
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14.
Cognitive and metacognitive learning processes might not only functionally complement but also set the stage for each other. To address potential stage-setting effects between these processes, we conducted two experiments in which we varied whether students were prompted to engage in the cognitive processes of organization and elaboration prior to using the metacognitive processes of comprehension monitoring and remediation planning as well as implementing their remediation plans (cognitive-first sequence), or vice versa (metacognitive-first sequence). As the medium for engaging in these processes we used learning protocols, which were performed as follow-up activity to a lecture or regular lessons. We consistently found that the learners in the metacognitive-first groups outperformed their counterparts regarding the quality of the executed organization and metacognitive processes. We conclude that cognitive and metacognitive processes can influence each other's quality; however, they do not necessarily set the stage but can also damage the stage for each other. 相似文献
15.
Metacognition is a person’s ability to think about their own thinking, to think about their own cognitive ability and knowledge
and then to take the appropriate regulatory steps when a problem is detected. Although considerable research has examined
the level of such ability in various contexts, there has been relatively little study on whether metacognition can be improved
with experience. The present research examined this question for both general (lifetime experience) and item-specific (repetition)
experience. Metamemory calibration (correlations between memory predictions and performance) and planning (correlations between
memory predictions and study decisions) were examined in both young and older adults. The results indicated that both calibration
and planning efficiency increased only with item-specific experience, and even though calibration benefited from experience
equally for young and older adults, only younger adults showed better improvement in planning with experience.
相似文献
| Katherine D. ArbuthnottEmail: |
16.
Ester Aflalo Revital Montin Ayala Raviv 《Research in Science & Technological Education》2020,38(2):208-226
ABSTRACTBackground: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning.Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions.Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study.Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students’ perceptions were examined by means of a questionnaire about environmental values and the learning experience.Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability.Conclusions: These findings suggest that learning in the natural environment is valuable: Alongside the fostering of computerized learning, it is also important to promoteoutdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching. 相似文献
17.
Abstract Emphasizing critical thinking in teacher education could potentially increase society's effectiveness in addressing national and international problems. This linkage between teacher education and societal problem solving is predicated on three major possibilities: (a) Increased emphasis on critical thinking in teacher education will increase the emphasis on critical thinking in K‐12 education, (b) increased emphasis on critical thinking in K‐12 will lead to increased use of critical thinking within society, and (c) increased use of critical thinking among society's leaders and citizens will produce better problem solving at a societal level. The proposed linkage between teacher education and societal problem solving is anchored in three aspects of critical thinking: disposition toward critical thinking, cognitive skill in critical thinking, and information bases for critical thinking. 相似文献
18.
Peter S. Bunyan Margaret R. Boniface 《Journal of Adventure Education & Outdoor Learning》2013,13(1):37-44
Abstract Research in outdoor and adventure activities has frequently focused on participant outcomes but has seldom sought to understand the experiences of the leader. This case study evaluates changes in the anxiety of a leader during an eight day residential experience for 30 Physical Education students, based in the Langdale Valley (English Lake District). A one way analysis of variance revealed significant differences in the self confidence scores of the leader measured using the CSAI-2 for the time prior to the group completing a ridge walk supervised by members of the teaching team, and prior to the group's self contained two day expedition (p=0.048). The data also supports a general trend of higher cognitive and somatic anxiety before the group activities commenced in the morning and last thing at night. Qualitative information in the form of field diary entries supported that increases in anxiety and a reduction in self-confidence were symptomatic of instances where the leader felt that they could not directly influence event outcomes. This study recognises a potential need for leaders to consider the implementation of strategies to manage stress levels during extended residential periods, although further research is required to more fully understand the phenomenon of leader anxiety. 相似文献
19.
Maria Rönnlund Kristina Ledman Mattias Nylund Per-Åke Rosvall 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):302-318
Background: This article presents an analysis of how critical thinking is contextualised in everyday teaching in three vocational education and training (VET) programmes: Vehicle and transport, Restaurant and management, and Health and social care.Purpose: The main question addressed is: What knowledge discourses permeate different VET-contexts, and hence what kinds of opportunities for critical thinking do they offer students?Method: The qualitative analysis draws on data from a four-year ethnographic project exploring learning processes that can be characterised as civic education in Swedish vocational education. The analysis presented here used data collected during 85 days of observations of teaching in six VET classes, interviews with 81 students and 10 teachers, and collected teaching material. To explore why some contextualisations provided more opportunities and encouragement for critical thinking than others, we applied Bernsteinian concepts of ‘horizontal and vertical knowledge discourses’ and ‘discursive gaps’.Findings and conclusions: Overall, teaching that was observed focused primarily on ‘doing’. However, in all three programmes, the analysis identified that there were also situations that touched upon critical thinking. Three major themes were identified: critical thinking related to ‘Personal experiences’, ‘The other(s)’ and ‘Wider perspectives’. It appeared that the frequency and nature of such situations varied with the knowledge discourses permeating the programme. Furthermore, we discuss the manifestations of critical thinking in relation to the wider context of what Bernstein refers to as pedagogic rights; individual enhancement, social inclusion and development of the competence and confidence to participate in political processes. 相似文献
20.
Tiny Arora 《Pastoral Care in Education》2013,31(3):11-15
James Park, the director of Antidote, criticizes those who believe that the most important task of education is to develop cognitive abilities, without any particular regard for emotional development. He argues that such an approach leaves individuals ill equipped to engage with the challenges that life throws in their path. He feels that, in spite of the recognition in the new National Curriculum Guidance of the significance of emotional processes on learning, government policy as a whole does not always appear to acknowledge this. In his view, ‘feeling and thinking, are engaged in a continuous dance. Individuals who can gracefully glide between the two modes bring energy to the task of learning and thinking’. He goes on to outline the key competencies that individuals require to achieve this, and suggests that these are most effectively achieved through dialogue ‘talking together in ways that allow individuals to understand the thoughts, feelings and values of each other’. The paper concludes with an explanation of the work and aims of Antidote. 相似文献