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1.
Anne Line Wittek 《Scandinavian Journal of Educational Research》2018,62(3):444-460
This article addresses writing in higher education with the primary aim of conceptualizing writing as a mediational tool. The conceptual framework consists of three concepts: learning trajectories, mediation, and recontextualization. The article describes how writing can work as a mediational tool and suggests possible implications for higher education. An empirical study from the context of initial teacher education in Norway is used for the purpose of illustration. Writing activities can mediate learning in important ways. However, design elements that make students explore, contrast, and compare different meaning potentials and position themselves within disciplinary or professional discourse are crucial when considering the potential of writing as a mediational tool in higher education. 相似文献
2.
The aim of this paper is to develop an approach that can be used in addressing the issue of the use of information technology and its importance in human meaning making. By using a combination of Wittgenstein’s work method, a sociocultural perspective on learning, and a sociotechnical perspective on artifacts a specific focus for analyses was discerned: the relation between the use-of-technology in meaning-making on one hand and the circumstances for this meaning-making on the other hand. The conversations of six groups of children, who worked with an assignment, that required that they doubted information they encountered, were video recorded and analyzed. The analyses were done in three interrelated steps. (a) The students use-of-technology in meaning making, (b) the meaning patterns that the students encounter on the web, and (c) students’ intentions and habits. Our findings show that, while the mode of reinforcement of the texts used by the students may have provided little opportunity for doubt or learning how to doubt, the students’ habits and intentions with their work determined the result of the interaction, namely copying information from the web. Taking our point of departure in this empirical illustration we discuss theoretical and methodological questions concerning the understanding of the use of information technology in educational settings. 相似文献
3.
The following text is the result of our ongoing discussions about the notion of intersubjectivity and its significance for an understanding of the process of education.Rather than merging our sometimes diverging ideas into one single line of argument, we decided to try if we could make the movement of divergence and convergence of our thoughts visible in the text itself.
Although we definitely explore different pathways, these pathways lead to a similar insight.This is, that it is not the educator who educates, but that it is the educational 'situation'—a situation constituted though not determined by the interaction between the educator and the student—which educates.This educational situation, which one of us describes as an 'in between space', emerges from the interaction between the educator and the student.In this respect we can say that it results from the difference between the partners in education.The in-between space of education is an emerging reality, which not only comes into existence as a result of the difference between the partners in education but in fact only exists in this difference.
It is precisely in this respect that the form of the following article provides an example of what we want to say about the process of education.The point is, to put it briefly, that this article contains or expresses a meaning that results from the difference between the two texts, but this meaning is neither something that can be attributed to the two texts as such (in this sense this emerging meaning is constituted though not determined by the two texts), nor—and this is crucial—is it something that can be articulated in any positive way in a third text.The interaction between our two texts therefore creates a reality that results from the difference between the texts and only exists in this difference.The order of authorship expresses the fact that the first author wrote the left column and the second author the right column. 相似文献
Although we definitely explore different pathways, these pathways lead to a similar insight.This is, that it is not the educator who educates, but that it is the educational 'situation'—a situation constituted though not determined by the interaction between the educator and the student—which educates.This educational situation, which one of us describes as an 'in between space', emerges from the interaction between the educator and the student.In this respect we can say that it results from the difference between the partners in education.The in-between space of education is an emerging reality, which not only comes into existence as a result of the difference between the partners in education but in fact only exists in this difference.
It is precisely in this respect that the form of the following article provides an example of what we want to say about the process of education.The point is, to put it briefly, that this article contains or expresses a meaning that results from the difference between the two texts, but this meaning is neither something that can be attributed to the two texts as such (in this sense this emerging meaning is constituted though not determined by the two texts), nor—and this is crucial—is it something that can be articulated in any positive way in a third text.The interaction between our two texts therefore creates a reality that results from the difference between the texts and only exists in this difference.The order of authorship expresses the fact that the first author wrote the left column and the second author the right column. 相似文献
4.
Bruce C. Ogilvie 《Quest (Human Kinetics)》2013,65(1):35-39
The hidden cumculum has served the very useful purpose in educational discourse of alerting educators to the complexity of physical education teaching and learning. However, the ambiguity of the phenomena the term attempts to describe has led to a certain notoriety, and there is now considerable confusion over the meaning of the term hidden curriculum. This paper reviews selected studies of the hidden curriculum in physical education and other literature. The aim of this review is to assess its potential for helping us to better understand physical education as a cultural practice. Building on this review, it is suggested that the terms discourse and ideology locate the hidden agendas of physical education teaching and learning within the realm of communication and meaning making. The implications of this perspective for physical education teaching and research are examined. It is suggested in conclusion that the more precise identification of the hidden curriculum as an aspect of communication and meaning making is important, given new pressures deriving from mass media and popular culture that impact on physical education teaching and learning in subtle ways. 相似文献
5.
《Quest (Human Kinetics)》2012,64(4):387-397
ABSTRACTGlobally, integrated school placements as well as inclusion as an education philosophy have emerged as influential trends in education over the past 30 years. Although used interchangeably at times, inclusion and integration are distinct. Confusion about inclusion and integration can lead to mixed messages, which oftentimes affect the education of students with disabilities in school-based physical education. The purposes of this article are twofold. First, the author will provide a brief narrative to clarify the distinction between inclusion as a philosophy and integration as a placement. Second, the author will examine whether empirical data support integrated physical education placements as being inclusive. Existing literature examining the embodied perspectives of students with disabilities, as well as previously unpublished non-fiction reflections from one man with a visual impairment, are utilized to guide the conversation about whether integrated physical education settings are providing inclusive experiences. 相似文献
6.
《Journal of moral education》2012,41(2):151-162
In recent years, research within the sociocultural perspective on moral learning has contributed important knowledge about how individuals develop their moral ability by participating in sociocultural activities. To a lesser extent, sociocultural research has focused on the role of individual continuity in these processes. The purpose of this article is to contribute to the progress of the sociocultural perspective by suggesting an approach that allows for an in situ analysis of how individuals' prior experiences take part in the processes of moral meaning‐making, which also takes sociocultural activity into consideration. The philosophical and methodological basis for this approach consists of a combination of Dewey's transactional perspective on meaning‐making and Wittgenstein's first‐person perspective on language use. The article contains an empirical example that illustrates this approach. This analysis shows how prior experiences are re‐actualised in an event and thus participate in the process of moral meaning‐making, as well as contributing to the substance of the meanings made. 相似文献
7.
In this article we formulate and analyse some of the obstacles to understanding the notion of a variable, and the use and meaning of algebraic notation, and report empirical evidence to support the hypothesis that an approach using the computer will be more successful in overcoming these obstacles. The computer approach is formulated within a wider framework ofversatile thinking in which global, holistic processing complements local, sequential processing. This is done through a combination of programming in BASIC, physical activities which simulate computer storage and manipulation of variables, and specific software which evaluates expressions in standard mathematical notation. The software is designed to enable the user to explore examples and non-examples of a concept, in this case equivalent and non-equivalent expressions. We call such a piece of software ageneric organizer because if offers examples and non-examples which may be seen not just in specific terms, but as typical, or generic, examples of the algebraic processes, assisting the pupil in the difficult task of abstracting the more general concept which they represent. Empirical evidence from several related studies shows that such an approach significantly improves the understanding of higher order concepts in algebra, and that any initial loss in manipulative facility through lack of practice is more than made up at a later stage. 相似文献
8.
This article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary PE class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of the students. It is argued that the event can be seen as a heterotopia, according to Michel Foucault a ‘counter-site’ enabling the resistance to authority, where the production of normalcy was challenged. Furthermore, even though the event happened spontaneously, the authors suggest that it can show a way towards a queer pedagogy for PE through teaching paradoxically; it indicates a preferred ethos of the lesson and the use of conceptual tools by teachers and students that make them able to intervene in the production of normalcy. 相似文献
9.
《Africa Education Review》2013,10(1):21-33
Abstract The sport-for-all movement currently evident in many countries of the world is often touted as a self-evidently desirable means of achieving physical fitness on a global scale. But is sport truly a veritable route to collective wellbeing or some fantastic aggrandisement of a Western canon? This article challenges the cherished myth that sport is essentially meant for all regardless of context. The discursive background of sport for all was viewed through the lens of political economic relations and the dominant discourse of recreation and leisure. To be sure, sport for all has the ring of commonsense viewed from the North, yet it has a different resonance when examined from the South: it is a big, staggering plot to repress and diminish the cultural significance of the indigenous games of Third World people. This article takes stock of the lessons from the Dar es Salaam Sport for All project and stresses the need for African countries to resist any homogenising sport discourses premised against the reclamation of discursively constituted local games and indigenous physical education pedagogy. It argues that precolonial African games need not be uprooted from the physical education curriculum for colonial sports to roost, as these games have locus standi where Western sports stand. It suggests the need for deconstructive discourses that are conducive to the renovation and institution of indigenous African games as a step towards maintaining cultural distinctiveness and deconstructing totalising images of physical education curriculum content. 相似文献
10.
Elizabeth Hufnagel 《International Journal of Science Education》2013,35(16):1957-1979
ABSTRACTResearch on emotions illustrates a range of emotions that students and teachers experience, both individually and as a collective, in science learning settings. However, not as much attention has been given to how opportunities for emotional expressions are framed. Since emotions and their expressions are embedded in the discourse in which they are constructed, this research sought to describe the ways in which expectations for emotional expressions were constructed during an ecology course for education undergraduates. Utilising sociolinguistics, emotional expressions were examined across and within forms of discourse (discourse events, written artifacts) to make salient how cues informed the number of emotions expressed. Data sources were ethnographic field notes, video recordings, and written artifacts from an entire semester of the course. The specific features of the emotional frames in discourse events and on written artifacts are presented. Contrast points are utilised to showcase the ways different emotional frames were constituted by the members of the course under different conditions and across discourse forms. Implications for considering how to support learners’ emotional expressions within a science classroom are discussed. 相似文献
11.
Contemporary research conversations about the utility of practice theories to professional education support the reconceptualisation of pre-service teacher education in ways that provide strong preparation for continued professional learning. This paper reports on an empirical inquiry that introduced a theoretically informed practice-based intervention in a pre-service teacher education course in order to judge the utility of such an approach for student learning. Innovations within the Study of Teaching programme illustrate the bringing together of pedagogies of observation, pedagogies of enactment, and pedagogies of reflection toward an integrated theory of teacher education that focuses on the teaching body as a central site for research and for the building of preparatory knowledge and skill for ongoing learning. Data was collected from pre-service teachers involved in the programme through video and audio recordings along with individual and focus group interviews, questionnaires and student reflection on video recordings. These were analyzed within an emerging theoretical framework derived from both practice-theoretical literature and international empirical research into core practices. Initial findings suggest that a focus on practice within pre-service teacher education may enhance traditional understandings of ‘practice-based’ approaches that situate the study of practice outside of the university, in school settings. These findings have implications for the ongoing reform of teacher education in increasingly regulated contexts framed in terms of teacher quality. 相似文献
12.
13.
Subject content is always studied within an educational context. This context is constituted by the socialization content, which can be regarded as an educational content beyond the subject content. This is the third article of three studies (this article; Sund and Wickman 2011; Sund 2008) that together form a triangulation of possible socialization content of environmental education. A common purpose for these three combined studies is to embrace and visualize the important value-laden content, which is often forgotten in discussions about the development of education for sustainable development. It is not sufficient to merely integrate more subject content matter – it may also be necessary to adapt to a changed teaching approach, which also develops content in the teaching process. Teachers’ changed approaches convey qualitatively different clusters of ‘meta-messages’ to students. The first study from authors in 2008 developed an analytical tool consisting of five important educational aspects and the second, also published in Environmental Education Research used the aspects to study teachers’ socialization content expressed in the interviews. The present study examines whether the qualitative differences in upper secondary teachers’ communicated socialization content in three selective traditions are apprehended by their students. 相似文献
14.
Nikos Kanderakis 《Science & Education》2014,23(6):1293-1308
Usually, in physics textbooks, the physical magnitude ‘work’ is introduced as the product of a force multiplied by its displacement, in relation to the transfer of energy. In other words, ‘work’ is presented as an internal affair of physics theory, while its relation to the world of experience, that is its empirical meaning, is missing. On the other hand, in the history of its creation, ‘work’ was a concept that had empirical meaning from the start. It was constructed by engineers to measure the work (labor) of motor engines, men, and animals. Very soon however this initial meaning seems to vanish. In this article, it will be looked at how ‘work’ is presented in physics textbooks, what was its initial meaning in the history of its formulation, under what circumstances this initial meaning faded, and how elements from the history of its creation can be used in the classroom to teach it. 相似文献
15.
In recent years, there has been a growing interest in pre-school children’s meaning-making and learning in education for sustainability. Young children should be recognized as ‘agents for change’ and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for sustainability field. However, only a few research reports are presented on the subject. In this paper, our purpose is to examine empirically how agency is constituted when pre-school children explore science-related issues in a context of education for sustainability. The empirical material consists of video-recording sequences of four- to five-year-olds. In the analysis, we use a methodological approach based on Dewey’s pragmatist philosophy. We describe what a small group of children are doing and their ‘course of action’ towards ‘fulfilment’. In view of this, agency is explained as something that children achieve together in transactions rather than something they possess. Furthermore, the findings show the significance of the aesthetic relations in the constitution of agency. At the end of the article, we also discuss agency in relation to the ongoing debate on participation in young children’s meaning-making for sustainability. 相似文献
16.
《Quest (Human Kinetics)》2012,64(2):105-115
This paper is based on a keynote lecture delivered at the International Association of Physical Education in Higher Education 2011 Conference, University of Limerick, on the sub theme: Technologies in Support of Physical Education, Sport, and Physical Activity. The paper outlines and illustrates a framework: narrative technology, which can be used for designing computing to support and enhance physical education, sport and physical activity. The framework is based on a ternary of foundational concepts: (1) physical engagement, (2) narrative, and (3) interactive technology. The paper outlines the theoretical basis of the approach, which is informed by contemporary debates and themes in education and educational technology, including: narratology, embodied design (or design for embodiment), and interactivity. Furthermore, from an empirical and practical perspective, two examples of the use of different types of computing are presented and discussed. The first intervention that is outlined focuses on the use of novel ubiquitous computing to enhance physical engagement, interpretation and interactivity. The second instantiation of computing illustrates how more widely available, “everyday'' technologies can be used to support and enhance large-scale creative and collaborative physical education. The purpose of the paper is to demonstrate current and future potential of technology, and support creative and novel perspectives on how information and communications technologies can be used to enhance physical education, sport and physical activity. 相似文献
17.
Elizabeth Rata 《International Studies in Sociology of Education》2013,23(2):109-128
The sociology of education in New Zealand, as in other countries, is affected by the dilemma inherent to the discipline, namely: is it a sociology of education or a sociology for education? In this article I analyse three factors in which the dilemma is played out: ‘cultural oppositionism’ in the indigenous (kaupapa Maori) approach, critical policy research and the role of empirical research. I argue that a sociology for education is fundamentally weakened by its politicisation, a flaw not helped by the difficulties in drawing political goals from moral imperatives. In contrast a sociology of education, which uses the strengths of empirical research and theoretical analysis, offers the better hope of renewal for, what is, in New Zealand, a moribund discipline. 相似文献
18.
Jason Ranker 《Pedagogies: An International Journal》2017,12(2):196-218
This article presents an analysis of a digital video created by a student (age 13) in a classroom setting. Since sign functioning is a key focus in theories of meaning making as it occurs through language and through other modes, my analysis focuses on the relations between signifiers as they are inscribed in her video. This analysis explores new ways to use a theory of signification as a lens for considering, interpreting, and conceptualizing student video creations. My analysis focuses on how the focal student’s video is constituted by signifiers (gestural, actional, object, and spoken) that are arranged into chains of signifiers. These signifiers come into relation, combination, and association with one another across varying degrees of difference and similarity, both delimiting and opening up their possible meaning potentials. This analysis provides a heuristic that offers a signifier-based method of interpreting student-created digital videos, conceptualizing them as composed of signifiers drawn from across modes. This study also offers ways to recognize how creative or novel uses of the medium involve complex semiotic association and dissociation processes occurring in multiple modes. 相似文献
19.
Modeling is a major topic of interest in mathematics education. However, the field’s definition of models is diverse. Less is known about what teachers identify as mathematical models, even though it is teachers who ultimately enact modeling activities in the classroom. In this study, we asked nine middle school teachers with a variety of academic backgrounds and teaching experience to collect data related to one familiar physical phenomenon, cooling liquid. We then asked each participant to construct a model of that phenomenon, describe why it was a model, and identify whether a variety of artifacts representing the phenomenon also counted as models during a semi-structured interview. We sought to identify: what do mathematics teachers attend to when describing what constitutes a model? And, how do their attentions shift as they engage in different activities related to models? Using content analysis, we documented what features and purposes teachers attended to when describing a mathematical model. When constructing their own model, they focused on the visual form of the model and what quantitative information it should include. When deciding whether particular representational artifacts constituted models, they focused on how the representations reflected the system under study, and what purposes those representations could serve in further understanding that system. These findings suggest teachers may have multiple understandings of models, which are active at different times and reflect different perspectives. This has implications for research, teacher education, and professional development. 相似文献
20.
The synthesis of subject and pedagogy for effective learning and teaching in primary science education 总被引：1，自引：0，他引：1
《British Educational Research Journal》2004,30(6):819-839
The issue of science subject knowledge, and how to address the demands of this for both practising and trainee primary teachers, has constituted a core research enterprise in recent decades. The Professional Standards for Qualified Teacher Status entail considerable conceptual demands for many primary trainees. Generating meaningful causal explanations of scientific phenomena lies at the heart of both the scientific endeavour itself, and of effective classroom teaching. To focus on knowledge acquisition per se in teacher education, however, obscures the critical issue of subject‐related pedagogical knowledge that ultimately influences classroom practice. This article explores the development of both subject knowledge and subject‐related pedagogical knowledge in science education. It is informed by science education literature, as well as by a substantial body of empirical research into trainees' learning of aspects of physical science accumulated over a five‐year period. Learners' perspectives of the synthesis of subject and pedagogy raise important questions concerning the nature of teacher education. 相似文献