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1.
R. Nityananda 《Resonance》2001,6(9):8-18
In many real life situations, we have to draw conclusions from data which are not complete and have been affected by measurement
errors. Such problems have been addressed from the time of Bayes and Laplace (late 1700’s) using concepts which parallel Boltzmann’s
use of entropy in thermal physics. The idea is to assign probabilities to different possible conclusions from a given set
of data. A critical — and sometimes controversial — input is a ‘prior probability’, which represents our knowledge before
any data are given or taken! This body of ideas is introduced in this article with simple examples. 相似文献
2.
Conclusion Developing an easy-to-use, complete, practical, reliable, and cost-effective solution for delivering training and education
on the Internet has required considerable research and development. We have found that off-the-shelf technologies offer only
partial solutions, at best. Even when the software problems were solved, however, we found that our work was just beginning.
An effective solution requires software technology, but expertise in instructional design has been equally important. The
learning environments our clients create on the Internet have the potential for both “high tech” and “high touch.” These clients
are finding ways to reach beyond the physical limitations of the classroom, but—perhaps more significantly—they are using
the system to reach beyond the limiting assumptions of the classroom as well. As they—and we—do so, we will begin to understand
the ways in which the Net really is a new medium. 相似文献
3.
Gert Schubring 《Educational Studies in Mathematics》2011,77(1):79-104
There is an over-arching consensus that the use of the history of mathematics should decidedly improve the quality of mathematics
teaching. Mathematicians and mathematics educators show here a rare unanimity. One deplores, however, and in a likewise general
manner, the scarcity of positive examples of such a use. This paper analyses whether there are shortcomings in the—implicit
or explicit—conceptual bases, which might cause the expectations not to be fulfilled. A largely common denominator of various
approaches is some connection with the term “genetic.” The author discusses such conceptions from the point of view of a historian
of mathematics who is keen to contribute to progress in mathematics education. For this aim, he explores methodological aspects
of research into the history of mathematics, based on—as one of the reviewers appreciated—his “life long research.” 相似文献
4.
Maike Philipsen 《The Urban Review》1994,26(4):257-272
This article describes the cultural consequences of the local school closing in a predominantly black community (Centerville)
as a result of desegregation policies. Based on oral accounts of community members, the author unearths the diverse functions
the former all-black school used to have in the community. Furthermore, the possible reasons for the nostalgia with which
the community remembers its “own” school are analyzed. It is shown why the predominantly white schools to which today's students
are bused cannot possibly “pass the test” of comparison with the former community school. And finally, the article reminds
us of two promises ofBrown, only one of which has been fulfilled in the case of Centerville. While racial segregation of schooling was indeed abolished
in Centerville, the second promise ofBrown—providing equal educational opportunities for all children irrespective of race—remains elusive at best. And the very institution
that would be central to fulfilling the second promise ofBrown—a school for which the town feels a sense of ownership—was closed for the sake of desegregation.
Parts of this article have been the basis for an oral presentation at the South Atlantic Philosophy of Education Society meeting,
Richmond, VA, October 1993, and are published in the SAPES Proceedings, 1993, pp. 109–114. 相似文献
5.
Amit Roy 《Resonance》2000,5(11):4-13
In 1965, Arno Penzias and Robert Wilson of Bell Telephone Laboratories in USA discovered weak microwave radiation coming from
all directions which was soon realised to be a relic from a hot dense early phase of our Universe—the ‘big bang’. This article
focuses on the key experimental techniques and innovations which made this momentous—and accidental!—discovery possible.
Amit Roy is at the Nuclear Science Centre, New Delhi, building a superconducting linac booster for the pelletron accelerator.
He spent over two decades at the Tata Institute of Fundamental Research, Mumbai investigating nuclei using accelerators and
probing symmetries in physics. His hobbies are books and music. 相似文献
6.
Towards a research training curriculum: What, Why, How, Who? 总被引：3，自引：0，他引：3
Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by which new ‘content’ and ‘process’ knowledge — and thus a new set of pedagogical tasks and relationships — are being configured in the field of higher degree research. The outcomes of research training have traditionally been products of a one-on-one supervisory relationship, that is, academic apprentice-to-disciplinary mentor. This is especially the case in the fields of arts/humanities. Any ‘curriculum’ necessary to such a model has been both implicit and at the discretion of the disciplinary ‘master’. 相似文献
7.
This paper investigates regional Australian students’ aspirations and expectations for their future and, more specifically,
the manner in which these are formulated around a view to move outward — that is, away from regional, remote and rural communities
— and onward — that is, to make something of their lives. Drawing upon interview data, the paper highlights the ways in which
rural students from across Australia expressed high-level aspirations, most of which centred on future careers. It explores
features of student talk which demonstrates that many of them had thought about their futures in detailed ways and had accumulated
knowledge and “street savvy” that would assist them in steering their futures. The paper also examines the ways in which student
talk about the changing context of the world of work and the inescapability of further education emerge as a naturalised discourse
in justifying their future plans. Finally, the paper explores the implications of such research findings for career advisers
and teachers working in regional areas of Australia. 相似文献
8.
Leanne Dalley-Trim 《The Australian Educational Researcher》2012,39(2):193-205
This paper investigates the ways in which young women come to view gender as being an influence upon their future lives—their
aspirations and expectations for the future. In doing so, it draws upon 327 surveys completed by year 12 female students,
typically 17 years of age, in a range of schools across the State of Queensland, Australia. The paper details key features
of the young women’s survey responses—the dominant storylines evident in the data—as a means of illustrating how they have
come to dismiss gender as an influence. Further, the paper illuminates the power and pervasiveness of neoliberal discourse
in ‘New Times’, the ways in which the young women surveyed embrace neoliberalism and its imperative of individualisation and
do so in ways that locate gender as irrelevant in their imagining and enacting of their life biographies. Finally, the paper
explores the implications of such research findings for these—and other—young women. 相似文献
9.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献
10.
W. Martin Davies 《Higher Education》2009,58(4):563-584
This paper reviews some of the literature on the use of groupwork as a form of assessment in tertiary institutions. It outlines
the considerable advantages of groupwork but also its systemic associated problems. In discussing the problems, the paper
considers issues such as “free riding” and the “sucker effect”, issues associated with ethnic mix in groups, and the social
dilemma problem—in which students face conflicting demands between altruism and self-interest. The paper then outlines several
models of effective groupwork and makes suggestions for implementing groupwork tasks. The paper also looks at the key assessment
tasks which are commonly employed—namely, additive, conjunctive, disjunctive and discretionary tasks—and assesses which are
most suited to groupwork. The paper considers the related issues of task complexity, recognition for effort, and strategies
for minimising issues concerning group size. The paper also briefly considers strategies for implementing incentives for groupwork
members, and outlines the issue of penalties for unproductive group members. The paper concludes by providing recommendations
for how to maximise the advantages of groupwork while trying to minimise the disadvantages. 相似文献
11.
Petros Lameras Philippa Levy Iraklis Paraskakis Sheila Webber 《Instructional Science》2012,40(1):141-157
This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning
environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers’
conceptions and approaches from ‘teacher-focused and content-oriented’, through ‘student-focused and content-oriented’, to
‘student-focused and process-oriented’. Using VLEs was described as a means of supporting: A—information transfer; B—application
and clarification of concepts; C—exchange and development of ideas, and resource exploration and sharing; D—collaborative
knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances
underpinning face-to-face teaching are more influential in shaping approaches to blended VLE use than VLE system features.
The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need
for further discipline-focused research on blended teaching. 相似文献
12.
Zusammenfassung Lange haben alltagsweltliche überzeugungen und sozialwissenschaftliche Theorien darin übereingestimmt, die Beziehung zwischen
den erwachsenen Generationen in der Familie habe sich im Zuge der gesellschaftlichen Modernisierung und der Entwicklung des
Wohlfahrtsstaates zunehmend aufgel?st. Die neuere empirische Forschung weist jedoch nach, dass diese Beziehung überwiegend
nach wie vor eng ist und dass darin auch betr?chtliche Versorgungsleistungen erbracht werden. Wir vertiefen diesen Nachweis
auf einem bisher vernachl?ssigten Gebiet, n?mlich den materiellen Transfers zwischen den Generationen, und verbinden diese
familialen Austauschprozesse mit dem wohlfahrtsstaatlichen „Generationenvertrag“. Es zeigt sich, dass die familialen Transferleistungen
— sowohl zu Lebzeiten als auch über Erbschaften — erheblich sind und dass auch die Transfers zu Lebzeiten haupts?chlich von
den ?lteren zu den jüngeren Generationen gehen. Die Familie als Solidarsystem wird also durch den Wohlfahrtsstaat nicht geschw?cht,
sondern im Gegenteil zu neuen Leistungen bef?higt.
Summary Giving and Getting: The elderly between the generations Everyday popular convictions and social science theories have long agreed that the link between adult generations in the family has disintegrated due to societal modernization and the development of the welfare state. Recent empirical research has, however, shown that the ties between generations are in most cases still strong and that mutual support of considerable value is very common. In this paper we add further evidence by focusing on an area which has largely been neglected so far — material transfers between generations — and relate this exchange within the family to the “generational contract” of the welfare state. We show that private intergenerational transfers — both inter vivos and through inheritance — are substantial and that they usually flow downwards, from the older to the younger generations. We conclude that the family as a system of solidarity is not weakened but to the contrary reinforced by the welfare state.相似文献
13.
Jason Margolis 《The Urban Review》2006,38(1):27-44
This article explores the impact of high-stakes gate-keeping assessments (of both K-12 students and new teachers) on teacher development of equitable teaching practices. Drawing from two studies of field experiences in Washington State—one of teacher interns and one of cooperating teachers—findings include that state level policies in response to NCLB may actually be decreasing teacher attention to closing the achievement gap. Further, the article explores how even progressive performance-based standards—when administered “globalistically”—are generally ineffective. After discussing university complicity in exacerbating the problem, the paper concludes with ways policymakers may shift their attention from creating complicated rubrics to promoting relationships that support pedagogical change.Jason Margolis is an Assistant Professor in Teacher Education and Professional Development Partnerships, Washington State University. 相似文献
14.
Leanne Dalley-Trim Nola Alloway Karen Walker 《The Australian Educational Researcher》2008,35(2):55-69
This paper addresses the issue of Vocational Education and Training in Schools — an issue that has recently attracted significant
political attention particularly in light of current national skills shortage in Australia. Specifically, it investigates
secondary school students’ perceptions of VET in Schools [VETiS]. It also explores the factors influencing their decision-making
in relation to VETiS — that is, why one might choose, or choose not, to enrol in a VETiS course of study. In view of the findings
presented, the paper argues that VET, and more particularly VETiS, is experiencing an “image problem” — one underscored by
the need for curriculum design and delivery reform — and suggests that there is much work still to be done on the VET agenda. 相似文献
15.
David Guile 《Vocations and Learning》2011,4(2):93-111
The paper analyses a form of interprofessional working and learning (IPWL)—the fleeting spatial and temporal constitution
of project teams with little prior history of working together—that is an increasing feature of work in the global economy.
The paper argues firstly: (i) this form of working and learning is relatively under-researched in professional, vocational
and workplace learning (PVWL); and, (ii) the research traditions—Cultural-Historical Activity Theory (CHAT) and Cultural Anthropology/Symbolic
Interactionist (CA/SI)—that some researchers in PVWL have drawn on to investigate IPWL do not allow them to capture the cognitive
and symbolic complexity of this activity. Secondly, it is possible to reveal the nature of this complexity when the concepts
and methods associated with CHAT and CA-SI-based approaches are supplemented with the concepts of ‘inference’, ‘space of reasons’,
‘restructuring and ‘recontextualisation’ (Guile, 2010). The paper demonstrates this claim by reinterpreting a classic study of the aforementioned form of working and learning
undertaken by Hall, Stevens and Torolba that drew on concepts and methods from CA and SI (2002). 相似文献
16.
Schools in England have been required to adopt and adapt an ongoing series of policy initiatives: some however are offered
on an ‘opt-in’ basis. This paper examines one such ‘offer,’ that of Creative Partnerships, a programme which provides schools
in designated deprived areas the opportunity to work with creative practitioners in order to change both classroom practice
and whole schools. We report here on the snapshot phase of a national study, using a corpus of multi-method qualitative data
from 40 schools. We suggest that headteachers saw different opportunities in the CP offer but what actually happened in the
school related to three interwoven strands: the situatedness of the school, the headteacher’s stance towards change, and the
architecture of change management. Our analysis, which highlights the ways in which many of the schools were unable to ‘spread
and embed’ the pedagogical changes supported through CP, suggests that the majority of heads could benefit from involvement
in explicit discussion about ‘unofficial’—and more democratic—approaches to leading and managing change. 相似文献
17.
Bhaskar G. Maiya 《Resonance》2000,5(4):6-18
Photodynamic Therapy (PDT) is a newly emerging modality against cancer in which a photosensitizing molecule acts against malignant
tumors under the influence of light. An overview of the chemical, photochemical and biochemical basis of PDT is presented
in this series of articles. In doing so, an attempt has been made to illustrate how a topic such as PDT —which is related
to human health —can generate interest amongst students in interdisciplinary areas bordering between chemistry and biology.
Besides providing a general introduction to PDT, details of the physical and biochemical mechanisms of photodynamic action
are provided in this article. 相似文献
18.
Summary The paper focuses upon curriculum planning in the scientific disciplines at university level, although it is claimed the argument
may be of wider applicability. Drawing upon the writings of philosophers of education from several decades ago (notably Schwab and Scheffler) whose work is too often overlooked in contemporary debates about the curriculum, and using illustrative examples from the
author’s own experience, it is argued that too often the focus of science curriculum planning is the “rhetoric of conclusions”
or the “substantive structure” — the current state of knowledge at the forefront of the respective disciplines — to the neglect
of what Schwab called the “syntactical structure” of the sciences (which roughly approximates their epistemology). This aspect of these
disciplines is essential for the general student trying to become familiar with the nature of science as a broad field of
knowledge, for prospective teachers, and — contra Scheffler’s view — for students who aim at careers as researchers.
“When walking in quicksand country, carry a stout pole — it will help you get out should you need to. As soon as you start to sink, lay the pole on the surface of the quicksand. Flop onto your back on top of the pole. Work the pole to a new position: under your hips and at right angles to your spine. Take the shortest route to firmer ground, moving slowly.” Piven/Borgenicht 1999, p. 18
This paper was presented at the conference Silence Between the Disciplines, Berlin-Brandenburg Academy of Sciences, Berlin, October 2002. 相似文献
Zusammenfassung Der Beitrag der Epistemologie zur Curriuculumkonstruktion in den Naturwissenschaften Der Aufsatz fokussiert auf die Curriculumplanung für den naturwissenschaftlichen Unterricht in der universit?ren Lehrerausbildung, wenngleich behauptet wird, dass dieses Argument weitreichendere Anwendbarkeit besitzt. Der Text knüpft an erziehungswissenschaftlichen Schriften (insbesondere von Schwab und Scheffler) an, deren Ver?ffentlichung zwar einige Dekaden zurückliegt, deren Beitrag in den aktuellen Debatten aber oft übersehen wird. Darüber hinaus werden einige illustrative Beispiele aus dem Erfahrungsschatz des Autors genutzt, um zu zeigen, dass der Fokus der Curriculumplanung für die Naturwissenschaften — dem augenblicklichen Wissensstand der zu berücksichtigenden Disziplinen zufolge — zu oft in einer „Rhetorik der Schlussfolgerung“ oder „substantivischen Struktur“ besteht, was dazu führt, dass das, was Schwab die „syntaktische Struktur“ der Naturwissenschaften nennt (und ihrer Epistemologie ziemlich nahe kommt), vernachl?ssigt wird. Dieser Aspekt jener Disziplinen ist besonders wichtig für Studierende, die allgemeinbildend vertraut werden m?chten mit den Naturwissenschaften, für angehende Lehrer und — entgegen Schefflers Ansicht — für Studenten, die eine Karriere als Forscher anstreben.
“When walking in quicksand country, carry a stout pole — it will help you get out should you need to. As soon as you start to sink, lay the pole on the surface of the quicksand. Flop onto your back on top of the pole. Work the pole to a new position: under your hips and at right angles to your spine. Take the shortest route to firmer ground, moving slowly.” Piven/Borgenicht 1999, p. 18
This paper was presented at the conference Silence Between the Disciplines, Berlin-Brandenburg Academy of Sciences, Berlin, October 2002. 相似文献
19.
Conclusion Identify standards, align curricula, support technology—these are the three strategies that bring clarity to the process.
As technology changes, the standards, curricula and support must change. ACTIVStudio, interactive whiteboards and cyber diaries
are not just buzzwords — they are the new language of technology. The Citadel School of Education is paying attention — making
sense of the challenge of keeping current technology in educational leadership programs.
She is a former teacher and school administrator and currently teaches graduate courses, including microcomputers and school
management, to aspiring administrators.
Ms. Alice B. Hambright, a former public school teacher. 相似文献
20.
Jaan Valsiner 《European Journal of Psychology of Education - EJPE》2008,23(2):131-147
Development as an open-systemic phenomenon involves feed-forward processes that guide the organism to face always uncertain
future states of its relations with the environment. This creates a major conceptual problem for science — and a practical
one for education — its theoretical terms need to captureboth the certain and uncertain aspects of the developing system. Psychological theory has failed to model developmental processes
since it has been built on static ontology of being, rather than on the epistemology of becoming. This contrast is accentuated
by the use of transitivity relations in psychological models which are axiomatically closed to the open-endedness of the future
in conjunction with the uniqueness of the past-to-present trajectory. Flexibility of developing systems is guaranteed by intransitivity
cycles that set up conditions for their own rupture. Development as multi-level interdependent process requires breaking of
intransitivity cycles and is organized as an autocatalytic process. Novelty is the key feature in all developing systems,
and our formal models in psychology need to open the process of emergence for empirical and theoretical inquiry. Implications
of such theoretical reconstruction for educational practices will be discussed — demonstrating that (a) education is necessarily
open-ended and constructive process, and (b) outcomes of educational efforts cannot be predicted — while setting the direction
towards educational goals is the key to any outcomes. 相似文献