共查询到20条相似文献，搜索用时 656 毫秒
1.
According to cognitive and spiritual developmental theories, individuals construct and transcend their previous thought processes by incorporating more sophisticated ways of understanding the world as they progress through stages requiring efforts in different modes of thought. These theories focus on the importance of contextual variables in development and emphasize that these variables will spark a change in cognitive and spiritual development or awareness. We have investigated the effects of blended learning on cognitive learning and spiritual interpretations of science teacher candidates. The study with a quasi-experimental design had 54 science teacher candidates attending the science education department of a state university in Turkey. Our study showed that when learning Einstein’s theory of special relativity, a blended learning environment affects students’ cognitive learning positively. In the spiritual sense, too, significant results were found in favor of the blended learning group students. This effect that triggers spiritual change has been discussed in two contexts: “the effect embedded in the variable” and “indirect effect from the variable.” If supported by further research, the results of this study suggest that the spiritual dimension can be incorporated into three domains of learning, namely cognitive, affective, and psychomotor.
相似文献2.
《Teaching Education》2013,24(3):357-369
Education and Mind in the Knowledge Age Carl Bereiter Mahwah, NJ: Lawrence Erlbaum Associates, 2002 ISBN 0 8058 3943 7 The expression “Iapos;m losing my mind” holds new meaning for me, or at least is now a declaration that I will use less frivolously when overwhelmed by daily life. Carl Berieter's book, Education and Mind in the Knowledge Age, conceives of the mind in an illuminating way; something new for most readers. Bereiter disputes the “folk theory of mind” as termed in his book, the common comprehension of the “mind as a container”. This metaphor, as he explains, in extreme depth and with numerous detailed examples, is the basic tenet upon which many current educational systems establish daily policies and procedures. The idea of the “mind as a container” informs and influences most aspects of education ranging from curriculum development to standardized testing, preservice teacher education and professional development. Most of our routine teaching and subsequent student representation of learning begins and ends with the process of filling up the container. However, this “folk theory of mind”, or common understanding of how the mind works, does not allow us to consider the brain, the mind and knowledge as distinct, but interconnected entities. We often see them as one single object or phenomenon Bereiter suggests that we need to disentangle our understanding of knowledge and the mind in order to understand the mind in a fresh way (p. 55). The theory of the “mind as a container” prevents us from viewing the mind, knowledge and consequently education, differently. This commonly accepted perception dooms us to recreate, chronically, our current, mostly static educational practice. Our view of teaching and learning, then, remains the vision of pouring knowledge into little brains, assisting students in filing each new piece of information in certain location to be accessed and used at a later date. Bereiter asserts that a second common perception of the brain “as a computer” reflects a similar fixed interpretation of human understanding and learning as the “mind as a container” theory. With these “folk theories” of understanding in place, when problems arise in teaching and learning, we do not consider the theory behind it. Instead, we question the student's abilities, our presentation of the material intended to be put into the container or the computational expectations of the computer-like brain. 相似文献
3.
Koichiro Misawa 《Educational theory》2013,63(1):35-50
In philosophy, it is almost a platitude to argue that fact and value intertwine. However, in empirically oriented educational research, it is not. Hence, there is some affinity between logical positivism, which is no longer tenable in philosophy, and empirically based contemporary educational research in terms of assumptions each makes about “the given.” In this essay, Koichiro Misawa casts light on how fact and value intertwine by invoking the notion of “second nature” that John McDowell has reanimated. This will in turn prompt us to see the relation between nature and nurture, as well as between mind and world, quite differently and to discern two senses of “the given”: one is illusory; the other educational. Misawa concludes that the philosophy of education should and can take the lead in forming rigorous interdisciplinary studies of the human future with a certain sensitivity to the tight and complex interweaving between the empirical and the conceptual, or between the factual and the normative. 相似文献
4.
Nienke van Atteveldt Sabine Peters Bert De Smedt Iroise Dumontheil 《Mind, Brain, and Education》2020,14(2):124-129
The special issue resulting from the 2018 Earli‐SIG22 conference reflects the current state of the field, the diversity of methods, the persevering limitations and promising directions towards solutions. About half of the empirical papers in this special issue that consist of three parts, uses behavioral, self‐report or qualitative measures to understand the “mind” level of Mind, Brain, and Education. The other half investigates the “brain” level, using neuroimaging but also genetics or eye‐tracking to gain access to the wider range of biological substrates of learning and cognition. These biological studies mostly have added value by refining psychological theories, such that these inspire new hypotheses to test in the field, to ultimately better inform teaching. Importantly, the special issue presents several approaches to more intensive, bi‐directional and systematic practice‐research collaborations to better connect the “mind” and “brain” levels to education, and to equip researchers to realize such collaborations successfully in the future. 相似文献
5.
The central assumption of this paper is that, especially in the field of digital technologies to teach and learn mathematics, the influence of the context in which research is carried out has not been given enough attention, so that research results are not really useful outside this context. We base our discussion on the work of a group of European teams carrying out research with a special methodology of “cross-studies” and carrying out “cross-analyses” of particular studies. A context for a research study is described as a dynamic construction by researchers, connecting relevant contextual characteristics in the settings (empirical and academic) where research activity takes place and helping to gain insight from the outcomes of the study. Analyzing the design of two “Didactical Digital Artefacts,” and the associated cross-studies involving teams of three countries, we identify more or less conscious influences of characteristics in the researchers' contexts upon research outcomes. Cross-studies and cross-analysis help to go further by making researchers more aware of their context and of its characteristics. It also helps researchers to “re-contextualize,” that is to say to identify new contextual characteristics in the settings they are acting in, to gain insight from research outcomes that emerged in other contexts. 相似文献
6.
Critical reviews from “outside”, notably educational sociologists arguing mainly from a British context, have caused some ripples, and maybe even waves, among school effectiveness researchers. To a large extent these external criticisms and the overall nature of the response from school effectiveness researchers are neatly summarized in the following quote from Townsend: “be like us”, say the critics, and the answer is “no thanks”. In this article the arguments form the “external” critics and the response from school effectiveness researchers will not be repeated. Some of the topics in the debate will be revisited, however. The first one is the discussion with respect to the impact of “contextual” or composition effects concerning the average socioeconomic background of students in schools and classrooms. This is one area, that bears upon the foundations of the school effectiveness concept, although it is not, as the critics would have it, a neglected area. The second one concerns conceptualization and theoretical explanation of school effectiveness, as the debate may not have been sufficiently explicit on this issue. The rest of the paper deals with “foundational” issues in school effectiveness research that have not been settled decisively and with changes in perspectives on learning and instruction and educational technology that provide serious challenges. On these issues there is reason for self-criticism and realism in the way school effectiveness research can make progress. 相似文献
7.
王建华 《清华大学教育研究》2022,43(1):12-22
理论是一种人为的建构,其目的是解释现实或揭示出隐藏在现实背后的机制。长期以来,高等教育研究作为一个多学科的研究领域,主要借用其他学科的理论来解释高等教育现实,基于高等教育本体的理论建构相对匮乏。高等教育研究需要问题驱动,高等教育发展需要政策驱动,但无论高等教育研究还是高等教育实践都需要"高等教育理论"引领。所谓"高等教育理论"不是从其他学科移植来的"关于高等教育的理论",而是从高等教育的内在逻辑出发所建构的基于高等教育本体的"理论"。"关于高等教育的理论"是开展高等教育研究的资源,"高等教育理论"则是高等教育研究的最后结论。 相似文献
8.
What is the place of social theory in mathematics education research, and what is it for? This special issue of Educational Studies in Mathematics offers insights on what could be the role of some sociological theories in a field that has historically privileged learning theories coming from psychology and mathematics as the main theoretical frames informing research. Although during the last 10 years the term “socio-cultural” has become part of the accepted and widespread trends of mathematics education research when addressing learning, this issue gathers a collection of papers that depart from a “socio-cultural” approach to learning and rather deploy sociological theories in the analysis of mathematics education practices. In this commentary paper, we will point to what we see to be the contributions of these papers to the field. We will do so by highlighting issues that run through the six papers. We will try to synthetize what we think are the benchmarks of the social approach to mathematics education that they propose. We will also take a critical stance and indicate some possible extensions of the use of social theory that are not addressed in this special issue but nonetheless are worth being explored for a fuller understanding of the “social” in mathematics education. 相似文献
9.
Lolas E. Halverson 《Quest (Human Kinetics)》2013,65(1):44-53
A predominant area of instruction in school physical education programs is game play. Effective decision making is important to the successful execution of skills. Unfortunately, the task of teaching effective decision making in varying game situations is not easy. The demands of the game require far more than simply physical skillfulness. Game play is interwoven with numerous decision-making opportunities for the participant. Successful game players must make these decisions in an effective and timely manner. The purpose of this article is to compare two models of game instruction: the technique model and the “games for understanding” model. This analysis indicates that the games for understanding model provides a more viable way of teaching strategic decision making for game players. Included will be discussions on the various theories that contrast the two approaches. A final section provides suggestions for future research into the validity of the “games for understanding model.” 相似文献
10.
Joseph Levin 《Journal of Experimental Education》2013,81(2):61-65
The applicability of smallest space analysis is demonstrated by scaling a conditional proximity matrix of choices of fields of study. The configuration obtained consists of four areas of study: humanities, social studies, regional studies, and Judiac studies. The order of the areas is circular, and can be interpreted in terms of facet theory by two dichotomous facets: one facet consists of the categories “universal” and “particular”; the other one consists of the categories “cultural” and “social”. Within the area of humanities, the fields of study are ordered along a specificity-generality gradient. 相似文献
11.
Eliane Rubinstein-Ávila 《International journal of qualitative studies in education》2013,26(8):1041-1061
The author, a polyglot and world traveler, who lives and breathes multiculturality, examines her own contextual and methodological reflexivity while conducting fieldwork to explore youth’s public Internet use (in Internet Cafés) in Brazil, Argentina, and Chile. Although the process of conducting (qualitative) research is known to be non-linear, messy, complex, and unpredictable, many published research articles still convey data collection, analysis, and even findings in an orderly and uncomplicated fashion. In this paper, the author joins other scholars to call for greater transparency about the “messiness” of the process, and the meaning-making across linguistic/cultural/social borders, and argues that there should be more acceptance toward the ambiguities inherent in our research “findings.” Drawing from the work of hermeneutic philosopher, Hans-Georg Gadamer (1900–2002), the author claims that “fusion of (hermeneutic) horizons” in cross-linguistic/cultural research requires that researchers maintain an active, critical presence in the field and beyond, as well as continuous attention to contextual and methodological flexibility and reflexivity. Finally, the author offers some practical suggestions on conducting fieldwork to researchers planning to conduct cross-cultural/linguistic qualitative inquiry. 相似文献
12.
Maarten Vansteenkiste Willy Lens Andrew J. Elliot Bart Soenens Athanasios Mouratidis 《教育心理学家》2014,49(3):153-174
An important recent development in the achievement goal literature is to define achievement goals strictly as aims. In this overview, we argue that this restrictive definition of achievement goals paves the way for a systematic consideration of the autonomous and controlled reasons underlying individuals’ achievement goals, a distinction central to self-determination theory. To stimulate work in this area, we formulated five propositions, arguing that consideration of the “why” (i.e., type of reasons) in addition to the “what” (i.e., type of aims) of achievement goals (a) provides an account for the regulatory basis of achievement goals, (b) opens the door for other motivation theories to be linked to the achievement goal literature, (c) matters in terms of predicting outcomes, (d) allows for a richer account of contextual forces influencing motivation, and (e) sets the stage for an enriched hierarchical model of achievement motivation. In closing, we discuss various future research directions. 相似文献
13.
近年来安徽大学资深教授钱耕森先生提出了“大道和生学”理论,该理论把史伯的“和实生物”与老子的“道生万物”相结合,在继承传统的基础上联系现实作了创造性的发展,具有深刻的理论价值和积极的实践价值,对我们今天如何养护身心、待人接物、安定社会、发展经济、保护生态等方面都有重要的指导意义。认真学习领会“大道和生学”理论,必将帮助我们达到自我身心、人与他人、人与社会、人与自然等诸多领域的和谐,从而创造出有价值的人生。 相似文献
14.
This paper seeks to highlight the links and discrepancies between three contemporary theoretical fields. The first part is devoted to theories of mind and personal epistemology. Both fields deal with naïve theories relating to the nature of knowledge and can be integrated within the concept of folk epistemology (Kitchener New Ideas Psychol 20:89–105, 2002). We argue that analyzing both domains from a developmental perspective may provide evidence for the origins of epistemological beliefs and the reasons for their evolution. The second part of the paper extends the discussion to the concept of metacognition and to its potential links with the two previously mentioned fields. In the past, theories of mind and metacognition have mainly developed as independent fields, but recent studies have highlighted a possible developmental lineage between them that needs further investigation. As the influence of the procedural component of metacognition (the regulation process) seems obvious in the personal epistemology perspective, we suggest that conducting more in situ studies will enable us to deepen our understanding of the links between the multiple components of the epistemological perspective and the reasons for epistemic change. 相似文献
15.
Neuroscience is a rapidly expanding scientific field, and its influence on our perceptions of fundamental aspects of human life is becoming widespread, particularly in the social and behavioral sciences. This influence has many philosophical implications, only one of which will be addressed in this article. For many centuries, philosophers have grappled with the myriad problems presented by consciousness, not the least of which is the so-called “mind–body problem”; now, the gains made in the field of neuroscience promise to answer questions that have been traditionally unanswerable. The richness of neuroscientific data notwithstanding, there are still fundamental philosophical problems in play. This article seeks to answer the question: How do neuroscientists and articles drawing primarily on neuroscience use language to characterize the brain and the mind? Is the same terminology and language used interchangeably, suggesting that the mind and the brain are inherently the same, or does this influential field draw distinctions between the two? We argue that neuroscientific research uses language in a way that does not acknowledge the potential philosophical objections to a mind–brain identity thesis. By doing this, neuroscientific research does not acknowledge the historically problematic discourse about consciousness. 相似文献
16.
Leah Holland Fiorentino 《Quest (Human Kinetics)》2013,65(4):209-228
Change theories and Organization Development strategies have long followed the problem-solving approach of looking at organizations, identifying the weaknesses and introducing interventions to “stop doing the wrong things.” In its simplest form, this approach has been successful in a variety of situations and has a popular following. Consultants or internal reviewers look for the problems, identify the cause of the problem, and introduce the intervention (new rule) to eliminate the opportunity for the repetition of the “problem.” Problem-solving is a popular perspective through which change is initiated in politics, academia, and in social media. Eliminate the “bad” and pay attention to what we have been doing wrong to improve. This article first reviews the problems posed in past Hanna lectures to some major themes: (a) the need to address societal concerns, (b) the need to reduce sub-disciplinary fragmentation, (c) the problems inherent on university campuses as a result of politics and the economy, (d) the need to re-examine the over-reliance on the scientific research paradigm at the cost of phenomenological understandings, and (e) the framing of problems to be solved by professionals in our field. The introduction of Appreciative Inquiry and is then provided as an alternative approach to examine current contextual setting with the primary emphasis away from “What problems are you having?” and toward “What is working around here?”. This alternative suggests that in all organizations there is some positive force that is moving the organization forward, and the identification of that force (what works) can lay the ground work for doing more of “what works.” Finally, three examples of Appreciative Inquiry opportunities in action from our discipline are offered for consideration. 相似文献
17.
María del Mar del Pozo Andrés 《Paedagogica Historica: International Journal of the History of Education》2014,50(5):599-614
The progressive education movement was known in Spain from its very inception, and in fact many of its pedagogical theories and practices reached Spain before reaching other European countries. Yet traditional historiography has always maintained that Spain was never integrated in the progressive education movement, a misconception that helps explain the lack of research in the field. Recent historiographical research, however, has shown that numerous Spanish schools served as laboratories for the implementation of progressive education methods in the 1920s and 1930s. The Spanish educational system proved itself to be especially open to international innovation in general and Spain actually enjoyed a privileged position for the study of how innovative pedagogical ideas could be incorporated and appropriated. Proof of this affirmation can be found in the introduction and dissemination throughout Spain of the experimental public school movement of Hamburg known as Gemeinschaftsschulen.This article will focus on the way this movement was received in Spain. We will examine the phenomenon from a double perspective, corresponding to the different positions that scholars found themselves in within the educational panorama of the time. On the one hand we will examine the role of the “grass-roots” educators who wished to change schools “from below”, starting with classroom practices. On the other hand we will take a look at the representatives of “high pedagogy”, who were intent on formulating a pedagogical theory on which to base a political–ideological model that would serve to change the school “from above”. Tensions arising among the different pedagogical groups, along with the ambiguity of the translation into Spanish of the term Gemeinschaftsschulen, led to the different groups appropriating the concept in different ways. The evolution of the term Gemeinschaftsschulen, from its original identification with a localised school experiment in Hamburg to its becoming a symbol for virtually all European school vanguards, will be addressed at the conclusion of the article. 相似文献
18.
国内翻译伦理研究一定程度上缺乏“理论自觉”与“学术自信”,对西方翻译伦理理论模仿借鉴多于批评反 思。以中国传统中庸思想为视角,从伦理观、本体论与方法论三个维度对以贝尔曼异质伦理、韦努蒂存异伦理和皮姆译 者伦理为代表的西方翻译伦理理论进行批评与反思,可发现真知灼见中亦有偏颇之处,有失中正、中和与中行。借中国 视角,观西方理论,于扬弃中寻求古与今、中与西的圆融调和,为丰富国内翻译伦理研究路径与内涵提供启示。 相似文献
19.
20.
Elisabet Haakedal 《Scandinavian Journal of Educational Research》2013,57(1):61-81
Twenty religious education (RE) workbooks covering half a century were examined in a search for RE teachers’ typical patterns of workbook construction. Three chronological main types were distinguished: “the biblical workbook,” “the workbook of Christian cultural nurture,” and “the RE workbook of diversity.” Of greater interest, however, were the particularities found in a few workbooks produced in the two interims between the chronological types. This article discusses—in the light of collective memory theory, social semiotics, and Norwegian RE history—the meaning of the teachers’ implicit contributions to the typical as well as the untypical workbook constructions. The concept of an “irreducible tension” between active agents and mediating means is found analytically fruitful. Religious education teachers are seen as cultural reproducers, interplaying with the central contextual curricular factors. In times of interlude and change, teachers have had other sets of contextual conditions and contingencies than in times of stability. The relatively quick implementation of a non‐confessional RE after the 1997 school reform is interpreted in line with economic priorities and with a curricular adjustment to the changed “spirit of the times.” 相似文献