共查询到20条相似文献，搜索用时 484 毫秒
1.
This is a study of teaching about the human body. It is based on transcribed material from interviews with 15-year-old students
and teachers about their experiences of sex education and from recordings of classroom interactions during a dissection. The
analysis is focused on the relationship between what students are supposed to learn about the biological body and their expressed
experiences and meaning making of bodies in the schoolwork. The results indicate that the negotiations associated with the
encounters between the bodies of the classroom (student, teacher, and animal bodies) are important for what directions meaning
making takes and what students are afforded to learn about bodies, biologically as well as in terms of values. We suggest
that these negotiations should be taken into account at schools, be regarded as an important part of the learning processes
in science education and in that way open up for new possibilities for students’ meaning making. 相似文献
2.
Shoshana Keiny 《Teachers and Teaching》2013,19(2):243-272
Abstract This paper describes how the use of video helped us create dialogic intersub‐jective educational spaces in which transformative learning can take place. Focusing simultaneously on two learning contexts: action research and teacher‐student conferencing, it shows how the development of a dialogical space between researchers and teachers in action research enhances the development of such a space between teachers and students in classrooms. In addition, it describes how the participatory research relationship helped illuminate both for teachers and for students what they implicitly know is important to change, as they become aware of new possibilities for pedagogical improvement. Most of all, dialogic video viewing helped them step outside of themselves in order to see each other and return to look at themselves as others’. 相似文献
3.
4.
Maria Andrée 《Cultural Studies of Science Education》2012,7(2):425-438
Previous research on science education has described various factors influencing students’ participation and produced categorizations
of students based on e.g. cultural background. In this article it is argued, theoretically and empirically, that an understanding
of students’ participation in science education needs to begin with an analysis of what activity students are engaged in.
The aim is to explore how altering conditions of classroom work may open up opportunities for students mainly participating
in an activity of education or schooling to engage in an activity of science learning. Activity is conceptualized in a Cultural-Historical
Activity Theory perspective as object-oriented and transformative. Drawing on an ethnographic study in a Swedish compulsory
school, a critical incident of the participation in science education of a 7th grade girl called Helena is analyzed. The results
show that altered conditions of classroom practice may produce new possibilities for student participation, and point to the
impossibility of determining students as ‘different kinds of students’ based on a priori categories e.g. sex, ethnicity, socio-economic
background. 相似文献
5.
Judy Sheard Jason Ceddia John Hurst Juhani Tuovinen 《Education and Information Technologies》2003,8(3):245-266
Web-based learning environments are now used extensively as integral components of course delivery in tertiary education. To provide an effective learning environment, it is important that educators understand how these environments are used by their students. In conventional teaching environments educators are able to obtain feedback on student learning experiences in face-to-face interactions with their students, enabling continual evaluation of their teaching programs. However, when students work in electronic environments, this informal monitoring is not possible; educators must look for other ways to attain this information. Capturing and recording student interactions with a website provides a rich source of information from data that is gathered unobtrusively. The aim of this study was firstly to explore what information can be gained from analysing student interactions with Web-based learning environments and secondly to determine the value of this process in providing information about student learning behaviours and learning outcomes. This study has provided critical information to educators about the learning behaviour of their students, informing future enhancements and developments to a courseware website and the teaching program it supports. 相似文献
6.
David Stevens Gabrielle Cliff Hodges Simon Gibbons Philippa Hunt Anne Turvey 《Literacy》2006,40(2):97-105
In England, little research has been carried out into how pre‐service secondary English teachers transform what they know as they learn to teach. They are seldom asked to reflect explicitly on the connections between the pedagogy of their undergraduate studies and their pedagogical experiences as student teachers. The initial teacher education committee of the National Association for the Teaching of English decided to explore these connections by asking student teachers on English Postgraduate Certificate in Education (PGCE) courses in five different university departments of education to respond to a series of questions at the start and end of the academic year 2004–2005. The questions fall into four broad areas: student teachers' experiences as learners at undergraduate level and developing ideas about teaching; the nature of the subject English; tensions encountered during the PGCE course; new learning about teaching. The purpose of this article is to discuss some patterns emerging from the research. The most prominent of these is student teachers' realisation that good teaching comes from teachers seeing themselves as learners. We argue that ‘reflexivity’ ( Moore, 2004 ) is a valuable way to help student teachers begin to understand this transformation from learner into learning teacher. 相似文献
7.
8.
Rachel Stevens 《Teaching in Higher Education》2013,18(5):481-492
Role-play is viewed by scholars as an effective active learning strategy: it encourages participation among passive learners, adds dynamism to the classroom and promotes the retention of material. But what do students think of role-play? This study surveyed 144 students after a role-play activity in a history course and asked them to identify what they gained from the activity and if it encouraged them to learn more about the topic. The results found conflicting student views: though a large majority found the activity beneficial, a small minority gained little from the exercise. It is argued that role-play can be counterproductive for weak and/or unprepared students. Role-play may be a popular teaching method but teachers should consider how format and preparation can impact learning outcomes. 相似文献
9.
Building communicative competence in textual and multimodal literacies has become a linchpin of learning, of engagement with the world, and of participation in online and blended spaces. Young creators now compose online and with digital tools, often in what we call “user‐generated content affinity spaces” – interest‐based spaces that focus on creating and sharing self‐made content. Such spaces focus on processes of developing users' creations and sharing the products with an audience. These spaces have been inspirations for teachers to reinvigorate classroom practices and expose students to learning opportunities for creation and critique. But questions remain about models of participation in such spaces, especially those that idealise youth who are the most highly engaged while ignoring those whose participation is less visible. Here, we share three experiences of bringing user‐generated content affinity spaces into more formal learning environments and reflect on the tensions emerging from these efforts. We end by outlining steps to develop theory and interventions to navigate tensions and propel the field forward. 相似文献
10.
Louisa Allen 《British Journal of Sociology of Education》2005,26(4):491-504
The notion of ‘the school’ as a set of institutional processes and practices that shape the possibilities of educational research forms the focus of this article. It is argued that the discursive and material practices that render schools agencies of cultural reproduction also have effects for what research can be undertaken in them and how. With reference to a series of ‘episodes’ that occurred during research about young people and sexuality in New Zealand, evidence for how schools shape research endeavours is provided. These examples present a complex picture of the way in which schools simultaneously police and are regulated by symbolic boundaries of gender and sexuality. How school disciplinary power works to effect what it is possible to claim about the voluntary nature of student research participation is also explored. It is argued that through the powerful discursive and material practices that occur in schools, these institutions can impede research that attempts to transgress dominant meanings about gender and sexuality. 相似文献
11.
Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study 总被引：1，自引：0，他引：1
Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development. 相似文献
12.
Discussions of the quality of learning in university education often focus on curricula. Less attention is paid to the role of student–staff interactions. In a context in which a host of factors place pressure on the opportunities for students and staff to interact, it is important to use empirical insights to inform decisions about how to optimise learning. This paper uses data from a large survey of students and teaching staff in Australia to suggest that students and staff should be regarded as allies in learning. It investigates student reports to suggest that frequent interactions with those who teach them lead to higher levels of student engagement and satisfaction and lower attrition rates. The advantages do not only flow in one direction. Teaching staff gain insights into students' learning experiences, providing them with clues to better target their teaching. 相似文献
13.
Teaching involves finding out about students’misunderstandings,intervening to change them and creating a context of learning that encourages students to engage with the subject matter.This theory of making student learning possible is very much concerned with the content of what students have to learn in relation to how it should be taught.Evaluation implies collecting information about our work,interpreting the information and making judgments about which actions we should take to improve practice.Evaluation is an analytical process that is intrinsic to good teaching. 相似文献
14.
This article explores the idea of pedagogic affect in both onsite and online graphic design learning spaces, and speculates on the role that this affect plays in the formation of the design student. I argue that embodied design knowledge is built by interactions with design professionals, activities that mimic the daily work of designers, and practices of display such as exemplar student work galleries within design schools. Therefore bodies in motion, and the places they move within, take on more importance in the making‐up of a graphic design student than we may expect. This idea has obvious implications for online design learning. Drawing on concepts from both Actor‐Network Theory (ANT) and Non‐Representational Theory (NRT), this article works three empirical instances of affect. The analysis presented is targeted towards exploring the contribution of affect to teaching in onsite and online learning spaces. As the practices described here carry through time and space to other design schools, the findings put forward have implications for a broad suite of practices in design education. Thinking through how affect plays out in the onsite design school points the way towards the creation of more vibrant online learning spaces. 相似文献
15.
Teaching portfolios: A strategy for developing learning and teaching in preservice education 总被引：1，自引：0，他引：1
Teaching portfolios have been used in the preservice teacher education program at Monash University to help student teachers to reflect on their learning about learning and teaching and to help them to convey this to others. The portfolio is an open-ended and un-graded task designed to explore teaching from many different vantage points. It is organised as a dynamic assessment task, not simply a static end product. This is done by considering teaching portfolios as comprising two important aspects, one is the process the other is the product. The process involves learning from the variety of experiences offered in the preservice education program and encouraging student teachers to reflect on these. The product is the development of the individual portfolio items that are used to demonstrate this learning to others. The portfolio comprises a number of individual items which act as a prompt to “tap” the creator's understanding of what it means to be a (science) teacher. This paper reports on the effectiveness and value of portfolios from the student-teachers' perspective by exploring how their understanding of the task evolved as they completed their preservice teacher education program. 相似文献
16.
Linda Allal 《Assessment in Education: Principles, Policy & Practice》2020,27(4):332-349
ABSTRACT This paper examines the processes of regulation of student learning that are associated with formative assessment in the classroom. It discusses the concept of co-regulation and presents a model of co-regulation developed in a situated perspective on classroom learning. This model conceptualises co-regulated learning as resulting from the joint influence of student self-regulation and of sources of regulation in the learning environment: namely, the structure of the teaching/learning situation, the teacher’s interventions and interactions with students, the interactions between students, and the tools used for instruction and for assessment. Examples of research showing how co-regulation functions are discussed, in particular students’ use of tools for self-assessment and peer assessment, and the role of teacher–student interactions that encourage active student participation in formative assessment. 相似文献
17.
Patrick T. Terenzini 《Higher Education》1999,38(1):33-48
This paper identifies some of the most significant -- and counterproductive -- gaps between what research reveals about how college students learn and how to maximize student learning, on the one hand, and, on the other, current academic, pedagogical, and administrative practices and policies. Drawing on research evidence from the cognitive and neural sciences, anthropology, sociology, psychology, education, and other sources, the paper first summarizes what is known about how students learn and what instructional practices and structures appear to be most effective in promoting student learning. The paper then contrasts this research-based evidence with current pedagogical, curricular, structural, and administrative practices and policies, and discusses the implications for instructional and organizational practices and policies. The paper concludes with a discussion of five explanations of why the gap exists and what might be done to close it. 相似文献
18.
19.
开放实验室是大学生的第二课堂 总被引：10，自引：2，他引：10
陈小嫣 《实验室研究与探索》2001,20(1):100-101
高等学校在人才培养方面不能只仅仅限于单一的课程教育，而需要将第二课堂等多种形式的教育融入其中，实验室开放作为大学生第二课堂的一种形式，在培养和造就一批具有创新意识和创造能力的跨世界人才方面起到了重要的作用。第二课堂可以采取多种形式，高等学校应逐步完善实验室向学生开放的工作。 相似文献
20.
This paper provides teachers with an opportunity for thinking about the kinds of ‘people’ constructed in their classes, the kinds of ‘dances’ choreographed and the ways space is organised for learning. We argue that this is essential for teachers to think about if they are to enact socially just professional practices. In this study, we explore the ways in which students learn to be particular kinds of people. We understand this as happening through their participation in communities of practice. Becoming a member of a community of practice, of a classroom and of a school is a process of developing a particular identity, modes of behaviour and ways of knowing. It is through these ‘normalising’ practices that power is constituted, boundaries constructed and certain ‘kinds of people’ are recognised, represented and constituted, whilst others are not. All individuals are implicated in these processes and active in the construction of their own as well as others’ identities. This paper locates this discussion using social relations of gender and ethnicity, and considers how diversity and difference are actively constituted and play out in one primary school classroom. How students participate in the spatial practices and the construction of pedagogical spaces, what identities are available to them in these spaces and which they take up, is explored. The metaphor of dance is used to analyse these spaces, a metaphor which helps us to understand the complexity of classroom relationships and the way macro‐social practices are both reflected and reconstituted in classroom practices. We argue that the ways teachers think about how they place students, space students and construct students are crucial for student and teacher learning. 相似文献