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1.
ABSTRACT

The need to develop reasoning skills in children through discussion is generally acknowledged by curriculum aims. There is, however, a lack of any definite teaching strategy to fulfil this need. Matthew Lipman's Philosophy for Children programme has had success in this area. As with other ‘collaborative enquiry‐based’ approaches to learning, it depends upon a teaching strategy which enhances children's self‐esteem. This seems a necessary ingredient for the development of rationality, critical awareness and autonomy in children. Inadequate teacher training is suggested as a major reason for the failure of ‘collaborative’ approaches greatly to influence educational practice. With a shift away from the ‘authority/knowledge‐based’ paradigm and the provision of effective teacher training, it is considered that our educational institutions could become more democratically organised, and we would move closer to realising the liberal ideal of developing human potential to the full.  相似文献   

2.
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3.
Abstract

Teachers' evaluation of pupil learning should be consistent with identified learning outcomes at the intended level of performance. To the extent that curriculum and assessment are aligned, the validity of inferences about pupil knowledge is strengthened. The purpose of this investigation was to evaluate the assessment practices of preservice teachers who have successfully completed coursework in educational measurement. Three hundred and nine lesson plans from 65 preservice (student) teachers were reviewed. The authors found that, during student teaching, preservice teachers do not follow many of the assessment practices recommended in their coursework. Perhaps implementations of recommended classroom assessment practices seem to depend on more than possessing the requisite knowledge.  相似文献   

4.
Within the curriculum guidelines for Bavaria, we designed a hands-on educational programme for teaching sustainability with regard to agriculture, food and consumerism, partly implemented on a farm as an out-of-school learning setting. The participants were fifth graders (N?=?176). The research followed a quasi-experimental design and used the subscale consumerism of the General Ecological Behaviour Scale and situational emotions (interest, well-being, boredom) to focus data collection activities. The study monitored the students’ knowledge increase and their Inclusion of Nature in Self (INS) scores as possible influencing factors on environmental behaviour. After participation in the programme, while we found that the students intended to consume in more environmentally friendlier ways, this intention did not persistent over a seven-week time span, nor did it relate to the INS or knowledge scores. There was, however, a high correlation with positive situational emotions like interest (r?=?.46, p???.001) and well-being (r?=?.39, p???.001), and a negative correlation with boredom (r?=??.42, p???.001). We conclude that the ‘effect’ of the programme immediately measured after the intervention was strongly linked to situational (short-term) emotions, and should be considered in educational planning as well as the evaluation of sustainability teaching and learning.  相似文献   

5.
Abstract

This paper examines a programme which aimed at creating alternative school‐based experiences for postgraduate students following a 1‐year higher diploma of education course at the University of Natal in Pietermaritzburg. The programme was premised on the belief that critical reflection is necessary for educational transformation, and that teacher educators increasingly will be expected to raise the quality of teaching in schools. The background to the Mentor Programme is described and the underlying rationale is discussed. Whilst the evidence from the study reflects mentor satisfaction at the quality and range of teaching skills developed by students during the programme, the investigators express disappointment at their lack of success in attaining critical reflection by their students. Students generally did not look critically, as they had been encouraged to do, at the institutional or societal context of their teaching. The discussion identifies three possible reasons for this, but concludes that any approach to teacher education which does not encourage teachers to reflect critically on their own educational views and on the nature of education as it is realised in the institutional setting of schools will be inherently flawed.  相似文献   

6.
ABSTRACT

This paper reports the development of a Mapuche education programme in the context of indigenous demands and claims in relation to education, specifically the Bafkehce Mapuche community who live in the Araucanía Region of Chile. The central objective defined was to systematise, jointly with the indigenous community, the components defined as educational knowledge in order to generate a Mapuche education. The study was approached using the dialogical-kishu kimkelay ta che methodology, developed jointly with a Maci (responsible for ceremonies), two Kimches (sages), a Gütancefe (bone-setter), Mapuche teachers, and undergraduate teaching students and academics. The results show epistemic and gnoseological categories which differ from the westernised Chilean categories of education, thus allowing a Mapuche education programme to be generated in order to establish a dialogue between educational knowledge in the indigenous context and in the Chilean western context.  相似文献   

7.
ABSTRACT

The basic aim of this paper is to discuss the concept ‘Knowledge Democracy’ (KD) and what it can mean in the school context, its implications on knowledge production and dissemination and on the educational practices. We try to enrich this discussion by presenting action research projects to provide case studies of how thinking about KD can reshape educational practice. We consider that the discussion on KD has to be enriched as the concept seems very promising with good prospects towards school’s democratization. On the other hand, as it is quite new, it can encompass internal contradictions that can cause problems at the level of practice. So, we consider very important any contribution to this discussion not as another theoretical sample of the debate on the ‘politics of knowledge’, but because any improvement at the thinking of the issue can be reflected on school practices. Any challenge to traditional politics of knowledge can lead to a deeper understanding of the world of schooling and to transformations through new discourses and new approaches to teaching and learning in school.  相似文献   

8.
ABSTRACT

Pollinating animals are profoundly affected by the current loss of biodiversity, a problem that is of concern to science, policy-makers and the public. One possibility to raise awareness for pollinator conservation is education. Unfortunately, insects such as bees are often perceived as frightening creatures; a negative emotion that may hinder successful learning processes. Thus, any educational initiative must conquer this obstacle and promote conservational knowledge. Using a quasi-experimental design, we evaluated the effectiveness of an educational programme using two student-centred learning approaches: One by encountering living honeybees (Apis mellifera) at a beehive (N?=?162), the other by using an eLearning tool connected to a remote beehive (N?=?192). We monitored secondary school students’ environmentally relevant knowledge of bees, their environmental attitudes and their perception of bees in regard to conservation and dangerousness. The results indicate that both approaches lead to the acquisition of conservational knowledge in the short and medium term. Direct experiences with nature are regarded as crucial, but using an eLearning tool in environmental education constitutes an outstanding alternative to acquire knowledge. Adolescents with low ‘green’ attitudes responded positively to the online beehive, and the perceived danger of bees played no role in the learning process.  相似文献   

9.
Abstract

This paper scrutinises the educational knowledge requirements of craft, technical, and reflective professional conceptions of teaching, as recently outlined by Winch, Oancea, and Orchard. Drawing on Bernsteinian sociology of knowledge we identify the different requirements each conception makes of educational knowledge, and how it is envisaged that this knowledge will be used in educational practice. While craft conceptions dismiss the value of educational knowledge per se, they nevertheless value other forms of disciplined knowledge. Arguing that technical conceptions of teaching may be either narrowly instrumental or autonomous, we suggest that an advanced technical knowledge base requires a disciplinary aspect, while knowledge for purely instrumental purposes offers a reductive view of educational practice. Moreover, the varying notions of reflection suggested by reflective professional conceptions require certain forms of engagement with educational knowledge, which are challenged by contemporary reforms in teacher education globally. It is suggested that there are often interdependencies between forms of educational knowledge and conceptions of teaching, with potential implications for the trajectories of educational reforms. The argument is briefly illustrated with reference to the national contexts of Germany, England, and Finland.  相似文献   

10.

A teaching programme designed to foster the reflection on and development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at the Queensland University of Technology, Brisbane, Australia. As part of the year-long teaching programme, students were required to reflect in journal entries on the content of an educational psychology unit in relation to their epistemological beliefs. The students engaged in this teaching programme (the research group) were interviewed in relation to their beliefs at the beginning (Time 1) and conclusion (Time 2) of the teaching programme. Students in a comparison group were not encouraged to explicitly reflect on their epistemological beliefs. They were asked to complete written statements about their beliefs about knowing at the beginning (Time 1) and end (Time 2) of the year-long unit. Schommer's (1988, 1990) epistemological beliefs questionnaire was administered to both the comparison and research groups at Time 1 and Time 2. This questionnaire measured beliefs about knowing. The results of both the quantitative and qualitative data analysis indicated that the group of students engaged in the teaching programme experienced more growth in sophisticated epistemological beliefs. The success of the teaching programme has implications for how teacher educators develop learning environments.  相似文献   

11.
Abstract

This article seeks to clarify the purpose of high-stakes exam and its relationship with teaching and learning by elucidating the educational thought of the eminent neo-Confucian thinker Zhu Xi. The paper contends that Zhu Xi views standardised testing as an essential means to evaluate the learning outcomes, honour exemplary scholars and select suitable persons for official positions. But he rejects exam-centred teaching and learning that promote rote-memorisation and neglect self-cultivation and self-transformation. The paper further delineates Zhu Xi’s broad-based and integrated educational programme that is aimed at learning for the sake of one’s self through experiential learning, personal inquiry and mindful reading. The essay concludes by highlighting the contemporary implications of Zhu Xi’s ideas: they inform the ongoing debates on the usefulness and impacts of high-stakes exam by situating standardised testing within a larger educational agenda that is geared towards self-improvement and personal transformation.  相似文献   

12.
ABSTRACT

In recent years there has been a resurgence of interest in innovation in teaching and learning in higher education. Now more than ever, academics are advised that engaging in educational innovation for the purposes of improved student learning is supported, valued, and rewarded. However, embracing innovative teaching practice requires academics to develop new skills and understandings, take on extra work, risk failure and invite disapproval from staff and students. Ultimately, focusing upon educational innovation rather than discipline research can be a risky career move if it is not undertaken strategically. This paper provides insight into the characteristics of two innovative academics from the discipline of science and explores the dimensions of innovation as it pertains to teaching and learning. A framework emerged from an analysis of their experience which identifies different types of educational innovators in higher education, discriminating between three individuals with regards to the level at which they seek to influence practice.  相似文献   

13.
Abstract

The research reported on in this article was conducted to determine if student teachers enrolled in a Bachelor of Education programme at a South African University are able to integrate science and technology in their teaching. The participants were a cohort of students registered for a course aimed at preparing them to teach grades 4 to 6 in the primary school. The theoretical framework applied in the study is Rogan's Zone of feasible Innovation (ZFI) which uses the analogy that curriculum strategies are good when they proceed just ahead of current practice. Students' understanding of integration of two learning areas was compared to their knowledge base. The findings suggest that students who have very little knowledge of science and/or technology have difficulty in understanding what the scientific and technological processes mean and without this understanding are unable to integrate science and technology effectively in their teaching. It is recommended that the B.Ed programme at this university focuses more on providing opportunities for students to acquire sound knowledge of the two disciplines before attempting any form of integration.  相似文献   

14.
Abstract

The effects of students' conceptual levels and teachers' instruction patterns on students' motivation to learn academic course content were investigated. An examination of 63 students enrolled in a course entitled “Motivation and Performance in Organizations” at West Point yielded statistically significant interactions: For low-conceptual-level students, direct teaching methods maximize motivation to learn course content; for high-conceptual-level students, nondirect instruction significantly enhances motivation. These results expand existing educational literature that suggests that proper conceptual level/instruction pattern matches enhance students' motivation in the classroom. Educators may use this knowledge to develop teaching environments that support the specific learning needs of individual students.  相似文献   

15.
Abstract

Laboratory exercises have created benefits in student learning. Making laboratories open ended pushes students to have an independent perspective and to think harder. An openended experiment is where students are given the flexibility to develop their own experiments. Outcome-based education is an educational theory that bases each part of an educational system around objectives. Measuring programme outcomes (POs) in engineering education is a challenge for teaching faculty in general, and doing so for a laboratory programme and through an open-ended experiment, is even more challenging. This article explains the planning and execution of conducting an open-ended experiment in a metal cutting laboratory to enhance active learning. If also focuses on the evaluation process, rubrics developed, and attainment of POs in the Industrial and Production Engineering (IPE) programme.  相似文献   

16.
Abstract

This paper describes a project, which aimed to develop a programme for the entire teaching staff of a faculty of health sciences, who had received initial teacher training earlier in their career. The programme was developed according to sound educational principles and was supported by the faculty board. Departments also received financial compensation for participation in the workshops. During the first two years of this programme almost 60% of the tenured teachers participated in at least one workshop. Reasons for participation and non‐participation are discussed.  相似文献   

17.
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18.
Abstract

In this article the author describes the changing of traditional teaching patterns, how difficult and time-consuming such changing can be and how use of information and communications technology (ICT) may affect that change process. She gives an overview of some effects ICT appears to be having on teaching and learning in the Icelandic educational system. Teaching practices at the compulsory level of schooling in Iceland are described and indications presented on how little they appear to be changing. Effects on teaching practices in teacher education at Iceland University of Education are also discussed, with the trend towards distance education and net-based teaching and learning being by far the most noticeable  相似文献   

19.
In this case study a novel educational programme for students in preparatory vocational education was studied. The research questions were: (1) Which teaching/learning processes occur in a simulated workplace using the concept of a knowledge‐rich workplace? (2) What is the role of models and modelling in the teaching/learning processes? The curriculum project consisted of design and construction tasks. The students were collaboratively involved in the process of designing a tricycle for a real customer. This real‐life activity creates opportunities for students to develop and use models, which can be used in more than in one context. The case study explored how the teachers deal with the students’ explicit and implicit need for knowledge and skills. The main findings are that teachers more often provide this knowledge, rather than guide the students in reconstructing it, and towards the end of the project, knowledge tended to remain situated.  相似文献   

20.
ABSTRACT

This paper argues that Non-formal Education (NFE) has seen a remarkable revival of interest across both developing countries and the more highly developed countries. Among the factors causing this revival is the search for alternative educations to meet the needs of different groups in society. But in the process, NFE has been relocated – not so much as ‘outside’ formal educational institutions but as a different kind of learning programme within a continuum of lifelong learning covering formal, non-formal and informal learning. It argues that the adult learning targets contained in every one of the Sustainable Development Goals (SDGs) cannot be met by formal learning programmes alone and require a much expanded non-formal education programme. To deliver this, the paper suggests that the current movement for community learning centres (CLCs) can provide a base for operationalising NFE for the SDGs. It takes a case study, the Folk Development Colleges of Tanzania, as an example of the kind of national system for NFE which can be built. It ends by looking at current redefinitions of NFE and at where such an NFE system might fit into the governmental architecture of educational planning.  相似文献   

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