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《欧洲教育》2013,45(1):61-70
The project's background Research about the effects of education at an individual level are to a great extent concentrated to the higher levels of the educational system. Ever since the 1930's extensive research has been conducted, not least in the United States, about what effects on knowledge and values originate from university training. As this project has as its main purpose—with examples from a number of different fields of study—to describe and try to understand enduring effects of a cognitive nature which higher education can contribute to, there is reason to pay attention to those features in previous research that have concerned growth of knowledge and/or cognitive development. According to a survey that was made in a different context (Dahlgren, 1982), it is possible to classify the cognitive effects of education into three levels. The first level might be the one that is most evidently associated with formal education, i.e., the level where specific knowledge and skills within different subjects appear. It is of course not surprising to find that students that are about to leave an education where they have taken extensive courses in, for instance, biology and chemistry perform better at tests with problems of a scientific nature than a group of students that have recently started the same kind of education. 相似文献
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Jan Alexis Nielsen 《Research in Science Education》2013,43(1):371-393
This paper explores the challenges of using the Toulmin model to analyze students’ dialogical argumentation. The paper presents a theoretical exposition of what is involved in an empirical study of real dialogic argumentation. Dialogic argumentation embodies dialectical features — i.e. the features that are operative when students collaboratively manage disagreement by providing arguments and engaging critically with the arguments provided by others. The paper argues that while dialectical features cannot readily be understood from a Toulminian perspective, it appears that an investigation of them is a prerequisite for conducting Toulminian analysis. This claim is substantiated by a detailed review of five of the ten most significant papers on students’ argumentation in science education. This leads to the surprising notion that empirical studies in the argumentation strand — even those studies that have employed non-dialectical frameworks such as the Toulmin model — have implicitly struggled to come to terms with the dialectical features of students’ discourse. The paper finally explores how some scholars have worked to attend directly to these dialectical features; and it presents five key issues that need to be addressed in a continued scholarly discussion. 相似文献
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The purpose of this paper is to consider the continued saliency of the ideas of Harold O. Rugg, particularly for social studies
education. Given the conservative political times in which we work, and the current educational emphases on academic standards,
high-stakes standardized testing, and mastery of specified knowledge, and the impact of these developments on social studies
education, it is useful to revisit Rugg’s contributions to the field. In this paper, we examine Rugg’s social and curricular
theories. Then, in light of this examination, we imagine what Rugg would say about contemporary issues for social studies
education, and what we, as curriculum scholars and social studies educators, can learn from his likely responses. 相似文献
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Science students in the United States do not do as well as students inother industrial countries.That is the finding of a new report released bythe American Federation of Teachers.The report notes that only 70% of American high school students takehigh level tests called Advanced Placement Tests.The tests are offer-ed to successful students.Only a little more than half the students thattake the tests pass them.In Germany,France,Japan,England and Wales, 相似文献
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Zhimin Zhang Changhai Tang Fei Wang 《美中教育评论》2005,2(6):12-28
The text discusses the problem of form of organization and security system of old-age education in community from theoretical and practical aspects. From the practical analysis, we find that the main form of old-age education in community is school education. The statistics of the research shows that the level of old-age education in community is in primary stage. The teaching form, the teaching content, the mechanism of organization, and fundamental facilities need to be strengthened. The analysis in different areas shows that the teaching activities and fundamental facilities of old-age school in eastern cities are obviously better than that of cities in middle region. In theoretical analysis, it expounds the relationship between old-age education and the education in communities, old-age education and life long education. And it also raises the problem of the confusion of definition in the studying course of the old-age education＇s theories such as attribution, characteristic, and definition. Its content has been renewed. The theoretical framework has been raised in the research of security system. 相似文献
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The terms difficultyand disabilityreflect two major concerns in contemporary education. Can we ensure education without failure? Can education be provided for all? Research conducted with adults who are poor readers suggests that they view themselves as failures when often they were victims of educational practices which treated as misfits all children who experienced difficulties in school. Evidence has accumulated which shows that a flexible education system can accommodate almost all children and that difficulties are symptoms of a mismatch between student needs and educational provision. For many children categorized as disabled, these difficulties could be resolved by modifying their educational program. Where there is true disability, which results from biological impairment, the major aim should be to prevent disability from becoming a handicap. Technological advances can help modify the physical constraints imposed by impairment; of greater importance to today's children is the need for greater community awareness and acceptance of disability.
While parents and teachers have reservations concerning the increased integration of disabled children some activists are pressing for legislation similar to US PL 94‐142 to ensure that all children, regardless of disability level, are provided with education in the mainstream to the maximum feasible extent. To argue about the effectiveness of integration is to miss the point; both regular school and special education support services need to recognize the many changes essential to minimize failure and to encompass the reasonable developmental needs of all children. Presently, there is a great discrepancy between what is known about effective instruction and current educational practice; until this gap is narrowed, for children with difficulties and disabilities failure will remain all too common.
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Science education and Christian education are not compatible if byChristian education one means teaching someone to be a Christian. Onegoal of science education is to give students factual knowledge. Even whenthere is no actual conflict of this knowledge with the dogmas ofChristianity, there exists the potential for conflict. Another goal ofscience education is to teach students to have the propensity to be sensitiveto evidence: to hold beliefs tentatively in light of evidence and to rejectthese beliefs in the light of new evidence if rejection is warranted by thisevidence. This propensity conflicts with one way in which beliefs are oftentaught in Christian education: namely as fundamental dogmas, rather than assubject to revision in the light of the evidence. 相似文献
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The article utilizes a decolonizing theoretical lens to advocate for the need to engage in a more nuanced approach to conceptualizing local/global aspect of social justice discussions within social studies education. The article engages with questions of social justice by utilizing Noddings’s (2006) argument that “educational malpractice” (p. 250) is a daily occurrence in US classrooms because students are expected to reproduce textbook answers, rather than generate their own questions and reasoned research and deliberation. Kumashiro’s (2004) writings on antioppressive education speak of how the repetition of mainstream narratives normalize what ought to be taught and learned in schools. We propose that educators cannot avoid questions of racism and Islamophobia as critically important issues within social studies classrooms. Therefore, through engaging in critical inquiry on the prevalence of racism and Islamophobia, educators can disrupt the continued educational malpractice within the social studies. 相似文献
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F.Bacon 《小作家选刊(小学)》2002,(9)
Studies serve for delight,for ornament,and forability.Their chief use for delight,is in privatenessand retiring;for ornament,is in discourse;and forability,is in the judgement and disposition ofbusiness.For expert men can execute,and perhapsjudge of particulars,one by one;but the generalcounsels,and the plots and marshalling of affairs,come best from those that are learned.To spend toomuch time in studies,is sloth;to use them too muchfor ornament,is affectation;to make judgement onlyby their r… 相似文献
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有人说时机决定一切。帕姆，泰勒有一个一岁的儿子、一个七岁大的女儿，还怀上了一对双胞胎，她决定是时候开始学习大学课程。 相似文献
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Today all fifty states in America have many laws about education.One of these laws says all chil-dren must go to school.Each state collects tax money from people who own property.Taxes _schools,buy books,and pay teachers.In that way,everyone could go to school.In Colonial days,it wasdifferent.Usually,people had to pay to send children to school.Not everyone could afford to send theirchildren and many young people never went to school.In school,most children were taught only toread and write.Children from rich families had a better education.During the early _,people be- 相似文献
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Anthony Ruck 《The International Journal of Art & Design Education》2020,39(2):405-417
Education increasingly operates in neoliberal terms; privatisation, marketisation and competition have become key drivers for schools in England. This article explores the findings from an ethnography that points to how arts education practices are being used to ‘art‐wash’ schools resulting in parents with the requisite economic, social and cultural capitals ensuring that their children benefit the most from a creative education. Whilst most of the narratives on artwashing have so far focused on arts institutions and global capital, this article questions how some of the specific processes of gentrification may be extended to the current education system in England and ask if schools and arts organisations may increasingly be ‘art‐washing education’. 相似文献