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1.
Stanislaw Schukajlow Dominik Leiss Reinhard Pekrun Werner Blum Marcel Müller Rudolf Messner 《Educational Studies in Mathematics》2012,79(2):215-237
In this study which was part of the DISUM-project, 224 ninth graders from 14 German classes from middle track schools (Realschule)
were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems:
intra-mathematical problems, word problems and modelling problems. Enjoyment, interest, value and self-efficacy were assessed
before and after a ten-lesson teaching unit promoting modelling competency related to the topics “Pythagoras’ theorem” and
“linear functions”. The study aimed to answer the following research questions: (1) Do students’ enjoyment, value, interest
and self-efficacy expectations differ depending on the type of task? (2) Does the treatment of modelling problems in classroom
instruction influence these variables? (3) Are there any differential effects for different ways of teaching modelling problems,
including a “directive”, teacher-centred instruction and an “operative-strategic”, more student-centred instruction emphasising
group work and strategic scaffolding by the teacher? The findings show that there were no differences in students’ enjoyment,
interest, value and self-efficacy between the three types of tasks. However, teaching oriented towards modelling problems
had positive effects on some of the student variables, with the student-centred teaching method producing the most beneficial
effects. 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.
This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It
presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development
and students’ learning processes. The article has three sections: Section “The role of higher education (HE) institutions”
presents a discussion of the role of higher education in the knowledge society. Section “Contextual learning” presents the
paradigm of contextual learning which we see as a useful foundation for curriculum development. Section “Curriculum development
in practice—the BETA course” shows how a particular course in Business Economic Theory and Analysis has been developed using
this paradigm. The article will be of interest to all academics interested in students’ learning processes but is especially
relevant to those responsible for curriculum development. 相似文献
4.
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
5.
“Post-modernists look to the past and future equally and position themselves in the present, seeing time as a broken continuum
in need of acknowledgement” (Jencks, 1992b, p.6).
Traditional views in instructional technology are often based on the application of scientific knowledge. Post-modernism,
an alternative paradigm, questions whether science alone offers the best approach to teaching and learning. Post-modernism
holds promise for guiding research and development in instructional technology.; however, its potential contributions to the
field require clarification. Accordingly, cogent definitions of post-modernism have been constructed—from an instructional
technologist's point of view—and implications for the field have been presented to address the concerns of critics. This paper
received the 1999 ETR&D Young Scholar Award and the author notes that the termpost-modern shall be hyphenated to symbolize “the continuation of Modernism and its transcendence” (Jencks, 1995, p. 30).
David Solomon is completing his dissertation in the Instructional Technology program at Wayne State University. In addition
to teaching college students at the secondary and postsecondary levels, he has more than 13 years experience designing, developing,
and implementing instruction and performance improvement solutions for multinational and privately held businesses, and can
be reached. 相似文献
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Inés Aguerrondo 《Prospects》2008,38(1):47-63
Besides “inclusion” meaning incorporation within the education system, there is also “inclusion” signifying the incorporation
of knowledge, two distinct processes which went hand-in-hand to start with but which, as education systems expanded, have
begun to drift apart. While the population as a whole, including the more deprived sectors, has improved its educational level
over past decades, in more recent times there has been little to show for the considerable efforts made. It is as if the process
had reached a ceiling, owing to practices of educational marginalization that are so embedded that they perpetually recreate
themselves. The education system has lost its bearings because a new approach is needed with the emergence of the information
and communication society, which implies a new definition of knowledge, cut off from its origins. The idea of “including”
must also be a key notion in relation to the search for a fairer, more democratic society. This implies developing a number
of viewpoints or fundamental attitudes when we consider inclusive education. There is the ideological/political point of view—which
means developing the ideal of justice and democracy within the framework of education as a right; the epistemological aspect—which
entails supporting the new educational approach in the very latest developments of the theory of complexity; the pedagogical
aspect—which entails adopting the advances made in the new learning sciences in order to develop a new “technology of educational
production” (didactics) that will guarantee the entire population’s ability to reason; and the institutional point of view—which
requires reviewing the notion of a “school system” and incorporating other institutional spaces by considering the whole of
society as offering potential “learning environments”.
Inés Aguerrondo (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires. 相似文献
| Inés AguerrondoEmail: |
Inés Aguerrondo (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires. 相似文献
9.
10.
A sense of place 总被引：1，自引：0，他引：1
Ruth Wilson 《Early Childhood Education Journal》1997,24(3):191-194
Conclusion Places shape the stories of our lives. These stories become ongoing “ecological conversations”—i.e., expressions of the dialogue
between ourselves and the environment (Lutts, 1985). When this conversation ends, so will our future.
The development of healthy environmental awareness and concern starts with a feeling response to nature. Such a response comes
primarily by way of firsthand positive experiences in the out-of-doors, especially in environments fostering a “sense of place”
experience. Attention to creating a sense of place for young children can thus prove helpful in fostering a lifelong commitment
to the natural environment. In designing “sense of place” play and learning spaces for young children, we are, indeed, designing
the future as well. 相似文献
11.
中小学"数学情境与提出问题"教学的实验研究 总被引：1，自引：0，他引：1
Xiaogang Xia Chuanhan Lü Bingyi Wang Yunming Song 《Frontiers of Education in China》2007,2(3):366-377
This research tends to make the experimental study on the mathematics teaching model of “situated creation and problem-based
instruction” (SCPBI), namely, the teaching process of “creating situations—posing problems—solving problems—applying mathematics”.
It is aimed at changing the situation where students generally lack problem-based learning experience and problem awareness.
Result shows that this teaching model plays a vital role in arousing students’ interest in mathematics, improving their ability
to pose problems and upgrading their mathematics learning ability as well.
相似文献
12.
Mary Lee Enfield 《Annals of dyslexia》1971,21(1):95-110
V. Summary Once we clear out the undergrowth so that the Jungle of Confusion becomes a Forest of Learning, the child with a unique learning
style or specific language disability can be invited into it to succeed, to learn and to “become”. There are many ways this
child can go through the forest—we can find a guide to take him through, and he will be likely to see only what the guide
shows him; or we can allow him to go through alone and risk the chance of losing him; or we can put him in a plane and fly
him over so he can see from a distance but never get involved; or we can put him in a car and drive him around the perimeter;
or we can set him on a path which will limit his exposure to learning; OR we can teach him to use a compass so he can work
his way through with an independent sense of direction and security. If we honestly accept responsibility for our role in
the lives of these children, wemust clean up our forest; and, we must teach children how to use a compass (basic skills). As leading explorers of knowledge,
rather than merely critics of the negative or headmasters in the function of memory, or prophets of doom, we should give these
children basic tools to allow them to learn and successfully develop a capacity for independent living.
As Mrs. de Hirsch stated last evening, “children need living models who are intelligent—who have integrity and character”.
Yes, they need models to lead them—models who believe in them, who will equip them and then let them honestly“become”. Our challenge is clear—wemust go from materials-centered teaching vagueness to child-centered teaching excellence if this Jungle of Confusion is to become
a Forest of Learning.
From a paper presented at the Twenty-first Annual Conference of the Orton Society, Washington, D. C., Nov. 14, 1970. 相似文献
13.
Kenneth E. Colwell 《TechTrends》2004,48(3):35-39
It goes without saying that the expression “garbage in, garbage out” still applies. Poorly designed instruction cannot be
saved by a flashy, high-tech presentation. Flashy garbage is still garbage. But a high-tech presentation can be a very useful
tool for instructors and trainers to employ if the instructional material is well designed, and learning objectives require
it. If a quality presentation has been developed, it is apparent that students find the use of the graphics tablet to enhance
presentations a useful instructional technique.
I found myself, as the instructor, to be more in touch with the presentation when I used electronic mark-up of presentation
materials. The lectures felt more integrated. I could interact with the presentation more easily and effectively. I’m reminded
of what I teach in my public speaking class about visual aids — use them as an aid to, but not a replacement for, well-prepared
material — but use them. They can help clarify content, maintain interest and increase retention. Enhanced presentations can
do that even more effectively. 相似文献
14.
This study analyses why and how academic inbreeding as a recruitment practice continues to prevail in Japan, a country with
a mature higher education system, where high rates of academic inbreeding endure in most of the research-oriented universities
in spite of several higher education reforms. Based on a qualitative analysis, we disclose three characteristics that lead
academics to become inbred at Japanese universities. One characteristic—the adoption of “open recruitment processes” in detriment
of “closed recruitment processes”—changed over time, limiting academic inbreeding practices, but two other characteristics
remained unchanged over time: the “one university learning experience” and the “concentration of doctoral supervisors at the
same university”. These latter characteristics represent difficult challenges to be tackled as they are also traditional characteristics
of the Japanese higher education system. The research also shows that academic inbreeding practices are a means to assure
organizational stability and institutional identity, features perceived as important by Japanese universities. A central challenge
for the Japanese universities is then to guarantee these features without needing to rely on academic inbreeding practices
to obtain them. However, devising policies to meet this challenge calls for institutional will to change, proactive strategies
and time. 相似文献
15.
“New Basic Education” and me 总被引：1，自引：0，他引：1
Lan Ye 《Frontiers of Education in China》2009,4(4):558-609
Initiated in September 1994, “New Basic Education” first underwent a five-year Exploratory Research phase from September 1994
to May 1999, which was followed by a second five-year Developmental Research phase from September 1999 to May 2004. Thus during
the past ten years, “New Basic Education” has undergone a complete research process, including the presentation of the problem,
the formation of results, and finally the dissemination, application, perfection, and development of its research. This study
has preliminarily explored the transformation of schools, educational theories and educational research methods in China.
The author hopes to respond actively to educational changes caused by our transforming society through her professional research.
She presents in this paper the retrospective notes of her subjective state, such as her thought process, planning, actions
and experiences while conducting and developing “New Basic Education” research.
“New Basic Education” research originated from ten years of theoretical preparation (amassing basic educational theory, the
methodology for educational research, and meta-research of educational disciplines), as well as from the author’s personal
experiences conducting field research during the past three years and her profound reflections on the nature of the social
transformations taking place in late 20th century China. During the Exploratory Research phase, “New Basic Education” research—which consists of reconstructive research
on educational theory and practice—regards the rebuilding of educational aims as its theoretical starting point. Additionally,
“New Basic Education” research regards schools, which provide nine-year compulsory education as the entire unit of practical
research. The research also focused on classroom education, teaching reform, and school management for the experimentation
and reform of the schools. As for the core issue of methodology, the crux of the issue lies in how to deal with the relations
between theoretical research and practical research and the relationship between theoretical researchers and practical researchers. 相似文献
16.
In this contribution we describe a short development course for in-service physics teachers. The course structure and materials
are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact
with the active learning strategy “Tutorials in Introductory Physics,” developed by the Physics Education Research Group at
the University of Washington. The course was organized in a constructivist, active learning environment, so that teachers
have first to experience, as regular students, the whole Tutorial sequence of activities: Tutorial pre-test, Tutorial, and
Tutorial Homework. After each Tutorial, teachers reflect on, and recognize their own students’ learning difficulties, discussing
their teaching experiences with their colleagues in small collaborative groups first and the whole class later. Finally they
read and discuss specific Physics Education Research literature, where these learning difficulties have been extensively studied
by researchers. At the beginning and at the end of the course the participants were given the conceptual multiple-choice test
Force Concept Inventory (FCI). The pre-/post-instruction FCI data were presented as a practical example of the use of a research-based
test widely used in educational research and in formative assessment processes designed to improve instruction. 相似文献
17.
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program 总被引：1，自引：0，他引：1
Hana Berger Bat-Sheva Eylon Esther Bagno 《Journal of Science Education and Technology》2008,17(4):399-409
The present study examined continuity of learning between face-to-face and online environments in a “blended” professional
development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online
exchanges between them through a website. The program focused on “knowledge integration” (KI) innovative activities in physics
classes using an “evidence-based” approach: The teachers implemented the activities, collected and analyzed data about their
practice and their students’ learning, and reflected on the evidence with their peers. Five reflective tools were used to
promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed.
Analysis of the online exchanges in relation to teachers’ face-to-face discourse revealed that the teachers discussed the
same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations),
and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in
the teachers’ learning. This study shows that appropriate use of an online environment in a blended program can lead to a
continuous course of learning and can transform a “9 once-a-month-meetings” workshop into a “9-month” workshop. 相似文献
18.
Patrick Groff 《Annals of dyslexia》1991,41(1):81-95
This article reports the findings of a study of the opinions of first- and first/second-grade teachers of certain comments
made about the whole language approach to reading instruction by leading advocates of this procedure. The investigation revealed
that these teachers rejected as “false” more of these comments about the whole language approach than they accepted as “true.”
The findings of this study, apparently the first of their kind that have been reported, suggest that less progress has been
made in persuading teachers that the whole language approach to reading instruction is the preferred teaching procedure than
some leaders of the whole language movement previously have claimed. 相似文献
19.
20.
This paper describes a framework for learning where learners undergo experimentations with the phenomena at hand according
to progressive and staged goals. Bowling is used as a case study in this paper. The premise for experimentations is that learners
can experience hidden efficacies, including the formation of “bad habits.” A distinction is made between productivity in learning
and performance in terms of learning outcomes. In other words, productivity in learning may not necessarily manifest in successful
performance, hence the term productive failure. To emphasize the need for self-regulation during problem-solving process,
we discuss the movements within the productive–unproductive and success–failure dimensions through three-staged self-regulatory
processes and draw implications to learning and instruction. 相似文献