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1.
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2.
Confucian education is often associated with rote-memorisation that is characterised by sheer repetition of facts with no or little understanding of the content learnt. But does Confucian education necessarily promote rote-memorisation? What does Confucius himself have to say about education? This article aims to answer the above questions by examining Confucius’ concept of si (thinking) based on a textual study of the Analects. It is argued that Confucius’ concept of si primarily involves an active inquiry into issues that concern one’s everyday life, promotes inferential thinking, and facilitates self-examination. Far from advocating rote-memorisation, Confucius highlights the need for us to take ownership of our own learning, engage in higher order thinking, and reflectively apply the lessons learnt in our lives.  相似文献   

3.
In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning.  相似文献   

4.
《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   

5.
International Journal of Science and Mathematics Education - This study presents a characterization of prospective early childhood teachers’ (ECEPTs) and prospective elementary school...  相似文献   

6.
Six US first-year university students in humanities or social science degree programmes were interviewed while solving 4 tasks on continuity and asymptotes in a required mathematics course. The focus was on how the students referred to the definitions or to the concept images when solving the tasks and if partial understandings appeared. Partial understanding denotes when the definition or the concept image has correct parts but essential parts are missing or incoherencies occur. Some students confused continuity with differentiability or perceived it as a graph not having holes, which is also reported by other studies. Another misconception that emerged is to perceive points on the x-axis as non-continuous. The partial understandings of asymptotes were related to the vertical asymptote as it was confused with a function property. Some students referred to the definitions when correctly solving some of the tasks and some students with coherent concept images were successful solving some of the tasks even when they did not refer to the definitions.  相似文献   

7.
Confucius has been eminent throughout histories in terms of his profound educational concepts. In this paper the author attempts to investigate the contributions Confucius had made in promoting the popularization of education at that time. The ultimate goal of this paper is to demonstrate the realistic significance of Confucius＇s educational concept, namely, ＂education should be done without the difference between the rich and the poor, or the noble and the mean＂.  相似文献   

8.
Summaries

English

A concept is understood here as a logic core, which is surrounded by an associative framework, to which also the name of the concept belongs. The logic core is a pattern of properties of a class of things, which is invariant to individual objects of the class as well as to the observer. The pattern is determined by logic relations, which are constituents of the epistemic structure of the learner.

In this article an analysis of the situation concerning the concept ‘growth’ is carried out. The logic core of the concept is theoretically investigated by means of systems theory and is empirically tested by means of free definitions. The associative framework, however, is determined by means of free association tests.

It is shown that in the course of school education a marked shift takes place in the logic core as well as in the associative framework from a ‘growth in terms of geometric dimension’ towards a ‘growth in terms of particle numbers’.  相似文献   

9.
Abstract

This study investigated the relationship between teachers’ levels of Inferred Self Concept (ISC) and the cognitive growth of their students. One hundred twenty third grade students were matched for sex and IQ, and their cognitive growth was determined by pre and post testing with the Word Meaning, Paragraph Meaning, Spelling, Word Study Skills, and Language sub tests of the Stanford Achievement Test. The six teachers levels of ISC were determined by three raters who completed Parker’s Self Concept Checklist after observing each teacher for one hour. The levels of ISC were related positively to the students’ cognitive growth at the .01 level of significance for four of the five subtests and the total gain.  相似文献   

10.
The nature of science (NOS) is a primary goal in school science. Most teachers are not well-prepared for teaching NOS, but a sophisticated and in-depth understanding of NOS is necessary for effective teaching. Some authors emphasize the need for teaching NOS in context. Species, a central concept in biology, is proposed in this article as a concrete example of a means for achieving increased understanding of NOS. Although species are commonly presented in textbooks as fixed entities with a single definition, the concept of species is a highly discussed one in the science and the philosophy of biology. A multitude of species concepts exist, reflecting both the views and interests of researchers and their utility in different organism groups. The present study serves to address the following questions: How do textbooks in Norwegian primary and lower secondary schools present the concept of species? Can inquiries into the concept of “species” serve to highlight aspects of NOS? A review of the available literature on species and species concepts in school is also performed. In the schoolbooks, the biological species concept is commonly used as the main definition, whereas the morphological species concept is represented by additional remarks of similarity. The potential and pitfalls of using the species concept for teaching NOS are discussed, with NOS being discussed both as a family resemblance concept and as a consensus list. Teacher education is proposed as a starting point for inducing a more sophisticated view of biology into schools.  相似文献   

11.
午萌  陈思颖 《海外英语》2014,(9):250-252
It is generally considered that students are real masters of learning,and teaching materials are the accompaniers of the students learning.The author makes a comparison of the two textbooks New Concept English and Go for it from their syllabus chosen,compiling architecture and discourse analysis and knowledge in the aspect of language.  相似文献   

12.
Research in Science Education - The aim of the present research was to explore the use of concept maps as an assessment tool. The research question posed was: can concept maps be used to...  相似文献   

13.
Background: The context-based approach (CBA) is one of the approaches that allow learning to take place with real and related context, and this has increasingly become more popular.

Purpose: The purpose of this study is to investigate the effect of the REACT strategy of the CBA on remedying 12th grade students’ alternative conceptions of ‘alkenes’ and improving their conceptual understanding.

Sample: The sample of the study consisted of 20 (10 girls and 10 boys – aged 17 to 18 years) 12th grade students who enrolled in the Chemistry course in the 2014–2015 academic year in a public high school.

Design and methods: Since the current study evaluated student gains in conceptual understanding by means of a pre-test, post-test, and delayed-test scores, the study used a single group pre-posttest research design. To gather data, an Alkenes Concept Test (ACT) with 15 multiple choice items and a semi-structured interview protocol with 4 open-ended questions were used. The ACT was administered before and after the intervention as pre- and post-tests. Then, the semi-structured interview protocol was carried out. The ACT was re-administered third time to the students as a delayed-test one month after the intervention.

Results: The results showed that the REACT strategy was effective to remedy the alternative conceptions and helped students to keep new conceptions in their long-term memory one month after the implementation.

Conclusions: The REACT strategy was effective in enhancing conceptual understanding of ‘alkenes’ and helping 12th grade students to link between the scientific concepts and daily life.  相似文献   


14.
The International Society for Performance Improvement's journal Performance Improvement has invited readers to submit Human Performance Technology (HPT) tools for publication. These can include ready‐to‐use job aids or tools and templates used to facilitate gap analysis, process flow mapping, performance consulting, instructional design, e‐learning, on‐the‐job training, solution design, and performance measurement and evaluation, to name few. We're looking for a variety of instruments that are consistent with the principles of HPT, have broad appeal, and are applicable to a variety of workplace situations. In all cases, tools should focus on adding value to individual, team, or organizational performance. Our first submission is a Concept Map submitted by Aaron U. Bolin.  相似文献   

15.
A concept pair is a pair of concepts that are fundamentally different but closely related. To develop a solid conceptual understanding in dynamics (a foundational engineering science course) and physics, students must understand the fundamental difference and relationship between two concepts that are included in each concept pair. However, all existing research in dynamics and physics education has been focused on the identification and repair of students?? misunderstanding of individual concepts, but not concept pairs. The present research fills the gap of existing research by studying students?? perceptions of dynamics concept pairs and correlation with their problem-solving performance in both particle and rigid-body dynamics. A total of 88 engineering undergraduate students participated in the present study. Students?? perceptions were assessed using a 40-item instrument that included 20 dynamics concept pairs at fundamental Level One and higher-order Level Two. Students?? problem-solving performance was assessed using four exams that included 66 dynamics problems. The coefficients of reliability (Cronbach??s ??) of assessment instruments vary between 0.69 and 0.93. The research findings from the present study show that students were not confident in their understanding of Level-Two concept pairs, especially the relationship between the Principle of Linear Impulse and Momentum and the Principle of Angular Impulse and Momentum, and the relationship between the Principle of Angular Impulse and Momentum and the Conservation of Angular Momentum. A statistically significant correlation exists between students?? perceptions of Level-Two concept pairs and their problem-solving performance on both particle dynamics (r?=?0.355, p?<?0.01) and rigid-body dynamics (r?=?0.351, p?<?0.01). The research findings made from the present study imply that educational efforts should be focused on improving students?? understanding of Level-Two dynamics concept pairs.  相似文献   

16.
This research focused on the concept of “force” (“CHI‐KA‐RA” in Japanese) in Newtonian mechanics. The primary objective was to develop a tool, based on metaphor, to interpret student thinking in learning scientific topics. The study provides an example of using the tool to trace the process of mutual changes in thinking during a dialog among students who have different perspectives on the same topic. “Social metaphorical mapping” was used to interpret a dialog between two groups of junior high school students with different epistemological paradigms with regard to the concept of force (CHI‐KA‐RA) in the learning environment of a computer simulation. Both source domains were recontextualized through social metaphorical mapping and the process of mutual changes in concepts was traced. Participants noticed that the Buridanian 1 1. Buridan was a French scientist in the fourteenth century who proposed a theory of impetus. concept of“force” differs from the Newtonian concept of “force,” differentiated between the concepts of “force” that use the same Japanese term “CHI‐KA‐RA,” and noticed that the Buridanian concept of “force” resembles the Newtonian concept of “momentum.”  相似文献   

17.
James Trier 《Interchange》2002,33(3):237-260
The thesis of this paper is that it is a productive venture to introduce preservice students to social theories that are typically not a part of teacher preparation programs. Examples of these theories are those associated with terms such as habitus, the carnivalesque, power / knowledge, seduction, detournement, the spectacle,la perruque, (the wig), and the art of making do,as well as others. In this paper, I describe a project that involved exploring the theory of habitus to problematize the tendency of preservice students to not think in terms of relations between what goes on in the classroom and what goes on in society. I introduced habitus by having preservice students read selected print materials and by having them view, analyze, and respond in writing to popular school films. Students also analyzed their experiences in classrooms in terms of habitus, making a connection between theory and practice.  相似文献   

18.
This paper is a reflection on a three-year longitudinal study that explored the development of children’s concept of a substance, for which detailed results concerning children’s understandings have been reported elsewhere. The attention in this paper is on the methodological features related to the longitudinal nature of the study and the insights into pupils’ learning that were afforded by its design. There is, of course, an extensive literature on children’s understandings of scientific ideas, and the nature of conceptual change involved in learning is a contested area. I argue in the paper that longitudinal studies are uniquely placed to inform the debate, and by focusing on this particular study the aim is to demonstrate the kind of contribution that can be made.  相似文献   

19.
First published in 1967, New Concept English (NCE) compiled by L. G. Alexander is considered to be the epitome of structuralist text book. It has gained popularity ever since. Having experienced decades of publication, NCE proves to be much more successful than its preceding traditional English course books like Essential English, Linguaphone Course, etc. For one thing, NCE is a reaction against traditiona(?) grammar-translation appoach. On the other hand, it is also an attempt to innovate pure structuralist approach by incorporating some kind of function and situation in the teaching of English. But it doesn't go any further.  相似文献   

20.
The physical magnitude ‘work’ has a long history. It emerged when two different practices, performed during the whole eighteenth century, met each other. The first was theoretical, practiced by philosophers and mathematicians, and was related mainly to the ‘living forces’ (vires vivae). The second was empirical, practiced by engineers, and was related to the work and the effectiveness of the motor engines. In both activities, the products ‘weight (or force) multiplied by height (or displacement)’ were used for calculations. Can we regard that these products constitute a well defined physical magnitude and are anticipations of the magnitude ‘work’? Modern historians of science assert that ‘work’, as a magnitude of mechanics, was created in France, at the beginning of the nineteenth century. Why? In order to examine these issues, a brief survey into the history of the relevant ideas will be done, and a number of characteristics, acquired by the magnitude of ‘work’ through the historical process of its construction, will be presented. These characteristics may help to depict a magnitude, in general, which is autonomous and embedded in a physical theory. Finally, from the historical data concerning the history of ‘work’, some educational implications will be considered.  相似文献   

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