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1.
Different theories of learning have been used in vocational education studies and Piaget is a common source of reference. Our intent is to present a specific and original way in which the Piagetian theory of schèmes has been developed since the 1990s in studies called “vocational didactics”. Developed in French-speaking countries and mostly unknown to an international audience, this approach offers a specific use of Jean Piaget’s theory of learning, which has been applied to adult learning and vocational education. We will first develop the theoretical foundation of the theory of schèmes as developed by Vergnaud (1989, Recherches en didactique des mathématiques, 10(2–3), 133–170, 1990, 1996, 2001) and others after Piaget (1947). Then, we will present the methodological perspective of this approach. We will finally present significant research results to illustrate outcomes and practical implications for vocational training.  相似文献   

2.
According to numerous studies (Barrouillet & Camos 2002; Brousseau 1988; Chevallard 1988; Riley et al. 1984; Schubauer-Leoni & Ntamakiliro, Revue Des Sciences de L’éducation, 20(1): 87–113, 1994; Vergnaud 1982; Xin, The Journal of Educational Research, 100(6):347–360, 2007), a combination of many factors, including curriculum, didactic contract and task design, can potentially lead to students experiencing difficulties in developing of a full understanding of addition and subtraction and their relationship in problem solving. Few studies (Conne, Recheche En Didactique Des Mathématiques, 5, 269–332, 1985; DeBlois, Éducation et Francophonie, 25(1), 102–120, 1997; Giroux & Ste-Marie, European Jornal of Psychology of Education, 16(2), 141–161, 2001) describe the misinterpretations of problems as a factor related to learning difficulties. We have studied how and why elementary school students misinterpret the mathematical structure of a simple additive word problem and what kind of possible (hidden) misinterpretation may occur. We analysed possible mechanisms of misinterpretations in word problem solving, discussing various examples of correct and incorrect solutions resulting from the misinterpretation of a problem. We gave the elementary school students a word problem, which could potentially be misinterpreted, and observed their solving strategies. Our results show how the particular form of mathematical misinterpretation—structure substitution—may help students obtain a correct answer and thereby hinder the development of their mathematical reasoning. We further discuss different ways of addressing this phenomenon in teaching practice.  相似文献   

3.
Social–emotional skills are equally as crucial for school success as cognitive and academic skills (Webster-Stratton and Reid in Infants Young Child 17:96–113, 2004), yet many young children lack these skills (Lavigne et al. in J Am Acad Child Adolesc Psychiatry 35:204–214, 1996). Therefore, it is essential to invest in the development of social–emotional competence at an early age—a task that necessitates active parent involvement (Webster-Stratton and Reid 2004). This pilot study explored the effectiveness, integrity, and acceptability of a self-administered parent training intervention [Devereux Early Childhood Assessment—Second Edition (DECA-P2) family guide (Mackrain and Cairone in Promoting resilience for now and forever: a family guide for supporting the social and emotional development of preschool children, 2nd edn. Kaplan Early Learning Company, Lewisville, 2013)] targeting the promotion of social–emotional competence in young children (N = 12). Pre- and post-test parent reports revealed that children’s social–emotional competence increased and behavior problems decreased following program completion. Parent ratings indicated the intervention was carried out as intended (i.e., integrity) and that it was helpful (i.e., acceptability). These exploratory findings suggest that this self-administered parent intervention shows promise as an alternative to face-to-face early childhood prevention services.  相似文献   

4.
The global educational landscape continues to change in response to three forces: a new paradigm of curriculum approaches that has shifted from teaching to learning; public demand for evidence of this learning; and decentralization of public schools (Sahlberg in Journal of Educational Change, 12(2):173–185, 2011). These changes have had what many researchers identify as a negative effect on the work of teachers (Cochran-Smith and Lytle in Harvard Educational Review, 76(4):668–697, 2006; Griffin and Scharmann in Journal of Elementary Science Education, 20(3):35–48, 2008; Hargreaves and Shirley in Phi Delta Kappan, 90(2):135–143, 2008; Hill in Educational Evaluation and Policy Analysis, 29(2):95–114, 2007; Jennings and Rentner in Phi Delta Kappan, 88(2):110–113, 2006; McNeil in Contradictions of school reform: Educational costs of standardized testing. Routledge, New York, 2000). One effect is alienation, which may take many forms including disengagement from work, isolation and neglect (Brooks et al. in Educ Policy 22(1):45–62, 2008; Macdonald and Shirley in The mindful teacher. Teachers College Press, New York, 2009; Zielinski and Hoy in Educ Adm Q 19(2):27–45, 1983). In this article, I use data gathered from interviews with teachers and school counselors in a suburban district outside a Rust Belt city to demonstrate that the reach of alienated teaching in the accountability context extends beyond teachers’ own work to impact the entire school community. In particular, I show that alienated teaching further isolates school counselors and teachers, whose work has long been organizationally separate, from collaborative professional relationships and ultimately prevents students from receiving the types of support services they need for postsecondary success.  相似文献   

5.
This article addresses the issue of transition from secondary to post-secondary education through collaborative research with teachers from both levels. It takes into account implicit elements in this transition. Research on the transition in mathematics education tends to focus more on the tertiary level, studying difficulties encountered by students or comparing curricula, tasks, and textbooks highlighting disruptions or cultural shifts. However, according to Hall (1959), and Artigue (2004) in a mathematical context, it is the implicit “ways of doing” that lead to the greatest cultural differences. In this article, attention is paid to the particular ways in which teachers’ ways of doing mathematics impact the transition. Ethnomethodology (Garfinkel, 1967) and its central concept of ethnomethods are used as the theoretical framework to conceptualize these ways of doing mathematics. A breaching situation presented to a group of secondary- and tertiary-level teachers engaged in collaborative research (Desgagné et al., 2001) brings to light familiar ways of doing mathematics. Our analysis focuses specifically on a comparison of the ways of doing mathematics related to functions at each level.  相似文献   

6.
In order to teach mathematics effectively, mathematics teachers need to have a sound mathematical knowledge, but what constitutes sound mathematical knowledge for teaching is subject to debate. This paper is an attempt to unpack what constitutes teacher knowledge of the concept of a function which is a unifying idea in the mathematics curriculum. The central components of the framework, which will be elaborated on in this paper, are: teachers’ subject matter knowledge, teachers’ pedagogical content knowledge, teachers’ technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge in relation to the concept of a function. The framework is informed by Shulman’s (Educational Researcher 15:4–14, 1986) Types of Teachers Knowledge Framework, Ball, Bass & Hill 29:14–17, 20–22, 43–46 (2005) Mathematical Knowledge for Teaching Framework, and Mishra & Koehler’s (Teachers College Record 108:1017–1054, 2006) Technological Pedagogical Content Knowledge (TPACK) framework.  相似文献   

7.
Learning outcomes are now mandated in higher education courses across Europe. However, their impact on teaching and student learning is both uncertain and an issue for debate. In this paper, we explore (1) what is meant by learning outcomes in diverse contexts and (2) whether policy and practice governing learning outcomes accord with developments in learning theories, especially regarding sociocultural approaches that have drawn significant interest since the 1990s (Engeström 1987; Lave and Wenger 1991). Shepard’s (Educational Researcher, 29(7), 4–14, 2000) publication is particularly salient to our examination due to her identification of an emerging paradigm to assist in the understanding of the relationships among teaching, learning and assessment. Employing recent work on conceptualisations of learning outcomes and a four-quadrant taxonomy (Prøitz in Educational Assessment, Evaluation and Accountability, 22(2), 119–137, 2010, 2014), we discuss relevant learning theory approaches. This article is a conceptual investigation exploring the grounds for the assumption that learning can be predefined in terms of (expected) outcomes. Specifically, we discuss this assumption from the perspective of recent developments in learning theories. We argue that introducing learning outcomes predominantly for policy and management purposes may actually weaken the learning outcomes’ potential to direct teaching and learning and to improve the quality of both.  相似文献   

8.
As part of a wide-scale education reform, Hong Kong schools have been focusing on the creation of ‘no loser’ classrooms that support learning for all students (Education Commission 2000). This article examined both groups of ethnic minority and Chinese students’ perception of assessment practices and the extent to which classroom practice is consistent with preferred assessment practices. The 11 items of assessment practices list, developed by Brown et al. (2009a), were used to investigate the perceptions of 1,518 student respondents from 15 primary and secondary schools, in which a large number of ethnic minority students were accommodated. A confirmatory factor analysis showed that the respondents in the group from secondary schools viewed teacher-dominated assessment as the most important assessment practice in the model examined (Brown et al. Learning and Instruction, 19(2), 97–111, 2009b) whereas those in the primary group considered teacher-student interactive assessment as the most important practice. Also, three perceptions of assessment practices of ethnic minority students were confirmed: teacher-dominated, student-centred and teacher-student interactive. Amongst them, the most preferred one was the teacher-student interaction assessment practice. Finally, the implications of the creation of a no loser classroom for all students are discussed.  相似文献   

9.
This study explored the lived experiences of two cohorts of counselors in training (CITs) who experienced mindfulness-based activities in a counseling theory and practice course. Utilizing Merriam’s Interpretive Qualitative Approach (Merriam 1988, 2002), the data suggested that students perceived the activities to have enhanced their experiences as students and development as counselors. Implications for improving counselor preparation are considered.  相似文献   

10.
Higher education has seen increasing educational mobility as students finance themselves or get financial support from their families to study abroad (Shields Comp Educ Rev 57(4):609–636, 2013; Verbik and Lazanowski in World education news and reviews. http://www.wes.org/educators/pdf/StudentMobility.pdf, 2007). Another significant source of support, particularly for students in developing countries, is that from international aid scholarships. This research presents the reported experiences of 15 Tongan postgraduate scholars who successfully completed overseas postgraduate studies. The study focuses on the perceptions of qualifications and of scholars, as well as knowledge utilisation and knowledge resituation in and beyond the workplace. Knowledge utilisation, sometimes referred to as knowledge management, is how others support returnees’ to share and make use of their knowledge; while knowledge resituation is a personal and individual process in which knowledge gained in one context is tuned to and made use of in a new context (Eraut in Expertise development: the transition between school and work. Open Universiteit, Heerlen, pp 52–73, 2004a, Pedagogy and practice. Culture and identities. Sage, London, 2008; Franken 2012). Given the challenges the scholars faced, we advocate for a more explicit recognition of what knowledge and skills returning scholars bring home, and a more proactive and strategic use of these by their workplaces in particular.  相似文献   

11.
The structural validity of the Personal Globe Inventory-Short (PGI-S: Tracey in J Vocat Behavi 76:1–15, 2010) was examined in a Turkish sample of high school and university students. The PGI-S measures eight basic interest scales, Holland’s (Making vocational choice, Prentice-Hall, Englewood Cliffs, 1997) six types, Prediger’s (J Vocat Behav 21:259–287, 1981) people/things, data/ideas dimensions, and prestige. After adapting the original PGI-S items into Turkish (PGI-S-T), the inventory was administered to high school students (N = 605) and university students (N = 359). The fit of Holland’s RIASEC and the PGI eight type model were examined separately using the randomization test of hypothesized order relations. Results indicated a strong fit for both the eight type and the RIASEC model. Expected significant differences were found between PGI-S-T subscales across gender and age. The results support the structural validity of the adapted PGI-S-T in a Turkish sample.  相似文献   

12.
This empirically driven paper is about workplace learning with specific focus on the ‘work’ of consuming practices. By consuming we refer to the eating, and the drinking, and (at times) to the smoking that workers, in most organisations, do on a daily basis. Indeed, it is the quotidian nature of consuming, coupled with its absence from workplace learning research that make them noteworthy practices to explore. In using the term practice we draw on the recent tranche of practice based theorisations: notably Schatzki (1996, Organization Studies, 26(3), 465-484, 2005, Organization Studies, 27(12), 1863-1873, 2006) and Gherardi (Human Relations, 54(1), 131-139, 2001, 2006, Learning Organization, 16(5), 352-359, 2009). The paper frames consuming practices as ‘dispersed’ (general) practices and, illustrated through empirical data from multiple projects, we progressively outline how these contribute to the learning of ‘integrative’ (specialized work) practices. Our overall aim is to (re)position consuming practices from prosaic, to having much relevance for research on workplace learning.  相似文献   

13.
Editorial     
Secondary-tertiary transition issues are explored from the perspective of ways of doing mathematics that are constituted in the implicit aspects of teachers’ action. Theories of culture (Hall, 1959) and ethnomethodology (Garfinkel, 1967) provide us with a basis for describing and explicating the ways of doing mathematics specific to each teaching level, according to the “accounts” provided by the teachers involved in this research project. To borrow from Hall (1959), the “informal” mode of mathematical culture specific to each teaching level plays a key role in attempts to better grasp transition issues.  相似文献   

14.
Neil Gaiman’s The Graveyard Book (2009) charts the story of Nobody Owens, a boy who is adopted by supernatural entities in the local graveyard after his family is murdered. This article draws on the notion of the “construed reader,” and combines two cognitive stylistic frameworks to analyse the opening section of the novel. In doing so, the article explores the representation and significance of the family home in relation to what follows in the narrative. The analysis largely draws on Text World Theory (Werth, 1999; Gavins, 2007), but also integrates some aspects of Cognitive Grammar (Langacker, 2008), which allows for a more nuanced discussion of textual features. The article pays particular attention to the way Gaiman frames his narrative and positions his reader to view the fictional events from a distinctive vantage point and subsequently demonstrates that a stylistic analysis of children’s literature can lay bare how such writing is designed with a young readership in mind.  相似文献   

15.
To understand the complexities of education policy implementation, it is necessary to consider how artifacts associated with reform are imbued with ideas, meanings, and values. This empirical paper draws on neo-institutional theory to reveal how artifacts carried particular logics (D’Adderio in J Inst Econ 7(2):197–230, 2011; Feldman and Pentland in Adm Sci Q 48:94–118, 2003; Pentland & Feldman in Ind Corporate Change 14(5):793–815, 2005; in: Scott, Institutions and organizations, Sage Publications, Thousand Oaks, 2001). This paper argues that two types of artifacts, policy documents, and instructional materials, carried logics of reading instruction, thereby playing a role in the implementation of this reform. This paper draws on qualitative data collected over a 13-month period in order to advance our understanding of the relationship between institutional logics, policy, and practice. The findings from this paper have implications for district and school reform, as well as for policymakers and non-system actors.  相似文献   

16.
Climate change is one of the most challenging problems facing today’s global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3–50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that “knowledge” does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3–50, 2005; Skamp et al., 97(2), 191–217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals’ attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students’ learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student-generated concept maps, as well as on students’ test performance with respect to conceptual knowledge as well as socioscientific reasoning and socioscientific decision making.  相似文献   

17.
In this article thought experiments are uncovered as key stimuli of philosophical potential in children’s literature and their presentation and function is examined in a selection of focal texts, including: Lewis Carroll’s Alice’s Adventures in Wonderland (1865) and Through the Looking-Glass (1871); Even the Parrot by Dorothy Sayers (1944); Nina Bawden’s Carrie’s War (1974); and A Game of Soldiers (1985) by Jan Needle. The thought experiment is a device common to science and philosophy and has been recognised as an heuristic tool in literature generally, but here children’s literature is drawn into the conversation, revealing that—as a dynamic mechanism of children’s narrative—thought experiments have a long-standing and particular role to play in books for young people. This paper connects with a recent turn in children’s literature discourse toward the conditions of power in books for young readers; it moves on the debate by demonstrating that the apparatus of thought experimentation places the implied child reader in a position of philosophical responsibility and forward thinking. Presenting thought experiments in different ways, formal properties of the thought experiment—such as conversational mode, double engagement and modal positioning—are identified and shown to open up a philosophical space of subsequence in children’s texts.  相似文献   

18.
This study reports the development and evaluation of a Turkish-language version of three positive psychology assessments for use in clinical, education and research settings with Turkish-speaking individuals. A multistage translation of the Brief Resilience Scale (BRS; Smith et al. in International Journal of Behavioral Medicine, 15, 194–200, 2008), the General Mattering Scale (GMS; Marcus 1991) and the Short Grit Scale (GS; Duckworth & Quinn in Journal of Personality Assessment, 91, 166–174. doi:10.1080/00223890802634290, 2009) is detailed, as well as the procedure used to evaluate the internal structure of the translated assessments. The results yielded from data of 268 participants indicated factor structures ranging from acceptable to robust model fit for the BRS, GMS, and GS. Implications for counseling practice and future research are discussed.  相似文献   

19.
Different indicators are interesting for analyzing human learning processes. Recent studies analyze learning performance in combination with cognitive load, as an indicator for learners’ invested mental effort. In order to compare different measures of cognitive load research, the present study uses three different objective methods and one subjective method, reviewing the seductive details effect in a computer-based multimedia learning instruction. An experimental two-group design (N = 50) was used, with exposure to seductive details during learning as the between group factor. Eye movements were analyzed concerning the indicated cognitive activity and cognitive load was measured by the rhythm method (Park 2010; Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), as well as by subjective ratings of mental effort and task difficulty (Paas 1992). Results confirm the seductive details effect for learning success with a decrease in retention and comprehension performance, an increase in total cognitive activity indicated by eye movements and significant higher cognitive load, indicated by rhythm method. The ICA values and the subjective ratings on mental effort and task difficulty show no difference in cognitive load between the groups. The results provide evidence of the suitability of different objective measures for a direct and continuous cognitive load assessment in multimedia learning. Further, the results show the benefit of combining different methods to gain detailed insight into information processing while learning with multimedia as well as a differentiated access to the single cognitive load factors.  相似文献   

20.
In this paper, we argue that to prepare pre-service teachers for doing complex work of teaching like leading classroom mathematics discussions requires an implementation of different pedagogies of teacher education in deliberate ways. In supporting our argument, we use two frameworks: one curricular and one pedagogical. The curricular framework is based on the work of Hammerness et al. (Preparing teachers for a changing world. What teachers should learn and be able to do. San Francisco, Jossey-Bass Educational Series, pp 358–388, 2005) outlining four main goals of teacher learning: a vision of practice, knowledge of students and content, dispositions for using this knowledge, and a repertoire of practices and tools. The pedagogical framework is based on the work of Grossman et al. (Teach Teach Theory Pract 15(2):273–289, 2009a; Teach Coll Record 111(9):2055–2100, 2009b) outlining three pedagogies of practice: representations, decompositions, and approximations of practice. We use the curricular framework to examine the opportunities for teacher learning that were afforded by these three different pedagogies of practice in a unit on leading classroom mathematics discussion in a secondary mathematics methods course. We use evidence from our analysis to show how the coordination of those pedagogies of practice is better than any one of them in addressing important goals for teacher learning about classroom discussions.  相似文献   

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