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There are increasing calls in the science education community for ‘science for citizenship’ as an important goal for the school science curriculum of the 21st century. The potential influence of portrayals of science and scientists in popular culture on the achievement of this goal is explored in this paper through a review of the literature. We develop a framework of important questions citizens ask in considering personal and social decision making in relation to science and technology issues, and how portrayals of science and scientists might contribute to this decision making process. 相似文献
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Christopher Higgins 《课程研究杂志》2013,45(4):441-464
I offer a close reconstruction of John Dewey’s account of vocation in Democracy and Education, bringing out the existential and aesthetic dimensions of Dewey’s idea that vocations constitute perceptual environments for their practitioners. Although Dewey offers this idea to teachers only as an insight about student development, I contend that its most powerful educational implication concerns the growth of teachers. Picking up where Dewey left off, I investigate to what extent teaching constitutes an educative environment for teachers. I conclude that, while the environment of teaching is an exceedingly rich one, the basic working conditions of teachers and the ethos of education often frustrate their attempts to interact with this environment. I conclude with a critique of some of the forces that narrow the range of what teachers notice, feel, and learn in the course of their work. 相似文献
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This paper is a commentary on the classroom interventions on the teaching and learning of proof reported in the seven empirical papers in this special issue. The seven papers show potential to enhance student learning in an area of mathematics that is not only notoriously difficult for students to learn and for teachers to teach, but also critically important to knowing and doing mathematics. Although the seven papers, and the intervention studies they report, vary in many ways—student population, content domain, goals and duration of the intervention, and theoretical perspectives, to name a few—they all provide valuable insight into ways in which classroom experiences might be designed to positively influence students’ learning to prove. In our commentary, we highlight the contributions and promise of the interventions in terms of whether and how they present capacity to change the classroom culture, the curriculum, or instruction. In doing so, we distinguish between works that aim to enhance students’ preparedness for, and competence in, proof and proving and works that explicitly foster appreciation for the need and importance of proof and proving. Finally, we also discuss briefly the interventions along three dimensions: how amenable to scaling up, how practicable for curricular integration, and how capable of producing long-lasting effects these interventions are. 相似文献
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《天津大学学报(英文版)》2003,(4)
JournalofNanotechnologyandPrecisionEngineering ,ratifiedbytheNewsandPubli cationAdministrationofP .R .C ,willbefirstissuedhomeandabroadinDec.2 0 0 3 ,quarter ly ,with 80 pagesperissue. JournalofNanotechnologyandPrecisionEngineeringprovidesaninternationalmediumforthepublicationsinscience,engineering ,technologyrelatedtothefollowingfourassociat edfields:Nanotechnology ,MicroElectro MechanicalSystem ,PrecisionMachiningandPre cisionMeasurement.JournalofNanotechnologyandPrecisionEngine… 相似文献
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Children learn actions performed by a social partner better when they misremember these actions as their own. Identifying the factors that alter the propensity to make appropriation errors is critical for optimizing social learning. In two experiments (N = 110), we investigate the developmental trajectory of appropriation errors and examine social-cognitive and motor-related factors in 3- to 8-year-olds. Children with better theory of mind (ToM) skills made fewer appropriation errors for motorically complex actions. Appropriation errors did not differ as a function of ToM if children could perform the corresponding actions. A second experiment replicated this effect and found no influence of collaborative context on appropriation errors. This research sheds light on the complex relations among development, social-cognition, and motor-related factors. 相似文献
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《天津大学学报(英文版)》2004,10(2):i001-i001
Journal of Nanotechnology and Precision Engineering was first issued home and abroad in Dec. 2003, quarterly, with 80 pages per issue. 相似文献
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The paper seeks to investigate the process of the “transfer of knowledge"from the reformed university in Cambridge to the quite alien socio‐political conditions of Ireland and later to the New World. The “transfer of knowledge” fiom the English to the Irish environment was seen as relocating an ideal replica of the original The same was intended in the case of the founding of Harvard by the General Court of the Massachusetts Bay Company. Both new locations, i.e. Dublin (1592) and Harvard (1636), were identified by Puritans who took their role of “civilising” a wilderness and Christianising society very seriously. Universities, despite their medieval European origin, were thought of as vital instruments in the “civilising” process. A Puritan network, communicating between all three locations, can be identified; its members endeavoured to centre their “city of peace” on the universities and their refined scholarship; this seemed indeed easier in New England than in Ireland. 相似文献
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In this paper, we use theoretical frameworks from mathematics education and cognitive psychology to analyse Cauchy’s ideas of function, continuity, limit and infinitesimal expressed in his Cours D’Analyse. Our analysis focuses on the development of mathematical thinking from human perception and action into more sophisticated forms of reasoning and proof, offering different insights from those afforded by historical or mathematical analyses. It highlights the conceptual power of Cauchy’s vision and the fundamental change involved in passing from the dynamic variability of the calculus to the modern set-theoretic formulation of mathematical analysis. This offers a re-evaluation of the relationship between the natural geometry and algebra of elementary calculus that continues to be used in applied mathematics, and the formal set theory of mathematical analysis that develops in pure mathematics and evolves into the logical development of non-standard analysis using infinitesimal concepts. It suggests that educational theories developed to evaluate student learning are themselves based on the conceptions of the experts who formulate them. It encourages us to reflect on the principles that we use to analyse the developing mathematical thinking of students, and to make an effort to understand the rationale of differing theoretical viewpoints. 相似文献
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INTRODUCTIONGastroesophagealrefluxdisease (GERD)isoneofthemostcommonchronicdisordersthatresultsfromabnormalrefluxofgastriccontentsintotheesophagus,affecting 10 %ofthepopu lationintheUnitedStates (Hawdenetal.,19 95 ) .Fortypercentofpatientswithsympo tomati… 相似文献
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Barton Emily A. Dexter Sara 《Educational technology research and development : ETR & D》2020,68(1):89-108
Educational technology research and development - Teachers do not consistently maximize the potential of classroom technologies for enhancing student learning. As their self-efficacy is positively... 相似文献
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Within the broad range of literature on the funds of knowledge approach, several positive impacts have been documented. In particular, participating teachers have reported meaningful changes in their relationships with students’ families as a consequence of the home visits. However, few studies have assessed the limitations of the approach, or areas for improvement. Hence, the aim of the study described here was to identify what teachers felt were the strengths and the weaknesses of the approach and to record their proposals for improvements. The teachers involved had participated in all phases of the program: from the initial training to the creation and implementation of educational activities based on the funds of knowledge identified from home visits. The positive aspects identified include improved family–school relationships; a better understanding of student behavior and attitudes, and the support of their colleagues and the University staff in the context of the study group created. 相似文献
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Mentoring programs for youth have become increasingly popular interventions and are generally effective in promoting protégés’ wellbeing and functioning. Building on recent efforts to understand the interpersonal mechanisms underlying mentoring relationships, the authors apply central concepts from attachment, social support and social learning theories and systematically compare the mentor’s role with the roles of other caregivers (parent, therapist, friend, teacher). The authors highlight similarities and differences between mentoring and these roles, and discuss interpersonal dynamics specific to each relationship that can be enacted in mentoring. It is argued that the uniqueness of mentoring rests on mentors’ ability flexibly to transverse these different roles to some degree, without embodying any. Consequently, the authors underscore the existence of different profiles of mentoring relationships and suggest that these might address diverse protégés’ needs. This view serves to articulate specific recommendations for research and practice in light of protégé heterogeneity. 相似文献