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2.
Responsible Research and Innovation (RRI) is a contemporary approach to promote science with and for society for aligning scientific innovations with societal needs. Literature about education for RRI is limited because it is not a widespread practice at the moment. To explore this gap, this study examines teachers’ views about a novel inquiry game with Augmented Reality to foster inquiry skills for RRI. This game about Genetic-Modified food was used by 18 educators from Secondary and Higher Education who engaged 390 students to form opinions about risks and benefits of GM cereal. The thematic analysis of qualitative data: semi-structured questionnaires, teaching reports and focus groups, revealed motivations and practices that influence teachers’ adoption of OER created with new technologies. Findings revealed that the 3-phase-model approach used in the game engaged students to “CARE” about global issues, “KNOW” science concepts and “DO” actions through an active open schooling network. The key drivers for educators’ adoption of AR inquiry games are to make learning more meaningful and engaging through students-centred approaches and topical resources for them to develop scientific knowledge and skills. However, the key requirements for that are easy-to-use technologies and pedagogical strategies for identifying learner’s achievements and difficulties.  相似文献   

3.
At the 2005 meeting of the American Educational Research Association in Montreal, I was among a group of scholars invited to discuss the state of curriculum studies. Other discussants included Michael Apple, Beverly Gordon, Craig Kridel, Janet Miller, and the organiser of the session, Barry Franklin. All of us concurred that the influence of curriculum studies in the United States is waning, even though the field has much to offer in present considerations of the knowledge that schools should teach; how it should be organised and distributed; and who, in a culture that aspires to democracy, should decide these issues. We differed in how we explained the field's shrinking influence and the action that might be taken to enhance its influence. What follows is my contribution to the discussion—a case of the United States. Read comparatively, it may shed light on struggles over curriculum in other locales. Wherever education is pursued on a societal scale, the administrative support of the state is required, yet the state's role is always problematic because it will entail not only administrative means but substantive goals (Dewey, 1935/1940). Accordingly, a persistent question will centre on the circumstances in which the state subordinates education to nationalistic or narrowly individualistic purposes that circumscribe human connections at home and abroad and the circumstances in which the state supports education that liberates individual capacities for human betterment because one's personal fate is linked inextricably to the fates of one's neighbours. This kind of question, particular and comparative, locates inquiry about the proper role of the state in education in inquiry about the present character of a society and the character to which it aspires. As Dewey (1916/1944) noted, education's purpose "has no definite meaning until we define the kind of society we have in mind" (p. 97).  相似文献   

4.
Recent years have seen increasing scholarly attention to the ways in which colleges and universities might contribute to educating ‘global citizens’ who work toward addressing injustice and inequity. The present study examines the experiences and perspectives of students participating in an upper level ‘global justice inquiry’ course designed to help meet this goal. Drawing from interviews with students and reflections submitted as part of their course assessment, we explore participants’ developing understanding of global justice and their experiences of learning about this topic. This investigation reveals key issues that students highlight and with which they sometimes struggle, including the complexity of global challenges, the importance of collaboration in attempting to address such challenges, the significance of navigating cultural considerations, and the potential influence of emotion on understanding and action. Implications of these findings, including the potential value of considering these issues as threshold concepts in global justice education, are discussed.  相似文献   

5.

The feminist, esthetic, cooperative inquiry described in this article is the first longitudinal study to trace the development of scholarly identity in a group of mid-life women participants during their doctoral years. This 18-month project involved an experiential workshop and four reunions shaped around the metaphor of the hero's journey grounded in feminist pedagogy and expressive methods. Entering doctoral programs with voices made tenuous by life events characteristic of mid-life, participants' scholarly development was intimately linked with their recovery of personal voice and the development of an authentic sense of self. Expressive methods as well as group support were integral to participants developing a scholarly identity that manifested itself in passionate dissertation scholarship. This suggests that participants' scholarly identity development transcended the intellectual and involved psychological, emotional, and spiritual dimensions. Based on these findings, doctoral educators are encouraged to create experiences that offer mid-life women opportunities to reflect on their doctoral journeys within a community of scholarly caring through the creative mediums of metaphor; esthetic, expressive representation; and dialogue.  相似文献   

6.
Physical education lacks a set of superordinate research questions to guide our crossdiscipline, and it also lacks an overarching mission and set of goals to guide our profession. It is contended here that clarifying the possibilities and limitations that exist in our society for provision of services by experts in exercise and sports could help us to clarify the mission and goals of our profession, and this in turn could facilitate the development of a set of vital, superordinate scholarly questions around which our crossdiscipline could coalesce. This enterprise requires scholarly investigation of sports and exercise in relation to the social contexts in which they are most frequently embedded—health, leisure, and education. Sociocultural inquiry is ideally suited to examine such phenomena, and therefore it is contended that sociocultural scholars are of crucial importance to the future of our field  相似文献   

7.
Abstract

How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching how’. I will argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason. Such collaborative inquiry integrates personal responsibility with social values more effectively than sectarian and didactic religious education.  相似文献   

8.
Abstract

This article addresses how we might teach for global citizenship in world history classrooms. Despite the name, secondary world history courses in the United States have not consistently focused on global interconnections, multiple perspectives, and inquiry into global issues. We explore why this might be, as well as suggest specific learning activities and curricular topics in world history that could help meet global citizenship goals.  相似文献   

9.
Only since the 1990s has the impact of globalisation on education drawn scholarly attention, primarily due to the impact of international school achievement surveys. This study argues that the globalisation of education began much earlier, with the establishment of intergovernmental agencies, such as UNESCO and the OECD, and the adoption of American educational models after the Second World War. The neo‐Weberian perspective I propose focuses on knowledge producers and education global networks and incorporates an analysis of the specific national context and their peculiarities without losing sight of the globalisation process and its homogenising character. Knowledge producers constitute a status group that increases its social and academic capital through advancing global education models locally. The analysis of reforms in the education systems of France and Israel after the Second World War shows how the diffusion of global educational models that stress equality of opportunity enhanced local transformations and affected national policies. Such an analysis elaborates the process whereby knowledge producers, linked to global networks, constructed ‘social problems’ according to the education knowledge production institutionalised in each country and the socio‐politic conditions of each society, and how their alliance with highly ranked functionaries brought about structural reforms aiming at the ‘democratisation of education’ in France and Israel.  相似文献   

10.
ABSTRACT

This study investigated the influence of guidance instruction and type of activity on parental guidance of young children’s mathematics and scientific inquiry during cooking, games, and nature activities at home. Thirty families participated with their preschool-aged child; half were randomly assigned to an inquiry guidance instruction group and encouraged to support children’s reasoning with open-ended prompts and questions. Families participated in activities for one month, some of which they audio-recorded. Families engaged in processes of comparing, predicting, evaluating and concluding more often after inquiry guidance instruction, and incorporated inquiry processes into all activity types. Mathematics was most frequently observed in games and cooking. The results suggest that parents can use inquiry guidance to support preschoolers’ mathematics and scientific inquiry in a variety of activities performed at home. As children engage in inquiry-based learning during co-constructed activities with parents, they develop conceptual understanding of mathematics and scientific inquiry in a positive social context.  相似文献   

11.
ABSTRACT

Setting this paper against the backdrop of scholarly research on recent changes in the OECD’s approach and workings in education, I analyse how the OECD has reinforced its infrastructural and epistemological global governance through the Programme for International Student Assessment (PISA) for Development (PISA-D). Drawing on qualitative data, this paper makes three arguments. First, there has been a reinforced effort at the OECD to align national and international large-scale assessments; second, the OECD-ensured PISA-D was enhanced only in so far as it remained comparable with PISA, with a view to joining up lower- and middle-income data infrastructures with the global PISA infrastructure; and third, the OECD has bound together the aims of PISA, PISA-D, the Education and Skills Directorate, the Organisation’s Strategy on Development and the global education agenda (Sustainable Development Goals), thus strengthening its global education governance potential. With a note of concern, I suggest these recent changes in the OECD’s work in education may be spreading a very narrow framework of educational values, which does not sufficiently recognise the complexity of learning and teaching.  相似文献   

12.
The aim of this article is to provide a theoretical framework to strengthen design thinking and practice in the context of teaching through productive processes and using it to generate knowledge. The article explores three modes of inquiry inspired by Dewey and based on Schön, Barab & Squire and DiSalvo to investigate academic inquiry in design pedagogy and design thinking. These three modes are aimed at generating knowledge in three different areas: the design practice (in order to be a good designer and create good designs), a given research area, and societal issues. Based on empirical study from a design course at Aalborg University, Copenhagen, where these three modes were taught, we show the potential in using design processes as modes of academic inquiry directed toward different subjects. By teaching the implication of these modes of inquiry, students are provided with more opportunities for action as design approaches include exploring the subject through visualisation and materialisation, and the methods for knowledge production are expanded.  相似文献   

13.
This research seeks to (1) establish a feasible development and implementation model for an inquiry-based learning environment with e-mentoring using videoconference, and (2) apply the model to examine its impact on rural students’ learning. To achieve these goals, we developed a model of inquiry-based learning with e-mentoring (IBLE) based on CII’s inquiry model (Community Informatics Initiative 2009; http://inquiry.uiuc.edu/). We then tested the effectiveness of the IBLE model and reported our work in a rural context. Results showed that IBLE had enhanced students’ learning, most significantly on their affective development, including increased motivation, broadened understanding, and augmented career awareness. Implications for design and limitations of the study are also discussed.  相似文献   

14.

This study examines teachers’ philosophies of science and describes how these philosophies influence their classroom instruction. Three science teachers with very diverse views of science were interviewed and observed in their classrooms for several months. These teachers’ philosophies were found to influence laboratory instruction, the manner in which demonstrations were used, the teaching of evolution, science‐technology‐society (STS) instruction, word usage, and instructional goals. The findings are relevant to issues in teacher education as well as the institutional environment of teaching.  相似文献   

15.
This paper aims to extend understanding of the business and societal impact of academic research. From a business school perspective, it has taken stock of the role of academic research and relevance in business and society. The proposed conceptual framework highlights the forces influencing the pursuit of academic rigour and relevance in scholarly outputs. A theoretical model for measuring the societal impact of academic journal articles—the Academic Rigour and Relevance Index (AR2I)—was developed. This index comprises six key parameters, which are assessed by three stakeholder groups connected with academic research into business issues, these groups being: business practitioners, society and academics. The behaviour of the AR2I model was evaluated using the Monte Carlo simulation model. Taking into account the relationships between the standard deviations and the differences of classification between articles with different levels of rigour and relevance, it is demonstrated that the AR2I model is an effective tool.  相似文献   

16.
This mixed methodology action research study examined the impact of a curricular innovation designed to provide an authentic science inquiry learning experience for 15 secondary science teacher candidates enrolled in a master’s level initial certification program. The class investigated the question “How can peak autumn color in New England be determined?” The project goals were to help teacher candidates acquire the skills, knowledge, and dispositions necessary to foster learning through inquiry in their respective content areas as defined by teacher preparation professional standards. Though the teacher candidates were successful at identifying a likely answer to the question, the project failed to achieve its learning goals. Reasons for the project’s failure and implications for the science education community are discussed.  相似文献   

17.
ABSTRACT

Although workforce aging is among the major challenges facing developed countries, organizational communication about this issue has received little scholarly attention. Drawing on a content analysis of corporate media, we reconstruct how Dutch organizations (N = 50) framed older workers’ employability during the period 2006–2013 in diagnostic (problem-definitions) and prognostic (solution-definitions) terms, and we trace the influence of corporate media types and organizational characteristics on these frames. Results reveal that organizations frequently highlight problems on the macrolevel (societal) and the mesolevel (organizational), while most solutions are located on the microlevel (individual). Using multilevel modelling, we found support for the expectation that the issue is more strongly problematized in internal compared to external corporate media, and that problems related to individual older employees are most pronounced in public sector organizations’ communication. Our findings highlight diverse ways in which organizations can communicatively address factors that hamper older workers’ employability.  相似文献   

18.
Based on information gleaned from questionnaires and interviews with teachers who engaged in action research as a capstone to their Master's program during the years 1992 through 2001, and on data from these teachers' administrators and colleagues, six assertions are reported. (1) Teachers sustained the ‘inquiry mindset’ gained while learning the processes associated with conducting action research and continued using aspects of the process; however, conducting new projects was less likely. (2) Teachers' sense of professional efficacy was enhanced, even after many years had intervened. (3) Action research had immediate benefits for students but long-range benefits were not determined. (4) Though challenging, teachers perceived conducting action research was professionally valuable. (5) Teachers reported that administrators, although supportive, played passive roles, whereas colleagues were more collaborative during planning and implementing their projects. (6) Teachers described school environments conducive to conducting action research as ones that provide structures for teams to work on mutual goals supported by strong administrative leadership.  相似文献   

19.
ABSTRACT

Practitioner inquiry is an alternative form of professional learning that can result in significant changes in teacher practice and student learning. We share our evolution as teacher learners within our classrooms and teacher leaders within our school as we progressed through 10 years of continuous cycles of practitioner inquiry. Beginning as novice inquirers examining classroom-specific problems of practice and evolving into experienced facilitators of practitioner inquiry, we have expanded our roles as teacher leaders among our colleagues as we collaboratively lead a secondary change initiative in equitable assessment practices, a direct result of continuously making our learning through engagement in practitioner inquiry public.  相似文献   

20.
Abstract

Thomas Piketty’s Capital in the Twenty-first Century documents the foreboding nature of rising wealth inequality in the twenty-first century. In an effort to promote a more just and democratic global society and rein in the unfettered accumulation of wealth by the few, Piketty calls for a global progressive annual tax on corporate capital. Employing a critical feminist and race perspective on the political economy, this article examines Piketty’s historical understanding of inequality, and considers how his proposed solution to redistribute corporate profits through a global tax on corporate capital would impact the racialized, gendered, and geographically based inequalities experienced by marginalized girls and women, including access to education, employment, and other basic needs. The article argues that Piketty’s proposed solution would leave corporate strategies for accumulating wealth untouched, and would do little to transform the durable, deeply entrenched inequalities experienced by poor, racialized girls and women.  相似文献   

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