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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.
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   

3.
Heather Zimmerman and Jennifer Weible’s (Cult Stud Sci Educ, 2016) use of place-based pedagogy in high school science education honors their participants’ lived experiences and the rural communities from which they come. They raise an unresolved tension in their findings: Why did the youth in their study, who clearly learned a lot about the local watershed, not feel empowered or knowledgeable enough to propose collective, action-oriented strategies to address the poor quality of the water? We use this tension as a focus point of our response, drawing on one author’s (Huffling’s) biography and David Gruenewald’s (Educ Res 32:3–12, 2003. doi: 10.3102/0013189X032004003) critical pedagogy of place to re-imagine the curriculum that Zimmerman and Weible describe. We provide strategies that align with Gruenewald’s (2003) constructs of decolonization and reinhabitation that could promote youths’ collective empowerment.  相似文献   

4.
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5.
Our study uses data from the Wabash National Study of Liberal Arts Education to interrogate the affinity disciplines hypothesis through students’ perceptions of faculty use of six of Chickering and Gamson’s (AAHE Bull 39(7):3–7, 1987) principles of good practice for undergraduate education. We created a proportional scale based on Biglan’s (J Appl Psychol 57(3):195–203, 1973) classification of paradigmatic development (with higher scores on the scale corresponding to students taking a higher proportion of courses in ‘hard’ fields compared to ‘soft’ fields), our study tests differences by the paradigmatic development of the disciplines or fields in which students take their courses within the first year of college. Our findings suggest that as paradigmatic development increases (toward a higher proportion of courses taken in hard disciplines), student perceptions of both faculty use of prompt feedback and faculty use of high expectations/academic challenge decrease, while student perceptions of cooperative learning increase. Further, no statistically significant differences were found between the paradigmatic development of fields in which students’ take their courses and students’ perceptions of faculty use of student-faculty contact, active and collaborative learning, or teaching clarity and organization. This study replicates the findings from Braxton et al. (Res High Educ 39(3):299–318, 1998) using student-level rather than faculty-level reports of faculty use of good teaching practices.  相似文献   

6.
In the last 15 years there has been an increased emphasis in both educational research and curriculum development upon investigating children’s perspectives of their experience of learning. Children naturally have very particular and important insights to offer in helping us to develop our understanding of teaching and learning. However, research into children’s perceptions in the field of primary Design &; Technology education is still at a very early stage (Lunt in International handbook of research and development in technology education, Sense Publishers, Utrecht, 2009a). For example, in three reviews of educational research in Design &; Technology (Kimbell in A guide to educational research, The Woburn Publishers, London, 1996; Eggleston in Teaching and learning design and technology: a guide to recent research and its applications, Continuum, London, 2000; Harris and Wilson in Designs on the curriculum? A review of the literature on the impact of design and technology in schools, Department for Education and Skills, London, 2003) there are only passing references made to eliciting and considering pupils’ views and, in the studies where it does occur, it is used as a supplementary method of data collection rather than as a focus of research. The work which exists is small-scale and the majority of studies relate to secondary-aged pupils. The research that we have recently undertaken has tried to redress this gap. It has focused on primary children’s (aged 9–11 years) perceptions of Design &; Technology in general (Benson and Lunt in PATT 18 international conference on design and technology educational research: teaching and learning technological literacy in the classroom, University of Glasgow, Glasgow, 2007) and latterly creativity in Design &; Technology. It has been claimed by many that Design &; Technology is a ‘creative’ subject which develops children’s creative abilities. This is a bold claim and one that needs careful consideration. This paper sets out a framework for thinking about creativity drawn from a review of the literature and uses evidence of children’s perceptions of their experience of Design &; Technology to compare practice with theory in an attempt to raise questions and issues relevant to both policy and practice.  相似文献   

7.
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   

8.
This article examines the place occupied by maps in children’s picturebooks. After a brief overview of the different roles that are assigned to maps in children’s books, the article considers five French picturebooks—Warja Lavater’s Le petit chaperon rouge (1965), Olivier Douzou and Isabelle Simon’s L’autobus numéro 33 (1996), Véronique Vernette’s Cocorico poulet Piga (1999), Rebecca Dautremer and Arthur Leboeuf’s Le loup de la 135 ème (2008) and Kochka and Fabienne Cinquin’s Dans ma ville, il y a… (2011)—in order to focus on how the narrative, whether enclosed, superimposed or linked to the text in some other way, is evoked by the geographic shape of the maps. It is argued that the particular use and function of a map depends on its shape or placement in a book, distinguishing between the incorporation of maps only as a significant picture (its use) from the subject within the whole narrative (its function). Thus the article articulates what uses a map can have within a narrative. It also explores the mechanics of the iconotext, showing that a cartographic picture fulfils a precise, rather than a general, function of spatialisation. Hence three main functions of spatialisation in maps and mapping are distinguished, whereby an author could use maps to help a character discover, conquer, or organise a space.  相似文献   

9.
This study examined changes in middle school teachers’ beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura’s (1986) social cognitive theory of learning and literature on effective professional development. Using the Electronic Quality of Inquiry Protocol (EQUIP) before and after the program (Marshall, Smart & Horton, 2010), teachers’ quality of inquiry instruction significantly increased across all 4 EQUIP factors. To assess teachers’ inquiry teaching efficacy, the Teaching Science as Inquiry (TSI; Dira-Smolleck, 2004) instrument was administered 3 times to the teacher participants. Changes between time points of TSI administration were examined for personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. Findings for the personal self-efficacy scale showed statistically significant gains from pre-Institute to 1-year follow-up for all 5 inquiry features. Teachers’ outcome expectancy beliefs significantly increased across the program for 3 of the 5 essential features of inquiry. The results indicate the effectiveness of the professional development model at increasing the participants’ inquiry efficacy as well as the quality of their inquiry instruction. Our study provides evidence to support the need to include collaborative practice-teaching and reflection opportunities within professional development models that aim to increase teachers’ use of inquiry-based instructional strategies.  相似文献   

10.
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   

11.
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   

12.
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   

13.
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   

14.
In this paper, we explore how Jacques Rancière’s (The ignorant schoolmaster: five lessons in intellectual emancipation. Stanford University Press, Stanford, 1991) notions of radical equality and dissensus reveal horizons for activism and sociopolitical engagement in science education theory, research, and practice. Drawing on Rochelle Gutiérrez’ (J Res Math Educ 44(1):37–68, 2013a. doi: 10.5951/jresematheduc.44.1.0037; J Urban Math Educ 6(2):7–19, b) “sociopolitical turn” for mathematics education, we identify how the field of science education can/is turning from more traditional notions of equity, achievement and access toward issues of systemic oppression, identity and power. Building on the conversation initiated by Lorraine Otoide who draws from French philosopher Jacques Rancière to experiment with a pedagogy of radical equality, we posit that a sociopolitical turn in science education is not only imminent, but necessary to meet twenty-first century crises.  相似文献   

15.
This project developed and studied The Source, an alternate reality game (ARG) designed to foster interest and knowledge related to science, technology, engineering, and math (STEM) among youth from populations underrepresented in STEM fields. ARGs are multiplayer games that engage participants across several media such as shared websites, social media, personal communications, and real-world settings to complete activities and collaborate with team members. The Source was a five-week summer program with 144 participants from Chicago aged 13 to 18 years. The Source incorporated six socio-contextual factors derived from three frameworks: Chang’s (ERIC Digest, 2002) recommendations for engaging underrepresented populations in STEM careers, Lave and Wenger’s (Cambridge University Press, 1991) situated learning model, and Barron’s (Human Development, 49(4); 193-224, 2006) learning ecology perspective. These factors aligned with the program’s aims of promoting (1) social community and peer support, (2) collaboration and teamwork, (3) real-world relevance and investigative learning, (4) mentoring and exposure to STEM professionals, (5) hands-on activities to foster transferable skill building, and (6) interface with technology. This paper presents results from 10 focus groups and 10 individual interviews conducted with a subset of the 144 youth participants who completed the game. It describes how these six factors were realized through The Source and uses them as a lens for considering how The Source functioned pedagogically. Qualitative findings describe youth’s perception of The Source’s potential influence on STEM interest, engagement, and identity formation. Despite limitations, study results indicate that underrepresented youth can engage in an immersive, narrative, and game-based experience as a potential mechanism for piquing and developing STEM interest and skills, particularly among underrepresented youth.  相似文献   

16.
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   

17.
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   

18.
This article considers the extent to which medieval mappaemundi are an important precedent for literary cartographies in fiction for children. It connects the notion of embeddedness to Peta Mitchell’s (2011) suggestion that mappaemundi refused to entertain the later, post-Enlightenment cartographic distinction between subject and environment, positing instead the “absorption” of the medieval subject into the religious medieval world space. The article documents some of the visual conventions that maps in children’s literature have appropriated from mappaemundi. In doing so, it articulates the contradictions inherent both to ecological rhetoric and cartographic space and the visual lexicon of maps included with children’s books, which contribute to a rhetoric of ecomimesis. The article argues that maps in children’s literature are invested in a rhetoric of ecomimesis, that we are, as Timothy Morton (2009) has it, “embedded” in Nature, and that this embeddedness conceit threatens to forestall critique in that it reproduces the related oppositions of culture/Nature, subject/object and subject/environment even as it appears to collapse their respective terms. In the process, it considers maps in Daniel Defoe’s Robinson Crusoe (2007/1719), the Alderley Edge books of Alan Garner, Arthur Ransome’s Swallows and Amazons (2012/1930), and Rosemary Sutcliff’s Outcast (1998/1955).  相似文献   

19.
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   

20.
This paper analyzes how and why ten Black and Latina/o youth attending an urban public high school engage culturally relevant peer interactions (Knight and Marciano in College ready: preparing Black and Latina/o youth for higher education—a culturally relevant approach. Teachers College Press, New York, 2013) in preparing for, applying to, and/or enrolling in college. The study reconsiders culturally relevant pedagogy (Ladson-Billings in The dreamkeepers: successful teachers of African American children. Jossey-Bass, San Francisco, 1994) as an analytic tool for exploring youth’s culturally relevant peer interactions as supportive of their college-going processes (Tierney and Colyar in Preparing for college: nine elements of effective outreach. SUNY Press, Albany, 2005) and new media literacy practices (Ito et al. in Living and learning with new media: summary of findings from the Digital Youth Project. The MacArthur Foundation, Chicago, 2008. http://www.macfound.org/media/article_pdfs/DML_ETHNOG_WHITEPAPER.PDF). Research findings include: new understandings of the reciprocal nature of youth’s culturally relevant peer interactions; and new enactments of youth’s college-going new media literacy practices. Recommendations for educational policy, practice, and research supportive of students’ college readiness and access are discussed.  相似文献   

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