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1.
Lucie Deblois 《Educational Studies in Mathematics》2006,62(3):307-329
In this Article, we examine primary teachers’interpretation of their pupils’ productions in mathematics. We study the changes in teachers’ interpretation as they were taking place during discussions on pupils’ productions and the influence of the interpretation on the teachers’ choice of intervention in class. Six seminars, betwen one researcher and 21 teachers from the same school, revealed the elements that contributed to the interpretative process. These elements allowed to describe five “milieux” to which teachers are sensitive as they interpret pupils productions. The results bring a better understanding of the origins of teachers’ attribution of causes to pupils mistakes and of their preferred interventions with pupils who experience learning difficulties. The results suggest how changes in interpretation transform interventions and what conditions are necessary to initiate these changes. 相似文献
2.
This article describes a theory of how culture enables literary interpretations of texts. We begin with a brief overview of
the reader response field. From there, we introduce the theory and provide illustrative participant data examples. These data
examples illustrate the four cultural positions middle grade students in our research assumed when responding to salient textual
features embedded in African American children’s novels. Our theory suggests that because a range of cultural positions factors
into students’ meaning making, we should mine texts more carefully for cultural milieu as well as find acceptance with a broader
range of literary interpretations. We conclude by discussing implications for literary researchers and practitioners who study
or use multicultural children’s literature. 相似文献
3.
The aim of this paper is to develop an approach that can be used in addressing the issue of the use of information technology and its importance in human meaning making. By using a combination of Wittgenstein’s work method, a sociocultural perspective on learning, and a sociotechnical perspective on artifacts a specific focus for analyses was discerned: the relation between the use-of-technology in meaning-making on one hand and the circumstances for this meaning-making on the other hand. The conversations of six groups of children, who worked with an assignment, that required that they doubted information they encountered, were video recorded and analyzed. The analyses were done in three interrelated steps. (a) The students use-of-technology in meaning making, (b) the meaning patterns that the students encounter on the web, and (c) students’ intentions and habits. Our findings show that, while the mode of reinforcement of the texts used by the students may have provided little opportunity for doubt or learning how to doubt, the students’ habits and intentions with their work determined the result of the interaction, namely copying information from the web. Taking our point of departure in this empirical illustration we discuss theoretical and methodological questions concerning the understanding of the use of information technology in educational settings. 相似文献
4.
Mathematical literacy includes learning to read and write different types of mathematical texts as part of purposeful mathematical meaning making. Thus in this article, we describe how learning to read and write mathematical texts (proof text, algorithmic text, algebraic/symbolic text, and visual text) supports the development of students' mathematical literacy. Explicit instruction about how to engage with each text type helps to build students' awareness of the function of mathematical texts and of how to leverage them to support the doing of mathematics. Teachers and leaders can use this discussion of mathematical text types to organize and conceptualize instruction within a disciplinary literacy orientation. 相似文献
5.
The written representation in Chinese can be considered as a pictorial or a symbolic representation which is very different
from English where the pronunciation is related to how the word is spelt. Students face challenges of a very different nature
when science is learnt in Chinese compared with English. In Hong Kong, students are making translations between the language
they use in their daily lives, the science concepts and the scientific terms. The research team designed an interview protocol
for primary school pupils in order to identify the pupils’ alternative concepts of science and if these alternative concepts
are related to the structure of the Chinese language. The findings suggest that there are alternative conceptions related
to (a) the form of the Chinese character—for example, the Chinese character for crocodile includes a radical meaning fish,
and so pupils may take it that a crocodile is a fish; (b) the meaning of the Chinese character—for example, an electronic
buzzer is a device used to attract bees as in Chinese, the character contains the word meaning “bees producing sound”. The
findings provide important data for future endeavours aiming to compare the learning of science using different languages
and on ways in which primary teachers may better facilitate their pupils in learning science. 相似文献
6.
Kirsi Pyhältö Tiina Soini Janne Pietarinen 《European Journal of Psychology of Education - EJPE》2010,25(2):207-221
Basic education has two main goals: to promote high quality learning outcomes and pupils’ personal growth and well-being.
The interrelated nature of learning and well-being is here referred to as pedagogical well-being. In this study, we explore
Finnish comprehensive school pupils’ (N = 518) experienced pedagogical well-being by examining the kinds of situations that pupils themselves find either highly
positive or highly negative during their school career. Pupils’ pedagogical well-being is empirically examined in two complementary
aspects: (1) determining the point in the pupils’ school career in which the critical incidents are situated and (2) identifying
the primary contexts of pupils’ experienced critical incidents of pedagogical well-being. Results showed that critical incidents
for pedagogical well-being reported by the pupils were situated all along their school career. A variety of episodes causing
empowerment and satisfaction, as well as disappointment and anxiety, were reported by the pupils. Pupils perceived the social
interactions within the school community as being the most rewarding as well as the most problematic part of their school
career. 相似文献
7.
Sylvia Pantaleo 《Literacy》2012,46(3):147-155
Colour, a visual element of art and design, is a semiotic mode that is used strategically by sign‐makers to communicate meaning. Understanding the meaning‐making potential of colour can enhance students’ understanding, appreciation, interpretation and composition of multimodal texts. This article features a case study of Anya, an 11‐year‐old student who participated in a classroom‐based research project that explored developing student visual meaning‐making skills and competencies by focusing specifically on a selection of visual elements of art and design in picture books and graphic novels. Excerpts from Anya's interview about her multimodal print text revealed that her intentional use of colour was affected by her participation in the learning opportunities afforded during the explorative study that included overt instruction about making meaning with colour. The semiotic analysis of Anya's use of colour in her multimodal text included a consideration of how the various distinctive features of colour were evident in her work. The article concludes with a discussion of pedagogical and assessment issues associated with teaching students about colour and other visual elements of art and design. 相似文献
8.
In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the
individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural
perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and
interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning
making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact
while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning
making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments,
and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics
concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
| Anniken FurbergEmail: |
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
9.
Eva Kellner Annica Gullberg Iiris Attorps Ingvar Thor��n Roy T?rneberg 《International Journal of Science and Mathematics Education》2011,9(4):843-866
A crucial issue for prospective teachers (PTs) in their education is to develop pedagogical content knowledge (PCK; i.e. how
to make a topic comprehensible to pupils). However, research has shown that PTs may have tacit ideas about teaching that act
as filters preventing consideration of unfamiliar and discrepant ideas. These ideas must be elicited and taken into consideration
in order to be modified. Therefore, PTs’ explicit conceptions may constitute a valuable resource in teacher education. The
aim of this study was to investigate PTs’ ideas about pupils’ difficulties, at a topic-specific level, upon beginning the
teacher education programme. The “Lesson Preparation Method” was used in four case studies to elicit the conceptions of 32
PTs regarding pupils’ difficulties in four specific science and mathematics topics: plant growth, gases, equations and heat
and temperature. In all four topic groups (n = 5 – 11), there was a variety of initial conceptions about pupils’ difficulties, which were categorised into two to five
topic-specific categories. Although, initially, PTs may not have expressed any notions about pupils’ difficulties, conceptions
were elicited by using the Lesson Preparation Method. Furthermore, we found that the initial ideas corresponded with earlier
research on pupils’ difficulties, which could provide a potential resource when creating a scaffolding context in teacher
education programmes where PCK development is stimulated. 相似文献
10.
How can the teacher bring about effective cooperative learning (CL) in multiethnic elementary classrooms? To answer this question
we hypothesized that when the teacher stimulates pupils’ helping behaviour (experimental group), this increases pupils’ performance
and CL motivation more than when the teacher lets pupils fend for themselves (control group). Subjects were 166 pupils from
10 schools. The results show that national pupils in the experimental group outperformed pupils in the control group and teams
with low and medium prior knowledge performed better in the experimental group. Additionally, immigrant teams with high prior
knowledge in the control group outperformed their low prior knowledge counterparts and had a higher CL motivation. Our results
suggest that, next to the teacher’s role, attention has to be paid to both the pupil background characteristics ethnicity
and prior knowledge and the teacher’s experience with CL. 相似文献
11.
In this article we have seen how the principles of quantum physics can be exploited in making a computational device. However, we still haven’t seen the kind of algorithms a quantum computer would use and how they would be different from traditional algorithms. We will look at these issues in the next part of this article, with the help of Shor’s famous factorization algorithm. We will also briefly mention some practical issues and the progress achieved so far. 相似文献
12.
Kate Pahl 《English in Education》2006,40(1):20-35
This article draws on an ethnographic research study of children's text making in the home, as well as interviews with visual artists in South Yorkshire, to explore the idea of affordance as cultural (Kress 1997; Kress and van Leeuwen 2001). The article draws on Kress and van Leeuwen's concept of the affordance of a mode, and argues that in the case of children's meaning making, affordance has to be seen as being shaped by culture. This means attending to children's cultural and physical spaces, their worlds, in order to trace back and understand meanings inside their texts. The article takes particular instances of practice and then traces back their meaning, in order to show how cultural meanings sediment into texts. The article argues that English teachers can use this lens of texts as traces of practice to make sense of the multimodal texts children produce in classrooms. 相似文献
13.
Research into the critical period of Chinese pupils’ moral development is one of the most important parts in the field of
moral psychological study. This paper reviews 20-year literature available on the critical period of pupils’ moral development
and its instruments to measure it. It also gives details of its inadequate research into pupils’ moral development and then
concludes with some conjectures about the future of this field of study.
__________
Translated from Psychological Science, 2005 (2)
The authors are grateful to Prof. Zhang Dajun of Research Institute of Education Science, Southwest University of China to
this study. 相似文献
14.
Yaron Doppelt 《Learning Environments Research》2006,9(2):163-178
During recent decades, educational research has dealt with the contribution of the learning environment to the accomplishment of educational goals, such as improvement of academic achievement and motivation. In this research, an intervention program was implemented into the learning environment of science–technology classes at the junior high school level (Grades 7–9, 12–15 years old) in Israel. The intervention included a three-year workshop involving 224 hours each year. The teachers (N = 22) were required to reflect on their experiences using a portfolio that described their actual teaching experiences for relevant discussions at the workshop. Quantitative and qualitative tools were used to examine the teachers’ implementation of new teaching/learning and assessment methods or new subject matter, that were addressed by the workshop in their classes, and to identify learning environment characteristics and learning outcomes according to teachers’ perceptions. Differences were found between teachers’ and pupils’ perceptions of the impact of learning environment characteristics on learning outcomes. 相似文献
15.
Yahui Su 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,30(6):517-530
This essay considers the non-instrumental vision of the learning society through the analysis of its conceptual logic and
meaning based on A. J. Cropley’s approach. It outlines a view of the learning society whereby learning is an end in itself
rather than a means of achieving other economic or civic purposes, as currently described in relevant literature and policies.
How the learning society might possibly be developed in practice without attachment to any further concerns is considered.
When regarded as being an end in itself, the learning society focuses on the inherent value of learning. Learning is valuable
for its very presence, in the sense that it has decisive, long-term effects in shaping one’s character. The development of
one’s “learning to become” can become effective when one learns in the learning society. This view opens up a “thought experiment”
of how the learning society could be supported in practice. The internal consistency of this possible logic of society and
meaning as explored here can be seen as a goal to strive for, a commitment to uphold. 相似文献
16.
Margareta Enghag Hans Niedderer 《International Journal of Science and Mathematics Education》2008,6(4):629-653
The theoretical framework student ownership of learning is developed both theoretically and with qualitative research. The metaphor “ownership” is related to the process towards
meaning making and understanding and is seen as relevant especially to improve physics instruction. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task; how the task is determined, performed
and finally reported. The other dimension, the individual student ownership of learning, refers to an individual student’s own question/idea that comes from own experiences, interests or anomalies of understanding;
an idea/question that comes back several times and leads to new insights. From literature and from our own data, we have developed
categories for group and individual student ownership of learning, which were iteratively sharpened in order to identify ownership
in the two dimensions. As a consequence, we argue for use of the framework student ownership of learning as a way to identify
an optimal level of ownership for better learning and higher motivation in physics teaching. 相似文献
17.
The purpose of this article is to develop a method of approach that can be used to explore the meaning and use of artifacts
in education by applying a socio-cultural perspective to learning and artifacts. An empirical material of video recorded physical
education lessons in Sweden is used to illustrate the approach in terms of how artifacts in different ways can play a part
in meaning making processes in physical education. The illustration from the video recordings shows that a ball can be constituted
as a great toy and that in the practice of physical education being physically active and an active participant in a certain game is regarded
as reasonable. However, it also illustrates that the ball can be constituted as a lethal projectile and a pupil positioned as lazy and unwilling. In the article we argue that empirical studies of artifacts-in-use using visual
methodologies are both important and valuable, challenging physical education teachers’ reflections about the role of artifacts
in their teaching. 相似文献
18.
Professional Learning Communities: A Review of the Literature 总被引：7，自引：0，他引：7
Louise Stoll Ray Bolam Agnes McMahon Mike Wallace Sally Thomas 《Journal of Educational Change》2006,7(4):221-258
International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries. 相似文献
19.
In this paper we discuss the role of visual resources, namely Greek Sign Language videos, concept maps and pictures, and their
allocation in a multimedia educational software designed to enhance reading comprehension in deaf children. First, we summarize
research findings from three bodies of literature that informed the design of the software: reading comprehension and deaf
children, the role of visual displays in reading comprehension and multimedia learning theories. In the following part, we
describe the software “See and See” and explain how relevant theory and research regarding visual displays and multimedia
learning has been applied to its design. Finally, we present a pilot evaluation of “See and See” regarding the students’ interaction
with the software and its role in reading comprehension. 相似文献
20.
Hannah R. Gerber Sandra Schamroth Abrams Anthony J. Onwuegbuzie Cindy L. Benge 《Educational Media International》2013,50(1):16-34
This article explores the impact of using commercial-off-the-shelf (COTS) videogames in a high school curriculum when developed through a connected learning frame by examining the influence that COTS videogames have on transforming students’ literacy learning in-school. However, it must be noted that transforming literacy in school is about more than bridging in- and out-of-school literacies; it concerns developing a deeper understanding of the meaning of literacy in today’s multimediated world, and the ways that these experiences are connected not only to media, but to traditional texts, peers, and guiding teachers, so that we can better grasp how to harness new learning styles and new ways of making meaning in contemporary classroom spaces. To understand how to capture in and out-of-school practices, we conducted a qualitative case study of two high school students enrolled in a reading intervention class that incorporated a COTS videogames curriculum. Data were analyzed via a constant comparison analysis. Findings indicated that the games-based curriculum created through a connected learning frame enabled students to engage in a constellation of connections among digital media, traditional texts, peers, and guiding teachers. 相似文献