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1.
ABSTRACT

In this paper, I discuss the concepts “teaching” and “learning” and investigate the connections between them. Starting from the perspective on teaching and learning expressed in The European Qualifications Framework (EQF), I analyse three theses on the concept of teaching: the Dewey-thesis, the Standard-thesis and the Hirst-thesis, identifying problems in the established definitions. Following Hirst, I contend that teaching is an intention, hence a potential, having learning as its possible realization. That the learning is only possible is the papers main argument, since it explains how and why (the quality of) input is vitally important in educational settings. This idea is in direct opposition to the view in the EQF. In consequence, I argue that the connection between teaching and learning is teleological as opposed to mechanical. By way of contrast, I distinguish my understanding from Ryle-like analyses of teaching as task and learning as achievement, and argue that on a teleological understanding, teaching might be considered an achievement in its own right.  相似文献   

2.
ABSTRACT

This article explores how Revan’s praxeology and learning formula act as the foundation for the authors’ enactment of the scholarship of their teaching practice. Linking to accreditation requirement of assurance of learning the authors describe two undergraduate courses that they teach and reflect on how Revan’s praxeology of systems alpha, beta and gamma and his learning formula, L?=?P?+?Q provide a framework for understanding and enacting their scholarship of teaching. They offer their experience and reflection for other academics to engage with the scholarship of their respective practice.  相似文献   

3.
Abstract

The documentary film is a popular curriculum tool, and the goal of this paper is to expand the educational significance of the documentary genre I argue that current understandings of this genre are limited and limiting, and offer an alternative perspective on the genre. This alternative will be built from Stanley Cavell’s philosophy of education, in particular, his understanding of the role that ‘representativeness’ plays in teaching and learning.  相似文献   

4.
ABSTRACT

Background: Interaction, participation and collaboration are thought to be important factors for supporting successful second or foreign language learning. The use of Interactive Groups (IGs) is regarded as helpful in creating the conditions in which interaction, participation and collaboration are increased to create effective dialogic learning. However, there is limited understanding of the role of IGs in supporting second or foreign language learning.

Purpose: The aim of the present study was to explore the opportunities that IGs generated for supporting interaction, participation and collaboration in a situation where students were learning English as a foreign language.

Method: A communicative methodology was used to collect and analyse observational and interview data from three classrooms where teaching and learning was organised through IGs, each in a different school in Spain involved in Schools as Learning Communities: Successful Educational Actions (SEAs). Across the three classrooms, there were 58 students, three teachers and 14 volunteers, whose role was to support and encourage communication. The schools served low SES communities. We conducted eight classroom observations and 17 semi-structured interviews. The data were analysed qualitatively.

Findings: The thematic analysis suggested that, in the classrooms that were studied, there was evidence that participants and observers felt that IGs promoted effective conditions for the inclusive participation of all learners, created a favourable climate for collaborative interactions regarding the target language and raised learning expectations for all students. In addition, the contribution of the volunteers was identified as crucial to the successful functioning of the IGs.

Conclusion: This small scale, qualitative study highlights the potential for IGs to create favourable conditions for the learning of English and other languages as a foreign language. More extensive studies are needed to determine the best way to use IGs for the teaching and learning of foreign languages in other contexts.  相似文献   

5.
This study investigated Indonesian and Japanese senior high-school students’ understanding of electrochemistry concepts.

Sample

The questionnaire was administered to 244 Indonesian and 189 Japanese public senior high-school students.

Design and methods

An 18-item multiple-choice questionnaire relating to five conceptual categories (reactions occurring during electrolysis, differences between electrolytic and voltaic cells, movement of ions in voltaic cells, poles in voltaic cells, voltaic cell reactions) was administered.

Results

The findings of this study show that difficulties and alternative conceptions previously reported in the literature are held equally by students from a developing and developed country, Indonesian and Japan respectively.

Conclusions

Collectively, the findings suggest that students’ understanding of electrochemistry concepts is relatively weak. Students from both samples shared common difficulties and displayed several alternative conceptions dealing with electrolysis, electricity flow, the voltaic cell and the electrode reactions. Not surprisingly, the students displayed limited consistency in understanding of the concepts in the five categories. This study has implications for teaching and learning, particularly in classroom discussions using models and computer animations in order to reinforce understanding at the sub-microscopic level.  相似文献   

6.
Abstract

This article contributes to the study of decision-making processes both at a farm systems level and at the level of agricultural research in partnership with commercial farms. It also highlights the way in which adoption and adaptation of innovation occurs in a socially rich context with information, group formation and connectivity converging to create a complex learning environment.

Design/methodology/approach. The methodology used in this research centres on the Communities of Practice (CoP) theoretical framework augmented by Gramsci's notion of Intellectual Communities and discursive analysis. A dairy farming systems project operating in Australia (3030 Project) provided the context for our study.

Findings. The group structures within the 3030 Project constitute CoP in which innovation is evolved, adopted and adapted. This process involves socially negotiated learning which is both processual and highly contextual. Discursive dialects are formed and interact within these CoP at the level of decision-making and can be analysed in context to further our understanding of the way in which farmers participate in learning opportunities and negotiate innovation.

Practical implications. This theoretical framework can be used to enhance the learning capabilities of these groups by developing a better understanding of how discourse is used to successfully transfer knowledge effectively and with authority.

Originality/value. The 3030 Project provided a unique opportunity for a comparative analysis of on-farm and research-based decision-making processes in a ‘real time’ situation from a multi-scale perspective.  相似文献   

7.
Background and purpose:

The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students’ understanding of genetics concepts.

Sample:

Participants were 112 10th basic grade male students in three classes of the same school located in an urban area. The three classes taught by the same biology teacher were randomly assigned as a prediction/discussion-based learning cycle class (n?=?39), conceptual change text class (n?=?37) and traditional class (n?=?36).

Design and method:

A quasi-experimental research design of pre-test–post-test non-equivalent control group was adopted. Participants completed the Genetics Concept Test as pre-test–post-test, to examine the effects of instructional strategies on their genetics understanding. Pre-test scores and Test of Logical Thinking scores were used as covariates.

Results:

The analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between the experimental groups (HPD-LC versus CCT instruction) was found.

Conclusions:

Overall, the findings of this study support the use of the prediction/discussion-based learning cycle and conceptual change text in both research and teaching. The findings may be useful for improving classroom practices in teaching science concepts and for the development of suitable materials promoting students’ understanding of science.  相似文献   

8.
ABSTRACT

In time-poor and pressured teaching environments, some classroom teachers look for immediate and simple solutions to resourcing their arts teaching. Online platforms, such as Pinterest, seem to offer ready-made answers for these teachers, however, a lack of criticality can underscore the unexamined ‘advantages’ of such accessible resources. Accessibility and lack of confidence for time poor teachers are two key issues in understanding why teachers prefer online platforms for the sourcing of arts teaching resources rather than curriculum documents written for them by ‘curriculum experts’. Critically competent curriculum decisions require informed knowing about value and how the decision impacts on practice and student learning and in this way criticality and connoisseurship are important capabilities that constantly need to be strengthened in a digitally mediated world. Combined in an arts context and drawing on interviews with 16 classroom teachers, criticality and connoisseurship are two key concepts used to highlight the systemic issues of context, value and pedagogy that impact on teacher’s practice. Suggestions for increasing teachers’ criticality and connoisseurship are explored as important pathways for improving arts learning for young people.  相似文献   

9.
ABSTRACT

Research with children involving their use of digital and mobile technologies either as a methodological tool or in relation to their learning foregrounds emerging ethical issues and practices. This paper explores some of the ethical and practical challenges we faced in studies involving the recruitment of young children as research participants, and where the integrity of these research collaborations was critical. We propose an ethical framework to foreground these challenges that is shaped by a view of children as social actors and experts on their own lives, information and communication technologies as ubiquitous in children’s lives, and ethics as a situated and multifaceted responsibility. This framework has three aspects: access, authenticity and advocacy. We draw on examples from different research projects and use ethically important moments to illustrate how notions of access, authenticity and advocacy can foreground the ethical challenges in teaching–learning research contexts to better consider and offer children greater agency in research collaborations.  相似文献   

10.
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11.
ABSTRACT

The teaching and learning of languages has been mainly investigated within educational institutions, especially by applied linguists. However, religious spaces such as churches and church related programs have historically and contemporarily served as important alternative spaces for such teaching and learning to take place. At the same time, such institutions and the way that language teaching and learning unfold in these spaces necessitates both a critical and empirical examination which makes salient the role and consequences of power. The focus of this special issue is to provide examples of studies which seek to fill this gap. This introduction serves as a way to set up this special issue and the articles within it by making salient the themes of language socialization, language ideology, identity, Christianity, ethnography and systems of power, as well as showing how the four studies in this special issue speak to the aforementioned gap and these themes.  相似文献   

12.
Background: Past studies have shown significant associations between students’ conceptions of learning science and their science learning self-efficacy. However, in most of the studies, students’ science learning self-efficacy has often been measured by a singular scale.

Purpose: Extending the findings of these studies, the present study adopted a multi-dimensional instrument to assess Taiwanese high school students’ science learning self-efficacy and investigate the relationships with their conceptions of learning science.

Sample: A total of 488 Taiwanese high school students (265 male and 223 female) were invited to participate in this survey.

Design and method: All the participants responded to the Conceptions of Learning Science (COLS) questionnaire regarding ‘Memorizing’, ‘Testing’, ‘Calculating and practicing’, ‘Increase of knowledge’, ‘Applying’ and ‘Understanding and seeing in a new way’ and the Science Learning Self-Efficacy (SLSE) instrument, including ‘Conceptual understanding’, ‘Higher-Order cognitive skills’, ‘Practical work’, ‘Everyday application’ and ‘Science communication’.

Results: The path analysis results derived from the structural equation modeling method indicated that, of all five SLSE dimensions, the ‘Understanding and seeing in a new way’ COLS displayed as a positive predictor, while the ‘Testing’ COLS was a significant negative predictor. The ‘Applying’ COLS item can only positively contribute to the SLSE dimensions of ‘Higher-Order thinking skills’, ‘Everyday application’ and ‘Science Communication’.

Conclusions: In general, students in strong agreement with learning science as understanding and seeing in a new way or the application of learned scientific knowledge are prone to possess higher confidence in learning science. However, students who consider learning science in terms of preparing for tests and examinations tend to hold lower science learning self-efficacy.  相似文献   

13.
Abstract

Students who learn to fail and fail to learn as a result of attention and . concentration problems can be assisted. A number of authors have considered the importance of understanding how children learn when aiming to assist students with learning problems and consider metacognitive ability may provide a framework for considering how students learn. This article examines some crucial factors that facilitate the development of metacognitive abilities for children experiencing attention and concentration problems. The author focuses on the importance of teacher modelling, explicit teaching/learning approaches, developing an internal locus of control and specific teaching of intelligent behaviours, as crucial to the learning process. The author aims to provide a variety of very practical strategies to assist teachers of students who display considerable difficulties attending and concentrating in the classroom.  相似文献   

14.
ABSTRACT

This article critiques international assessment of adult literacy using research findings from students completing a Māori tourism certificate who achieved significant gains in assessment. It is argued that the focus of literacy assessments potentially forces educators to narrow their teaching and learning approaches, manoeuvring them into teaching toward singular or convergent literacy. This leads to utilising teaching and learning strategies drawn from the cultural and social capital of the dominant culture, which is problematic for students without abundance of such capital.

Blending Kaupapa Māori research theory with appreciative inquiry, research revealed that students made significant gains in assessment scores because their educators acknowledged and utilised ways in which they made sense and meaning of their world. Educators drew upon the social and cultural capital of students and engaged them as partners in culturally based teaching and learning processes. Relating to students’ multiple literacies, and the contexts with which they bring meaning to their world in this way, is referred to as drawing from divergent literacies.

This study proposes a need to develop and research alternative ways for improving convergent literacy outcomes. It is suggested that multiple interventions using multi-modal and 360° approaches need to occur simultaneously for best outcomes.  相似文献   

15.
ABSTRACT

Lesson Study and Learning Study are popular teacher professional development models across the world. Drawing on an extensive review of research and literature, this paper aims to identify the features of the two models to contrast and establish their similarities and differences particularly with regard to their application in practice. The paper focuses on their impact on teaching and learning as well as the rationale behind the process of Lesson Study and Learning Study. Four major distinctions between the two models are revealed: ways of identifying a topic for teaching, views and methods for understanding student learning, the focus of teacher collaboration on lesson design and implementation, and the overall instructional design. The paper concludes that the two models appeal to different practitioners depending on their aims and objectives in teaching and learning as well as their broader perspectives on education. In addition, this paper suggests that the two models could complement each other to improve the effectiveness of teaching and learning in different contexts.  相似文献   

16.
Abstract

Researchers have shown an increased interest in the way teachers use their knowledge about language (KAL) to enhance student understanding and learning. This qualitative case study investigated first- and second-grade teachers’ use of KAL in Arabic. We investigated the linguistic transitions from standard Arabic to spoken Arabic made by the teachers during mathematics lessons. The results suggested that Arab-speaking mathematics teachers were aware of the gap between home language (Spoken Arabic) and school language (Modern Standard Arabic) and used linguistic transition as a teaching strategy to develop academic thinking and behaviour among their students. The results suggested that Arab teachers built a non-formal bilingual education programme where the two languages were used to teach mathematics. Despite the requirement to use Modern Standard Arabic, participants bridged the gap between the languages, which suggests an inherent understanding that ‘language and identity are ultimately inseparable’.  相似文献   

17.
Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment.

Purpose: This study examined the effectiveness of PBL on candidate science teachers’ understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL.

Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey.

Design and methods: A one-group pretest–posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests.

Results: The PBL approach has a positive effect on the students’ learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning.

Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.  相似文献   

18.
ABSTRACT

Tutorials/discussion classes1 are seen as an essential part of the teaching mix in the natural sciences, because that is where problems can be solved and course content is applied. Learning support provided by teaching assistants may free up the lecturer to do research, but are these assistants sufficiently well trained and well informed? Do tutorials offer learning spaces or merely activities to engage the willing student? In this paper I report on a study conducted in a science faculty of a research intensive university in South Africa. I collected data using interviews and questionnaires which gave insight into the many variants of tutor/teaching assistant2 support that exist in the faculty. Practices that seem to lead to better student learning were also foregrounded. It became evident that lecturers need to plan their tutorials as an integral part of the learning space and not as an add-on activity.  相似文献   

19.
A phenomenographic study of the conceptions that teaching‐learning specialists working in distance education in Australian universities hold of their role in contributing to the development of distance education packages is described. The study identified eight conceptions labelled instructional editor, educational process consultant, instructional process consultant, transformer, critical reviewer (surrogate student), joint venturer, distance education development facilitator, and staff developer. The conception, distance education developer, differed from the other conceptions insofar as it reflected a greater concern with organisational as compared with teaching‐learning issues. The remaining conceptions were able to be distinguished, according to whether they indicated a macro level (structural) perspective or a micro level (process) perspective. The former included the educational process consultant and staff developer conceptions. The latter were able to be further distinguished according to whether they indicated an understanding of the learning package as dialogic text (critical reviewer) or as an instructional medium (instructional process consultant, instructional editor, joint venturer, and transformer). Finally, the four conceptions which reflected an understanding of the learning package as an instructional medium could be distinguished according to the way in which the teaching‐learning specialist saw his or her relationship with the subject specialist in terms of power.  相似文献   

20.
Extrapolating from current developments in the study of learning and imagining how learning might be shaped moving forward, this article considers 12 trends concerning the future of learning. Learning will become more diverse, more contextual, less discipline-bound, and less institutionally-bound. It will span professional and institutional sectors, and move beyond national borders. It will move increasingly online and extend beyond humans to encompass machines and machine/human blends. It will become more interactive, more distributed, and more biologically connected. Drawing on an understanding of these trends, new roles for teachers and for educational institutions are developed. The result is that learning is likely to occur through multiple discovery networks that blend research and teaching to address real world problems in environments supported by robust software infrastructures. Multiple nested discovery networks will operate on a global scale and be negotiated by individual learners sometimes guided by teachers. Prediction is very difficult, especially about the future—Niels Bohr The future is already here - it’s just unevenly distributed—William Gibson The best way to predict the future is to invent it—Alan Kay  相似文献   

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