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1.
Dusan Savicevic 《International Journal of Lifelong Education》2013,32(4):361-378
Historical and comparative research shows that the roots of andragogy are deeper than certain contemporary authors mean. The learning and education of adults have always been integral parts of human activity and of human aspirations to learn. Theoretical discourses on pedagogy vs andragogy were common during the second half of the twentieth century in the former Yugoslavia. Two schools of thought were formed: pedagogical and andragogical. The first considered pedagogy as an ‘integral’ science of upbringing; the second one considered andragogy to be a relatively independent science dealing with distinctions of learning and education of adults. There were interesting discussions on andragogy in other countries. The greatest numbers of supporters of the concept of andragogy as a social scientific discipline (or under another name) come from Central and Eastern Europe and from the USA. 相似文献
2.
The recently initiated debate on the relationship between science and health education is discussed. The notions of ‘everyday’, ‘scientific’ and ‘applied’ knowledge are explored through interview material gathered from a sample of 15‐year old pupils. The topic of the interviews was the common cold. The pupils’ levels of biological knowledge, their mode of applying it, and the frameworks of their thinking about infection and related issues were investigated. It is argued that no simple ‘translation’ of scientific to health knowledge is possible. Some of the complexities of the relationship are explored. In particular, the implications of non‐scientific ('lay’ or ‘traditional') knowledge are taken up and it is suggested that scientific knowledge may face considerable obstacles in displacing these. 相似文献
3.
成人教育学中国化的最终目的是建立中国的成人教育学,中国的成人教育学是解决中国现实教育问题的成人教育之学。解决成人教育学中国化问题,具有多重价值和意义。成人教育学中国化要处理好其与西方成人教育学、传统成人教育文化、成人教育实践、教育学和成人教育学科建设之间的关系。 相似文献
4.
Michael Tan Shu-Shing Lee David W. L. Hung 《Education and Information Technologies》2014,19(3):623-635
While storytelling pedagogy presents novel perspectives and affordances to educators, a fundamental question that bears attention is the match between storytelling pedagogy and the nature of knowledge. Quite simply, the problem may be posed thus: is storytelling the optimum means for teaching all forms of knowledge? While rather obvious matches occur for knowledge in the social science, humanities, languages and literacy education, would storytelling pedagogy ‘work’ for the natural sciences, technology, engineering and mathematics classrooms? If so, what may be optimum means to integrate storytelling instruction in these latter kinds of classrooms? In this study, we report on the results of an implementation of digital storytelling in a grade five science classroom. Using what we termed the ‘edu-tainment’ approach, we asked students to design a digital story that communicated a scientific concept embedded within the narrative structure—characters within the narrative would experience the effects of the concept, the quality of the story being proxy indicators of students’ understanding of the scientific concept. We propose that this pedagogical strategy presents a strong challenge to discern students’ understanding, and we also discuss the effect of knowledge forms on the success of this pedagogy. 相似文献
5.
Sheldon L. Meyer 《Educational gerontology》2013,39(2):115-122
This article identifies the basic concepts and structures of pedagogy and andragogy as teaching‐learning strategies for aging adults. The distinguishing characteristics of andragogy are compared with the more traditional pedagogical processes. Andragogy is discussed as a relevant participatory adult education technique. The applicability of andragogy as a preretirement education process is explained and the task‐oriented training model of preretirement education is discussed. Aging adults are found to be competent, capable learners, and the andragogical process is one very effective way of assuring this end. 相似文献
6.
While teachers and practitioners are increasingly expected to conduct research on their own practice, there is a lot of educational research that is not directly involved in practice. This often leads to unilateral research perspectives on educational practice. Therefore, this article calls for an alternative model of researching educational practice, summarised through the term ‘pedagogical science’. We argue that practical and normative theories that seek to improve educational practice should be combined with theories that aim to describe and explain. It is further argued that the combination of such perspectives and theories, a so-called stereoscopic point of view, can allow for a thorough and holistic investigation of educational practice. As part of this argumentation, the article addresses critical questions of various theoretical models of educational research, models that are being used in Scandinavian, European and Anglo-American research on educational practice. With reference to interdisciplinary models of educational research, such as educational sciences, learning sciences and Bildungswissenschaften, there are trends in which pedagogy is marginalised. Thus, the second argument of the article calls for placing pedagogy at the centre of knowledge production in a broad sense, after which pedagogy is made into a source of knowledge for pedagogical science, which sets forth to test and provide empirical support for pedagogy-based knowledge. 相似文献
7.
Françoise F. Laot 《International Journal of Lifelong Education》2013,32(6):665-677
This paper uses a socio‐historical approach to explore the emergence in French theoretical literature in the mid‐1960s of a new notion, the ‘relationship to knowledge’ (rapport au savoir), and its success in the emerging field of professional adult education within the Complex of Nancy, France. The increasing use of this notion, first, in the research on adult pedagogy, and then, more generally, in educational research, will be used as a starting point in this paper to question the effects in France of the said research on the shift from teaching to learning from the late 1960s onward. Finally, this paper will present an attempt to compare ‘relationship to knowledge’ with ‘way of knowing’. 相似文献
8.
Summaries English ‘Integrated science’ as an aspect of curriculum development is now well established world‐wide and has become the subject of international meetings. This article tries to put forward for discussion some ideas about the meaning of integration among the sciences. Integration is first discussed in its relation to common culture and disciplinary knowledge. Disciplinarity, recognized as the way in which scientific knowledge has been organized, is seen as the only real possibility for the growth of knowledge. To understand the meanings and the importance of different disciplinary fields, is a didactical objective to be reached through an articulated educational process starting in the primary school. However, another objective of the same importance is the development of the capacity to recognize and utilize disciplinary knowledge for the solution of ‘real’ problems. In this perspective, an important problem for educational research is the definition of a ‘scientific knowledge for all’ which should enable people to confront real problems with a knowledge of the meanings of science, and of where to find and how to use scientific information. 相似文献
9.
Massive Open Online Change? Exploring the Discursive Construction of the ‘MOOC’ in Newspapers 
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下载免费PDF全文 Massive Open Online Courses (MOOCs) have been a prominent topic of recent educational discussion and debate. MOOCs are, in essence, university‐affiliated courses offered to large groups of online learners for little or no cost and are seen by many as a bellwether for change and reform across higher education systems. This study uses content and discourse analysis methods to examine how understandings of MOOC‐related ‘change’ were presented in US, UK and Australian newspapers. Drawing on detailed analysis of 457 newspaper articles published between 2011 and 2013, the findings point to a predominant portrayal of MOOCs in relation to the massification, marketization and monetization of higher education, rather than engaging in debate of either ‘technological’ or ‘educational’ issues such as online learning and pedagogy, instructional design or student experience. The article then considers the reasons underpinning this restricted framing of what many commentators have touted as a radical educational form—not least the apparently close association between MOOCs and the economics of higher education. 相似文献
10.
In connecting educational theory to a neo‐pragmatist social epistemology, we set out to understand education as knowledge practices that yield ‘the cultural world again’ by retelling culture or by making explicit what is implicit in culture. Recent trends in German educational studies towards holistic understanding of education demonstrate that such a holistic, non‐representationalist framework is deliberately placed outside the traditional procedure of merely applying knowledge gained in the so‐called foundational disciplines such as philosophy, sociology or psychology to the field of education. By constructively relating Brandom's non‐representational inferentialism to a re‐reading of Mollenhauer's distinction of the presentation and representation of culture in and through education, we try to show that Brandom's philosophy can also be used to point out an inferentialism that is already at work in educational theory. Together, this strengthens a social theoretic account of education that explores how to conceptualise the role of knowledge in educational processes in terms of a holistic epistemology. 相似文献
11.
Pat Tunstall 《教育政策杂志》2013,28(3):215-231
The 1968 structural reform of the education system in Israel was part both of a global process of democratization of education launched after the Second World War and of a larger modernization project in which the social sciences played a crucial role. This dynamic was an expression of a conjunction of interests, in which political forces used research on educational matters in order to advance their socio‐political agendas, while researchers used the state's interest in their work and in the ‘social problems’ they elaborated in order to receive public funding and to obtain state recognition of their scientific contribution. This article traces the reformist discourse structuration—the process of institutionalization of the different social science discourses in state institutions, such as universities and national institutes—in order to disclose the social sciences/politics linkage in Israel. It also puts forward the argument that in order to understand discourse structuration at a national level, it is essential to consider an additional factor: global education networks. Global networks adopted a discourse inspired by the American school model that tended to be adopted by scholars in different countries. The article focuses on the processes in Israel whereby knowledge producers elaborated the ‘inequality of opportunity’ and ‘ethnic gap’ social problems, and proffered the 1968 structural reform as the solution. 相似文献
12.
宋宁娜 《南通师范学院学报》2010,(5):111-117
教育科学属于社会科学,社会科学与自然科学一样是科学,由此实验科学的实证、假设可以成为教育研究的重要方法,科学哲学的融通、革新观念应当成为教育理论建设重要理念,科学家品性也必须成为教育研究者基本素质。目前需要从研究生阶段理解科学研究,提高科学素质。 相似文献
13.
Improving learner outcomes in lifelong education: formal pedagogies in non‐formal learning contexts?
Nick Zepke 《International Journal of Lifelong Education》2013,32(5):507-518
This article explores how far research findings about successful pedagogies in formal post‐school education might be used in non‐formal learning contexts – settings where learning may not lead to formal qualifications. It does this by examining a learner outcomes model adapted from a synthesis of research into retention. The article first introduces the model. It then explores this model to identify pedagogy suitable for formal education. Next it asks whether this pedagogy may also be appropriate for use in four non‐formal learning contexts: community development; adult literacy; workplace learning; and personal interest learning. While it gives a qualified ‘yes’ to the question, it acknowledges some shortcomings in the pedagogy for non‐formal adult learning. Finally, the article attempts to address shortcomings by integrating a critical dimension into the model, suggesting that learner outcomes in formal education could also benefit from the inclusion of this critical dimension. 相似文献
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15.
Abstract An increasing number of researchers are investigating the effect of students’ prior knowledge and beliefs on their development of scientific concepts. Much of this research is taking place within the framework of constructivism, and is attracting the attention of science educators in non‐western countries. This integrative research review has been undertaken to help researchers and practitioners to identify issues for further investigation and reflection. The results suggest that ‘cosmetic’ attempts to nationalize western science curricula in non‐western countries are likely to prove ineffective because the problem, from the students’ perspective, is one of poor ‘fit’ between their world‐views, language meanings and prior beliefs and those inherent in the subject. A constructivist paradigm seems to offer good prospects for both understanding the problem and formulating learning strategies in science education which are better suited to non‐western cultures. Nevertheless, constructivist pedagogies imported from the West should be examined for their cultural appropriateness. 相似文献
16.
《Educational Philosophy and Theory》2013,45(10):1045-1059
The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline‐based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices of discipline‐based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but also to develop habits of self‐correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. This has implications for science education and the role of educational philosophy in developing students' ability to think scientifically. But it also has broader implications for thinking critically within all key learning areas. Here we concentrate on science education. We present the parallels between philosophical inquiry and scientific inquiry that need to be realised to promote and engage with scientific inquiry in the classroom. We also discuss the conflicts between philosophical inquiry and the way inquiry science in the classroom is portrayed in the education literature. Based on philosophical and historical perceptions of science as inquiry, a practical approach to implementation of scientific inquiry in the science classroom is presented. 相似文献
17.
Konstantinos J. Korfiatis 《Environmental Education Research》2005,11(2):235-248
While modern science is receiving harsh criticism within the framework of environmental education, at the same time ecology is presented as an alternative science, characterized as ‘holistic’ and ‘non‐exploitative’. However, many of the characteristics of the science of ecology do not comply with its characterization as alternative science. Furthermore, ecology is a science with competing paradigms, provisional theories, incommensurable worldviews, and extensive theoretical and methodological debates. The treatment of the science of ecology in environmental education is not taking into account the relevant evidence, resulting in a quite strong positivistic and dogmatic educational approach. The importance of approaches that comply more with a post‐positivistic account of education are discussed in the light of the possible contribution of environmental education to science education discourse. 相似文献
18.
CHARLES CLARK 《Journal of Philosophy of Education》2011,45(1):37-57
Professor Whitty has endorsed the consensus that research into education is empirical social science, distinguishing ‘educational research’ which seeks directly to influence practice, and ‘education research’ that has substantive value but no necessary practical application. The status of the science here is problematic. The positivist approach is incoherent and so supports neither option. Critical educational science is virtually policy‐inert. The interpretive approach is empirically sound but, because of the value component in education, does not support education research either, or account for this component. A solution to the latter problem is sought in the debate between Carr and Hirst on the relationship between philosophy and education. This shows Carr making claims that rely on a conception of philosophy that he rejects, while Hirst insists on this conception, uses it to justify practical claims, but denies that this is possible. To achieve a practically relevant analysis of educational research, both need to include second‐order, normative, conceptual enquiry into the philosophies that drive educational policy‐making and partly regulate teaching methodology. Deweyan, first‐order, ‘reflective practice’ needs, then, to be supplemented with second‐order reflection. Educational research is philosophy‐ not science‐driven, and is value‐led. Consequently, it has the status not of scientific discovery but of practical recommendation. 相似文献
19.
《Journal of Further & Higher Education》2012,36(1):28-48
It is surprising to see how rarely the ‘laws of reason’ or of scientific practice are examined by professional teachers. Modern education is ‘scientific’ because teachers often accept the cosmology of science as uncritically as once they accepted the cosmology of Popes and Cardinals. For them, science is a neutral structure containing positive knowledge independent of culture, ideology or prejudice. However, according to modern research in the sociology of knowledge and in the sociology, psychology, history and epistemology of science itself, there are no universal ‘standards of rationality’ and there are no value‐free or objective facts’ existing somehow ‘out there’. It is my claim that professional general educators falsely assume otherwise and that this infiltrates papers, aims, syllabuses, etc., in General Studies components of Further Education courses. General education is set within a positivist scientific rationality which determines in a taken‐for‐granted manner not only the aims and objectives of General Studies but also the methods and tools by which these may be tested and judged. 相似文献
20.
Nicole Hulin Lydie Mousselin Université Pierre Marie Curie 《International Journal of Science Education》2013,35(3):323-326
The ongoing reform in science education in many countries, including Israel, has attainment of scientific literacy for all as one of its main goals. In this context, it is important to provide teachers with the opportunity to construct meaning for the term science literacy and by doing so to obtain a clear understanding of the new teaching goals. Here we report on a study in which teachers, as part of their professional development, were involved in defining the term ‘chemical literacy’; they discussed the need for it, and suggested educational experiences that are necessary in order to attain it. The programme was conducted as part of a reform in the content, as well as in the pedagogy, of chemistry education in Israel. The collected data provide some insights regarding the process by which the teachers’ perception of ‘chemical literacy’ developed and the way actual school practice influences teachers’ perception of ‘chemical literacy’. 相似文献