Changing education through learning spaces: impacts of the Portuguese school buildings’ renovation programme     

Luísa Veloso  Joana S. Marques  Alexandra Duarte 《Cambridge Journal of Education》2014,44(3):401-423

In this article we present findings from the evaluation study of a nation-wide school renovation programme in Portugal. The aim is to analyse policy implementation, taking into account school community participation, discussing how the programme requirement to involve users in the renovation was met, examining perceptions of the programme’s pedagogical principles and the impact on teaching and learning models. The analysis shows that the upgrading of schools increased pride in and responsibility for the school. But teaching practices in schools remain set in a traditional mould. Tensions remain between the objectives defined at the political level and effective conditions for learning.  相似文献   

Navigating the Complexity of Socio-scientific Controversies—How Students Make Multiple Voices Present in Discourse     

Solli  Anne  Hillman  Thomas  Mäkitalo  Åsa 《Research in Science Education》2019,49(6):1595-1623

Research in Science Education - In this article, we argue that students’ unfolding discourse on socio-scientific issues (SSI) can be fruitfully analyzed by using dialogical theories of...  相似文献   

解读《爱弥儿》中的自然教育     

杨海  肖洒 《海南广播电视大学学报》2011,(1):73-76

《爱弥儿》成书于1757年,是世界上第一本小说体教育名著。书中,卢梭通过对爱弥儿的教育,阐述了他的自然教育思想,这在当时的法国社会,具有反对封建教育的重大意义。然而用现代人的眼光审视,这种教育却存在一些瑕疵。尽管如此,卢梭的自然教育思想对我国当前教育而言仍具有深远的影响和重大的借鉴意义。  相似文献   

Preparing for the world of diverse worldviews: parental and school stakeholder views on integrative worldview education in a Finnish context     

Vesa Åhs  Saila Poulter  Arto Kallioniemi 《British Journal of Religious Education》2019,41(1):78-89

The aim of this paper is to explore integrative worldview education as a platform for learning from worldviews in a diverse cultural context. This is done by exploring integrative worldview education in a Finnish secondary school context by examining the views of school stakeholders. The stakeholders examined in this article consist of 174 parents of the pupils and a total of six teachers and head teachers from two different lower secondary schools in Helsinki. We use the concept of learning from worldviews to examine the possibilities of the integrative classroom to facilitate learning from both personal and organised worldviews. The results indicate that the stakeholders view integrative worldview education as an important tool for widening the worldview of the pupil. Although the stakeholders view the sensitivity of the teacher as paramount in teaching an integrative classroom, integrative worldview education is also seen as important in offering tools for forging mutual understandings in an ever more complex world of worldviews.  相似文献   

Making sense of iconic symbols: a study of preschool children conducting a refuse-sorting task     

Agneta Ljung-Djärf  Lisbeth Åberg-Bengtsson  Torgny Ottosson  Dennis Beach 《Environmental Education Research》2015,21(2):256-274

This article is part of a larger project focusing upon explanatory illustrations that children encounter in pre- and primary school education. The research questions concerned (a) how preschool children make sense of iconic symbols when placing items of refuse on illustrations of refuse bins in a sorting task and (b) what stumbling blocks they encounter when interpreting these symbols. Video data were collected with 30 children between four and five?years of age. From the children’s verbal and non-verbal interactions, four different categories of sense-making were constructed: by material, by object type, by appearance and by function. Three stumbling blocks were identified. The first had to do with giving the symbols a different logical meaning to the intended one; the second related to what materials the different refuse items were made of; the third was being able to stick to one correct way of interpreting each symbol.  相似文献   

FARGEKARAKTERISERING OG FARGEPREFERANSE I. LITT OM EIGENSKAPAR SOM OSLOBARN I ALDEREN 10‐13 ÅR TILLEGG NOKRE FRAMVISTE FARGAR     

Av forskningsstipendiat  mag. art. Åsmund Lønning Strømnes 《Scandinavian Journal of Educational Research》2013,57(1):241-262

  相似文献   

PSYKOLOGISKA STUDIER AV UNGDOMSVÅRDSKLIENTEL     

docent Åke Bjerstedt 《Scandinavian Journal of Educational Research》2013,57(1):84-90

  相似文献   

The individual education plan: a gendered assessment practice?     

Åsa Hirsh 《Assessment in Education: Principles, Policy & Practice》2012,19(4):469-485

The focus of this study is gendered differences and similarities in the distribution of individual education plan (IEP) targets given to pupils in Swedish schools. IEP writing is seen as part of teachers’ formal assessment practice. Through qualitative content analysis of data, two main target types emerged: learning targets, related to school subject learning; and being targets, related to personality, behaviour and attitude. Whilst the distribution of learning targets in the different sub-categories was similar for boys and girls, clear differences were found in the distribution of different types of being targets. Possible reasons for the gendered distribution of being targets are discussed from a doing-gender perspective. In addition, the paper discusses what is actually assessed in IEPs, whether there is a relation between the ‘ideal pupil’ and gender and whether the strong focus on being aspects detracts from focus on learning aspects.  相似文献   

Students’ individual and collective efficacy: joining together two sets of beliefs for understanding academic achievement     

Sílvia Pina-Neves  Luísa Faria  Hannu Räty 《European Journal of Psychology of Education - EJPE》2013,28(2):453-474

In this paper, we assume that students’ achievement is influenced not only by a set of individual appraisals such as beliefs about their personal efficacy but also by a set of more systemic factors related to beliefs about their class efficacy as a group. Literature and research review supports that students’ beliefs about their efficacy, both as individuals and as groups, are important predictors of their achievements at school. However, little research has been presented to date that jointly explores the impact of these two sets of beliefs on academic achievement. Therefore, the aim of this paper is to present an integrated view of individual and collective efficacy beliefs, exploring the relationship between them and their causal relationship with students’ achievement. Two cross-sectional studies were developed in the Portuguese secondary school context with 385 and 1,794 students, using Academic Self-Efficacy Scale and Students Collective Efficacy Scale to assess individual and collective efficacy beliefs. The main results showed that individual efficacy beliefs were stronger predictors of students’ grades than collective efficacy beliefs, especially when the specific domain of achievement they refer to was considered (for instance, levels of mathematics self-efficacy had a stronger impact on mathematics grades than on Portuguese grades). Moreover, moderating effects of gender and type of school (public vs. non-public) were found, suggesting that collective efficacy beliefs play a more significant role among boys and among students from public schools.  相似文献   

Expounding on physics: a phenomenographic study of physicists talking of their physics     

Åke Ingerman  Shirley Booth 《International Journal of Science Education》2013,35(12):1489-1508

Physicists and physics students have been studied with respect to the variation in the ways they expound on their topic of research and a physics problem, respectively. A phenomenographic approach has been employed; six fourth‐year physics students and 10 teacher‐researcher physicists at various stages of their careers have been interviewed. Four qualitatively distinct ways of expounding on physics have been identified, constituting an outcome space where there is a successive shift towards coherent structure and multiple referent domains. The interviewed person is characterized as expressing an ‘object of knowledge’, and the interviewer is characterized as a willing and active listener who is trying to make sense of it, constituting a ‘knowledge object’ out of the ideas expressed and personal experience. Pedagogical situations of analogous character to the interviewer–interviewee discussions are considered in the light of the analysis, focusing on the affordances for learning offered by the different forms of exposition.  相似文献