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81.
Rafi Nachmias David Mioduser Anat Cohen Dorit Tubin Alona Forkosh-Baruch 《Education and Information Technologies》2004,9(3):291-308
This paper analyzes the factors involved in successful implementation of innovative pedagogical practices using ICT in ten Israeli schools. The research questions addressed are: 1. What is the configuration and intensity level of the various factors involved in the implementation of innovative pedagogical practices using ICT in schools? 2. Can a connection be identified between the level of intensity of the different factors affecting the innovation and the level of change in various domains of innovation (e.g., teacher role, student role, curriculum, and time and space configurations)? Data from ten case studies in Israeli schools were analyzed using the framework developed to measure the intensity of the factors involved in the innovation. Infrastructure, factors within the school, school climate and educational policy were found to be the most involved categories. These factors mostly affect aspects of the innovation related to teacher roles, instructional contents and teaching methods. 相似文献
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The present study has three purposes: (a) to determine who disseminates information on cochlear implants on the Web; (b) to describe a representative sample of Web sites that disseminate information on cochlear implants, with a focus on the content topics and their relevance to parents of deaf children; and (c) to discuss the practical issues of Web-based information and its implications for professionals working with parents of deaf children. Using the terms "cochlear implants" and "children," the first 10 sites generated by the four most popular search engines (Google, Yahoo, Microsoft's MSN, and America Online) at two points in time were selected for analysis, resulting in a sample of 31 Web sites. The majority of Web sites represented medically oriented academic departments and government organizations, although a wide variety of other sources containing information about cochlear implants were also located. Qualitative analysis revealed that the content tended to fall into eight categories; however, the important issues of educational concerns, habilitation following surgery, and communication methods were either addressed minimally or neglected completely. Using analytical tools that had been developed to evaluate "user friendliness" in other domains, each Web site was assessed for its stability, service/design features and ease of use. In general, wide variability was noted across the Web sites for each of these factors. The strong recommendation is made that professionals understand and enhance their knowledge of both the advantages and limitations of incorporating the new technology into their work with parents. 相似文献
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Hunter Gehlbach Scott W. Brown Andri Ioannou Mark A. Boyer Natalie Hudson Anat Niv-Solomon Donalyn Maneggia Laura Janik 《Contemporary educational psychology》2008,33(4):894-914
This study examined the potential of simulations to bolster interest in middle school social studies classrooms. Using a pre–post-design, we examined 305 middle school students (49% female) who participated in the web-based GlobalEd simulation. In contrast to the motivation declines middle school students usually experience, participants in this simulation became more interested in social studies. We investigated four hypotheses as to why these increases may have occurred. We found no support for the possibility that, (a) students’ interest in a particular issue area or (b) their increased valuing of the subject matter, were related to their increased interest. However, results suggested that, (c) the challenging nature of the activity and (d) students’ increased propensity to engage in social perspective taking may have bolstered their interest in social studies. The discussion explores future research directions and whether implications for classroom teachers are warranted given the correlational nature of the research. 相似文献
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The Brit Maccabim Atid sport club was founded by immigrants from Germany who came to Palestine during the 1930s. The circumstances surrounding this organisation’s establishment differed from those of the sports organisations operating in Palestine until then. We consider sports culture as a tool for analysing immigrant absorption processes. Our discussion is based on the claim that sports served as a means of social integration for German Jews. In Palestine, sports served as an arena of conflict between the political camps in the Jewish settlement. In response to this political reality, immigrants from Central Europe began organising to establish separate sports clubs along political and ethnic lines, thus responding to the needs of immigrants identifying with German cultural circles. Brit Maccabim Atid constitutes a test case for the social and cultural changes in the meaning of sports in the move from one country to another. The paper describes two sociological models, each of which examines the impact of involvement in sports on the extent to which immigrants become integrated into society. Our findings indicate that sports participation in an immigrant society can be a unifying and assimilative factor and at the same time a segregating factor. 相似文献
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Metacognition and Learning - In the present study, we investigated the accuracy of eyewitness accounts over time from a metacognitive perspective, in which post-retrieval monitoring and control... 相似文献
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Providing learners with opportunities to engage in activities similar to those carried out by scientists was addressed in a web-based research simulation in genetics developed for high school biology students. The research simulation enables learners to apply their genetics knowledge while giving them an opportunity to participate in an authentic genetics study using bioinformatics tools. The main purpose of the study outlined here is to examine how learning using this research simulation influences students’ understanding of genetics, and how students’ approaches to learning using the simulation influence their learning outcomes. Using both quantitative and qualitative procedures, we were able to show that while learning using the simulation students expanded their understanding of the relationships between molecular mechanisms and phenotype, and refined their understanding of certain genetic concepts. Two types of learners, research-oriented and task-oriented, were identified on the basis of the differences in the ways they seized opportunities to recognize the research practices, which in turn influenced their learning outcomes. The research-oriented learners expanded their genetics knowledge more than the task-oriented learners. The learning approach taken by the research-oriented learners enabled them to recognize the epistemology that underlies authentic genetic research, while the task-oriented learners referred to the research simulation as a set of simple procedural tasks. Thus, task-oriented learners should be encouraged by their teachers to cope with the scientists’ steps, while learning genetics through the simulation in a class setting. 相似文献
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In the new science and technology junior-high-school curriculum in Israel, it is recommended that the cell topic be taught
“longitudinally in conjunction with other study contents”. This recommendation confers a change in teaching the cell topic
and provides an opportunity to form meaningful relationships between biological phenomena at the macro-level and their cellular
explanations. Here, we examine junior-high-school science and technology teachers’ pedagogical content knowledge (PCK) with
regard to the cell topic and the formation of macro-micro relations, ten years following the publication of the change in
the curriculum. Teachers in this study participated in three focus groups (n = 59) and one workshop (n = 12). In addition, six experienced teachers were interviewed in the course of this study. Specific tools were developed
to capture the teachers’ PCK. We found that the teachers had changed their way of teaching the cell topic only superficially:
they did not undergo any deep change. Despite the importance the teachers placed on teaching and learning the cell topic,
their concerns about their students’ comprehension difficulties reduced the time they devoted to teaching the topic in class.
The teachers were also found to have no PCK capacity to integrate biological phenomena at the macro-level with their cellular
explanations. In addition, a duality was identified among the teachers with regards to relating macro- and micro-levels in
biology and in chemistry. 相似文献