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31.
These multiple framings of our reflections on environmental education research in southern Africa are written as dilemmas of interpretation that aim to disrupt any temptation to generalise or essentialise its qualities and characteristics. Recognising that research is a textual practice, we use J. M. Coetzee's portrayal of the dilemmas faced by African novelists as a point of departure in reflecting on the changing landscape of environmental education research in southern Africa as we have experienced it over six years. We provide readings framed by reference to post-colonialism, changing epistemologies and methodologies, contexts of transformation and tension, the influence of international organisations such as the United Nations and its instrumentalities, and concerns about human rights and accountability. We conclude by affirming the post-colonialist trajectories of environmental education research in southern Africa and speculating on the distinctive possibilities that recovering ubuntu (an ethic of sharing and hospitality) might offer to researchers in this region. 相似文献
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Meagan R. Talbott Gregory S. Young Jeff Munson Annette Estes Laurie A. Vismara Sally J. Rogers 《Child development》2020,91(3):743-753
In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words. 相似文献
34.
The article focuses on the use of information and communication technology (ICT) for strengthening and transforming university practice in line with the social and technological conditions of the new ideas for interactive universities. The purpose is to use ICT as a change-agent in order to establish new practices – new pedagogical methods, new methods for collaboration and new forms of interplay between physical and virtual learning environments. The article is based on an ongoing case in which both the authors have been engaged: the IT Innovation project (ITI) and E-learning Lab North Jutland (ELL) at Aalborg University in Denmark. The article presents the different initiatives and strategies for innovation of the university and subsequently discusses the work in the perspective of organizational learning and planning theory. 相似文献
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Prof. Dr. Bernhard Graf Dr. Annette Noschka-Roos 《Zeitschrift für Erziehungswissenschaft》2009,12(1):7-27
This contribution sketches the museum landscape and investigates – from different perspectives – to what extent museums can be defined and studied as an informal learning location. We shall start with a look at the heterogeneity of museums, which is a consequence of the different collections, the characteristics of visitors and their motives for visiting, and the relatively young history of didactic methods used in museums. Does learning take place? Research on visitors, which looks at this question, typically reflects in its theories of learning the paradigm shift from behaviourism to cognitive and constructivistic concepts with a corresponding change of perspective regarding the subject of investigation: whilst first investigations looked at the characteristic of exhibits and made recommendations on this basis for improved didactics, more recent studies look at visitors’ theoretic constructs of these characteristics. This article argues for a link between both perspectives in order to achieve further theoretical and practical insights. 相似文献
37.
Georgina L. Kent Brian Dawson Gregory R. Cox Louise M. Burke Annette Eastwood Kevin D. Croft 《Journal of sports sciences》2018,36(11):1204-1211
This investigation examined the effect of beetroot juice (BR) supplementation, a source of dietary nitrate (NO3?), on cycling time-trial (TT) performance and thermoregulation in the heat. In a double-blind, repeated-measures design, 12 male cyclists (age 26.6 ± 4.4 years, VO2peak 65.8 ± 5.5 mL.kg?1.min?1) completed four cycling TTs (14 kJ.kg?1) in hot (35°C, 48% relative humidity) and euthermic (21°C, 52%) conditions, following 3 days supplementation with BR (6.5 mmol NO3? for 2 days and 13 mmol NO3? on the final day), or NO3–depleted placebo (PLA). Salivary NO3? and nitrite, core (Tc) and mean skin temperature (Tsk) were measured. Salivary NO3? and nitrite increased significantly post-BR supplementation (p < 0.001). Average TT completion time (mm:ss) in hot conditions was 56:50 ± 05:08 with BR, compared with 58:30 ± 04:48 with PLA (p = 0.178). In euthermic conditions, average completion time was 53:09 ± 04:35 with BR, compared with 54:01 ± 04:05 with PLA (p = 0.380). The TT performance decreased (p < 0.001), and Tc (p < 0.001) and Tsk (p < 0.001) were higher in hot compared with euthermic conditions. In summary, BR supplementation has no significant effect on cycling TT performance in the heat. 相似文献
38.
Annette N. Markham 《The Information Society》2013,29(4):257-267
This article provides a critical, cautionary stance toward the future structure of “Internet studies” as a field. A social constructionist reading of the process of organizing reveals the ways in which apparently obdurate structures are constructed and negotiated through everyday discursive practices. Subsequent structures and practices function ideologically to control organizational members in a concertive fashion by shaping and directing the conceptual frameworks for inquiry and action in a seemingly natural way. Definitions and metaphors construct conceptual boundaries of meaning for the field of inquiry, delimiting and protecting over time what counts as Internet and Internet studies. Over time, origins of knowledge are hidden within the structure of the organizations and a culture of unobtrusive control emerges. Unless radical measures are taken to reflexively interrogate everyday routines and habitual ways of talking in academic environments, the future field of Internet studies will not transcend the traditions of the academy but will be entrenched in and reproduce traditional structures and a traditional scholarly enterprise. 相似文献
39.
Gebrekidan Mebrahtu Tesfamariam Annette Lykknes Lise Kvittingen 《International Journal of Science and Mathematics Education》2017,15(3):393-410
In theory, practical work is an established part of university-level chemistry courses. However, mainly due to budget constraints, large class size, time constraints and inadequate teacher preparations, practical activities are frequently left out from chemistry classroom instruction in most developing countries. Small-scale chemistry (SSC) experimentation in which one uses miniature chemical equipment can drastically reduce quantities of chemicals used during experimentation, which can help overcome some of the barriers preventing practical work in the chemistry classroom. This study evaluated the effectiveness of using miniature chemical equipment at the undergraduate level in increasing students’ understanding of chemistry concepts as well as in improving their attitude towards chemistry practical work. Two comparable groups of first-year students who enrolled for a Practical General Chemistry course participated. A quasi-experimental design was employed in which the experimental group (N = 49) used the SSC approach while the control group (N = 52) followed the traditional approach for over 8 weeks. Data were gathered using chemistry tests, attitude and perception questionnaires and interviews. Findings showed that the SSC approach was as effective as the traditional laboratory approach in improving students’ attitude towards practical work, but more effective in enhancing students’ understanding of chemistry concepts. More interestingly, SSC was positively accepted by both students and instructors as an effective strategy for teaching first-year undergraduate chemistry practicals. Some shortcomings of the approach were also identified. 相似文献
40.
This paper describes a research project whose major aim was to evaluate first-year teacher education students' understanding of subject matter knowledge in the domain of area measurement. In contrast to many previous approaches to evaluating teacher education students' subject matter knowledge, the approach adopted in this study not only focused on the student teachers' substantive knowledge but also on their knowledge about the nature and discourse of mathematics, their knowledge about mathematics in society and their dispositions towards mathematics. To this end, each student was clinically interviewed whilst engaged on a set of eight tasks that were developed for the study. The development of the tasks was a major component of the study and this is described in detail. The results of the tasks are given and the paper concludes with a discussion of the findings. This discussion focuses primarily on the implications that these results have for preservice mathematics education courses. 相似文献