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Ma Antonia Candela 《Infancia y Aprendizaje》2013,36(55):13-28
ResumenEn este artículo se analiza el contexto interactivo que propicia la participación de los alumnos en la construcción social del conocimiento de ciencias naturales en la escuela primaria. La descripción se centra en las intervenciones de los alumnos, elaboradas en interacción con el docente, en las que expresan explicaciones alternativas y argumentan sus ideas. 相似文献
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RESUMENEl objetivo de este trabajo fue incrementar las vocalizaciones espontáneas en un deficiente mental profundo como requisito previo antes de su incorporación a los programas de implantación del habla. El procedimiento utilizado resultó eficaz no sólo en las sesiones de tratamiento sino en su medio ambiente. 相似文献
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Lectures continue to be the dominant form of university teaching, and lecture capture technologies are tentatively taken up to support this form of delivery, rather than being used as a viable alternative. Much of the previous research, however, has been self-reports or survey-based, with far less attention given to qualitative explorations. This study aims to bridge this gap by using qualitative methods in order to examine students’ experiences of lecture capture provisions within the context of their own learning by utilising six focus groups to generate data. Thematic analysis was used to understand group opinions and experiences of lecture capture within university teaching. Two conceptual themes emerged: enhancing the learning environment and working and learning strategically. Results show that the value of lecture capture provisions could not be fully evaluated by students without considering their current learning environments. The main positive function of lecture capturing was to alleviate negative perceptions of lectures as a learning event, but it also provided students an opportunity to learn strategically. The extent to which lecture capturing develops and enhances the learning experience is discussed. Recommendations for how universities could utilise lecture capturing are proposed. 相似文献
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European Journal of Psychology of Education - Vygotsky stated that concepts cannot be transmitted from mind to mind but instead developed through communication. Specifically, the instructional use... 相似文献
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Prof. Dr. Sigrid Metz-G?ckel Dipl.-Sozialw. Marion Kamphans Dr. Antonia Scholkmann 《Zeitschrift für Erziehungswissenschaft》2012,15(2):213-232
The following article gives an overview on the research on teaching effectiveness and teaching quality. It starts with a glance back to the early programmatic demands formulated in the 1970s concerning teaching in higher education and sketches the development towards the current research strands. A special focus will be given to theoretical and methodological aspects of researching quality of teaching in higher education. We then will draw upon examples of state-of-the-art research in the respective construct. These examples can be clustered into (a) evaluation of teaching quality and measurement of key competency acquisition, (b) research on the efficacy of inquiry-based vs. lecture-based teaching and (c) action research into teaching and learning in higher education 相似文献
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Schools have increasingly been targeted as appropriate sites for mental health promotion and teachers are considered well placed to identify issues concerning students’ social and emotional well-being. Whilst teachers are now expected to be responsive to a wide range of student needs and circumstances, they receive little in their pre-service and subsequent teacher education to adequately prepare them for such realities. This paper reports the findings of a study that investigated teacher perspectives on student mental health and mental health education, including their sense of self-efficacy in relation to promoting and supporting children’s mental well-being in schools. These findings highlight a complex interplay between teachers’ constructions of ‘mental health’, the importance they place on mental health promotion in schools, issues of teacher confidence, role identity conflict and school culture, as well as teachers’ own sense of mental well-being. The discussion signals a need to pay close attention to the assumptions, values, beliefs and attitudes of teachers in relation to children’s mental health since these are integral to their confidence and skill in supporting children’s social and emotional well-being. 相似文献
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Antonia M. Lamers Wilfried F. Admiraal 《International Journal for Academic Development》2018,23(2):110-122
This paper investigates the development of teaching practice of the multinational staff delivering UK programmes in a higher education institution in Oman hosting these programmes. It presents a tool to evaluate the teaching practice, and points to those elements of an academic development framework that were found to be most useful in supporting staff in moving towards a student-centred, learning-focused teaching approach. The majority of the lecturers made this shift. We therefore conclude by arguing for long-term CPD aimed at enhancing teaching quality to be part and parcel of a partnership. 相似文献
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Antonia Bernadette Donkor Williams E. Nwagwu 《Library & information science research》2019,41(4):100985
This study examined how demographic characteristics of faculty influence their personal information activities behaviors, namely information creation, information organization, and information storage. Data was collected from a sample of 235 faculty in six universities in Ghana using a questionnaire. Age, gender, rank and university of affiliation predicted personal information activities behaviors in different directions and with different magnitudes. Gender made a difference in information organization and information storage while age made a difference in respect of information creation and information organization only. Faculty ages 4049 years created information the most, followed by those above 50 years. Males stored information more than females. Rank made a difference in information creation, organization and storage, but university of affiliation made a difference in information creation and information storage, and not information organization. It is common among information system designers and managers to implement information management systems without considering the differential influence of personal variables on human information behaviors. This omission denies information users adequate access and maximum use of the information in their information space. Institutional leaders and PIM systems designers should consider demographic and other personal factors of faculty in information literacy programs. Profiling of users' personal characteristics when designing personal information management systems will enhance maximum access and utilisation of personal information. 相似文献
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