探究教学的认知理论     

Collins  A. M  褚献华 《远程教育杂志》2006,(2):16-23

本文选用多学科教学实例来说明教师如何运用探究教学的十种策略促使学生解决各种问题。在这一过程中,学生既学习知识领域的具体理论,又学习各种推理技能,包括构建假设、验证假设、提出预测、选择验证理论的合适的案例、提出反例和假设案例、区别必要条件和充分条件、考虑不同的假设、熟悉规则或理论可能的形式、知道提问的策略等。在某种意义上,探究法为学生展示了一个造就科学家的模拟过程。这种教学模式对学生的学习有特别的激励作用。  相似文献   

Understanding practitioners' characteristics and perspectives prior to the dissemination of an evidence-based intervention     

Baumann BL  Kolko DJ  Collins K  Herschell AD 《Child abuse & neglect》2006,30(7):771-787

OBJECTIVES: To describe the characteristics and repertoires of community practitioners serving families involved in child physical abuse that may inform training and treatment dissemination efforts. The aims are to: (a) describe the background characteristics of these clinicians; (b) document their most common intervention techniques; (c) examine clinicians' attitudes toward manualized treatment; and (d) understand the organizational climate of community agencies. METHOD: Practitioners from nine different agencies who have worked with cases in which there was child physical abuse (n=77) completed focus group discussions and three self-report questionnaires. Qualitative and quantitative analyses were conducted in tandem. RESULTS: Practitioners reported that they most often focused on family issues and employed family therapy techniques. Although treatment manuals were important, it was difficult to determine how practitioners used or would use these materials with families. An almost equal number of concerns and benefits were raised regarding using manuals in treatment. There was moderate agreement in how practitioners perceived their work environments. Age and attainment of a graduate degree were positively related to greater caring and job satisfaction, respectively, while length of time at a given agency was positively related to greater reports of emotional exhaustion on a measure of organizational climate. CONCLUSIONS: Given the promising benefits of evidence-based treatments for child abuse, it is important that researchers begin to form partnerships with community agencies that will lead to the dissemination and evaluation of effective treatment strategies.  相似文献   

Personal inquiry learning trajectories in geography: technological support across contexts     

Lucinda Kerawalla  Karen Littleton  Eileen Scanlon  Ann Jones  Mark Gaved  Trevor Collins 《Interactive Learning Environments》2013,21(6):497-515

Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to the complexity of scientific inquiry and the diversity of pupils' and teachers' knowledge and abilities. To address this, the Personal Inquiry project has designed a tool kit that includes nQuire, a Web-based tool to support students through the inquiry process. Here, we identify when, across five lessons comprising an inquiry into microclimates, nQuire was used by a teacher and a case study group of her 12 to 13-year-old students, and the ways in which they adopted nQuire as a tool to facilitate the creation of a coherent and cumulative inquiry learning experience over time. We found that students' use of nQuire supported them in capturing and representing their evolving understanding of inquiry, in defining and supporting their progression through the process of inquiry and in resourcing their cognitive engagement in data interpretation and representation. nQuire supported the students in accumulating and integrating new understandings across contexts and over time. In this way, nQuire successfully resourced and supported the students' learning journeys or trajectories. We conclude that nQuire can be an effective tool for supporting teachers' and students' understanding of the nature of inquiry and how to design and implement inquiries of their own.  相似文献   

海派复旦     

Cherry Huang 《大学生》2013,(9):32-33

正坐落于沪江之滨的复旦,教授举止容姿都颇得魏晋风骨,学生中则多思想驰骋的实干家,这里比校训更出名的是"孵蛋精神"——自由而无用的灵魂。无拘的复旦,眉眼间自有一番海派风情。春色太好,不想教课了复旦大学又被戏称为"孵蛋大学",我校不是中国知名度最高的大学,也没有赏心悦目的海景校园,旦苑食堂特产的"哈密瓜炒苦瓜"和一路之隔的兄弟大学同济"大鸡排"相比,美味程度还是解放前后的差距。但复旦人偏不很看重  相似文献   

University Educator Mindsets: How Might Adult Constructive‐Developmental Theory Support Design of Adaptive Learning?     

Cherry Stewart  Brenda Wolodko 《Mind, Brain, and Education》2016,10(4):247-255

This article explores Robert Kegan's adult constructive‐developmental (ACD) theory. We compare these ideas to the way educators at each of Kegan's meaning‐making levels might plan, implement, and assess digitally enhanced teaching activities. Using Drago‐Severson's interpretation of Kegan's concepts, the authors propose that behaviors of university teaching practitioners indicate mindsets evident at four ACD levels—instrumental, socialized, self‐authoring, and self‐transforming. Higher education professional development literature has identified a significant gap in practitioner implementation of interactive strategies using digital tools. If university practitioners increase their mental complexity they may become more adaptive in the application of interactive pedagogies and digital technologies. Adaptive approaches might cultivate new pedagogies supporting and challenging students toward more complex and flexible qualities of mind.  相似文献   

Activity frames and complexity thinking: Honoring both public and personal agendas in an emergent curriculum     

Steve Collins  Anthony Clarke 《Teaching and Teacher Education》2008

This article which is largely conceptual in nature, explores the possibilities provided by embracing complexity thinking that are attentive to, but not confined by, externally imposed curriculum mandates while simultaneously honoring the interests and needs of individual students and the classroom collective. From this perspective, the ideas of negotiating authority, adopting a holistic view, engaging in participatory democratic practices, and using a project-based approach to learning are examined. In doing so, the concept of ‘activity frames’ is introduced and developed as a useful way of responding to curriculum mandates while being responsive to and respectful of individual and collective student learning agendas.  相似文献   

The role of Action Learning in supporting cross-cultural adaptation of international students     

Helen Collins  David Callaghan 《Action Learning: Research and Practice》2018,15(3):267-275

ABSTRACT

We explore the reflections of a lecturer using Action Learning (AL) meetings for the dissertation module on a one-year Master’s programme with a predominantly international student cohort. We focus on two concerns: to what extent does AL mitigate against the negative experiences of cross-cultural adaptation? And can we surface and share the learning that occurs when (international) scholars become practitioners and practitioners become (international) scholars? In the AL groups, many students seem more at ease with themselves, others and content in AL meetings than in other sessions. We scrutinised AL and our AL meetings to explore what makes it different and perhaps a better learning experience for the international student. This paper emerged following discussions with David, an e-learning and pedagogic specialist. Before continuing, note that there are two terms discussed in the literature: ‘cross-cultural adjustment’ and ‘cross cultural adaptation’. ‘Adjustment’ refers to minor changes to cope with when facing a new situation, ‘adaptation’ to larger scale changes [Haslberger, Arno, and Chris Brewster. 2007. “Domains of Expatriate Adjustment with Special Emphasis on Work.” Presented at the Cadiz University’s VI International Workshop on Human Resource Management, Jerez, Spain]. We suggest that AL be used more often and earlier with international students.  相似文献   

The virtual lecture hall: utilisation, effectiveness and student perceptions     

Kenneth M. Cramer  Kandice R. Collins  Don Snider  Graham Fawcett 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):106-115

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SCAN: A method of community collaboration     

Harriet G. Bennett  Susan Collins  Gordon David Fisher  Sue Evans Hughes  John B. Reinhart 《Child abuse & neglect》1982,6(1):81-85

Recent research has highlighted the complexity of the battered child syndrome. Clinical experience suggests that treatment of troubled families is a long-term process, draining financial resources of agencies and emotional resources of professionals. The need to provide support and case consultation to professionals working in the area of child abuse and neglect evolved in the establishment, in 1968, of the Suspected Child Abuse and Neglect (SCAN) Program at Children's Hospital, Pittsburgh, Pennsylvania. This program provides an effective method of intervention through identification, consultation, referral and follow-up of at-risk families. Weekly meetings offer multi-disciplinary case coordination, treatment recommendations, and a channel of communication for representatives of community agencies. This paper traces the history and present status of the SCAN Program, as well as the role of SCAN as a force for change of community attitudes.  相似文献   

GAP: a Graphics Authoring Package which produces BASIC from graphical input     

Nigel Oseland  Robert Collins  John Hegarty 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(3):203-214

The authors argue that there is a need for a microcomputer software authoring package which produces graphics. The novel feature of the Graphics Authoring Package (GAP) which they developed is that it produces Basic code from the user's graphical input. GAP is described together with the results of an evaluation study. The results indicate that the package is easy to use, effective in rapidly producing graphics code and that, in general, it fills a gap in the current range of educational software.  相似文献