排序方式： 共有85条查询结果，搜索用时 31 毫秒
71.
Eulàlia Bassedas 《Cultura y Educación》2013,25(11-12):87-94
La necesidad de que los conceptos y signos matemáticos estén ligados desde sus inicios a actividades familiares y significativas es la idea que guía esta experiencia didáctica, en que la construcción de los conocimientos matemáticos en niños de 4 a 8 años se realiza en talleres con juegos habituales como la oca, el parchís o los naipes. 相似文献
72.
Germà Garcia-Belmonte 《Cultural Studies of Science Education》2017,12(2):369-385
Spatial visualization is a well-established topic of education research that has allowed improving science and engineering students’ skills on spatial relations. Connections have been established between visualization as a comprehension tool and instruction in several scientific fields. Learning about dynamic processes mainly relies upon static spatial representations or images. Visualization of time is inherently problematic because time can be conceptualized in terms of two opposite conceptual metaphors based on spatial relations as inferred from conventional linguistic patterns. The situation is particularly demanding when time-varying signals are recorded using displaying electronic instruments, and the image should be properly interpreted. This work deals with the interplay between linguistic metaphors, visual thinking and scientific instrument mediation in the process of interpreting time-varying signals displayed by electronic instruments. The analysis draws on a simplified version of a communication system as example of practical signal recording and image visualization in a physics and engineering laboratory experience. Instrumentation delivers meaningful signal representations because it is designed to incorporate a specific and culturally favored time view. It is suggested that difficulties in interpreting time-varying signals are linked with the existing dual perception of conflicting time metaphors. The activation of specific space–time conceptual mapping might allow for a proper signal interpretation. Instruments play then a central role as visualization mediators by yielding an image that matches specific perception abilities and practical purposes. Here I have identified two ways of understanding time as used in different trajectories through which students are located. Interestingly specific displaying instruments belonging to different cultural traditions incorporate contrasting time views. One of them sees time in terms of a dynamic metaphor consisting of a static observer looking at passing events. This is a general and widespread practice common in the contemporary mass culture, which lies behind the process of making sense to moving images usually visualized by means of movie shots. In contrast scientific culture favored another way of time conceptualization (static time metaphor) that historically fostered the construction of graphs and the incorporation of time-dependent functions, as represented on the Cartesian plane, into displaying instruments. Both types of cultures, scientific and mass, are considered highly technological in the sense that complex instruments, apparatus or machines participate in their visual practices. 相似文献
73.
Francesca Salvà-Mut María Tugores-Ques Elena Quintana-Murci 《International Journal of Lifelong Education》2018,37(2):168-183
This article presents the research results from a study that was conducted on Spanish youths aged 25–29 years who are neither in employment nor education and training (NEET). Their characteristics were analysed as well as the differential aspects in relation to people who are in employment, education or training. A typology of NEETs was also established based on their availability for and attitude towards employment, and the similarities and differences between the diverse subgroups were analysed. A mixed methodology was used: a quantitative perspective, which enabled a statistical and regression analysis using data that were obtained through questionnaires, and a qualitative perspective based on a biographical interview, which made it possible to focus on perceptions and processes. The results enable us to identify the common characteristics of the NEET population as well as the perceptions and determining factors of the three typologies. 相似文献
74.
This article describes the application of Problem‐Based Learning (PBL) methodology in the context of a student congress, arguing that such new approaches to learning are best‐suited to the goals of the Bologna Process. The Congress in question enabled Spanish graduate students in Psychology, many of them mid‐career professionals, to increase their learning motivation, delve deeper into the learning experience, and further apply their learning and research. By taking an interdisciplinary approach, all the teachers concerned were able to coordinate their involvement. Feedback received from students and professors confirms that the Congress promoted new strategies and skills including self‐directed learning. 相似文献
75.
OBJECTIVE: Controlled studies have shown deliberate self-harm to be more common in abused populations, but no controlled studies have shown abuse to be more common in self-harming populations. This is the first controlled study to determine whether abuse experiences (sexual, physical, and psychological) occurred more commonly in women who take overdoses than in controls. METHOD: The design was a matched (1:1) case-control study set in a district general hospital in England. The subjects were 36 women admitted following deliberate self-poisoning. They were matched with the next non-overdose admission to the same hospital on six variables (sex, age, ethnicity, social class, marital status, and geographical locality). The main outcome measures used were modified versions of standardized self-report questionnaires of sexual, physical, and psychological abuse, together with measures of parenting style and general psychopathology. RESULTS: Women who had taken an overdose were more likely (odds ratio 15.0, 95% confidence interval 2.0 to 113.6) to have been sexually abused, and somewhat more likely to have been psychologically (1.02, 1.00 to 1.05) but not physically abused. They also had higher measures of psychopathology (GHQ-30: 1.19, 1.07 to 1.31), were more likely to have been abused at a younger age, exposed to the "affectionless control" style of parenting by their mothers, and to have harmed themselves in other ways. CONCLUSIONS: The management of women presenting to hospital after self-poisoning should include assessment of abuse experiences, and instigation of appropriate treatment in those with significant sequelae of abuse. 相似文献
76.
Montserrat Vilà Maria Pallisera Judit Fullana 《International journal of qualitative studies in education》2016,29(9):1118-1130
The participation of people with mental illness in research is key to their empowerment and provides them with a highly meaningful experience. The aim of this article was to explore the perspectives, views and experiences of people with severe mental illness (SMI) regarding their present life and projection of the future (desires, expectations related to the illness, their personal, working, relational life, etc.). We present the results of a qualitative study in which two personal interviews were conducted with seven people with SMI, incorporating visual elements produced by the participants themselves (photographs and drawings). The results obtained allow us to take a more in-depth look at these people’s reflections with regard to the present and future, while also opening a working path for professionals in the social education services. 相似文献
77.
Eulàlia Collelldemont Conrad Vilanou 《Paedagogica Historica: International Journal of the History of Education》2017,53(3):228-245
AbstractRevisions of textual and audio-visual materials reveal the educational vision of Spanish anarchists. Through research, we have discovered the importance of aesthetical education and art in general for this protest political party. By studying the three key historical moments of the movement (1868–1939/ 1901–1910/ 1910–1936–1939) we have traced the evolution of the concept and practice of cultural learning. What stands out in the origins of the movement is the concern to introduce art and culture into school subjects while disseminating this knowledge to the whole population. Later, when the Modern School opened, the arts were introduced into the syllabus of teaching-learning. The aesthetic principles defended in the first period were turned into literary works with the aim of educating children from rationalist schools. Finally, we identify a time when the materials created by the Modern School were disseminated to working-class schools as a form of resistance against the politics proposed by government parties. The outbreak of the Civil War turned the corpus of aesthetical education into a cultural programme of demilitarised political resistance. 相似文献
78.
This study examines success factors in online learning from the instructors’ perspective. Academic success comprises not only student satisfaction and good grades, but also perception of learning and knowledge transfer. A systemic model of inputs–process–outputs of learning was used. A total of 322 online teachers from four different universities and countries were used to study factors of attainment. Findings suggest that: (i) instructors from the University of Peking and the Autonomous Popular University of the State of Puebla reported learner factors as the most important for students on online courses, (ii) instructors from the University of New Mexico perceived institutional factors as the most important for establishing effective online learning and (iii) instructors from the Open University of Catalonia reported outcome factors as the most important for learners in online courses. Compared with other research results in online learning, instructors in this study generally reflect a greater concern about the content, social presence, instruction and their interactions than about technological matters. 相似文献
79.
80.
In this reflection, we discuss the connectivist conception of learning in Web 2.0 environments, which underpins the pedagogy of what are known as cMOOCs (connectivist massive open online courses). We argue that this conception of learning is inadequate and problematic, and we propose that cultural psychology is best suited to address the explanatory challenges that Web 2.0 poses on learning, and therefore, it is also best suited to provide massive open online courses with more adequate and less problematic pedagogy. We suggest two initial and general pedagogical principles based on cultural psychology upon which to begin building this new pedagogy for massive open online courses. 相似文献