The Meaning of 'Spiritual Education'   总被引：1，自引：0，他引：1  

Michael Hand 《牛津教育评论》2013,39(3):391-401

Because the phrase 'spiritual education' does not yet have a normal or established use, all the philosopher can offer by way of conceptual clarification is a logical taxonomy of possible senses of the phrase. In the first part of the paper, I argue that David Carr's recent work on the topic leaves many logical stones unturned. In the second part, I sketch the outline of a more comprehensive analysis.  相似文献   

EDITORIAL     

Henry Hand 《Literacy》1991,25(1):1-2

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A computational model of student cognitive processes while solving a critical thinking problem in science     

Richard Lamb  Jonah Firestone  Maureen Schmitter-Edgecombe  Brian Hand 《The Journal of educational research》2019,112(2):243-254

Critical thinking when engaged in science problem solving around even simple tasks such as the Piagetian volume conservation task is a complex endeavor. Tasks such as the conservation task often require the interaction of multiple cognitive systems. Parity judgment, retrieval, and lateral thinking are three examples of such systems interacting with critical thinking during a student’s attempt to solve the Piagetian task. The purpose of this computational ablation study is to establish the role of critical thinking as a necessary component of a system of cognition used for the completion of the Piagetian volume conservation task. This ablation study consists of three phases. The confidence interval between the ablation model and the elementary students do not overlap, indicating they are not statistically significantly different. This provides evidence that the model successfully emulates aspects of human cognition and the model can provide a robust picture of science student cognitive processes.  相似文献   

Application of a conceptual conflict teaching strategy to enhance student learning of acids and bases     

Brian M. Hand  David F. Treagust 《Research in Science Education》1988,18(1):53-63

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Cognitive Pathways: Analysis of students' written texts for science understanding     

Bruna Irene Grimberg  Brian Hand 《International Journal of Science Education》2013,35(4):503-521

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Comparing an Inquiry‐based Approach known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are there differences?     

Recai Akkus  Murat Gunel  Brian Hand 《International Journal of Science Education》2013,35(14):1745-1765

Many state and federal governments have mandated in such documents as the National Science Education Standards that inquiry strategies should be the focus of the teaching of science within school classrooms. The difficult part for success is changing teacher practices from perceived traditional ways of teaching to more inquiry‐based approaches. Arguments are often made about the effectiveness of these traditional strategies. The purpose of this study was to compare the effectiveness of the inquiry‐based approach known as the Science Writing Heuristic approach as a treatment to traditional teaching practices on students' post‐test scores in relation to students' achievement level and teacher's implementation of the approach. A mixed‐method research approach was used to analyze the teacher observational data and students' test results. The major findings of this study are that the quality of the implementation does have an impact on student performance on post‐test scores and that high‐quality implementation of the Science Writing Heuristic approach has significant advantages in closing the achievement gap within science classrooms.  相似文献   

Mary Norton and ‘The Borrowers’     

Nigel Hand 《Children‘s Literature in Education》1972,3(1):38-55

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Editorial     

Henry Hand 《Literacy》1990,24(2):49-49

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Rethinking the school curriculum: reply to Andrew Stables     

John White  Terry Haydn  Kevin Williams  Peter Gill  Michael Hand  Edgar Jenkins 《课程研究杂志》2013,45(6):689-695

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From the Court to the Classroom: Opportunities for Engagement,Learning, and Identity in Basketball and Classroom Mathematics     

Na'ilah Suad Nasir  Victoria Hand 《学习科学杂志》2013,22(2):143-179

This study explored support for engagement in 2 settings: a high school basketball team and high school mathematics classrooms. Specifically, the study examined 3 aspects of these practices: (a) access to the domain, (b) opportunities to take on integral roles, and (c) opportunities for self-expression in the practice. Drawing on videotape and interview data from 2 African American high school students' participation in basketball and mathematics class, as well as interviews with players' teachers and coaches, this article analyzes how these 3 aspects of practices afforded differential engagement across settings. Findings indicated that the practice of basketball supported deep engagement as players had greater access to an understanding of the domain, were assigned and took up a unique role that was integral to the practice, and had opportunities to express themselves and feel competent. The high school mathematics classroom differentially afforded these opportunities, with 1 student taking them up and the other being unable to, and thus being less engaged. Potential implications of these 3 aspects of the practices for students' practice-linked identities and learning are discussed.  相似文献