Learning science through technological design     

Wolff‐Michael Roth 《科学教学研究杂志》2001,38(7):768-790

In the course of a decade of research on learning in technology‐centered classrooms, my research group has gained considerable understanding of why and how students learn science by designing technology. In this article I briefly review two dimensions in which science and technology share fundamental similarities: (a) the production and transformation of representations and (b∥ the action‐oriented language describing the two domains. Because it is fundamentally problematic to derive what ought to happen in science classrooms from other dimensions, I provide three episodes to illustrate what and how students know and learn science during technological design activities. Episodes and analyses embody the two dimensions previously outlined. Because these episodes are representative of the database established during an extensive research program, I suggest there is sufficient ground for using and investigating science‐through‐technology curricula. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 768–790, 2001  相似文献   

Counselor Educators' Experiences Preparing Preservice School Counselors: A Phenomenological Study          下载免费PDF全文

Jennifer Scaturo Watkinson  Emily C. Goodman‐Scott  Ian Martin  Kathy Biles 《Counselor Education & Supervision》2018,57(3):178-193

The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level.  相似文献   

Why Do We Want to Change Teachers’ Beliefs and How Could We Support These Changes? The Case of Conceptions of Learning     

Bernadette Hauglustaine‐Charlier 《欧洲师范教育杂志》1997,20(3):227-242

The theoretical part of this paper argues for an embedding of the question of stability and change of teachers’ conceptions of learning into the researchers epistemological standpoint. The empirical part illustrates this statement by showing how changes in a teacher's conception of learning could be understood from a constructivist perspective. According to this perspective, conceptions are related to other relational and environmental variables that form a meaningful configuration. Thus, although conceptions of learning appear as relatively stable cognitive structures, they are also related to environmental variables to be managed by the teachers’ educators. This research result determines the discussion of the basic questions addressed in the title of this paper: why do we want to change teachers beliefs and how could we, as teachers’ educators, support these changes.  相似文献   

Translating Policy into Practice: the teaching and learning experience     

Yvonne Farr‐Wharton 《Assessment & Evaluation in Higher Education》1997,22(2):211-224

Student diversity has increased within Australian universities. This has changed the teaching and learning needs of students. The implementation of quality was aimed at enhancing the quality of the higher educational product. However, the policy, while providing an accountability framework at the institution level, failed to provide the structural mechanisms needed to achieve quality in the teaching and learning the students receive, that is the sub‐faculty level. Other factors, such as the potential growth of non‐government resources in the form of more international students have perhaps a greater chance of improving the quality of teaching and learning within the faculties, because they provide both the funds and an incentive for more funds as a reward for implementing quality assurance within the teaching and learning function of universities.  相似文献   

A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course     

Chia-Jung Lee  ChanMin Kim 《Educational technology research and development : ETR & D》2017,65(6):1627-1654

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and teachers as designers were developed based on the three views and integrated into the third version of the model. The model was then applied in a teacher education undergraduate course on technology integration. A case study approach was used. Data were collected from the participants’ discussion worksheets, lesson designs, and the researchers’ field observation notes. Data analysis results suggest that the strategies integrated into the model helped the participants deepen their understanding of student-centered technology applications and practice TPACK. Findings, implications, and future research possibilities are discussed.  相似文献   

MARKETING EDUCATIONAL PROGRAMMES TO COMMERCIAL BROADCASTERS     

D. Lloyd‐Kolkin 《Learning, Media and Technology》1981,7(3):90-92

A major investment in educational television programmes by the federal government led the United States Department of Education to seek ways to extend the audience size for these programmes beyond public television by placing them on commercial broadcast stations in America. This article describes the programmes, the marketing organization and strategies used to promote programming to the commercial marketplace, and the successes achieved in persuading commercial broadcasters to accept educational children's programming, particularly programmes aimed at minority audiences.  相似文献   

WHAT CONSTITUTES EFFECTIVE RESEARCH? A CASE STUDY     

Ortrun Zuber‐Skerritt 《Higher Education in Europe》1988,13(4):64-76

The aim of this study is to elicit from staff members and from postgraduate students their personal constructs of research effectiveness. Based on Kelly's Personal Construct Theory, the repertory grid technique was used to elicit, analyse, discuss, and negotiate individual and group constructs of research with the result of arriving at a greater group consensus and a clearer picture of shared criteria for research effectiveness.  相似文献   

Antimelanogenic effects of <Emphasis Type="Italic">Inula britannica</Emphasis> flower petal extract fermented by <Emphasis Type="Italic">Lactobacillus plantarum</Emphasis> KCCM 11613P     

Eun-hye Park  Won-young Bae  Jae-yeon Kim  Kee-tae Kim  Hyun-dong Paik 《Journal of Zhejiang University. Science. B》2017,18(9):816-824

The inhibitory effects of Lactobacillus plantarum-fermented and non-fermented Inula britannica extracts on the tyrosinase activity were comparatively investigated to examine whether and how they improve the whitening activity, and the contents of total flavonoids and polyphenolics as bioactive compounds were determined. The skin whitening activity using in vitro or ex vivo tyrosinase and L-3,4-dihydroxyphenylalanine (L-DOPA) staining was examined. The total flavonoid content (TFC) was increased by 13.4% after 72 h-fermentation. The viabilities of the B16F10 cells treated with the fermented and non-fermented control extracts were 100.26% and 92.15% at 500 μg/ml, respectively. In addition, the inhibition of tyrosinase activity was increased by the fermented samples from 29.33% to 41.74% following fermentation for up to 72 h. The tyrosinase activity of the untreated control group was increased to 145.69% in B16F10 cells. The results showed that I. britannica fermented by L. plantarum dose-dependently inhibited tyrosinase activity, which was stimulated by α-melanocyte stimulating hormone. These results suggest that lactic fermented I. britannica extracts can be used as effective skin-whitening materials.  相似文献   

Pedagogical Agents as Learning Companions: The Role of Agent Competency and Type of Interaction   总被引：1，自引：0，他引：1  

Yanghee Kim  Amy L. Baylor 《Educational technology research and development : ETR & D》2006,54(3):223-243

This study was designed to examine the effects of the competency (low vs. high) and interaction type (proactive vs. responsive) of pedagogical agents as learning companions (PALs) on learning, self-efficacy, and attitudes. Participants were 72 undergraduates in an introductory computer-literacy course who were randomly assigned to one of four treatments: Low-Proactive, Low-Responsive, High-Proactive, and High-Responsive. Results indicated a main effect for PAL competency. Students who worked with the high-competency PAL in both proactive and responsive conditions achieved higher scores in applying what they had learned and showed more positive attitudes toward the PAL. However, students who worked with the low-competency PAL reported significantly enhanced self-efficacy beliefs in the learning tasks. Also, there was a main effect far PAL interaction type. A proactive PAL had a significantly positive impact on recall. These different results on learning and motivational outcomes suggest that the competency and interaction type of a PAL should be designed according to the desired learning and motivational goals.  相似文献   

FACULTY ATTITUDES TOWARD INSTITUTIONAL COMPETITIVE STRATEGIES IN U.S. RESEARCH UNIVERSITIES     

Yoram Neumann  Edith Finaly‐Neumann 《Assessment & Evaluation in Higher Education》1990,15(1):60-73

The present study aims at assessing faculty attitudes toward institutional competitive strategies in U.S. research universities and at exploring some of the correlates of these attitudes.

A stratified random sample of 40 U.S. research university departments, 10 each in physics, sociology, electrical engineering, and education was surveyed by means of a questionnaire.

The major findings of this study suggest that faculty members at research universities express non‐receptive attitudes toward university generic strategies, although, more productive,more satisfied and more committed faculty members are relatively more receptive toward university strategies than less productive, less satisfied and less committed faculty members.

The meaning and the implications of these findings are discussed.  相似文献