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51.
Margareta Sandström Kjellin Jonas Stier Tanja Einarson Trevor Davies Tuula Asunta 《欧洲师范教育杂志》2010,33(2):201-218
The aim of the article is to present and discuss a study in which Finnish, English and Swedish pupils’ understanding of citizenship education with regard to: (a) political literacy; and (b) attitudes and values was explored. The study was a cross‐national, multiple case study and data were collected through 18 focus group dialogues with 15‐year‐old pupils. Results showed that English pupils were much more well‐informed about rights and responsibilities than their Nordic counterparts and also more skilled rhetorically, but appeared less accustomed to open and confident relationships with adults than the Swedish pupils. Finnish pupils did not seem to be encouraged to talk; instead they kept their thoughts and feelings to themselves. One conclusion, among others, was that the study illuminates conditions for the development of a so‐called key competence – i.e., ‘interpersonal, intercultural, social and civic competence’. 相似文献
52.
Research on induction of newcomers is primarily focused on individual processes, such as acquisition of knowledge and socialization
in order to create a smooth and frictionless entry period. The interest of our research, however, is the processes that happen
on the organizational level. We claim that induction potentially triggers both individual and organizational learning and by drawing on practice-based theory we discuss how the interplay between individual and the organization,
what we call a generative dance, ignites both kinds of learning. We focus on and describe the interplay that takes place in particular induction events and
analyze the “dance” through the lens of learning. The article concludes with a brief discussion about the implications for
practitioners and the challenges and future research prospects we have encountered. We draw on an empirical enquiry in two
organizational settings, a Danish management consulting company and a German retail bank.
相似文献
| Nicolas RohdeEmail: |
53.
The general background of this study is an interest in how digital tools contribute to structuring learning activities. The
specific interest is to explore how such tools co-determine students’ reasoning when solving word problems in mathematics,
and what kind of learning that follows. Theoretically the research takes its point of departure in a sociocultural perspective
on the role of cultural tools in thinking, and in a complementary interest in the role of the communicative framing of cognitive
activities. Data have been collected through video documentation of classroom activities in secondary schools where multimedia
tools are integrated into mathematics teaching. The focus of the analysis is on cases where the students encounter some kind
of difficulty. The results show how the tool to a significant degree co-determines the meaning making practices of students.
Thus, it is not a passive element in the situation; rather it invites certain types of activities, for instance iterative
computations that do not necessarily rely on an analysis of the problems to be solved. For long periods of time the students’
activities are framed within the context of the tool, and they do not engage in discussing mathematics at all when solving
the problems. It is argued that both from a practical and theoretical point of view it is important to scrutinize what competences
students develop when using tools of this kind.
相似文献
| Annika Lantz-AnderssonEmail: |
54.
Susan D. Holloway Sira Park Michele Jonas Janine Bempechat Jin Li 《Journal of Latinos & Education》2014,13(4):262-277
Relatively little research has examined the ways in which immigrant Latino parents can effectively support their adolescent children’s schooling. To address this gap, we conducted in-depth interviews with 32 Mexican-heritage 9th graders. Students identified parents’ advice giving as the most salient form of involvement. Parental advice emphasized the importance of persisting in school, avoiding hardship as experienced by parents, and exhibiting social competence in relationships with peers and teachers. Parental advice giving was transmitted most effectively in the context of parent–child closeness. The findings form a basis for fostering effective and sustainable parent–school partnerships. 相似文献
55.
The purpose of this article is to develop a method of approach that can be used to explore the meaning and use of artifacts
in education by applying a socio-cultural perspective to learning and artifacts. An empirical material of video recorded physical
education lessons in Sweden is used to illustrate the approach in terms of how artifacts in different ways can play a part
in meaning making processes in physical education. The illustration from the video recordings shows that a ball can be constituted
as a great toy and that in the practice of physical education being physically active and an active participant in a certain game is regarded
as reasonable. However, it also illustrates that the ball can be constituted as a lethal projectile and a pupil positioned as lazy and unwilling. In the article we argue that empirical studies of artifacts-in-use using visual
methodologies are both important and valuable, challenging physical education teachers’ reflections about the role of artifacts
in their teaching. 相似文献
56.
Charlotta Nordlöf Gunnar E. Höst Jonas Hallström 《Research in Science & Technological Education》2017,35(2):195-214
Background: From previous research among science teachers it is known that teachers’ attitudes to their subjects affect important aspects of their teaching, including their confidence and the amount of time they spend teaching the subject. In contrast, less is known about technology teachers’ attitudes.
Purpose: Therefore, the aim of this study is to investigate Swedish technology teachers’ attitudes toward their subject, and how these attitudes may be related to background variables.
Sample: Technology teachers in Swedish compulsory schools (n = 1153) responded to a questionnaire about teachers’ attitudes, experiences, and background.
Methods: Exploratory factor analysis was used to inwvestigate attitude dimensions of the questionnaire. Groupings of teachers based on attitudes were identified through cluster analysis, and multinomial logistic regression was performed to investigate the role of teachers’ background variables as predictors for cluster belonging.
Results: Four attitudinal dimensions were identified in the questionnaire, corresponding to distinct components of attitudes. Three teacher clusters were identified among the respondents characterized by positive, negative, and mixed attitudes toward the subject of technology and its teaching, respectively. The most influential predictors of cluster membership were to be qualified for teaching technology, having participated in in-service-training, teaching at a school with a proper overall teaching plan for the subject of technology and teaching at a school with a defined number of teaching hours for the subject.
Conclusions: The results suggest that efforts to increase technology teachers’ qualifications and establishing a fixed number of teaching hours and an overall teaching plan for the subject of technology may yield more positive attitudes among teachers toward technology teaching. In turn, this could improve the status of the subject as well as students’ learning. 相似文献
57.
The aim of the study is to describe and analyse research articles relating to the subject of education for sustainable development (ESD) for early childhood education (ECE), published during the years 1996–2013. This is done by answering three specific questions: (1) How is ESD defined by researchers in ECE? (2) What are the major research inquiries and results? (3) What does the research say about young children acting for change in relation to sustainability? Our analysis identified two different definitions of ESD: first, as a threefold approach to education based on questions concerning education about, in and for the environment; and, second, as an approach to education that includes three interrelated dimensions: economic, social and environmental. Two major research areas are identified in this study. The first area relates to how teachers understand ESD, while the second area focuses on how ESD can be implemented in educational practice. During the period studied, the research has evolved from teaching children facts about the environment and sustainability issues to educating children to act for change. This new approach reveals a more competent child who can think for him- or herself and make well-considered decisions. The decisions are made by investigating and participating in critical discussions about alternative ways of acting for change. 相似文献
58.
ResumenEn este articulo el autor analiza el desarrollo conceptual y simbólico y sus relaciones evolutivas a los dieciocho meses De acuerdo con los datos que aporta el autor sobre el desarrollo conceptual temprano, existe un desfase entre el desarrollo simbólico y el conceptual siendo la formación del simbolo un fenómeno evolutivo de aparición posterior. Los datos apoyan la hipotesis de que la formación de conceptos y de símbolos constituyen sistemas estructurales independientes aunque ambos desarrollos tienen implicaciones mutuas. Por una parte, la cognición proporciona lina organización conceptual relativamente sofisticada que será utilizada, aunque sólo en parte, por la temprana simbolización. Por otro lado, la simbolización amplía el espacio sobre el que se aplica la conceptualización extendiéndolo basta el no-aquí y no-ahora. 相似文献
59.
This study contributes to social studies of imaging and visualization practices within scientific and medical settings. The focus is on practices in radiology, which are bound up with visual records known as radiographs. The study addresses work following the introduction of a new imaging technology, tomosynthesis. Since it was a novel technology, there was limited knowledge of how to correctly analyse tomosynthesis images. To address this problem, a collective review session was arranged. The purpose of the present study was to uncover the practical work that took place during that session and to show how, and on what basis, new methods, interpretations and understandings were being generated. The analysis displays how the diagnostic work on patients' bodies was grounded in two sets of technologically produced renderings. This shows how expertise is not simply a matter of providing correct explanations, but also involves discovery work in which visual renderings are made transparent. Furthermore, the results point to how the disciplinary knowledge is intertwined with timely actions, which in turn, partly rely on established practices of manipulating and comparing images. The embodied and situated reasoning that enabled radiologists to discern objects in the images thus display expertise as inherently practical and domain-specific. 相似文献
60.
Paul Van Mele Jonas Wanvoeke Cyriaque Akakpo Rosaline Maiga Dacko Mustapha Ceesay Louis Béavogui 《The Journal of Agricultural Education and Extension》2013,19(1):75-87
Abstract Will African farmers watch and learn from videos featuring farmers in Bangladesh? Learning videos on rice seed management were made with rural women in Bangladesh. By using a new approach, called zooming-in, zooming-out, the videos were of regional relevance and locally appropriate. When the Africa Rice Center (AfricaRice) introduced them to Africa in 2005, many scientists and civil servants thought that the videos would be culturally inappropriate and hence irrelevant to African smallholder farmers. However, African farmers who watched the videos did not experience cultural barriers. In fact, they enjoyed seeing another part of the world where farmers faced similar problems as theirs, and were able to solve these problems by themselves. To promote wider uptake of the videos a key challenge was to overcome the institutional barriers. Public sector agencies especially had to be convinced that African smallholders appreciated Asian videos. By watching the videos with farmers and listening to their feedback, the skeptical scientists and service providers changed their minds. By 2009, the Bangladeshi rice seed videos had been translated into 20 African languages and so became national products. Videos made according to the zooming-in zooming-out approach can bring farmer-to-farmer extension to a higher level of social aggregation. 相似文献