Reconceptualizing electronic field trips: a Deweyian perspective     

Jerrell C. Cassady  Laurie J. Mullen 《Learning, Media and Technology》2006,31(2):149-161

Electronic field tripping is a relatively new form of large‐scale distance education that attempts to provide contextually rich learning materials embedded within a coherent educational content base. Using Dewey’s (1943 Dewey, J. 1943. The child and the curriculum: the school and society, Chicago: University of Chicago Press.  [Google Scholar]) framework for the natural learning impulses of children, we describe the potential pedagogical benefits afforded by electronic field trips (EFTs). We outline a shift in distance education from a techno‐centric focus on hardware and logistics to the inherent features of children’s desires to explore their world, which represents an alteration of perspective and purpose in understanding computer technologies in classroom settings. Finally, we demonstrate that while each independent element of the EFT experience promotes one or more of Dewey’s impulses, bringing together all the resources provided for EFTs fosters deeper connections, more engaged learning, and contextualized distance learning true to the spirit of live field trips.  相似文献   

    

Steven L. Hackbarth  Laurie A. Quinlan 《TechTrends》2001,45(4):3

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Getting Inside Knowledge: the application of Entwistle's model of surface/deep processing in producing open learning materials     

Barbara Evans  Leslie Honour 《教育心理学》1997,17(1-2):127-139

The work carried out in this study is the result of an Open Learning in Business Education (OLBE) project from 1990‐1995, in which business education students training as teachers and lecturers were required to produce open learning materials on intercultural communications for use in the classroom. Distinctive stages, designed to maximise the effectiveness of this challenging learning task, were refined over the course of the project period. An analysis of student responses at the different stages enabled the authors to distinguish features of ‘deep’ and ‘surface’ learning (Entwistle), a construct widely recognised in the field of learning psychology and particularly well suited to the objective of evaluating and enhancing the quality of learning in the project. A particular sequence of learning modes which included a considerable degree of learner autonomy, combined with regular group discussions and feedback, were considered to have produced some impressive learning outcomes. However, subject matter involving culture is inherently difficult to grasp as it can only be understood in relative, rather than objective, terms. Thus, an established model of the dimensions of culture, recognised in the social sciences (Hofstede), was recently used to analyse further, from collated responses, the depth of student understanding of the concept of cultural variation on each of five dimensions. An overview of the general transition from surface to deep learning which was evident for most students during the progress of the project stages is provided in this paper. The authors believe that the progressive and varied format of the project with the strongly motivational open learning production task, encouraging students themselves to view knowledge and concepts from a learner's perspective, has a wide range of potential applications.  相似文献   

Enhancing Elementary Pre-service Teachers’ Plant Processes Conceptions     

Stephen L. Thompson  Christine Lotter  Xumei Fann  Laurie Taylor 《Journal of Science Teacher Education》2016,27(4):439-463

Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers’ (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to predict the fate of a healthy plant in a sealed terrarium (Plant-in-a-Jar), justify their predictions, observe the plant over a 5-week period, and complete guided inquiry activities centered on one of the targeted plant processes each week. Data sources included PTs’ pre- and post-predictions with accompanying justifications, course artifacts such as weekly terrarium observations and science journal entries, and group models of the interrelated plant processes occurring within the sealed terraria. A subset of 33 volunteer PTs also completed interviews the week the Plant-in-a-Jar scenario was introduced and approximately 4 months after the instructional intervention ended. Pre- and post-predictions from all PTs as well as interview responses from the subgroup of PTs, were coded into categories based on key plant processes emphasized in the Next Generation Science Standards. Study findings revealed that PTs developed more accurate conceptions of plant processes and their interrelated nature as a result of the instructional intervention. Primary patterns of change in PTs’ plant process conceptions included development of more accurate conceptions of how water is used by plants, more accurate conceptions of photosynthesis features, and more accurate conceptions of photosynthesis and cellular respiration as transformative processes.  相似文献   

What the Best College Teachers Do by K. Bain     

Laurie  Lomas 《British Journal of Educational Studies》2006,54(2):258-260

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Incorporation of Cross‐Disciplinary Teaching and a Wiki Research Project to Engage Undergraduate Students’ to Develop Information Literacy,Critical Thinking,and Communication Skills          下载免费PDF全文

Courtney A. Crist  Susan E. Duncan  Laurie M. Bianchi 《Journal of Food Science Education》2017,16(3):81-91

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A study of low-literate adults: Personal,environmental and program considerations     

Nancy Taylor  Peggy Wade Ph.D. Candidate  Irene Blum  Laurie Goold  Shirley Jackson 《The Urban Review》1980,12(2):69-77

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Customizing web documents for the classroom     

Laurie A. Quintan 《TechTrends》1996,41(2):27-30

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Editorial     

Laurie A. Schreiner 《Christian Higher Education》2016,15(4):187-188

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Apprenticeship in England – the continued role of the academic–vocational divide in shaping learner identities     

Michaela Brockmann  Ian Laurie 《Journal of Vocational Education & Training》2016,68(2):229-244

Successive governments have pledged to enhance the quality of apprenticeship in Britain so as to achieve ‘parity of esteem’ with academic study. Yet, at the same time, the discourse of the academic-vocational divide has dominated the academic, policy-maker and practitioner debates. This paper draws on two recent studies designed to explore the learner identities of apprentices on different apprenticeship programmes: motor vehicle maintenance (level 2) and engineering (level 3). Through this work, we are able to explore the role of the academic–vocational divide in identity construction and to challenge assumptions about vocational learners. It will be argued, that, far from being ‘naturally practical’, the young people draw on normative discursive categories in their construction of continuous identities. The findings raise important questions about the UK apprenticeship system as currently conceived, while at the same time drawing attention to the possibility for change.  相似文献