Defining and Operationalizing Appropriation for Science Learning     

Olivia Levrini  Paola Fantini  Giulia Tasquier  Barbara Pecori  Mariana Levin 《学习科学杂志》2015,24(1):93-136

The goal of this article is to contribute to understanding the interplay between students' disciplinary engagement and their identity construction. The term appropriation, borrowed from scholars in linguistics and education, was chosen to capture this broader sense of productive learning that sits at the nexus of disciplinary engagement and identity. Appropriation implies deep conceptual understanding, but it also involves a reflexive process of transforming scientific discourse in a way that is authentic and personal. The core aim of this article is to turn the term appropriation into a theoretical construct by means of an analytic process of defining, operationalizing, and testing the definition against student interview and classroom data. Five discourse markers for operationalizing appropriation were discovered through this process. Appropriation, in our study, implies students’ discourse is (A) an expression of a personal “signature“ idea, (B) grounded in the discipline, (C) thick, in that it involves a metacognitive and epistemological dimension, (D) non-incidental, in the sense of being consistently used throughout classroom activities, and (E) a carrier of social relationships, in that it positions the student within classroom. The study is grounded in an extended intervention on thermodynamics in an Italian secondary school class (grade 12).  相似文献   

Directed innovation policies and the supermultiplier: An empirical assessment of mission-oriented policies in the US economy     

Matteo Deleidi  Mariana Mazzucato 《Research Policy》2021,50(2):104151

This paper investigates the determinants of economic growth from both a theoretical and an empirical perspective. The paper combines the supermultiplier model of growth with the Neo-Schumpeterian framework that emphasises the entrepreneurial role of the state. We aim to detect the macroeconomic effect generated by alternative fiscal policies: generic ones and more directed ‘mission-oriented’ ones. Using an SVAR model for the US economy for the 1947–2018 period, we show that mission-oriented policies produce a larger positive effect on GDP (fiscal multiplier) and on private investment in R&D (crowd-in effect) than the one generated by more generic public expenditures.  相似文献   

Building Bridges in Teacher Education: Creating Partnerships With Parents     

Mary M. Murray  Mariana Mereoiu  Lisa M. Handyside 《The Teacher Educator》2013,48(3):218-233

This study investigated the learning experiences, outcomes, and perceptions of graduate students in a collaboration and consultation course focusing on parent-professional partnerships. The course was designed as a teacher preparation model that envisions teachers, school psychologists, and families learning together to build effective partnerships to better student outcomes. Nineteen graduate students seeking a degree in special education or school psychology were provided multiple opportunities to engage in experiences with parents of children with disabilities, including having parents embedded in the course for the entire semester. Data were collected utilizing multiple methods and included a family/professional partnership survey and focus group discussions conducted both pre- and post-course, as well as a Learning Objectives and Activities Survey. Analyses of qualitative and quantitative data indicate a change in students' knowledge, beliefs, dispositions, and experiences of parent-professional partnerships.  相似文献   

'That's what scientists have to do': Preservice elementary teachers' conceptions of the nature of science during a moon investigation     

Sandra Abell  Mariana Martini  Melissa George 《International Journal of Science Education》2013,35(11):1095-1109

In a science methods course for elementary education majors, students investigated the phases of the moon for six weeks. The moon investigation emphasized that scientific knowledge: a) is empirically based; b) involves the invention of explanations; and c) is socially embedded. After the moon investigation, students realized that scientists make observations and generate patterns, but failed to recognize that observation could precede or follow theory building. Students could separate the processes of observing from creating explanations in their learning, but did not articulate the role of invention in science. Similarly, students valued the social dimensions of learning, but were unable to apply them to the activity of scientists. Although our teaching was explicit about students' science learning, we did not help them make direct connections between their science learning activities and the nature of science [NOS]. We provide a set of recommendations for making the NOS more explicit in the moon investigation.  相似文献   

Librarian-Lead Tutorial for Enhancement of Pharmacy Students' Information-Searching Skills in Advanced Experiential Rotations     

Mariana Lapidus  Maria D. Kostka-Rokosz  Lana Dvorkin-Camiel 《Medical reference services quarterly》2013,32(4):351-362

Pharmacy schools across the United States expose students to literature searching and evaluation mostly during required didactic drug information courses. The majority of Doctor of Pharmacy (PharmD) students do not utilize library-available electronic resources on a regular basis, and their didactic experience alone is not sufficient to make them successful in their advanced experiential drug information (DI) rotations. This pilot study demonstrates an improvement of students' perceptions regarding information searching and evaluating abilities as the result of their participation in a small group tutorial with a reference librarian, thus indicating effectiveness of the tutorial in refreshing and enhancing database knowledge skills.  相似文献   

What Now?—The Insurrection of Things in the Amazon,Museum der Kulturen,Basel, Switzerland     

Mariana Franozo 《Curator: The Museum Journal》2013,56(4):451-459

  相似文献   

Teachers’ Beliefs about Parent and Family Involvement: Rethinking our Family Involvement Paradigm   总被引：2，自引：0，他引：2  

Mariana Souto-Manning  Kevin J. Swick 《Early Childhood Education Journal》2006,34(2):187-193

This article seeks to provide insights into the role of teacher beliefs about parent and family involvement in supporting or inhibiting parent and family participation in partnerships related to the well being of child and family. The authors aim to offer positive beliefs and strategies for developing nurturing relations between families and schools.  相似文献   

Leadership characteristics and training needs of women and men in charge of Spanish universities     

Marita Sánchez-Moreno  Julián López-Yáñez  Mariana Altopiedi 《Gender and education》2015,27(3):255-272

This article discusses the results obtained by two consecutive enquiries into the leadership styles and training needs of women and men leading higher education organisations. It compares the findings of the first stage of two studies, based on ad hoc questionnaires responded to by 136 women and 129 men. Results showed only subtle differences between the leadership styles deployed by the two groups. Both groups viewed organisations as social constructions; they preferred characteristics such as responsibility, ability to get on well with people, motivation capacity, communication and empathy, capacity to tackle difficult situations, and ethical issues. Consistent with this both groups identified similar training needs, which included the acquisition of abilities to deal with interpersonal conflicts and the construction of personal criteria to select the best strategy to face every situation. As no significant differences between male and female leaders were found, it is suggested that research into higher education organisations and their management training needs from a gender perspective should focus on the way both men and women managers tackle problems and situations.  相似文献   

Educación y desarrollo     

Mariana Miras 《Infancia y Aprendizaje》2013,36(54):3-17

Resumen

El artículo, de carácter fundamentalmente divulgativo, presenta y contrasta dos concepciones actuales referentes a la relación que existe entre educación y desarrollo. Se analiza en primer lugar el concepto de desarrollo que ha prevalecido en el ámbito psicológico a lo largo de las últimas décadas, poniendo de relieve sus implicaciones respecto al papel de la educación en este proceso.

Se plantea posteriormente como hipótesis alternativa la perspectiva histórico-cultural, generada a partir de los trabajos de Vygotoski y sus colaboradores, perspectiva que define una nueva concepción del desarrollo psicológico y replantea su relación con los procesos educativos. Tras analizar en este sentido el papel de la educación y, más específicamente, de la educación formal o escolarización, se indican algunas cuestiones abiertas que, desde esta perspectiva, requieren hoy en día de mayor esfuerzo investigador.  相似文献   

The evolution of mission-oriented policies: Exploring changing market creating policies in the US and European space sector     

Douglas K.R. Robinson  Mariana Mazzucato 《Research Policy》2019,48(4):936-948

Market creation is moving to the centre of mission-oriented innovation policy. This is particularly visible in the space sector. Agencies such as the National Aeronautics and Space Administration (NASA) and the European Space Agency (ESA) are developing market-creating innovation policies in response to (a) the increasing emphasis on societal grand challenges, (b) the rise of a new wave of space companies (often referred to as “New Space”) and (c) the global trend towards interconnecting and interlinking of industries (a trend referred to as Industry 4.0). In this paper we explore the changing nature of mission-oriented innovation policies for market creation for two agencies, NASA and ESA. For these agencies, earlier mission-oriented policies focused on clear challenges with identifiable concrete problems and directed by a strong centralized agency. Contrast this with today, with broadly defined grand challenges, decentralized innovation systems with mixed top-down and bottom-up problem definition. We describe the current drivers and pressures that are creating a window for policy change, and we present examples of how NASA and ESA are responding to these pressures and use this exploration to dig deeper into the evolving frames of market-creating innovation policy in the space sector to identify the challenges for such policies and to further articulate a research agenda.  相似文献