El adolescente como historiador     

Juan Ignacio Pozo  Mario Carretero 《Infancia y Aprendizaje》2013,36(23):75-90

Resumen

Este articulo presenta una investigación sobre el desarrollo del pensamiento hipótético-deductivo en tareas históricas. Se trata de una habilidad fundamental para dominar situaciones históricas complejas, tan frecuentes en los libros de texto. Los resultados muestran un escaso dominio de esta habilidad por parte de los adolescentes. Se analizan las causas y las implicaciones educativas de esta falta de pensamiento histórico científico.  相似文献   

Aportaciones de la psicología cognitiva y de la instrucción a la enseñanza de la Historia y las Ciencias sociales     

Mario Carretero  Margarita Limón 《Infancia y Aprendizaje》2013,36(62-63):153-167

Resumen

Este artículo presenta una visión general de las aportaciones de la investigación cognitiva e instruccional al estudio de la enseñanza de la Historia y las Ciencias Sociales. En primer lugar se indican algunas de las relaciones entre Psicología y Didáctica. Posteriormente se incluye un panorama general de la investigación sobre la comprensión y aprendizaje de las Ciencias Sociales y la Historia. Se comentan algunos trabajos pioneros de Dewey y Piaget y se discuten las críticas que han recibido los trabajos piagetianos de los años sesenta y setenta sobre este tema. Por último, se discuten los principales problemas de esta área de investigación. Es decir, lo concerniente a. la comprensión y aprendizaje de los conceptos, tiempo y casualidad histórica y al relativismo cognitivo. Las implicaciones instruccionales de este tipo de investigaciones son discutidas en relación con algunos de los más importantes problemas epistemológicos de la Historia en la actualidad.  相似文献   

The new geopolitics of educational aid: From Cold Wars to Holy Wars?     

Mario Novelli 《International Journal of Educational Development》2010

The paper explores shifts in the nature, volume, trajectory and content of aid to education in the wake of post-9/11 Western preoccupations with the rise of Islamic radicalism. The paper develops a framework for understanding the dynamics of how educational aid appears to be becoming increasingly politicized in strategic conflict and post-conflict countries. The approach links up with broader debates within the field of development studies on the ‘militarization of development’ while attempting to shed light on the specificity of how ‘educational aid’ becomes caught up in these processes. The paper argues that particularly in Iraq and Afghanistan educational aid is becoming submerged under the counterinsurgency strategy of the Western occupying forces with detrimental effects not only for long-term development progress but also for the personal security of development workers.  相似文献   

Enseignants Italiens: Attitudes relatives a leur position et a la reforme de l'ecole moyenne     

Vincenzo Cesareo  Mario Reguzzoni 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(3):324-332

Sans résumé  相似文献   

Patterns of Close Relationships and Socioemotional and Academic Adjustment Among School‐Age Children with Learning Disabilities     

Michal Al‐Yagon  Mario Mikulincer 《Learning disabilities research & practice》2004,19(1):12-19

This study examined patterns of close relationships among school‐age children with learning disabilities (LD) as manifested in their attachment style, their self‐perceived loneliness, their sense of coherence, and teacher ratings of their academic functioning. In line with resilience theory, this study also aimed to further explore predictors of positive adjustment for children with LD. The sample comprised 98 children with LD from regular classes in four Israeli public elementary schools, and 98 non‐LD children from the same classes. Significant group differences emerged in attachment styles and adjustment. Attachment style significantly correlated with socioemotional adjustment but not with academic functioning. In addition, a subgroup of resilient children emerged among the LD children. Discussion focused on the value of attachment patterns for understanding social and emotional adjustment among school‐age children with LD.  相似文献   

Chicos, Chucos, and Chamacos: Perspectives in Chicana/o Educational History     

Mario Rios Perez 《History of education quarterly》2009,49(1):112-119

  相似文献   

Reform in Higher Education in Canada     

James M. Small 《Higher Education Quarterly》1995,49(2):113-127

Reform in higher education is a topic of great interest world-wide because of the financial pressures facing institutions and the increasing demand for access. Also there is a perceived reluctance to respond to the political will of governments and the forces of the marketplace. Universities and colleges are accused of being complacent, unresponsive, and more concerned about maintaining their autonomy and self-interests than in providing service to the public.
Canadian higher education is not immune from such criticism, but the extent to which it is justified is by no means clear. In order to explore the responsiveness of Canadian universities and colleges to the forces of change, two surveys were recently conducted to obtain an institutional perspective. The findings reveal that higher institutions in Canada are in a ferment of change, but the changes described are more in the nature of responses to forces in the social, financial, and political environment than policy-driven, sustainable, long-range, system-wide reforms.
The surveys confirm patterns of change found in other federal nations and reflect a government strategy of self-regulation blended with fiscal controls. Provincial governments have shown a reluctance to bring about change by legislation, but the threat of legislation is a powerful incentive for reform, without compromising the essentially autonomous nature of the institutions.  相似文献   

Why do deaf participants have a lower performance than hearing participants in a visual rhyming task: a phonological hypothesis     

Mario Aparicio  Elisabeth Demont  Marie-Noëlle Metz-Lutz  J. Leybaert  Jesús Alegria 《Reading and writing》2014,27(1):31-54

During a visual rhyming task, deaf participants traditionally perform more poorly than hearing participants in making rhyme judgements for written words in which the rhyme and the spelling pattern are incongruent (e.g. hair/bear). It has been suggested that deaf participants’ low accuracy results from their tendency to rely on orthographic similarity. To test this interpretation more directly, we compared profoundly and prelingually deaf, orally educated participants and hearing participants’ accuracy during a visual rhyming judgement task in which the two words of a pair share the orthographic rime, in order to discourage usage of a purely orthographic strategy. Accuracy was lower in deaf than in hearing participants. The gradient of difficulty between items, together with the finding of a significant correlation between accuracy and the consistency of the grapheme to rhyme, suggest that difference in accuracy between groups might be explained by an over regularization in deaf people, which is probably linked to less diversified phonological representations.  相似文献   

Editorial research and the publication process in biomedicine and health: Report from the Esteve Foundation Discussion Group,December 2012     

Ana Maru?i?  Mario Mali?ki  Erik von Elm 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(2):211-216

Despite the fact that there are more than twenty thousand biomedical journals in the world, research into the work of editors and publication process in biomedical and health care journals is rare. In December 2012, the Esteve Foundation, a non-profit scientific institution that fosters progress in pharmacotherapy by means of scientific communication and discussion organized a discussion group of 7 editors and/or experts in peer review biomedical publishing. They presented findings of past editorial research, discussed the lack of competitive funding schemes and specialized journals for dissemination of editorial research, and reported on the great diversity of misconduct and conflict of interest policies, as well as adherence to reporting guidelines. Furthermore, they reported on the reluctance of editors to investigate allegations of misconduct or increase the level of data sharing in health research. In the end, they concluded that if editors are to remain gatekeepers of scientific knowledge they should reaffirm their focus on the integrity of the scientific record and completeness of the data they publish. Additionally, more research should be undertaken to understand why many journals are not adhering to editorial standards, and what obstacles editors face when engaging in editorial research.  相似文献   

Digital games and the US National Research Council’s science proficiency goals     

Mario Martinez-Garza  Brian C. Nelson 《Studies in Science Education》2013,49(2):170-208

This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these research-based goals for science proficiency in light of their alignment with current science education standards and reform documents worldwide. Overall, the review suggests that digital games can support science learning across the four strands but also suggests that there are few strong quantitative studies examining some of the strands. Much of the research conducted to date has centred primarily on the potential of games to scaffold conceptual knowledge, engagement and participation. Less research has focused on epistemological understanding and science process skills. While much debate has asked whether digital games are ‘good’ or ‘bad’ for learning, the research across the strands highlights that the design of digital games, rather than their medium, ultimately determines their efficacy for learning.  相似文献