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Orit Ichilov 《The Urban Review》2012,44(2):281-301
My purpose is to examine and evaluate the implementation of market ideology and practices in education through the prism of
both modern democratic theory and the discourse of rights. I examine the essence and defining characteristics of public schooling
in modern democratic theory, explore the democratic purposes of education, and the unique mission of public schools. I also
analyze the vision of public schooling that surfaces from the discourse of human rights and children’s rights, examining relevant
UN declarations and conventions. I then proceed to discuss some major manifestations of markets in education, question their
congruence with the democratic vision of public schooling, and examine their consequences for both citizenship and citizenship
education. My conclusion is that markets in education, and the formulation of education policies and practices through decision-making
processes dominated by business and parents, are not necessarily fashioned in the best interest of a democratic society. 相似文献
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How Students Attempt to Reduce Abstraction in the Learning of Mathematics and in the Learning of Computer Science 总被引：2，自引：2，他引：0
Orit Hazzan 《Computer Science Education》2013,23(2):95-122
This article focuses on ion and ways in which students cope with abstraction. The article has two goals: first, it illustrates how the theme of reducing abstraction (Hazzan, 1999) is useful for analyzing students' thinking about abstract concepts in mathematics and in computer science; second, it demonstrates how theories based on mathematics education research can be applied to analyzing students' understanding of computer science concepts. The main section of the article analyzes the understanding of concepts from four fields – abstract algebra, computability, data structures and differential equations – through the lens of reducing abstraction. The analysis shows that a wide range of cognitive phenomena can be explained by one theoretical framework. 相似文献
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Using Technology to Enhance Mathematical Reasoning: Effects of Feedback and Self-Regulation Learning
Effects of two types of feedback on mathematical reasoning in a computerized environment are compared. Metacognitive feedback (MF) is based on self-regulation learning using metacognitive questions that serve as cues for understanding the problem. Result feedback (RF) means giving cues that pertain only to the final outcome. A total of 108 sixth-grade Israeli students participated in the study. Results indicated that the MF students significantly outperformed the RF students on various measures of mathematical reasoning and mathematical explanations. Theoretical and practical implications of the study are discussed. L’utilisation de la technologie pour développer le raisonnement mathématique : les effets du feed back et de l’apprentissage autorégulé. Ce texte compare les effets de deux types de feed back sur le développement du raisonnement mathématique dans un environnement informatique: a) le feed back métacognitif (MF) qui se base sur un apprentissage autorégulé et utilise des questions de type métacognitif (Mevarech et Kramarski, 1997) qui servent d'indices pour identifier la compréhension du problème ; b) le feed back sur les résultats (RF) qui ne donne des indications que sur les résultats finaux. Cent quatre-vingt étudiants israéliens de sixième année ont participé À cette étude. Les résultats indiquent que les étudiants soumis au MF obtiennent de meilleurs résultats que ceux soumis au RF sur la base de mesures du raisonnement et de l'explicitation mathématiques. Der Einsatz von Technologie zur Steigerung mathematischer Logik: Die Wirkung von Feeback und selbstreguliertem Lernen. Im Vergleich stehen zwei Feeback-Arten mathematischer Logik in einem Computer-unterstützten Umfeld : (a) Metakognitives Feedback (MF = metacognitive feedback) basiert auf selbstreguliertem Lernen unter Verwendung von metakognitiven Fragen (Mevarech & Kramarski, 1997) die als Hinweise zum besseren Verständnis des Problems dienen ; (b) Ergebnis-orientiertes Feedback (RF = result feedback), das lediglich Hinweise auf das Endergebnis gibt. 180 israelische Schüler im Alter von ca. 12 Jahren nahmen an dieser Studie teil. Bei der Analyse des Resultats wurde offenbar, dass die MF-unterstützten Schüler wesentlich besser abschnitten, als die RF-Schüler. Theoretische und praktische Auswirkungen dieser Studie werden noch diskutiert. 相似文献
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Neta Shaby Orit Ben-Zvi Assaraf Chagit E. Tishler 《Learning Environments Research》2016,19(3):359-382
Today, science is a major part of Western culture. One advantage of informal learning environments is that they are (potentially) open to a wide range of populations with varying levels of interest and knowledge. Because of their informal nature, documenting learning has proven challenging. Studies that assess learning in museums, therefore, must employ theories of learning that encompass a more complex view of what learning is. This qualitative study was conducted with a population of high-level pedagogical staff from museums in Israel, Europe and the USA. Its purpose was to characterise staff perception of the goals of science museums and how these goals are manifested in the exhibits. Interviews with 17 staff revealed a wide range of goals that come into play in the different science museums. Findings suggest that the pedagogical staff perceive the science museum’s goals as being to change public views regarding science, promote science education, and reduce disparities between populations. According to museum staff, science museums have an important role in changing visitors’ approach towards science, as well as providing an additional source of science education. 相似文献
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This study investigated the use of a word processor for enhancing the academic outcomes of three students with writing disabilities in a junior high school. A single-subject ABAB design was used to compare academic output produced during class time with and without a computer equipped with a word processor. The number of spelling errors, the number of reading errors, and the number of words used per text were counted, and the overall structure and organization of text were examined across all in-class materials. The data demonstrated a clear difference between handwritten and computer phases. In traditional paper-and-pencil phases, students produced outcomes that had more spelling mistakes, more reading errors, and lower overall quality of organization and structure in comparison with the phases in which a computer equipped with a word processor was used. The results did not indicate any noticeable difference in the number of words per text. Implications and future research directions are discussed. 相似文献
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The present study was designed to investigate the influence of syntactic complexity on sentence comprehension in Hebrew. Participants were 40 native Hebrew-speaking 5th grade dyslexic and normally reading children aged 10–11 years. Childrens syntactic abilities were tested by three experimental measures: syntactic judgment, a sentence-picture matching task, and a sentence correction task. Each task consisted of sentences composed of five syntactic constructions varying in the level of syntactic complexity (active, passive, conjoined, object-subject relative, and subject-object relative). The length of sentences and the number of propositions in the sentences were controlled. In addition, a wide range of the childrens reading and general abilities (e.g., reading comprehension, phonological awareness, and working memory) was examined. The results indicated that dyslexic readers were less accurate and slower than good readers in all reading tasks and in the tasks on sentence comprehension. The findings suggest that the factor of syntactic complexity seems to be a relatively independent aspect of sentence comprehension. This aspect of sentence comprehension is probably not affected in dyslexic readers. Rather, processing deficit related to phonological and memory impairments of dyslexic children and their ability to process syntactic information is responsible for the difficulties in sentence comprehension. 相似文献
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The goal of this study was to identify and understand the mental models developed by 67 high school biology students as they learn about the human body as a complex system. Using concept maps, it sought to find an external way of representing how students organize their ideas about the human body system in their minds. We conducted a qualitative analysis of four concept maps created by each student throughout the 3-year learning process, which allowed us to identify that student’s systems thinking skills and the development of those skills over time. The improvement trajectories of the students were defined according to three central characteristics of complex systems: (a) hierarchy, (b) homeostasis and (c) dynamism. A comparative analysis of all of our students’ individual trajectories together revealed four typical learning patterns, each of which reflects a different form of development for systems thinking: “from the structure to the process level”, “from macro to micro level”, “from the cellular level to the organism level,” and “development in complexity of homeostasis mechanisms”. Despite their differences, each of these models developed over time from simpler structures, which evolved as they connected with more complex system aspects, and each indicates advancement in the student’s systems thinking. 相似文献
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In this paper we present a study conductedwithin the framework of an in-serviceprofessional development program for junior andsenior high school mathematics teachers. Thefocus of the study is the analysis of processesencountered by the staff members, as members ofa community of practice, which contributed totheir growth as teacher educators. We offer athree-layer model of growth through practice asa conceptual framework to think about becominga mathematics teacher educator, and illustratehow our suggested model can be adapted to thecomplexities and commonalities of theunderlying processes of professionaldevelopment of mathematics teacher educators. 相似文献