排序方式： 共有33条查询结果，搜索用时 15 毫秒
11.
This paper examines the use and role of the term ‘hypothesis’ in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well‐known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective on language and learning, introducing the notion of pivot terms to operationalise language use as a habit and mediated action. We describe three different customs of using the term ‘hypothesis’ within four cultural institutions that can be said to constitute science teacher education in Sweden. Students were found to habitually use the term hypothesis as meaning a guess about an outcome. This is contrasted to the function of this term in scientific research as a tentative explanation. We also found differences in how this term was used between the pure science courses given by the science departments of universities and science education courses taken only by teacher students. Findings also included further support for school students hypothesis fear reported in an earlier study. It is discussed how these findings can obstruct learning and teaching about the nature of scientific inquiry. Constructivist theories of learning are suggested as a possible origin of these problems. The findings are also related to curricular reform and development. 相似文献
12.
Grace W. Wambu Scott A. Wickman 《International journal for the advancement of counseling》2016,38(1):12-27
School counselor training in Kenya is a relatively new phenomenon. This study examined Kenyan school counselors’ perceptions of the adequacy of their preparedness to perform their roles within the school setting. The survey was administered to 105 school counselors in four counties. The findings revealed that Kenyan school counselors perceived themselves as being adequately prepared; however, participants revealed deficiencies in their preparation and ability to deal with a wide range of student issues. Implications of these findings to the training of school counselors and counselor training programs are discussed. 相似文献
13.
Prof. P.-O. Wickman Ph.D. 《Zeitschrift für Erziehungswissenschaft》2012,15(3):483-501
This paper reviews how pragmatism has been adopted as a systematic grounding for didactics in Sweden. The approach is action-oriented and emphasises the communicative activities that occur in educational settings. Four methodological components are described: (1) the empirical method of inquiry, the notions of (2) selective traditions and (3) organising purposes, and (4) practical epistemology analysis. Together, these tools can be employed for planning, assessing and analysing the choices teachers make regarding methods and the content of teaching. They have been purposely developed to support teaching and learning in terms of the interactions encountered by teachers in exercising their profession. The units of analysis concern activities and how they are conducive to the purposes of lessons. 相似文献
14.
The purpose of this article is to suggest and illustrate a methodological approach for studies of learning in physical education (PE) and sport pedagogy in order to investigate and clarify the relation between how people learn and the settings or context in which they learn. Drawing on the work of John Dewey, the later works of Ludwig Wittgenstein and socio-cultural approaches, a practical epistemology analysis (PEA) with a focus on aesthetic judgements is suggested as a way of developing a valuable approach for investigating situated learning. The approach is illustrated by an analysis of a biographical story written by the English author Jenny Diski. As can be seen from the illustration, the significance of aesthetic experience for learning is visible when an author tells us about skating as a child. By using PEA to examine aesthetic experience—operationalised through the aesthetic judgements the author includes in the story—we can shed light on the relation between the skater and the situation in which skating takes place. The fact that aesthetic judgements are used by the author normatively to decide what is to be included and excluded in skating, and also that aesthetic judgements are used to make relations between the skater and her life as a whole, facilitates an exploration of the relation between the sports learner and the life situation in which learning is situated. 相似文献
15.
Karim Mikael Hamza Per-Olof Wickman 《International Journal of Science Education》2013,35(13):2254-2277
The purpose of this study is to use a comparative approach to scrutinize the common assumption that certain school science activities are theoretical and therefore particularly suited for engaging students with scientific ideas, whereas others are practical and, thus, not equally conducive to engagement with scientific ideas. We compared two school science activities, one (laboratory work) that is commonly regarded as focusing attention on artefacts that may distract students from central science concepts and the other (concept mapping) that is thought to make students focus directly on these concepts. We observed students in either a laboratory activity about real galvanic cells or a concept-mapping activity about idealized galvanic cells. We used a practical epistemology analysis to compare the two activities regarding students' actions towards scientific ideas and artefacts. The comparison revealed that the two activities, despite their alleged differences along the theory–practice scale, primarily resulted in similar student actions. For instance, in both activities, students interacted extensively with artefacts and, to a lesser extent, with scientific ideas. However, only occasionally did students establish any explicit continuity between artefacts and scientific ideas. The findings indicate that some of the problems commonly considered to be unique for school science practical work may indeed be a feature of school science activities more generally. 相似文献
16.
Per-Olof Erixon Inger Erixon Arreman 《Scandinavian Journal of Educational Research》2013,57(6):968-983
In Sweden and many other countries, the academisation of teacher education goes along with increased emphasis on a student thesis, in Sweden formally entitled the final degree project. This study deals with students’ writing trajectories in Early Childhood Education and Care aimed at work in the preschool or the recreation centre. The study indicates that student writing, shaped by a variety of academic literacies, is primarily based on values of the vocational field, parallel to an emerging critical academic approach. The study suggests that academic writing is largely perceived among the students as a means to underpin the vocational field with theory, and see critical thinking and reflective practice as relevant to their future career. 相似文献
17.
In this paper, we develop an approach for solving the problem of sliding mode decentralized adaptive state-feedback tracking with continuous control actions for a class of uncertain nonlinear dynamical systems. In addition to the traditional asymptotic zero error tracking specification in the sliding mode decentralized model reference adaptive control (MRAC) problem formulation, here an additional requirement is specified explicitly in the problem statement. The tracking objective is described by a set of admissible reference trajectories, called a performance tube. The input signal to the reference model, selected within specified bounds, is used as a design parameter. The best reference trajectory is found by solving an additional optimization problem whose criterion penalizes the variance of the control signal. 相似文献
18.
19.
This article examines how emergent bilingual students used gestures in science class, and the consequences of students’ gestures when their language repertoire limited their possibilities to express themselves. The study derived from observations in two science classes in Sweden. In the first class, 3rd grade students (9–10 years old) were involved in a unit concerning electricity. The second class consisted of 7th‐grade students (13–14 years old) working with acids and bases. Data were analyzed by using practical epistemological analysis (PEA). When students’ language proficiency limited their possibility to express themselves, using gestures resulted in the continuation of the science activities. Furthermore, both peers and teachers drew on the used gestures to talk about the science content. In some situations, the meaning of the gestures needed to be negotiated. Regardless, the gestures were always related to language. Both students and teachers participated in this process, but the teachers directed the communication toward the goal of the lessons: learning how to talk science. The study contributes to the field by showing the importance of paying attention to and valuing bilingual students’ use of gestures as a way to express scientific knowledge. In addition, it demonstrates how teachers might draw on students’ gestures to teach science and discusses the importance of creating multimodal learning environments. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 121–144, 2018 相似文献
20.
Chad Wickman 《Technical Communication Quarterly》2013,22(2):150-171
This article presents a case study that examined how practices of visualization and text production converge in an experimental physics research setting. Findings suggest that visuals communicate meaning and become persuasive through their ability to index in different ways the technical dimensions of laboratory work. The author argues that examining the coproduction of visuals and texts in the scientific workplace contributes insights into the technical objectives and rhetorical motives they are designed to serve. 相似文献