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21.
In this contribution, we develop continuous completely decentralized state-feedback adaptive controllers with sliding mode for a class of large-scale interconnected systems with nonlinear interconnections with unknown time-varying state delays. The novel contribution of this paper is that asymptotically exact tracking within the framework of completely decentralized direct continuous adaptive control is possible also for a class of nonlinear plants with matched interconnections and disturbances. 相似文献
22.
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
23.
Clas Olander Per-Olof Wickman Russell Tytler Åke Ingerman 《International Journal of Science Education》2018,40(2):204-226
The aim of this article is to investigate students’ meaning-making processes of multiple representations during a teaching sequence about the human body in lower secondary school. Two main influences are brought together to accomplish the analysis: on the one hand, theories on signs and representations as scaffoldings for learning and, on the other hand, pragmatist theories on how continuity between the purposes of different inquiry activities can be sustained. Data consist of 10 videotaped and transcribed lessons with 14-year-old students (N?=?26) in Sweden. The analysis focused instances where meaning of representations was negotiated. Findings indicate that continuity is established in multiple ways, for example, as the use of metaphors articulated as an interlanguage expression that enables the students (and the teacher) to maintain the conversation and explain pressing issues in ways that support of the end-in-view of the immediate action. Continuity is also established between every day and scientific registers and between organisation levels as well as between the smaller parts and the whole system. 相似文献
24.
The counseling session between Carl Rogers and Gloria, which was documented in the training film Three Approaches to Psychotherapy (E. L. Shostrom, 1965), is one of the most widely used teaching tools in the field of counselor education. G. Lakoff and M. Johnson's (1980, 1999) framework for investigating conceptual metaphor provided a useful method for understanding how meaning negotiation took place within the session as well as how Rogers and Gloria arrived at a meaningful therapeutic outcome by coconstructing a Utopia metaphor that reframed perfect as whole in a way that was congruent with Gloria's metaphoric structures for self and knowing. 相似文献
25.
The role of aesthetic experiences for learning was examined in elementary school science. Numerous authors have argued for
a science education also involving aesthetic experiences, but few have examined what this means empirically. Recordings of
children’s talk with each other and with the teacher during hands-on activities in nine different science units were made.
How the children and teachers used aesthetic judgements and how these judgements were part of aesthetic experiences of the
science assignments were analysed. For the analysis a pragmatist perspective was used, especially drawing on Dewey and the
later Wittgenstein. The results showed how aesthetic judgements occurred in moments of anticipation and moments when the science
activities were brought to fulfilment. In this way children used aesthetic judgements normatively about what belonged in science
class and what to include and exclude. In this way aesthetic judgements were an important part of learning how to proceed
in science class. In using aesthetic judgements the children also talked about their own place in science class and whether
they belonged there or not. In this way aesthetic experience is tightly related to learning science as participation. Learning
science also meant learning a special kind of aesthetics, that is, learning how to distinguish the science context from other
contexts. The fact that children liked or disliked something outside school did not necessarily mean that it was experienced
aesthetically in the same way in school, but needed to be re-learnt. What these results mean for science education is discussed
at length. The connection between aesthetics and learning to observe is also briefly discussed.
相似文献
| Britt JakobsonEmail: |
26.
Zeynep Ünsal Britt Jakobson Bengt-Olov Molander Per-Olof Wickman 《Research in Science Education》2018,48(5):1027-1048
In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of translanguaging. The science content was electricity, and the teaching involved class instruction and hands-on activities in small groups. The findings of the study are divided into two categories, students’ conversations with the teacher and student’s conversations with each other. Since the class was multilingual, the class instruction was carried out in Swedish. Generally, when the conversations were characterised by an initiation, response and evaluation pattern, the students made meaning of the activities without any language limitations. However, when the students, during whole class instruction, were engaged in conversations where they had to argue, discuss and explain their ideas, their language repertoire in Swedish limited their possibilities to express themselves. During hands-on activities, students with the same minority language worked together and used both of their languages as resources. In some situations, the activities proceeded without any visible language limitations. In other situations, students’ language repertoire limited their possibilities to make meaning of the activities despite being able to use both their languages. What the results mean for designing and conducting science lessons in a multilingual class is discussed. 相似文献
27.
Subject content is always studied within an educational context. This context is constituted by the socialization content, which can be regarded as an educational content beyond the subject content. This is the third article of three studies (this article; Sund and Wickman 2011; Sund 2008) that together form a triangulation of possible socialization content of environmental education. A common purpose for these three combined studies is to embrace and visualize the important value-laden content, which is often forgotten in discussions about the development of education for sustainable development. It is not sufficient to merely integrate more subject content matter – it may also be necessary to adapt to a changed teaching approach, which also develops content in the teaching process. Teachers’ changed approaches convey qualitatively different clusters of ‘meta-messages’ to students. The first study from authors in 2008 developed an analytical tool consisting of five important educational aspects and the second, also published in Environmental Education Research used the aspects to study teachers’ socialization content expressed in the interviews. The present study examines whether the qualitative differences in upper secondary teachers’ communicated socialization content in three selective traditions are apprehended by their students. 相似文献
28.
Karim Hamza Jesús Piqueras Per-Olof Wickman Marcus Angelin 《Research in Science Education》2018,48(5):963-987
We present analyses of teacher professional growth during collaboration between science teachers and science education researchers, with special focus on how the differential assumption of responsibility between teachers and researchers affected the growth processes. The collaboration centered on a new conceptual framework introduced by the researchers, which aimed at empowering teachers to plan teaching in accordance with perceived purposes. Seven joint planning meetings between teachers and researchers were analyzed, both quantitatively concerning the extent to which the introduced framework became part of the discussions and qualitatively through the interconnected model of teacher professional growth. The collaboration went through three distinct phases characterized by how and the extent to which the teachers made use of the new framework. The change sequences identified in relation to each phase show that teacher recognition of salient outcomes from the framework was important for professional growth to occur. Moreover, our data suggest that this recognition may have been facilitated because the researchers, in initial phases of the collaboration, took increased responsibility for the implementation of the new framework. We conclude that although this differential assumption of responsibility may result in unequal distribution of power between teachers and researchers, it may at the same time mean more equal distribution of concrete work required as well as the inevitable risks associated with pedagogical innovation and introduction of research-based knowledge into science teachers’ practice. 相似文献
29.
A central concept introduced in the Nordic debate on sustainable development is ‘action competence’. The concept has been defined as a competence of learners, i.e. the ability to take into consideration the social factors and human conflicts of interest that lies behind environmental questions and sustainable development. The concern of this article is the role of such conflicts for making meaning in relation to sustainable development. With this aim, we analyze a series of interviews with seven high school students. Our analysis takes its point of departure in the works of Dewey and Wittgenstein. It shows that the dialogue partners in this study continuously put one another in the position of having to make communicative choices in the dialogue. Moreover, the choices facing these dialogue partners can be translated into human conflicts of interest of a broader kind. A conclusion we draw from our work is that value judgments dealing with human conflicts of interest are a foundation upon which the dialogue on sustainable development is constructed, and that they seem to be a prerequisite if the dialogue is not to come to a standstill. We discuss the consequences of this finding for education for sustainable development. 相似文献
30.
Per-Olof Wickman 《Cultural Studies of Science Education》2012,7(1):129-136
Lundqvist, Almqvist and ?stman describe a teacher’s manner of teaching and the possible consequences it may have for students’
meaning making. In doing this the article examines a teacher’s classroom practice by systematizing the teacher’s transactions
with the students in terms of certain conceptual schemes, namely the epistemological moves, educational philosophies and the selective traditions of this practice. In connection to their study one may ask how conceptual schemes could change teaching. This article examines
how the relationship of the conceptual schemes produced by educational researchers to educational praxis has developed from
the middle of the last century to today. The relationship is described as having been transformed in three steps: (1) teacher
deficit and social engineering, where conceptual schemes are little acknowledged, (2) reflecting practitioners, where conceptual
schemes are mangled through teacher practice to aid the choices of already knowledgeable teachers, and (3) the mangling of
the conceptual schemes by researchers through practice with the purpose of revising theory. 相似文献