排序方式： 共有33条查询结果，搜索用时 218 毫秒
31.
Teachers’ objects of responsibility: something to care about in education for sustainable development? 总被引：3，自引：2，他引：1
Answers to questions about good teaching in environmental education can be expressed in different selective traditions. Questions as to what should be included in good teaching tend to be addressed by both teachers and researchers on an ideological basis. This qualitative study uses a pragmatist approach, and aims to make an empirical contribution to the debate. Rather than telling teachers what they should teach, this interview study involved listening to ten upper secondary school teachers in Sweden, and their arguments concerning their long‐term teaching purposes. Why should students learn particular things? The teachers’ answers revealed habits and frequently used the same arguments. These arguments recurrently dealt with what teachers particularly cared about, and five objects of responsibility were identified in the interviews. These objects of responsibility constitute the starting points of teachers’ actions and can be seen as personal anchor points within a selective tradition. These points of departure remind the teachers of their teaching aims and objectives, and at the same time, keep them within a tradition. While they help the teachers in their everyday practice, they could just as easily be seen as tacit obstacles to efforts to change environmental education into Education for Sustainable Development. The results are also relevant for science education in general. Issues identified in the study include how the same scientific knowledge could be used for different purposes in education, and the different personal anchor points for long‐term purposes of teaching based on teachers’ own ideas of good teaching. These results can be important in developing a reflection tool for teachers, which in turn can help them to reflect more deeply about how they might change their teaching practices. 相似文献
32.
This is a study of teaching about the human body. It is based on transcribed material from interviews with 15-year-old students
and teachers about their experiences of sex education and from recordings of classroom interactions during a dissection. The
analysis is focused on the relationship between what students are supposed to learn about the biological body and their expressed
experiences and meaning making of bodies in the schoolwork. The results indicate that the negotiations associated with the
encounters between the bodies of the classroom (student, teacher, and animal bodies) are important for what directions meaning
making takes and what students are afforded to learn about bodies, biologically as well as in terms of values. We suggest
that these negotiations should be taken into account at schools, be regarded as an important part of the learning processes
in science education and in that way open up for new possibilities for students’ meaning making. 相似文献
33.
AbstractThe main purpose of this study is to investigate whether self-efficacy in children with disabilities could be strengthened through targeted and adapted physical activities led by specially educated leaders. Children and Youth Physical Self-Perception Profile (CY-PSPP) scale were used. The study includes 45 children of 8–14 years of age with different types of impairments. The children participated in training sessions twice a week and tried out 13 different physical activities during eight months. The median in this study of total self-efficacy was 104 points, which can be compared to median points varying between 100 and 107 in previous studies based on children without disabilities. Furthermore, there was a statistically significant increase of the means in four out of six different domains of self-efficacy before and after the study was carried out. Key findings indicated that this model is successful in strengthening the children’s self-efficacy and that their perceived self-efficacy was equal to that of children without disabilities. 相似文献