The impact of instructional technology in Turkey   总被引：1，自引：0，他引：1  

Cengiz Hakan Aydin  Marina Stock McIsaac 《Educational technology research and development : ETR & D》2004,52(1):105-112

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The history of the future and the shifting forms of education     

Eric Mangez  Pieter Vanden Broeck 《Educational Philosophy and Theory》2020,52(6):676-687

Abstract

Across the globe, education has recently been through a major semantic shift, where new notions such as ‘learning’, ‘competences’, ‘projects’ came to replace or complement an older, more established, educational vocabulary. The political approach to education has also evolved, as many authors have underlined, from established national forms of governing to global, transnational forms of governance. These evolutions, often abbreviated to shifts ‘from teaching to learning’ and ‘from governing to governance’ have resonated globally and attracted the attention of researchers. Most sociological accounts of such evolutions attribute them to the development and primacy of a preponderant logic, generally politics/power, culture or the economy. Niklas Luhmann’s systems theory, on which we draw in this article, suggests to start from a different, opposite, premise: not the predominance but instead the lack of any predominant logic characterizes modernity. The functional differentiation of modern society into a multiplicity of—specific yet universal—systems should therefore be the pivotal point that helps make sense of these transformations. We argue that the very coexistence of such systems, their simultaneous and therefore uncoordinated existences, increases the complexity of the social world tremendously and leaves them with an uncertain future. The so-called turns to governance and to learning, we argue, should be understood, respectively, as political and educational attempts to deal with this loss of direction.  相似文献   

Using a Diagnostic Test of Pupils’ Alternative Conceptions to Plan a Teaching Strategy on Electric Circuits     

Pieter Licht 《欧洲师范教育杂志》1991,14(1):19-30

This paper describes a project on electricity education, aiming at the construction of a teaching strategy which takes into account pupils’ alternative conceptions on electric circuits. With this project we want to provide teachers with feasible diagnostic tools and teaching materials in order to promote conceptual change among pupils. The research findings indicate the effectiveness of a teaching strategy in one of the higher forms of secondary education in which an explicit confrontation takes place between the pupils’ own alternative conceptions and some physics concepts in the domain of electricity.  相似文献   

The use of speech feedback by normal and disabled readers in computer-based reading practice     

Victor H. P. Van Daal  Pieter Reitsma 《Reading and writing》1993,5(3):243-259

Disabled readers and normal beginning readers were compared on requesting help in the form of speech feedback during computer-based word reading. It was also examined whether it is best to give feedback on all words or to allow the disabled readers to choose. Normal beginning readers and reading-age matched pupils with reading problems engaged in reading practice with speech feedback on call for both difficult and easy words. A set of both difficult and easy sums was completed as a control task. Another group of reading-disabled pupils who were also matched on reading level practiced the reading of words with unsolicited speech feedback. In the first two groups the selectivity in requesting help in both the reading and arithmetic task was assessed. All subjects were tested on the reading of both practiced and nonpracticed words. The results indicate that both disabled readers and beginners were very sensitive to sum difficulty but not to word difficulty, though in the present study the students were more selective than in a previous study. The inclusion of more easy words might account for this finding. The beginners requested help only during the first sessions of reading practice, whereas the disabled readers remained dependent on the speech feedback. The reading-disabled pupils did not learn less when the computer unsolicitedly delivered the spoken form of all words than when they were allowed to choose. It is discussed how profits from the different speech feedback procedures by disabled readers might be related to word decoding skill and metacognitive monitoring.  相似文献   

Feedback in written instruction: The place of response certitude   总被引：4，自引：0，他引：4  

Raymond W. Kulhavy  William A. Stock 《Educational Psychology Review》1989,1(4):279-308

This paper reviews written feedback from an information-processing perspective. The first section discusses the question of feedback as a reinforcer, and describes the feedback paradigm used as a conceptual guide for the following sections. In the second section we evaluate research on the form and content of feedback. In the last section, a model is developed that applies concepts from servocontrol theory to the feedback sequence. Finally, we report three experiments which support the major predictions of the control model.  相似文献   

Community colleges in the United Kingdom     

Arthur K. Stock 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(4):517-520

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Effects of cooperation on spelling achievement at three age levels (Grades 2, 4, and 6)     

Bert Wiersema  Jan Pieter van Oudenhoven 《European Journal of Psychology of Education - EJPE》1992,7(2):95-108

In a field experiment among second, fourth and sixth grade pupils from 27 primary schools, two instruction methods were compared. At 13 schools (control condition) pupils did spelling exercises as usual, i.e. individually. At 14 schools pupils worked in pairs; each pupil was asked to check a partners’ work and discuss mistakes. At grade 2 cooperation led to less off-task behaviour when pupils did spelling assignments of a more complex type. Nevertheless we found a negative effect on achievement. At grade 4 cooperation led to less off-task behaviour for complex assignments and an increase in pupil’s effort as rated by their teachers as well. These findings were accompanied by a weak effect on achievement. Cooperation did not affect effort nor achievement of pupils from grade 6. At none of three grade levels we found indications of better reasoning strategies as a consequence of pair learning. The differential effect of cooperation at the three age levels may be explained in terms of complexity of learning subject and of lesson type.  相似文献   

The Relative Good of Work: Reconsidering Vocation Eschatologically     

Pieter Vos 《Christian Higher Education》2017,16(1-2):11-22

ABSTRACT

Vocation, interpreted as the calling of every individual believer to serve God in ordinary life, has been an important feature of Protestantism. However, not only has the notion of vocation gradually disappeared from the late modern understanding of work and profession, the identification of vocation and work has also been criticized by theologians such as Karl Barth, Miroslav Volf, Jacques Ellul, and Gerrit de Kruijf. From their eschatological perspective, these theologians hold that because our true vocation is to be citizens of God's kingdom, work is a relative good or even a necessary evil. Although this criticism is in various respects justified and relevant, it tends to overlook the particularity of callings included in the Protestant conception of vocation. Therefore, an alternative approach is presented, in which vocation as a particular calling from God's side can be reconnected to everyday life, including the life sphere of work and profession. From this approach, this article explores the implications for discerning vocation in the practice of Christian higher education as a communal practice of discernment of one's callings, as related to the primary calling to be a citizen of the kingdom of God, and as aimed at the common good.  相似文献   

Stimulus- and feeder-directed behavior in a long-box: Effect of fixed versus variable time schedules of food presentation     

Annemieke van Hest  Frans van Haaren  Pieter Kop  Frank van der Schoot 《Learning & behavior》1986,14(2):168-172

Two groups of 6 pigeons were exposed to either a fixed-time (FT) or a variable-time (VT) schedule of response-independent food presentation. The interval between two successive food presentations (food-food [FF] interval) was either 20 or 40 sec. The duration of stimulus presentation (stimulus-food [SF] interval) was varied relative to the FF interval. All subjects were exposed to different information ratios (IRs; IR = SF/FF; IR = 1.00, 0.50, 0.15). To study the relative contribution of sign- and goal-tracking behavior to keypecking observed in standard autoshaping procedures, pigeons were autoshaped in a long-box. In the long-box, the stimulus key and the feeder are located 60 cm apart. Stimuli were always presented at one end of the box, and food was presented at the other end. Locomotor behavior and keypecks were recorded. Pigeons engaged in sign-tracking behavior when IR = 0.15, but only when presentation of the food was unpredictable on the basis of other variables (e.g., the passage of time since the last food presentation, as in FT schedules). In the case of FT schedules, subjects engaged in feeder-directed activities. No effects of varying the FF interval were found. Keypecking was observed only when the SF interval was short (IR = 0.15) and food was presented on a VT schedule.  相似文献   

Towards a Disabled Past: Some preliminary thoughts about the history of disability, governmentality and experience     

Pieter  Verstraete 《Educational Philosophy and Theory》2007,39(1):56-63

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