Constructivism: Defense or a Continual Critical Appraisal A Response to Gil-Pérez et al.     

Niaz  Mansoor  Abd-El-Khalick  Fouad  Benarroch  Alicia  Cardellini  Liberato  Laburú  Carlos E.  Marín  Nicolás  Montes  Luis A.  Nola  Robert  Orlik  Yuri  Scharmann  Lawrence C.  Tsai  Chin-Chung  Tsaparlis  Georgios 《Science & Education》2003,12(8):787-797

This commentary is a critical appraisal of Gil-Pérez et al.'s (2002) conceptualization of constructivism. It is argued that the following aspects of their presentation are problematic: (a) Although the role of controversy is recognized, the authors implicitly subscribe to a Kuhnian perspective of `normal' science; (b) Authors fail to recognize the importance of von Glasersfeld's contribution to the understanding of constructivism in science education; (c) The fact that it is not possible to implement a constructivist pedagogy without a constructivist epistemology has been ignored; and (d) Failure to recognize that the metaphor of the `student as a developing scientist' facilitates teaching strategies as students are confronted with alternative/rival/conflicting ideas. Finally, we have shown that constructivism in science education is going through a process of continual critical appraisals.  相似文献   

Development of an industrial engineering project     

Lorenzo Moreno  Evelio González  Leopoldo Acosta  Jonay Toledo  Nicolás Marichal  Alberto Hamilton 《European Journal of Engineering Education》2005,30(3):353-361

This paper presents a teaching strategy of the scheduling and developmental phase of an Industrial Engineering computer project. It is based on a real project which has been carried out by our department in collaboration with a local company. The classroom setting provides an environment where students can experience firsthand all phases of the development of an electronic product: design, development and implementation of a prototype board to the final commercial product.  相似文献   

The Development of Abstract Reasoning about the Physical and Social World   总被引：3，自引：0，他引：3  

Zopito Marini  Robbie Case 《Child development》1994,65(1):147-159

This study investigated 3 questions: (1) Can neo-Piagetian theory predict the developmental sequence through which adolescents progress, in using an abstract form of mathematical analysis to understand the operation of a physical apparatus (the balance beam)? (2) Can the same theory be used to predict the sequence through which they pass in using an abstract form of social analysis, to understand the behavior of a story character? (3) If so, does progress through each sequence take place at the same rate? 80 subjects, aged 9–19 years, were tested. Most were found to be functioning at the level predicted by the theory on each task. A substantial minority, however, were more advanced on 1 task than the other. These results, in conjunction with those from other studies, are interpreted as indicating that abstract thought develops in a fashion that includes both general and specific components.  相似文献   

Where's the Math? Prospective Teachers Visit the Workplace     

Cynthia Nicol 《Educational Studies in Mathematics》2002,50(3):289-309

The integration of academic and vocational subject matter is offered in response to efforts to make the study of mathematics meaningful and engaging for all students,as well as aid in the preparation of a mathematically literate workforce. Yet,teachers often come to mathematics education with more ‘pure’ than ‘applied’ backgrounds making it difficult for them to draw upon their own experiences to make subject matter meaningful. This paper analyses prospective teachers' opportunities to connect subject matter with workplace contexts. It examines the degree of importance prospective teachers place on workplace connections and the ways in which they incorporate these connections in classroom lesson plans. Results suggest that given opportunities to visit workplace sites, it is not a trivial task for prospective teachers to: 1) make the mathematics in work explicit, and 2) keep the mathematics contextualized when designing activities and problems for students. These results have implications for teacher education and the support prospective teachers require in building networks connecting mathematics, pedagogy,and work. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Outdoor education: Research topic or universal value? Part one     

Robbie Nicol 《Journal of Adventure Education & Outdoor Learning》2002,2(1):29-41

This paper sets out to discover if the history of outdoor education, within the UK and more particularly Scotland, provides its modern exponents with a legacy of prescribed conservatism or alternatively a form of education which embraces, or is capable of embracing, diversity of theory and practice. It begins in the post World War II period entitled “out of the ashes” and charts the history decade by decade.

Secondary sources are used and include statutory instruments as well as the body of literature that relates to outdoor education. The paper has succeeded in adding to the literature through uncovering rarely used sources. Secondary sources have been supplemented by primary data in the form of interviews. The interviews were used to provide detail and fill gaps where secondary sources were lacking.

The time between the post-war period until the end of the 1960s charts the growth of outdoor education provision. This growth is characterised by diversity where common themes such as “fitness for war”, “character building” “social education” “recuperative holiday for socially disadvantaged young people” and “progressive education” emerge as competing and contrasting claims. Consequently it can be stated that outdoor education defies definition in terms of being a fixed entity of common consent, homogeneous over time and space.  相似文献   

The many faces of mobility: Using bibliometric data to measure the movement of scientists     

Nicolás Robinson-Garcia  Cassidy R. Sugimoto  Dakota Murray  Alfredo Yegros-Yegros  Vincent Larivière  Rodrigo Costas 《Journal of Informetrics》2019,13(1):50-63

This paper presents a methodological framework for developing scientific mobility indicators based on bibliometric data. We identify nearly 16 million individual authors from publications covered in the Web of Science for the 2008–2015 period. Based on the information provided across individuals’ publication records, we propose a general classification for analyzing scientific mobility using institutional affiliation changes. We distinguish between migrants--authors who have ruptures with their country of origin--and travelers--authors who gain additional affiliations while maintaining affiliation with their country of origin. We find that 3.7% of researchers who have published at least one paper over the period are mobile. Travelers represent 72.7% of all mobile scholars, but migrants have higher scientific impact. We apply this classification at the country level, expanding the classification to incorporate the directionality of scientists’ mobility (i.e., incoming and outgoing). We provide a brief analysis to highlight the utility of the proposed taxonomy to study scholarly mobility and discuss the implications for science policy.  相似文献   

Outdoor education: Research topic or universal value? Part Two     

Robbie Nicol 《Journal of Adventure Education & Outdoor Learning》2002,2(2):85-99

This paper follows the theme of part one in that it sets out to discover if the history of outdoor education provides its modern exponents with a legacy of prescribed conservatism or alternatively a form of education which embraces, or is capable of embracing, diversity of theory and practice. Focusing on local authority residential outdoor education centres it begins with the 1970s through the 1980s and ends with the 1990s.

Secondary sources are used and include government and civil service education circulars as well as the body of literature that relates to outdoor education. The paper analyses how discussions of philosophical underpinnings and aims, together with the public perception of safety and risk came to influence the practice of outdoor education. This leads to a discussion of terminology and the role of outdoor education as a curricular subject. The influence of market forces on the provision of outdoor education and the increasing call for cost effectiveness is analysed in relation to the increasingly diverse range of activities coming under the umbrella term of outdoor education.

The evidence shows that throughout this period significant changes regarding the nature of outdoor education are observable. However, within this flux one point is clear. The body of outdoor education literature attaches more importance to outcomes relating to personal and social education than environmental education and this point will be the bridge between part two and part three.  相似文献   

Creating an information-rich learning environment to enhance design student learning: challenges and approaches     

Lou McGill  David Nicol  Allison Littlejohn  Hilary Grierson  Neal Juster  William J. Ion 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):629-642

The use of technology with engineering design students is well established, with shared workspaces being particularly supportive of the collaborative design process. This paper reports on a study where a design knowledge framework involving three learning loops was used to analyse the effectiveness of shared workspaces and digital repositories in supporting design education. The issues discussed include the relationship between knowledge and information structures, the importance of integrating information literacy support, and the need for different systems within the learning environment to support formal and informal storage of resources. These issues are explored within the context of experiences of working in a multidisciplinary team with different approaches, research methodologies, and discourses.  相似文献   

From hardback to paperback:The Chocolate War,by Robert Cormier     

Robbie March-Penny 《Children‘s Literature in Education》1978,9(2):78-84

This article is the first in an occasional series in which books recently published in paperback will be introduced to readers.Cle will select titles which seem particularly suitable for school students to read together. Our intention is to choose books readily available in North America as well as countries served by British publishers. Our first selection,The Chocolate War, appeared in the USA in 1974, in the UK in 1975 and in paperback in the USA in 1975 and in the UK in February, 1978.Robbie March-Penny read English at Birmingham College of Commerce and York University. She has taught English in comprehensive schools in Birmingham and Bristol and is now an editor of children's books for a London publisher.  相似文献   

A Stereotype Threat Account of Boys' Academic Underachievement     

Bonny L. Hartley  Robbie M. Sutton 《Child development》2013,84(5):1716-1733

Three studies examined the role of stereotype threat in boys' academic underachievement. Study 1 (children aged 4–10, n = 238) showed that girls from age 4 years and boys from age 7 years believed, and thought adults believed, that boys are academically inferior to girls. Study 2 manipulated stereotype threat, informing children aged 7–8 years (n = 162) that boys tend to do worse than girls at school. This manipulation hindered boys' performance on a reading, writing, and math test, but did not affect girls' performance. Study 3 counteracted stereotype threat, informing children aged 6–9 years (n = 184) that boys and girls were expected to perform similarly. This improved the performance of boys and did not affect that of girls.  相似文献