Brexit: some implications for African higher education     

Patrício V. Langa  Patríck Swanzy  David Law 《Perspectives: Policy and Practice in Higher Education》2019,23(1):28-32

This article considers how the decisions of the UK government, following the Brexit referendum, may impact on higher education in Africa. Ghana and South Africa are the two countries chosen to exemplify the claim that academic staff in African higher education will lose opportunities to acquire experience in British universities. Academic mobility between Africa and the UK is expected to fall significantly following Brexit.  相似文献   

Students’ understanding of the number line / Estudiantes pensando en la recta numérica     

Virginia Montoro  Marcela Cifuentes  Natalia Salva  María-Jesús Bianchi 《Infancia y Aprendizaje》2017,40(2):302-342

We studied the conceptions of students coming from secondary education and university regarding the number line as a representation of real numbers. In the context of a wider questionnaire, 307 students were presented with a task consisting of two verbal items and one graphic item related to the number line. The students were all at different levels in their study of mathematics (in the third, fourth or fifth year of secondary education, or at the beginning or advanced stage of a university degree in mathematics, biology or physical education). A gradient in the depth of the students’ conceptions, associated with the level of their studies in mathematics, was found. This gradient extends from the estrangement of facing the problem or a conception of a drawn or physical matter line, which was associated with students with a lower level of mathematical studies, passing through a vision centred around potential numeric density or a line containing points (discrete), up to an instrumental conception of the line as supportive of magnitudes in advanced students of biology and focusing on continuity sustained by advanced students of mathematics.  相似文献   

Origin and decline of the first university radio web in France     

Sebastián Mariano Giorgi 《Educational Media International》2017,54(3):185-198

Résonances was the first university radio web in France. It was founded at the University of Limoges, in 2010. This article is about the origin and decline of this transmedia project. Two strategies are here unfolded: historical the first one, ranging from the conception of the idea, the vicissitudes experienced by the team for implementing the radio and keeping it alive; the second one, a short semiotical approach. Following the principle according to which is sometimes necessary to move to a higher level of analysis to understand the lower one, the thesis of this article is that the suppression of Résonances cannot be understood either historically or semiotically without adding a higher level of analysis.  相似文献   

Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders     

Cordeiro  Carolina  Limpo  Teresa  Olive  Thierry  Castro  São Luís 《Reading and writing》2020,33(4):813-833

Reading and Writing - Writing is an important activity that involves many demanding processes. Given the complexity and goal-directed nature of writing, this activity is heavily dependent on...  相似文献   

Prospective biology teachers’ understanding of the nature of science through an analysis of the historical case of Semmelweis and childbed fever     

Aragón-Méndez  María del Mar  Acevedo-Díaz  José Antonio  García-Carmona  Antonio 《Cultural Studies of Science Education》2019,14(3):525-555

Cultural Studies of Science Education - This article presents a qualitative study of the understanding of various epistemic and non-epistemic aspects of the nature of science (NOS), based on...  相似文献   

Nuclear power plants? Yes or no? Thank you! The argumentative use of tables and graphs / ¿Centrales nucleares? ¿Sí o no? ¡Gracias! El uso argumentativo de tablas y gráficas     

Merce Garcia-Mila  Mª Puy Pérez-Echeverría  Yolanda Postigo  Eduardo Martí  Constanza Villarroel  Fernando Gabucio 《Infancia y Aprendizaje》2016,39(1):187-218

Abstract

The present paper deals with how eleventh grade high school students and university undergraduate students studying environmental science use evidence to write an argumentative text. They were presented with a dilemma with four sets of data (two pro and two anti nuclear energy). Half the sample was given the data in graph format and the other half in table format. The four sets of data differed according to their complexity. We analysed the structure of argument, the use of the evidence (either provided or their own) according to the participants’ position on the dilemma, and the presence of confirmation bias. Our results show a good argumentative competence that does not seem to be affected either by the students’ educational level or data format. We observed an effect of the complexity of the data in relation to the participants’ position.  相似文献   

Media education with the monetization of YouTube: the loss of truth as an exchange value / Educación mediática frente a la monetización en YouTube: la pérdida de la verdad como valor de cambio     

Alfonso Gutiérrez-Martín  Alba Torrego-González  Miguel Vicente-Mariño 《Cultura y Educación》2019,31(2):267-295

Abstract

The digital age of post-truth is the ideal breeding ground for fake news and misinformation. In the world of social networks and the Internet in general, commercial interests hold primacy over the importance of the veracity of the information provided. In this study, we have carried out a quantitative and qualitative content analysis of the messages published as comments on the most popular videos about Pokémon Go published in Spanish on YouTube. The main objective of the study is to analyse not only the content of the videos but, above all, users’ reactions to the misinformation provided. The results confirm the hypothesis that misinformation is promoted by the crisis of truth as a journalistic and social value, by economic interest and by the lack of suitable media education. We conclude by advocating the need to recover truth as a journalistic and social value in the digital context, and to accept that media literacy is an essential task to be assumed by all educational agents: schools, media and social groups.  相似文献   

Activity, obesity, and growth     

J Parízková 《Monographs of the Society for Research in Child Development》1970,35(7):28-32

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Gender differences in social reputation and peer rejection at school / Diferencias de género en la reputación social y el rechazo entre iguales en la escuela     

Eduardo Martín 《Cultura y Educación》2016,28(3):539-564

The objectives of this study are twofold: to see if gender differences in social reputation remain stable throughout schooling, and to analyse behavioural differences between boys and girls with rejected status. A sociometric test was carried out and the Allocation of Perceptive Attributes Method was applied to a sample of 777 students in the mid-cycle and upper-cycle of primary education (years three to six) and the first cycle of CSE (Compulsory Secondary Education). The results show that differences in social reputation remain stable throughout schooling, with the exception of a few trends. We also find that rejection in boys is characterized by behavioural attributes, while characteristics associated with rejection in girls seem to be more subtle. It is concluded that gender ought to be taken into account in the design and implementation of intervention programmes aimed at improving the social integration of students.  相似文献   

The completeness property of the set of real numbers in the transition from calculus to analysis     

Analía Bergé 《Educational Studies in Mathematics》2008,67(3):217-235

This paper focuses on teaching and learning the set of real numbers R and its completeness property at the university level. It studies, in particular, the opportunities for understanding this property that students are offered in four undergraduate correlative courses in Calculus and Analysis. The theoretical framework used in the study draws on concepts developed in the Anthropological Theory of Didactics, especially the notions of praxeology and mathematical organization. The paper shows different expectations concerning the same notion (R and its completeness) through different school levels, and intends to bring up some reflections about the transition from Calculus to Analysis.

Analía BergéEmail:

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