Theories of mind and personal epistemology: their interrelation and connection with the concept of metacognition     

Annick Fagnant  Marcel Crahay 《European Journal of Psychology of Education - EJPE》2011,26(2):257-271

This paper seeks to highlight the links and discrepancies between three contemporary theoretical fields. The first part is devoted to theories of mind and personal epistemology. Both fields deal with naïve theories relating to the nature of knowledge and can be integrated within the concept of folk epistemology (Kitchener New Ideas Psychol 20:89–105, 2002). We argue that analyzing both domains from a developmental perspective may provide evidence for the origins of epistemological beliefs and the reasons for their evolution. The second part of the paper extends the discussion to the concept of metacognition and to its potential links with the two previously mentioned fields. In the past, theories of mind and metacognition have mainly developed as independent fields, but recent studies have highlighted a possible developmental lineage between them that needs further investigation. As the influence of the procedural component of metacognition (the regulation process) seems obvious in the personal epistemology perspective, we suggest that conducting more in situ studies will enable us to deepen our understanding of the links between the multiple components of the epistemological perspective and the reasons for epistemic change.  相似文献   

From Obstacle to Growth Dewey's Legacy of Experience‐Based Art Education     

Eva Van Moer  Tom De Mette  Willem Elias 《The International Journal of Art & Design Education》2008,27(1):43-52

In the last decades theories that emphasise visitors’experience as the key element in the process of meaning‐making have influenced art education in museums considerably. However, there is remarkably little evidence in practice that museums shape their exhibits and educational tools by the actual experiences of visitors. Because museum education is still too much knowledge‐based, people often do not come to understanding or engagement of thinking. This article demonstrates this inconsistency and its consequences based on visitors’conversations during a museum visit while looking at contemporary art. In order to engage visitors into their own thinking and create lasting experiences, the article also investigates Dewey's ideas about experienced‐based education and inquiry learning. The study especially shows that experiences felt as obstacles for interpretation are extremely suitable to stimulate, deepen and improve visitors’engagement in the inquiry cycle.  相似文献   

Rejoinder to ‘Is there a Peter Nijkamp effect?’ by Jasper Lukkezen     

S.P.J.M. Serge Horbach  W. Willem Halffman 《Research Policy》2019,48(2):505

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School and teacher factors associated with frequency of ICT use by mathematics teachers: Country comparisons     

Willem J. Pelgrum  Joke Voogt 《Education and Information Technologies》2009,14(4):293-308

This paper explores school and teacher factors that are associated with the frequency of use of ICT by mathematics teachers. The SITES 2006 data base was used to compare countries with a relative high percentage of frequently ICT-using mathematics teachers (HIMA countries) with countries with a relative low percentage of frequently ICT-using mathematics teachers (LOMA countries). Meaningful effect sizes (≤?0.5 or ≥0.5) for 29% of the items in the SITES 2006 database were found. The findings suggest that mathematics teachers in HIMA countries, more than in LOMA countries apply a learner-centered approach in their educational practice and have a focus on life long learning competencies. In addition, compared to LOMA countries, school leaders in HIMA countries, are active in stimulating the use of ICT and encouraging teachers to apply new ways of teaching and learning. The school level items of the SITES 2006 database with meaningful effect size were factor-analyzed resulting in five factors: 1. active communication, 2. school leadership development, 3. assessment orientation, 4. ICT use by school leaders and 5. Bottom–up change orientation. Country profile scores for HIMA and LOMA countries and for culturally comparable countries were generated to illustrate how these country profiles can be used to inform ICT policy.  相似文献   

Denominational School Identity and the Formation of Personal Identity   总被引：7，自引：4，他引：3  

Willem L. Wardekker  Siebren Miedema 《Religious education (Chicago, Ill.)》2013,108(1):36-48

Three important factors determine the institutional identity of denominational (Christian) schools: their interpretation of the religious truth claim, their conception of the nature of education, and their view of cultural differences as content of education. We investigate conceptually which of these interpretations of identity are consonant with a view of education as a place where the personal identity of students is constructed. We interpret personal identity in a narrative way, as a permanent process of reflexive construction where consistency over time is not seen as an ideal, given the plurality of postmodern culture.  相似文献   

Schools and Moral Education: Conformism or Autonomy?     

Willem L. Wardekker 《Journal of Philosophy of Education》2001,35(1):101-114

In pluralistic Western societies, schools have a specific task in moral education. This task is to be understood neither as the transmission of specific values, nor as the development of moral reasoning skills or universal values, but as teaching pupils to handle plurality in an autonomous way. The concept of autonomy is interpreted from a Vygotskian and Deweyan position, where learning in school means learning to participate in cultural activities in a reflective and critical way. Participation has both intellectual and moral aspects, and thus moral education can never be separated from cognitive education.  相似文献   

Physical sciences and the school curriculum     

Joan Bliss  Annick Weil-Barais 《European Journal of Psychology of Education - EJPE》1990,5(4):371-378

The difficulties encountered by pupils and students when learning physics can often be explained by the differences that exist between their spontaneous ideas about the real world and how the scientist models this reality. How can children and adolescents be helped to better understand scientific ideas that could be of use to them? What is the role in learning and in teaching of: peer group interaction, different forms of representation (pictorial analogies, schemes, graphs), intelligent tutoring systems; etc? In this special edition there are a number of pieces of recent research of interest both to the researcher and to educator concerned with the development of knowledge and the teaching of the experimental sciences.  相似文献   

Instructions for authors     

John Dyson  Willem Wamsteker 《Higher Education》2003,46(4):545-552

Instructions for Authors

Instructions for authors  相似文献   

Evolution des Jugements de Conservation des Quantités de Gaz Chez des Elèves de CM2     

Annick Weil-Barais  Marie-Geneviève Séré  Jean-Claude Landier 《European Journal of Psychology of Education - EJPE》1986,1(3):9-30

This research studies the evolution in taking into account the constancy of a quantity of air. It is studied following a didactic sequence aiming at helping the students to be conscious of the variation of physical dimensions different from volume, when describing the state of gas. The experiment has been carried out in a class of 21 students (10–11 years old). Important improvements are stated. They are analysed according to the didactic sequence and the physical experiments proposed in the evaluation test used for the research. The interpretation of the results concerns the knowledge about gas acquired by the students during the didactic sequence. The reference to the Piagetian theory in the field of teaching experimental sciences is discussed.  相似文献   

Macro-Situation and Numerical Knowledge Building: The Role of Pupils’Didactic Memory in Classroom Interactions     

Annick Flückiger 《Educational Studies in Mathematics》2005,59(1-3):59-84

This paper is based on a long-term didactic engineering about division problems (only in a numerical setting) at primary school. Situations and students’ work are analyzed by means of a double theoretical framework: the theory of situations and the theory of conceptual fields (Vergnaud 1991). The analysis focuses mainly on classroom interactions and on the didactic memory from both the teacher perspective and the learner perspective: in particular, it not only investigates how didactic memory is managed by the teacher, but also how students recall past events or reread those events in a-didactic situations.  相似文献