Understanding curriculum as geo/biospheric text     

Bigloo  Fay  Scott  Sandra  Adler  Douglas 《Prospects》2021,51(1-3):117-128

PROSPECTS - The world is experiencing crises related to the cascading effects of anthropization. These crises result from imperialist and capitalist practices that categorize and exploit the other...  相似文献   

The Development of Chemical Language Usage by “Non-traditional” Students: the Interlanguage Analogy     

Rees  Simon  Kind  Vanessa  Newton  Douglas 《Research in Science Education》2021,51(2):419-438

Research in Science Education - Students commonly find specialist scientific language problematic. This study investigated developments in chemical language usage by six non-traditional students...  相似文献   

The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: an empirical analysis from the secondary sector     

Derek Glover  Douglas Averis  Victoria Door 《Learning, Media and Technology》2007,32(1):5-20

There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas.  相似文献   

Task of the teaching life: Self through bakhtinian dialogue and ideological engagement     

Douglas McKnight 《Interchange》2004,35(3):281-302

This article describes Mikhail Bakhtin’s 20^th century work on dialogue as it may serve one engaged in the teaching as a vocation and existential pursuit rather than as a job or profession. Dialogue, as theorized by Bakhtin, within the pedagogical real, potentially becomes a mod of being through which the individual engages in the project of selfhood, a task basic to the human enterprise. For Bakhtin, dialogue was in part a structure within and through which we come to consciousness and give flesh and meaning to our existence. According to Bakhtin, the structure of self is dialogical and unfinalizable, meaning that each individual comes to consciousness through dialogue with some other. From a Bakhtinian perspective, the, selfhood as a dialogical formation constitutes a fundamental relation by which we much participate without end, making dialogue an unavoidable social activity immersed in language.  相似文献   

Reward pretraining and discrimination learning set     

Douglas L. Medin 《Learning & behavior》1974,2(4):305-308

Pigtailed monkeys were trained on discrimination problems involving objects that had been previously paired with reward, previously paired with nonreward, or objects not associated with any pretraining. In two separate studies, no differences on these various problem formats were observed, but performance improved considerably with practice. These results are contrary to the theories for learning set formation of Spence and Medin.  相似文献   

Appendix: Summary of Versions of the Dimensional Change Card Sort Used     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):120-123

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Language preferences of freshman chemistry students: An exploratory study     

Douglas M. Hill  Sheldon R. Baker  Lawrence H. Talley  Malcolm D. Hobday 《科学教学研究杂志》1980,17(6):571-576

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Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom     

Pierson  Ashlyn E.  Brady  Corey E.  Clark  Douglas B. 《Journal of Science Education and Technology》2020,29(1):101-119

Journal of Science Education and Technology - This paper describes the work done by sixth grade students to achieve and sustain productive and personally meaningful lines of inquiry with...  相似文献   

Raising and levelling the learning bar in central and Eastern Europe     

J. Douglas Willms  Thomas M. Smith  Yanhong Zhang  Lucia Tramonte 《Prospects》2006,36(4):411-418

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Current conceptions of literacy – insights from work with children and older learners with sensory needs     

Linda Watson  Graeme Douglas  Liz Hodges  Mike McLinden  Nigel Hall 《Journal of Research in Special Educational Needs》2004,4(2):82-90

There have been many efforts to conceptualise literacy, both in terms of its essence and component parts, but it has proved difficult to define. This paper considers work that is undertaken with children and older learners with sensory needs in order to promote the early stages of literacy. Recent government initiatives aimed at fostering literacy development have caused teachers of children with sensory needs to re-examine their practice. The paper discusses early literacy as part of children's attempts to communicate and describes children with sensory needs engaging in a range of activities that are termed 'literacy' by those working with them. By taking into account these activities, the authors endeavour to throw light on the broader questions around concepts of literacy.  相似文献