Critical Thinking: Art Criticism as a Tool for Analysing and Evaluating Art,Instructional Practice and Social Justice Issues          下载免费PDF全文

Jeffrey Broome  Adriane Pereira  Tom Anderson 《The International Journal of Art & Design Education》2018,37(2):265-276

Recent educational initiatives have emphasised the importance of fostering critical thinking skills in today's students in order to provide strategies for becoming successful problem solvers throughout life. Other scholars advocate the use of critical thinking skills on the grounds that such tools can be used effectively when considering social justice issues. In this article we make the case that the teaching and learning strategies of analytic art criticism can serve as fundamental tools used not just for the study of art but can also centre critical thinking and analysis in all aspects of the art education curriculum. Our argument begins with a review of literature on the use of art criticism for critical thinking and meaning making. Then we describe our efforts to address critical thinking with our students by using the critical analysis model of art criticism and applying it to learning environments for forming reasoned judgments about teaching and learning, and also as springboard for examining social justice issues. We believe that promoting this form of affectively driven, intellectually guided critical thinking makes our students potentially more successful not just in their encounters with art and education, but also in their lives as human beings beyond school.  相似文献   

Determinants for the commitment relationship maintenance between the alumni and the alma mater     

Ilda Maria Pedro  Luis Nobre Pereira  Hélder Brito Carrasqueira 《Journal of Marketing for HIGHER EDUCATION》2018,28(1):128-152

This study aims to find determinants for the commitment relationship between alumni and alma mater. Based on the literature, satisfaction and image are proposed as drivers of commitment. A survey applied to 2544 alumni in a Portuguese university provides data analyzed through a structural equation modeling technique. The results present ‘image of education’, ‘image of communication’ and ‘satisfaction with social and academic environment’ as determinants of the commitment relationship, which provide important clues for the marketers’ decision-making process when developing activities geared towards alumni. This process should emphasize aspects relating to their willingness to give back, academic and relationship quality, and institutional values. Within the Higher Education market, this study underscores the need to maintain and reinforce the relationship with alumni, and contributes to the scarce Portuguese literature on alumni matters.  相似文献   

Model-based reasoning in a year 10 classroom     

Sally-Anne Stephens  Campbell J. McRobbie  Keith B. Lucas 《Research in Science Education》1999,29(2):189-208

Studies have shown that secondary school students experience difficulties making scientific models meaningful, yet explanatory models are central to the development of scientific understanding. This study investigated the extent and nature of students' model-based reasoning in a laboratory investigation. It was an interpretive study involving a single Year 10 Science class investigating the influence of six factors on electrical resistance. Before commencing their practical investigations students were re-familiarised with the “electron drift” model of metals. Data sources included videotapes of classroom interactions, audiotaped interviews with students, student workbooks showing their experimental procedures and results, and explanations of those results. The research suggests that spontaneous use of the model in explanations increased over the duration of the task but that the explanations were restricted mainly to model-based reasoning with lower order relational mapping. Even after further formal instruction on the model after the initial experimental investigations, many students were still unable to use the model effectively, displaying mainly the same level of reasoning. As model-based reasoning is an important part of learning some aspects of science, it is imperative that science educators take appropriate steps to facilitate the development of such reasoning in appropriate contexts.  相似文献   

Anaphoric reference strategies used in written language productions of deaf teenagers     

Guarinello AC  Pereira MC  Massi G  Santana AP  Berberian AP 《American annals of the deaf》2008,152(5):450-458

There are few researchers who analyze written productions by deaf individuals; there are also few researchers who discuss the knowledge these people have about written text comprehension and production. For the present study, the investigators analyzed 16 written productions by four deaf individuals based on the anaphoric reference concept as recently proposed in textual linguistics (see, e.g., I. V. Koch & L. A. Marcuschi, 2002). It is important to show that referential progression is one of the textual aspects capable of giving stability and continuity to written productions; referential progression is also relevant to discursive coherence. The results of the writing analysis in the present study show that deaf individuals can learn to use expressive resources that are available in the Portuguese language and can use reference strategies, as long as these individuals can interact with a partner who knows Portuguese.  相似文献   

The advising system: An alternative model related to the evaluation of self-directed learning     

James T. Decker Ph.D.  John R. Redhorse Ph.D.  Gerald R. Lucas Ph.D. 《Innovative Higher Education》1978,3(2):68-74

The proposed advising model focuses on creative learning. To operationalize such a model, there must be not only structural but behavioral changes in the existing system. This requires that professional educators have special concern for the quality of relationships between faculty and students. In a program which focuses on creative learning, most students need assistance in developing the understanding and skill necessary for creative learning. An alternative advising model is proposed, therefore, which enhances the behavioral requirements. The alternative model views the advising function as a teaching-consulting function with a priority goal of helping the student learn the art of self-evaluation as a prerequisite to life-long learning.  相似文献   

Testing Role Models’ Differential Effect on Use of Aggressive Compliance Gaining Strategies     

Kristen Eis Cvancara  Lucas Youngvorst  Virginia Otto  Christopher Brown 《Communication quarterly》2016,64(1):36-54

Using a repeated measures design, this empirical study confirmed that a differential relationship exists between significant role models’ use of aggressive compliance gaining strategies (ACGS) and an individual’s use of the same in romantic and non-romantic interactions. As expected, peer use was found to have the strongest relationship to individual use of ACGS with romantic partners. Unexpected was the similarity in strength of parent and peer use to individual use of ACGS with non-romantic partners. Relevance and opportunity are mechanisms used to explain role model impact as an antecedent variable of ACGS use. Future studies to advance theory regarding aggressive communication are discussed.  相似文献   

Student teachers' attitudes toward science and science teaching     

Keith B. Lucas  John H. Dooley 《科学教学研究杂志》1982,19(9):805-809

Attitudes toward science and science teaching are the subject of a mounting body of research on teachers. A widely used instrument developed by researchers in the United States appears to be relevant to the Australian context and was considered appropriate for measuring attitudes of preservice student teachers attending a College of Advanced Education in Brisbane. The findings suggest that much more effort needs to be concentrated on fostering desirable attitudes toward science and the teaching of science among future primary school teachers.  相似文献   

Explaining as Mediated Action     

Alexsandro Pereira de Pereira  Paulo Lima Junior  Renato Felix Rodrigues 《Science & Education》2016,25(3-4):343-362

Explaining is one of the most important everyday practices in science education. In this article, we examine how scientific explanations could serve as cultural tools for members of a group of pre-service physics teachers. Specifically, we aim at their use of explanations about forces of inertia in non-inertial frames of reference. A basic assumption of our study is that explanatory tools (e.g., typical explanations learned) shape the ways we think and speak about the world. Drawing on the theory of mediated action, analysis illustrates three major claims on scientific explanations: (1) explaining is an act of actively responding to explanations presented by others (and not only to evidence itself); (2) the actual experience of explaining involves the enactment of power and authority; (3) resistance (not acknowledging an explanation as one’s own) might be a constitutive part of learning how to explain (hence, teachers could approach scientific explanation in a less dogmatic way). These assertions expand the possibilities of dialogue between studies of scientific explanations and the social sciences. Implications for science teaching and research in science education are presented.  相似文献   

The effectiveness of orienting students to the physical features of a science museum prior to visitation     

David Anderson  Keith B. Lucas 《Research in Science Education》1997,27(4):485-495

This paper reports on a study in the area of informal science education in the contexts of science museums. The research focused upon two areas: first, perceived novelty and its effect on cognitive learning in year eight students visiting an interactive science museum; second, the links between exhibits which were most frequently recalled and exhibits which students later recalled as being interesting and puzzling. Results on a post-test of cognitive learning of concepts and principles associated with the exhibits suggested that students who underwent novelty reducing pre-orientation to the physical environment and had prior visitation experience learned more than their counterparts. Gender did not influence learning when perceived novelty level and prior exposure were considered. Furthermore, the most frequently recalled exhibits shared a combination of characteristics such as large physical size, prominence in the exhibit galleries, and the diversity of sensory modes that they employed. Finally, it appears that cognitive learning is likely to occur for exhibits which are most memorable.  相似文献   

Factors of success: building and sustaining teaching professional development opportunities for doctoral students and postdocs     

Lucas B. Hill  Ann E. Austin  Bipana Bantawa  Julia N. Savoy 《高等教育研究与发展》2019,38(6):1168-1182

ABSTRACT

This paper examines the key issues and elements to consider in developing and sustaining teaching development programs for doctoral students and postdoctoral scholars in connection to a large multi-institutional, higher education reform network. Based on interviews with 47 participants at eight member institutions and the central administration of the Center for the Integration of Research, Teaching, and Learning (CIRTL), we found five major components: campus culture, the program’s organizational placement, program leadership, program logistics, and the benefits acquired from adopting and adapting network ideas, knowledge, and resources.  相似文献