E‐books in practice: the librarian's perspective     

Rafael BALL 《Learned Publishing》2009,22(1):18-22

It has become unimaginable to provide information – particularly scientific information – without e‐books. They have become part of today's combination of media, which includes printed books and journals, e‐journals, e‐books, and databases. When e‐books first appeared on the market, librarians very quickly formulated their key requirements. The most important requirement is functionality: it must be possible to look through a book chapter by chapter, and also to get a quick overview of a comprehensive monograph. Usage arrangements, including concurrent usage and use for interlibrary loans, are also important. The use of uniform technical standards increases the acceptance of e‐books.  相似文献   

Embodied cognition as grounding for situatedness and context in mathematics education   总被引：1，自引：0，他引：1  

Rafael E. Núñez  Laurie D. Edwards  João Filipe Matos 《Educational Studies in Mathematics》1999,39(1-3):45-65

In this paper we analyze, from the perspective of 'Embodied Cognition', why learning and cognition are situated and context-dependent. We argue that the nature of situated learning and cognition cannot be fully understood by focusing only on social, cultural and contextual factors. These factors are themselves further situated and made comprehensible by the shared biology and fundamental bodily experiences of human beings. Thus cognition itself is embodied, and the bodily-grounded nature of cognition provides a foundation for social situatedness, entails a reconceptualization of cognition and mathematics itself, and has important consequences for mathematics education. After framing some theoretical notions of embodied cognition in the perspective of modern cognitive science, we analyze a case study – continuity of functions. We use conceptual metaphor theory to show how embodied cognition, while providing grounding for situatedness, also gives fruitful results in analyzing the cognitive difficulties underlying the understanding of continuity. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Group-Work In Primary Education: An Analysis Of Textbooks In Spain     

Mariangeles?De La?Caba ColladoEmail author  Rafael?Lopez?Atxurra 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(5-6):439-458

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Development and evaluation of a biomechanics concept inventory     

Knudson D  Noffal G  Bauer J  McGinnis P  Bird M  Chow J  Bahamonde R  Blackwell J  Strohmeyer S  Abendroth-Smith J 《Sports biomechanics / International Society of Biomechanics in Sports》2003,2(2):267-277

To help instructors in evaluating innovations in biomechanics instruction, a standardised test of the key concepts taught in the introductory biomechanics course was developed. The Biomechanics Concept Inventory (BCI) consists of 24 questions that test four prerequisite competencies and eight biomechanics competencies. Three hundred and sixty seven students from ten universities throughout the United States took the test at the beginning and the end of the introductory biomechanics course. Analysis of a sub-sample of the students showed that the BCI was reliable with typical errors in internal consistency and test-retest conditions of 1.4 and 2.0 questions, respectively. Mean pre-test scores (8.5 +/- 2.0) significantly (p < 0.0001) improved to 10.5 +/- 3.2 in the posttest (n = 305). Typical biomechanics students could correctly answer half of the prerequisite questions on the pre-test. Instruction resulted in a mean normalised gain (g) of 13.0% of maximum possible improvement that was consistent with research on traditional instruction in introductory physics courses. It was concluded that the BCI could be an effective tool to evaluate the overall effect of pedagogical strategies on student learning of key biomechanical concepts in the introductory biomechanics course.  相似文献   

Culture and Commerce at a Postwar Publisher     

Rafael Chaiken 《Publishing Research Quarterly》2018,34(4):485-503

The tension between commerce and culture has long been recognized as characteristic of the publishing industry. Publishers seek to put forth quality works of cultural significance yet are constrained by the need to earn a profit. This article is a case study of how this conflict played out at a postwar New York City company, Storm Publishers. Storm was a one-person operation run by Alexander Gode-von Aesch, a German immigrant best known for his work as a linguist and translator. Gode founded the company in 1947 to publish The End Is Not Yet, a pacifist novel by the German playwright Fritz von Unruh. Storm went on to publish a diverse array of scholarly and trade books until it was dissolved in 1958. The article analyzes how Gode pursued a number of strategies—relying on personal connections, developing relationships with celebrities, purchasing advertisements, soliciting reviews, cutting costs, generating subsidiary rights income, and sheer tenacity and audacity—in order to compete with larger and more established Manhattan publishers. It argues Gode harbored a contradictory attitude toward the culture–commerce dichotomy, asserting that his aim was to distribute quality works that could not make a profit while at the same time publishing books aimed at bolstering his balance sheet and lamenting others’ lack of sales. As the first history of Storm Publishers, the article sheds light on the midcentury New York publishing industry and how a small firm sought to claim a place in the postwar intellectual economy.  相似文献   

Marxism in Vygotskian approaches to cultural studies of science education     

Paulo Lima Junior  Fernanda Ostermann  Flavia Rezende 《Cultural Studies of Science Education》2014,9(3):543-566

In this paper we initially address the main categories of Marxism, illustrating how Vygotsky has appropriated them as mediational meta-theoretical tools for building concepts for his psychological approach. In order to investigate the influence of Marxism in cultural studies of science education, we make an account of how current research, sustained by Vygotsky’s original and successor theories, has been appropriating meta-theoretical categories of dialectical materialism. Once we identified Cultural Studies of Science Education as a journal that would probably concentrate papers that follow these perspectives, we decided to take it as the context of this study. In the process of selecting the corpus to be reviewed from the editions published from 2006 to 2011, we have found that 16 % of the articles that matched keywords denoting frameworks related to the Vygotskian tradition developed and appropriated the categories of dialectical materialism. The quality and originality of contemporary development of CHAT denote that this framework has been playing a very important role in recent expansion of Vygotskian approaches to research in science education. Among the papers that we considered to develop and appropriate Vygotskian frameworks, incompletion in the appropriation of meta-theoretical categories of dialectical materialism and the misusage of dialectics intertwined with dialogism were highlighted. Our findings suggest that overcoming these limitations can enhance political analysis of sociocultural phenomena in the context of science education. It also represents a strengthening of the role of dialectical materialism in expanding sociocultural perspectives toward a better articulation between individual and institutional-centered analyses.  相似文献   

Modified team‐based learning strategy to improve human anatomy learning: A pilot study at the Universidad del Norte in Barranquilla,Colombia          下载免费PDF全文

Emilio G. Martínez  Rafael Tuesca 《Anatomical sciences education》2014,7(5):399-405

As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team‐based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the course, student's grades on mid‐term examinations and students' perceptions of their experiences. Students reported a positive attitude toward the use of the TBL sessions, and the results showed a significant improvement in their learning between the first and second sessions. Significantly positive correlations (P < 0.05) were obtained between (a) the individual students' readiness test performance 1 and mid‐term examination 1, (b) the individual readiness test performances from Session 1 to Session 2, and (c) the group readiness test performances from the first and second sessions. These results point to positive learning experiences for these students. Analyses of the students' reflections on their activities also pointed toward future challenges. Anat Sci Educ 7: 399–405. © 2014 American Association of Anatomists.  相似文献   

Teachers negotiating discourses of gender (in) equality: the case of equal opportunities reform in Andalusia     

Mercedes Cubero  Mª Ángeles Rebollo  Rosario Cubero  Rafael García  Luisa Vega 《Gender and education》2015,27(6):635-653

This article is focused on the analysis of the narratives produced by a group of teachers, experts in coeducation, while they were discussing their everyday activities. They are responsible for the implementation of a Plan for Gender Equality in public secondary schools in Andalusia (Spain). This study is based on contributions about doing gender view, according to which gender is not an attribute of individuals, but a way of making sense of interactions and practising a complex system as functioning on three levels: sociocultural, interactional, and individual. We use these levels to understand gender culture in schools through teachers’ discourse. Our interest lies particularly in the meanings, contradictions, difficulties, and conflicts experienced by expert teachers in co-education. Our study was based on group discussions with teachers in charge of the plan for equal opportunities between women and men in school settings. Results show teachers’ conflicts about meanings and how they are supposed to apply the Equality Plan. We observed interactional levels during these conflicts and analysed how teachers construct and validate their discourse.  相似文献   

Kindergarten and First-Grade Students’ Understandings and Representations of Arithmetic Properties     

Ramirez Ucl&#;s  Rafael  Brizuela  B&#;rbara M.  Blanton  Maria 《Early Childhood Education Journal》2022,50(2):345-356

Early Childhood Education Journal - We present a study that explores Kindergarten and first-grade students’ understandings and representations of arithmetic properties. The 16 students...  相似文献   

A model of equitable and sustainable redistribution of knowledge     

Ana María Delgado García  Rafael Oliver Cuello 《Educational technology research and development : ETR & D》2010,58(6):781-790

Education is one of the pillars in which a Welfare State is effectively based on in order to achieve an equitable distribution of wealth. In contemporary society, knowledge and education are among the most appreciated goods, and everyone should have the right to acquire them, without distinction of gender, race, age, health or religion. From our experience of over 15 years at the Universitat Oberta de Catalunya we can claim that virtual learning makes access to education easier for certain population strata, whereas otherwise, they would be excluded from such a right. A very significant group of students to consider are women with family burdens who, thanks to this kind of education, are able to gain access to higher education for the first time in their lives and at their maturity ages. Another significant group is students with disabilities, for whom virtual education makes it possible to get training in fields for which it would be more difficult to get in the case of the non-virtual university. Geographic factors are also relevant, since virtual education has provided rural areas and other places with poor infrastructures with a chance to gain access to higher education. This brings with it a redistribution of wealth among territories, and also among different social strata with fewer resources and limitations to commute long distances to higher education institutions. Another issue that needs pointing out is virtual communication. As it is asynchronic, it can lead to a high degree of reflection. All these elements enable us to have a virtual discussion about cultural and linguistic issues which have huge educational value.  相似文献