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This literature review provides an overview of recent studies on the introduction of nanosciences and nanotechnologies in secondary education. Four salient research topics have emerged: questions and reflections preceding curriculum development on nanosciences and nanotechnologies lessons; research on students’ conceptualisations of nano‐related concepts; the use of haptic tools to teach nanosciences and nanotechnologies; and professional development for secondary schools teachers. In a final critical discussion, the lack of studies in the literature considering nanosciences and nanotechnologies as a socioscientific issue in secondary education is emphasised. In addition, implications for future research as well as suggestions for nanosciences and nanotechnologies curriculum development are considered. 相似文献
22.
Ides Nicaise 《European Journal of Education》2012,47(2):327-342
Whereas in 2000 the EU had heralded the knowledge-based society with as its motto ‘with more and better jobs and stronger social cohesion’, the past decade has led to greater inequality and (at best) a status-quo in poverty. EU2020 seems to acknowledge this failure and aims to reconnect social inclusion with the knowledge-based strategy. This article discusses the education-inequality nexus and shows what strategic and institutional measures need to be implemented for a ‘smarter’ social inclusion policy: a better balance between knowledge-intensive and knowledge-extensive policies, an extension of EU anti-discrimination law in the field of education, integration of the OMC in education and training with the social OMC (including the social re-orientation of the structural funds), and peer learning focused on structural reform of E&T systems. 相似文献
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This paper proposes a historical analysis of the development of teaching roles at Aalborg University Centre in its first 10 years. The research highlights three processes through which the interpretation of the new ‘supervisor’ roles was constructed within the problem-oriented, project-based educational model of AUC. First, the authors show that the institutional framework for teaching roles was deliberately left open to significant interpretation from the various faculties of the university; second, the critical theoretical model that had served as a guideline for the inception of project work in Roskilde failed to make an impact in Aalborg, whereas teachers from AUC were more receptive to constructivist psychology as a theoretical framework for practice; third, through community-building and negotiation within the faculties, different interpretations of teaching roles emerged in the different disciplines. The paper closes with a reflection on the implications of these findings for the more general context of higher education. 相似文献
24.
Michel Nicolas Guillaume Martinent Guillaume Millet Virginie Bagneux Marvin Gaudino 《Journal of sports sciences》2019,37(16):1831-1839
This research examined the time courses of emotions in sport settings (anxiety, dejection, anger, happiness, excitement) experienced by mountain ultra-marathon (MUM) runners within the month following a demanding MUM race and the role of emotional intelligence (EI) in these time courses. A six-wave one-month longitudinal design was used with one measurement point within two days before the race to measure EI and five time points within the month following the race to assess emotions experienced among a sample of 29 runners. Results of multilevel growth curve analyses showed significant linear decreases of dejection and anxiety and a significant linear increase of anger. EI was related to the intercept (level at the end of the MUM race) of happiness, excitement and dejection. Moreover the interaction of EI with time was associated with happiness, excitement and anger. This means that high and low emotional intelligent runners exhibited distinct trajectories of emotional intelligence within the month following the MUM race. Indeed, trait-EI appeared to have a protective role against stress process leading to emotional adjustment within the recovery period following an ultra-endurance event. As such, consultants and coaches could conduct specific program over the sport season designed to enhance trait-EI of MUM runners. 相似文献
25.
Toward an Understanding of Authentic Learning: Student Perceptions of an Authentic Classroom 总被引：1，自引：0，他引：1
Nicaise Molly Gibney Terresa Crane Michael 《Journal of Science Education and Technology》2000,9(1):79-94
Advocates of educational reform often describe classroom instruction as inauthentic. That is, most classroom learning activities are structured around artificial contexts for learning, and students only engage in tasks and remember information at superficial levels. Some teachers are attempting to break traditional classroom practices by creating authentic contexts for learning. To date, most of the research on authentic classrooms has described the processes teachers have used to develop the classroom environment (learning activities, resources, etc.); however, few have examined authentic classrooms from the students' perspective: “What do students think about authentic classrooms?” The purpose of this qualitative study was to examine a unique learning environment at a large, Midwest high school to understand how students perceived that environment. Most of the students reported a positive experience and described the classroom as fun and exciting with real-world relevance. However, there were several students who did not share these views, and many students were not successful.
相似文献26.
Knowledge constructing through hypermedia authoring 总被引：1，自引：0，他引：1
Molly Nicaise Michael Crane 《Educational technology research and development : ETR & D》1999,47(1):29-50
According to prominent learning theorists, learning is much more than gathering information in a well-designed, teacher-centered environment; learning is promoted when students pursue individual interests, when they build on prior knowledge, and when they engage in hands-on and authentic activity. Although a great deal of literature exists describing ideals such as these, research examining the implementation of these ideals in classrooms is scarce, and using technology for more than information giving is even scarcer. The purpose of this study was to examine a graduate course at a large, Midwestern university to discern how educational theory translates into classroom practice. In the course, students learned about educational theory by designing and creating a hypermedia chapter for a World Wide Web-based book. Qualitative data were collected across a 16-week semester and revealed both student and teacher perspectives regarding the course, including the strengths and limitations of a student-as-multimedia-author approach. The findings indicated that most all students were highly satisfied with the course, that some transferred learning, and that students developed skills and knowledge with instructional design, educational theory, and technology. 相似文献
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28.
Albe Virginie Venturini Patrice Lascours Jean 《Journal of Science Education and Technology》2001,10(2):197-203
Our paper deals with the use of mathematics when studying the physics of electromagnetism. We have concentrated on common electromagnetic concepts (magnetic field and flux) and their associated mathematical representation and arithmetical tools. Our studies showed that most students do not understand the significant aspects of physical situations. Students have difficulty in using relationships and models specific to magnetic phenomena (the construction of relationships between concepts, and the use of mathematical formalism). 相似文献
29.
Grant E. Gardner M. Gail Jones Virginie Albe Ron Blonder Antti Laherto Daniel Macher Manuela Paechter 《Research in Science Education》2017,47(5):1011-1029
Recent efforts in the science education community have highlighted the need to integrate research and theory from science communication research into more general science education scholarship. These synthesized research perspectives are relatively novel but serve an important need to better understand the impacts that the advent of rapidly emerging technologies will have on a new generation of scientists and engineers including their formal communication with engaged citizenry. This cross-national study examined postsecondary science and engineering students’ (n?=?254 from five countries: Austria, Finland, France, Israel, and USA) perspectives on the role of science communication in their own formal science and engineering education. More broadly, we examined participants’ understanding of their perceived responsibilities of communicating science and engineering to the general public when an issue contains complex social and ethical implications (SEI). The study is contextualized in the emergent technology of nanotechnology for which SEI are of particular concern and for which the general public often perceives conflicting risks and benefits. Findings indicate that student participants’ hold similar views on the need for their own training in communication as future scientists and engineers. When asked about the role that ethics and risk perception plays in research, development, and public communication of nanotechnology, participants demonstrate similar trajectories of perspectives that are, however, often anchored in very different levels of beginning concern. Results are discussed in the context of considerations for science communication training within formal science education curricula globally. 相似文献
30.
Karelis AD Fontaine J Messier V Messier L Blanchard C Rabasa-Lhoret R Strychar I 《Journal of sports sciences》2008,26(9):935-940
The purpose of this study was to examine the psychosocial correlates of cardiorespiratory fitness (VO2peak) and muscle strength in overweight and obese sedentary post-menopausal women. The study population consisted of 137 non-diabetic, sedentary overweight and obese post-menopausal women (mean age 57.7 years, s = 4.8; body mass index 32.4 kg.m(-2), s = 4.6). At baseline we measured: (1) body composition using dual-energy X-ray absorptiometry; (2) visceral fat using computed tomography; (3) insulin sensitivity using the hyperinsulinaemic-euglycaemic clamp; (4) cardiorespiratory fitness; (5) muscle strength using the leg press exercise; and (6) psychosocial profile (quality of life, perceived stress, self-esteem, body-esteem, and perceived risk for developing chronic diseases) using validated questionnaires. Both VO2peak and muscle strength were significantly correlated with quality of life (r = 0.29, P < 0.01 and r = 0.30, P < 0.01, respectively), and quality of life subscales for: physical functioning (r = 0.28, P < 0.01 and r = 0.22, P < 0.05, respectively), pain (r = 0.18, P < 0.05 and r = 0.23, P < 0.05, respectively), role functioning (r = 0.20, P < 0.05 and r = 0.24, P < 0.05, respectively), and perceived risks (r = -0.24, P < 0.01 and r = -0.30, P < 0.01, respectively). In addition, VO2peak was significantly associated with positive health perceptions, greater body esteem, and less time watching television/video. Stepwise regression analysis showed that quality of life for health perceptions and for role functioning were independent predictors of VO2peak and muscle strength, respectively. In conclusion, higher VO2peak and muscle strength are associated with a favourable psychosocial profile, and the psychosocial correlates of VO2peak were different from those of muscle strength. Furthermore, psychosocial factors could be predictors of VO2peak and muscle strength in our cohort of overweight and obese sedentary post-menopausal women. 相似文献