Science Education in Review: Response to the Secretary’s Summit of 2004     

David D. Kumar  Kent J. Crippen 《Journal of Science Education and Technology》2005,14(2):143-145

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Rethinking the Boundaries of Cognitive Load Theory in Complex Learning     

Kalyuga  Slava  Singh  Anne-Marie 《Educational Psychology Review》2016,28(4):831-852

Educational Psychology Review - In the traditional framework of cognitive load theory, it is assumed that the acquisition of domain-specific knowledge structures (or schemas) is the only...  相似文献   

Informatics Curricula and Teaching Methods     

Rahul Kumar 《Education and Information Technologies》2006,11(1):93-97

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Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India     

Fang-Ying Yang  Kaushal Kumar Bhagat  Chia-Hui Cheng 《International Journal of Science Education》2019,41(10):1347-1365

The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics backgrounds were involved in the study. Students’ epistemic beliefs in science were assessed by the SEV questionnaire, while their reasoning performance and learning experiences were prompted by open-ended questions and survey items. Content analysis was performed to analyze their scientific reasoning, and correlation analysis, t tests and ANOVA were applied to reveal the associations between variables. The results showed that students from both countries differed in epistemic beliefs in the dimensions of certainty, development and justification. While few students from either country performed successfully in identifying genuine evidence and giving full rebuttals, Taiwanese participants seemed to demonstrate slightly better scientific reasoning. It was found that the Indian students were more balanced in receiving structured and engaged learning experiences. Varying associations for the students from the different countries were found between epistemic beliefs and scientific reasoning performance, and between epistemic beliefs and science learning experiences.  相似文献   

Group Identity,Individual Autonomy and Education for Human Rights   总被引：1，自引：0，他引：1  

B. R. Singh 《Educational studies》1994,20(1):87-103

The United Nations Declarations of Human Rights (1948) express an ideal for the protection of cultural rights of everyone. They propose an education that is multicultural and non‐discriminatory and recognise that parents have the right to choose their children's education. Article 13.3 of the International covenant on Economic and Social and Cultural Rights gave parents the right to choose for their children “schools other than those established by public authorities to ensure the religious and moral education of their children in conformity with their own convictions”. The paper feels uneasy with this principle that grants parents the right to educate their children in conformity with their own convictions. Such rights could result in restricting the education of children to the narrow framework of parental beliefs and values that could be antithetical to social harmony, individual autonomy and equal opportunity. The question is, should such a right be extended to all parents including those who believe in racial superiority, in apartheid, Nazism or Fascism or in the inherent intellectual differences between boys and girls? The paper discusses some of these issues and asks how can the best interests of the child be served in a pluralist, multicultural, multiracial society. The paper acknowledges that in a pluralistic democratic society there will always be tensions between the public interests, the interests of the group and the interests or autonomy of the individual. These interests are discussed within the framework of fundamental human rights, common or separate schooling and multicultural education. The paper sees these as interrelated issues which are connected with group identity and equal opportunity. Where these interrelated issues conflict, the paper takes the stance that the rights and the autonomy of the individual should take precedence over the others, especially if the notion of human rights and human dignity is to be preserved in practice. This is obviously a controversial issue and the hope is that the paper will open up these issues for further discussion and debate.  相似文献   

Cyberkids: Children in the Information Age, Sarah L. Holloway and Gill Valentine     

Rahul Kumar 《Education and Information Technologies》2003,8(4):383-386

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Mathematics in ancient India     

Amartya Kumar Dutta 《Resonance》2004,9(1):61-63

Inadvertently, an earlier draft of this article got printed in the November 2003 issue and, since the new draft clarified some of the points, the section ‘Brahmagupta’s lemma and modern algebra’ of the final draft and a few small remarks are being reprinted for the reader’s convenience. The error is regretted.  相似文献   

Intergenerational Communication in Immigrant Punjabi Families: Implications for Helping Professionals     

Kamala Elizabeth Nayar  Jaswinder Singh Sandhu 《International journal for the advancement of counseling》2006,28(2):139-152

This paper is an extension of the primary author’s post-doctoral research on the Sikh diaspora in Vancouver, Canada. Drawing upon the orality, literacy and ‘analytics’ (critical inquiry) paradigm, the paper delineates the distinctive communication patterns that characterize each of three generations in the Punjabi community in that location. A sample intergenerational dialogue in the counselling context is provided to demonstrate the nature of fluidity in communication, and the implications for helping professionals are discussed.  相似文献   

‘Whatever she may study,she can’t escape from washing dishes’: gender inequity in secondary education – evidence from a longitudinal study in India     

Renu Singh  Protap Mukherjee 《Compare》2018,48(2):262-280

Using unique panel data from Young Lives study conducted in undivided Andhra Pradesh, India, this mixed-method paper analyses gender differentials in completion of secondary education. Results show biased secondary school completion rates in favor of boys. Probit regression results highlight certain variables such as mothers’ education, wealth, high self-efficacy, early reading skills, lower birth order, and not engaging in more than two hours of domestic work and paid work at age 12, as positively associated with educational outcomes for girls. Decomposition analysis highlights that engaging in domestic chores at age 12 is the most contributory factor (36%) for the persisting gender gap. The other unexplained contributory factors may well be existing discriminatory social norms and son preference, which is captured by the qualitative case studies. The findings suggest that unless we are able to address persisting gender norms, universalizing secondary education with gender equity, will remain a distant dream.  相似文献   

Web &; Wild     

Bibek Bhattarai  Mike Wong  Rahul Singh 《TechTrends》2003,47(2):68-68

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