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Elin Eriksen Ødegaard 《Early Years: An International Journal of Research and Development》2006,26(1):79-92
To elaborate narratives, toddlers are dependent on adult co‐construction. Both children and teachers make meaning and learn together. This article examines what themes toddlers introduce in mealtime conversations in preschool. The object of analysis is 39 toddler‐initiated co‐narratives constructed by toddlers and teachers in 15 videotaped meals during a case study in Norway in 2003/2004. (In Norway children from one to six years old attend preschool.) The results unfold variations of co‐narratives about important life themes. Emotions not only influenced what was said and how it was said, they also constituted issues in children's lives. The stories were about anger, fear, loss and desire. The utterances and voices in the co‐narrations bear a polyphony of cultural meaning. 相似文献
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This paper is a phenomenological critique of a particular trend in educational research and practice, which is identified as cognitivism. The basic feature of this trend is a one-sided and exclusive focus on conceptual cognition and concept formation, with a simultaneous neglect of sense experience. It is argued that this kind of thinking is the result of the reception by education of epistemological theories, which have an objective alien to that of education, which is the all-round development of human personality. The discussion draws mainly upon the philosophies of Dewey, Husserl and Merleau-Ponty. It is argued that present, mainstream theories of science education need to be complemented with phenomenological perspectives. This would make the transition from immediate lifeworld experience to the idealizations of scientific theories less difficult for students. It would also contribute towards less alienation between man and nature. 相似文献
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The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’ perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students’ mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’ needs for support in school activities. 相似文献
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Awareness of the backwash effect of assessment: A phenomenographic study of the views of Hong Kong and Swedish lecturers 总被引：1，自引：0，他引：1
An effective way to change student learning is to change the form of assessment. This has become known as the backwash effect of assessment. However, academic teachers ways of understanding the role of assessment in student learning are also important. This paper reports a phenomenographic study of the views of the role of assessment amongst Swedish and Hong Kong university teachers. The results are described in eight categories of conceptions, placed within a two-dimensional outcome space. The two dimensions are (1) the relation between teaching and assessment, and (2) the focus of the backwash effect. The results indicate that two features of the described conceptions are critical for changing teachers views of the role of assessment. One is the way one understands the significance of basic knowledge in ones discipline while the other is whether one looks upon the relation between teaching and assessment as being of an internal or external nature. As much research literature points out, to bring about changes in approaches to teaching and learning you must first bring about changes in conceptions of teaching and learning. To utilize assessment to improve student learning, teachers need to be made aware of the need of such improvement and of the role assessment can play in this process. On the basis of research such as that reported in this paper, staff developers could develop workshops or other strategies, which can accomplish this task. 相似文献
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Conceptions of learning among Nepalese students 总被引：1，自引：1，他引：1
The paper presents a phenomenographic study of conceptions of academic learning among Nepalese students. Students from various disciplines at the Tribhuvan University in Kathmandu were interviewed about their understanding and experience of learning. The results are related to previous studies in Nepal, using Biggs Study Process Questionnaire and written responses to open questions. They are also compared to similar phenomenographic studies carried out in the East as well as the West. The present study indicates, among other things, that Nepali students look upon memorising and understanding as interlinked in a way not usually found among Western students. The results are described within a two-dimensional outcome space, derived from previous studies of learning experience conducted in various cultural settings, and providing a general framework for different conceptions of learning. 相似文献
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Lately, a deliberative conception of democracy has gained influence in policy debates throughout Europe. Individuals are here seen to be fostered into responsible, mature – democratic – citizens by being involved in dialogue. In the 1990s, calls for ‘democratic education’ intensified in Sweden. This article analyses two pedagogical models influenced by programmes developed in the USA that have recently had a great impact in Swedish schools and elsewhere, Social and Emotional Training and Aggression Replacement Training, both teaching pupils the ‘art of democratic deliberation’. By analysing manuals and interviews with school staff, we find that both models are based on the idea that through constant dialogue, pupils develop a ‘democratic mentality’. Referring to Foucault, this kind of dialogue can be seen as a technology of confession, where pupils are encouraged to reflect upon themselves and their behaviour, abilities and qualities as a way to change themselves and become democratic subjects. 相似文献