A study of Korean middle school students’ interests in biology and their implications for biology education     

Jung‐Lim Hong  Kew‐Cheol Shim  Nam‐Kee Chang 《International Journal of Science Education》2013,35(8):989-999

This study analyses middle school students’ interests in biology to provide information on instructional strategies and curriculum development in Korea. An instrument that measures interests was developed based on the middle school biology curriculum. It consists of 64 three‐point Likert‐type items (scores range from 0 to 2). The two components, ‘topic’ and ‘activity’, are composed of 64 items. The topic component and the activity component contain 11 domains and six domains respectively. Data were collected from 267 middle school students in Seoul (male: 169, female: 107). The levels of interest in topic and activity were almost the same and not high. The highest interest domains were ‘genetics’ in topics and ‘observing through a microscope’ in activities. The interest levels in the domain ‘plant morphology’ and ‘plant‐related activity’ were the lowest in each component. The interest level of the eighth graders was the highest found among students. Interest levels of females were lower than those of males in ‘environment and ecosystem’, ‘animal reproduction’ and ‘animal morphology’, but higher in ‘plant morphology’ and ‘plant related activity’ (p < 0.05). Among the topics, the ‘human biology’ domain correlated positively with the domains ‘genetics’, ‘environment and ecosystem’ and ‘respiration of animal and plant’. The correlation between the domains of ‘plant reproduction and nutrition’ and ‘plant development’ was significant in ‘activity’ (r > 0.50, p < 0.001). Consistencies in interests were suggested with respect to instructional strategy and curriculum design.  相似文献   

The Art of Using an Economics Hypermedia Learning Package     

Cher Ping Lim 《Educational Media International》2013,50(2-3):183-197

It is crucial to be acquainted with the art of using hypermedia learning packages in the educational context to ensure their successful integration into the learning environment. For these packages to enhance learning, they cannot be treated as an add-on, isolated from other aspects of the learning environment. Based on a case study of the use of WinEcon in the EC 103 (Using Maths in Economics) course at the University of Leicester, this paper highlights the importance of supporting ICT and non-ICT tools, the dialogic dimensions of learning and the pivotal role of the tutor in the economics course. L’art d’utiliser un module hypermédia de sciences économiques. Il est crucial de connaître l'art d'employer les hypermédias dans le contexte éducatif pour réussir leur intégration dans l'environnement d'apprentissage. Pour que ces modules renforcent l'apprentissage, ils ne peuvent être traités comme une simple adjonction isolée et indépendante des autres aspects de l'environnement d'apprentissage. Cet article est basé sur une étude de cas, l'utilisation de WinEcon dans le cours EC 103 (Utilisation des mathématiques en économie) de l'Université Leicester. Il souligne l'importance du rÔle des TIC considérées comme support et non comme outil, celle de la conception dialogique de l'apprentissage et enfin, le rÔle central du tutorat dans ce cours d'économie. Die Kunst ein Hypermedia-Lernmodul in der Wirtschaftslehre einzusetzen. Bei dem Einsatzes eines Hypermedia Lernmodul ist es von entscheidender Bedeutung mit dem pädagogischen Kontext genauestens vertraut zu sein, um somit eine erfolgreiche Integration in die Ausbildungsumgebung sicherzustellen. Damit diese Module die Lerneffektivität steigern, können sie nicht nur als Anhang betrachtet werden, also isoliert von anderen pädagogischen Aspekten. Basierend auf einer Fallstudie über den Einsatz von WinEcon im EC 103 Kurs (Mathematik in der Wirtschaft) an der Universität von Leicester, hebt unser Artikel die Wichtigkeit hervor, die mit der Unterstützung von ICTund Nicht-ICT-Werkzeugen, dem Dialog in die Bildung, und dem Tutor als Schlüsselrolle in unserem Kurs Wirtschaftslehre einhergehen.  相似文献   

Authenticity in learning for the twenty-first century: bridging the formal and the informal     

David Hung  Shu-Shing Lee  Kenneth Y. T. Lim 《Educational technology research and development : ETR & D》2012,60(6):1071-1091

The paper attempts to bridge informal and formal learning by leveraging on affordance structures associated with informal environments to help learners develop social, cognitive, and metacognitive dispositions that can be applied to learning in classrooms. Most studies focus on either learning in formal or informal contexts, but this study seeks to link the two. The paper proposes three tenets to augment de-contextualized learning in schools by putting back the: (a) tacit, (b) social-collective, and (c) informal. This paper seeks to advance the argument for a consideration of how formal learning might be made more authentic by leveraging the affordances of informal learning. Two case examples are illustrated. The first case shows learners operating in a virtual environment in which??through the collaborative manipulation of terrain??adopt the epistemic frame of geomorphologists. The case seeks to illustrate how the tacit and social-collective dimensions from the virtual environment might be incorporated as part of the formal geography curriculum. In the second case, interactions between members of a school bowling team highlight the contextualized and authentic metacognitive demands placed on learners/bowlers, and how these demands are re-contextualized??through metacognitive brokering??to the formal curriculum. Productive linkages are made between informal and formal learnings and anchored through learners?? authentic experiences.  相似文献   

Sport in Syonan (Singapore) 1942–1945: Centralisation and Nipponisation     

Lai Kuan Lim 《国际体育史杂志》2013,30(6):895-924

When Singapore surrendered to the Japanese, it was ironic that they promoted the British culture of sport. Sport became centralised and the political priority placed on sport by the Japanese government provided it with greater resources to develop than other cultural institutions. The direction and form of its development became more and more dictated by the state. Political function became the predetermining social force compared with such functions as class orcultural distinction. The increase in bureaucracy and complexity in the organisation of the institution of sport widened the network of interdependencies between the state and its subjects but, more significantly, the Japanese government also demonstrated the emotional quality of sport in facilitating political aggrandisement. Paradoxically, during this period of oppression the Japanese embraced the affective quality of sport in nationalising disparate social groups in Singapore. This article, embracing an Eliasian approach, investigates this critical phase in the development of sport in Singapore and reflects upon the notion the shifts in the governmental view of sport, physical education and physical fitness that emerged during the Japanese occupation were major preconditions and influences in the later development of the more centralised control of sport that emerged in independent Singapore.  相似文献   

Book reviews     

José E. Limón 《International journal of qualitative studies in education》2013,26(2):243-247

José Limón maintains that Professor Aguirre’s account may be construed as fundamentally a story of California, albeit one told from a Chicano perspective. It is based less on any red‐blooded forms of racism and more on the Roycean, Protestant, individualistic, comedic Anglo California that, in its relentless optimisms and perpetual newness, simply cannot bear witness to any traditions of tragedy or anything and anyone that would wish to speak of such.  相似文献   

Online software applications for learning: observations from an elementary school     

Lee Yong Tay  Cher Ping Lim  Shanthi Suraj Nair  Siew Khiaw Lim 《Educational Media International》2013,50(2):146-161

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Development of pre-service teachers’ information and communication technology (ICT) in education competencies in a mainland Chinese university     

Cher Ping Lim  Hanbing Yan  Xibei Xiong 《Educational Media International》2013,50(1):15-32

This paper examines how the design and implementation of a core teacher education course develops pre-service teachers’ information communication technology (ICT) in education competencies in a mainland Chinese university. This course adopted a four-component instructional design system to develop its curriculum, incorporated an inquiry-based learning approach to develop pre-service teachers’ pedagogical competencies, and used an online learning platform to facilitate the sharing of experiences of using ICT for teaching and learning. This case study demonstrates that innovative pedagogies together with more relevant course content supported by an online learning platform may enhance the effectiveness of a core ICT in education course.  相似文献   

Critical thinking,social education and the curriculum: foregrounding a social and relational epistemology     

Leonel Lim 《Curriculum Journal》2013,24(1):4-23

In this article, I examine the extent to which, given how critical thinking has been most commonly conceptualised and taught in schools, the subject indeed develops modes of thinking, relating and reasoning that allow individuals to collectively work towards the appreciation and solution of social problems. In the first section, I outline a number of perspectives among social studies researchers and educators that demonstrate the importance of developing critical thinking capacities in students. This is followed by, in the next section, a close examination of two widely popular approaches through which critical thinking is taught – one in the general school curriculum and the other within social studies lessons. I argue that in their current forms and for a number of reasons these understandings of critical thinking fall short of developing the social and relational dimensions of thinking that are more than a little necessary in fulfilling the raison d’être of the subject. Towards this end, the final section presents a social epistemological framework for the teaching of critical thinking in the school curriculum, highlights a number of principles of its application and provides some examples of its use in classrooms.  相似文献   

Las ideas de los alumnos sobre la ciencia como teorías implícitas     

Juan Ignacio Pozo  Maria del Puy Pérez  Angeles Sanz  Margarita Limón 《Infancia y Aprendizaje》2013,36(57):3-21

Resumen

Durante los últimos años, los trabajos sobre el aprendizaje de las ciencias han estado dominados por dos enfoques contrapuestos: la teoría piagetiana de las operaciones formales y el enfoque de las ideas previas o concepciones alternativas. Frente a estos dos enfoques los autores proponen una alternativa intermedia basada en el concepto de «teorías implícitas». Estas teorías serían teorías personales que, como las teorías científicas, sirven para organizar y predecir el mundo circundante. No obstante, presentan también características muy diferentes de las teorías científicas tanto en lo referente a su contenido como a su organización. Estas diferentes características tienen, como se expone en el artículo, importantes consecuencias tanto para la investigación como para la práctica educativa.  相似文献   

Aportaciones de la psicología cognitiva y de la instrucción a la enseñanza de la Historia y las Ciencias sociales     

Mario Carretero  Margarita Limón 《Infancia y Aprendizaje》2013,36(62-63):153-167

Resumen

Este artículo presenta una visión general de las aportaciones de la investigación cognitiva e instruccional al estudio de la enseñanza de la Historia y las Ciencias Sociales. En primer lugar se indican algunas de las relaciones entre Psicología y Didáctica. Posteriormente se incluye un panorama general de la investigación sobre la comprensión y aprendizaje de las Ciencias Sociales y la Historia. Se comentan algunos trabajos pioneros de Dewey y Piaget y se discuten las críticas que han recibido los trabajos piagetianos de los años sesenta y setenta sobre este tema. Por último, se discuten los principales problemas de esta área de investigación. Es decir, lo concerniente a. la comprensión y aprendizaje de los conceptos, tiempo y casualidad histórica y al relativismo cognitivo. Las implicaciones instruccionales de este tipo de investigaciones son discutidas en relación con algunos de los más importantes problemas epistemológicos de la Historia en la actualidad.  相似文献