Connectivity Thinking,Animism, and the Pursuit of Liveliness          下载免费PDF全文

Deborah Bird Rose 《Educational theory》2017,67(4):491-508

In this essay, Deborah Bird Rose takes up Val Plumwood's challenge that Western thought needs radical revitalization by pursuing the liveliness of the biosphere and human ontologies of connectivity. The first part looks at obstacles to the West's understanding of Earth as a place of lively, interactive connectivities that promote diversity, complexity, and relationality. In this context Rose offers a brief overview of Indigenous animisms. The second part explores the question of liveliness. It is taken as given that the West now seeks ontological legitimacy in science, and so this discussion focuses on what biological scientists have contributed to contemporary ontology wars. The third part examines trauma in the Garden of Eden narrative, highlighting both the disaster of the story and its continuing relevance. Drawing on the work of theologians, in particular, Rose seeks in this section to recuperate a mythic foundation for a Western animism from within that great site of loss.  相似文献   

Spillover effects in environmental behaviors,across time and context: a review and research agenda     

Andreas Nilsson  Magnus Bergquist  Wesley P. Schultz 《Environmental Education Research》2017,23(4):573-589

When implementing environmental education and interventions to promote one pro-environmental behavior, it is seldom asked if and how non-target pro-environmental behaviors are affected. The spillover effect proposes that engaging in one behavior affects the probability of engagement or disengaging in a second behavior. Therefore, the positive spillover effect predicts that interventions targeting one specific behavioral have the capacity to promote non-targeted and/or future pro-environmental behaviors. However, the negative spillover effect predicts that engaging in a first pro-environmental behavior will prevent or decrease a second pro-environmental behavior. Since the theoretical and empirical basis for positive and negative spillover effects are not sufficiently understood, the present paper (1) suggests a distinction between behavioral, temporal, and contextual spillovers (2) reviews the existing spillover research literature across a variety of environmental domains, (3) presents potential moderators governing the direction of spillover effects, and finally (4) discuss techniques to promote pro-environmental spillovers.  相似文献   

The responsibility gap: Ascribing responsibility for the actions of learning automata     

Andreas?MatthiasEmail author 《Ethics and Information Technology》2004,6(3):175-183

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The effects of syllable instruction on phonemic awareness in preschoolers     

Teresa A. Ukrainetz  Janae J. NusplKimberly Wilkerson  Sarah Rose Beddes 《Early childhood research quarterly》2011,26(1):50

Purpose

Preschooler instruction for speech sound awareness typically teaches a progression of speech units from sentences to phonemes, ending at simple first phoneme activities. This study investigates the effects of teaching advanced tasks of phoneme blending and segmenting with and without the larger speech unit of the syllable.

Method

Thirty-nine 4-5-year-old typically developing children received twice-weekly small-group instruction in three conditions: two weeks of syllable tasks then four weeks of multiple phoneme tasks (SP), four weeks of multiple phoneme tasks only (MP), or an active control condition of first phoneme instruction (FP).

Results

The conditions SP and MP showed large significant gains on blending and segmenting and no significant differences on first phoneme isolating compared to the FP condition. A comparison of SP and MP did not show significant differences on phoneme blending and segmenting, but SP showed significantly more confusion during early sessions of phoneme instruction.

Conclusion

This preliminary evidence suggests that preschoolers can improve understanding of phoneme blending and segmenting, without first being taught syllable blending and segmenting, and with no negative effects on first sound awareness. These findings support a more efficient way of teaching preschoolers awareness of the individual sounds of speech. Replication with a larger sample, including children at-risk for literacy difficulties, is recommended before firm conclusions should be drawn.  相似文献   

Advancing Diversity in STEM     

Paul L. Hill  Rose A. Shaw  Jan R. Taylor  Brittan L. Hallar 《Innovative Higher Education》2011,36(1):19-27

Although progress has been made, greater efforts are needed to promote faculty diversity at the college and university levels, especially in STEM fields. Thus, it is important to elucidate best practices both for increasing awareness of diversity issues pertaining to higher education and for implementing change. This article focuses on the outcomes of a diversity workshop for college and university faculty hosted by the West Virginia Higher Education Policy Commission, Division of Science and Research. More specifically, it elucidates how participation in the workshop translated into practice at the faculty participants’ home institutions.  相似文献   

On the Role of Mathematics in Physics     

Andreas Quale 《Science & Education》2011,20(3-4):359-372

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A framework for scaffolding students' assessment of the credibility of evidence     

Iolie Nicolaidou  Eleni A. Kyza  Frederiki Terzian  Andreas Hadjichambis  Dimitris Kafouris 《科学教学研究杂志》2011,48(7):711-744

Assessing the credibility of evidence in complex, socio‐scientific problems is of paramount importance. However, there is little discussion in the science education literature on this topic and on how students can be supported in developing such skills. In this article, we describe an instructional design framework, which we call the Credibility Assessment Framework, to scaffold high school students' collaborative construction of evidence‐based decisions and their assessment of the credibility of evidence. The framework was employed for the design of a web‐based reflective inquiry environment on a socio‐scientific issue, and was enacted with 11th grade students. The article describes the components of the Credibility Assessment Framework and provides the details and results of an empirical study illustrating this framework in practice. The results are presented in the form of a case study of how 11th grade students investigated and evaluated scientific data relating to the cultivation of genetically modified plants. Multiple kinds of data were collected, including pre‐ and post‐tests of students' conceptual understanding and their skills in assessing the credibility of evidence, and videotapes of students' collaborative inquiry sessions. The analysis of the pre‐ and post‐tests on students' conceptual understanding of Biotechnology and their skills in assessing the credibility of evidence revealed statistically significant learning gains. Students' work in task‐related artifacts and the analysis of two groups' videotaped discussions showed that students became sensitive to credibility criteria, questioned the sources of data and correctly identified sources of low, moderate, and high credibility. Implications for designers and educators regarding the application of this framework are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 711–744, 2011  相似文献   

Neurocognitive predictors of reading outcomes for children with reading disabilities     

Frijters JC  Lovett MW  Steinbach KA  Wolf M  Sevcik RA  Morris RD 《Journal of learning disabilities》2011,44(2):150-166

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.  相似文献   

Field dependence/independence cognitive style and problem posing: an investigation with sixth grade students     

Aristoklis Andreas Nicolaou  Xenia Xistouri 《教育心理学》2011,31(5):611-627

Field dependence/independence cognitive style was found to relate to general academic achievement and specific areas of mathematics; in the majority of studies, field-independent students were found to be superior to field-dependent students. The present study investigated the relationship between field dependence/independence cognitive style and problem-posing ability among sixth grade students. The 94 students’ sample was clustered into three groups, according to the cognitive-style field dependence/independence (field dependents, field mixed and field independents). The results suggest that field-independent participants outperformed field-mixed and field-dependent ones in both problem-posing ability and the complexity of the problems posed. It was also found that the content of the task influenced the differences between the three groups of students as regards the ability in problem posing and the complexity of the problems posed; while in the first (informal context), second and fourth task differences were found between the groups, in the third task (formal context), no differences were evident. The results are interpreted in consideration to the relevant literature findings. Some educational implications are discussed and directions for future research are drawn.  相似文献   

Confession,in‐service training and reflective practices     

Andreas Fejes 《British Educational Research Journal》2011,37(5):797-812

This article focuses on how confession operates in contemporary discourses on reflective practices. By revisiting and mobilising Foucault's genealogy of confession in relation to how reflective practices are mobilised in an in‐service training programme for healthcare assistants (HCA) in elderly care, it is argued that the HCAs are shaped as their own confessors. It is further argued that we need to take into account traces from both Stoic and Christian times to fully understand how reflective practices operate and shape subjects. The empirical material consists of interviews with HCAs, their managers, supervisors and teachers in an in‐service training programme where the use of reflective practices was a key component.  相似文献