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Kirsti Marie Jegstad Astrid Tonette Sinnes 《International Journal of Science Education》2013,35(4):655-683
For more than 40 years, the international community has acknowledged the role education might play in environmental awareness and conservation. The last major initiative came when the United Nations General Assembly proclaimed a Decade of Education for Sustainable Development (2005–2014). In the final year of the decade, teachers still struggle to realise education for sustainable development (ESD). One of the challenges teachers face with respect to ESD is the inclusion of even more content into an already overloaded curriculum. In response, it has been suggested that ESD should be introduced as an integrated perspective across the content of all existing subjects. This paper offers a model for how ESD can be realised in chemistry education. The model has been developed to support chemistry teachers in their educational planning and consists of 5 categories: chemical content knowledge, chemistry in context, the distinctiveness and methodological character of chemistry, ESD competences and lived ESD. The ESD model is illustrated through 5 ellipses, visualising the hierarchy of the categories, as they exist in different levels. All 5 ESD categories need to be considered in a holistic ESD approach. 相似文献
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Machiel Johan Stolk Astrid Bulte Onno De Jong Albert Pilot 《International Journal of Science Education》2013,35(10):1487-1508
Even experienced chemistry teachers require professional development when they are encouraged to become actively engaged in the design of new context-based education. This study briefly describes the development of a framework consisting of goals, learning phases, strategies and instructional functions, and how the framework was translated into a professional development programme intended to empower teachers to design context-based chemistry education. The programme consists of teaching a pre-developed context-based unit, followed by teachers designing an outline of a new context-based unit. The study investigates the process of teacher empowerment during the implementation of the programme. Data were obtained from meetings, classroom discussions and observations. The findings indicated that teachers became empowered to design new context-based units provided they had sufficient time and resources. The contribution of the framework to teacher empowerment is discussed. 相似文献
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John K. Gilbert Astrid M.W. Bulte Albert Pilot 《International Journal of Science Education》2013,35(6):817-837
‘Context‐based courses’ are increasingly used in an address to the major challenges that science education currently faces: lack of clear purpose, content overload, incoherent learning by students, lack of relevance to students, and lack of transfer of learning to new contexts. In this paper, four criteria for the design of context‐based courses that would be successful in meeting these challenges are rehearsed. It is concluded that only a model based on ‘context as social circumstances’ would meet the four criteria for success. From this, the notion of concept development is presented based on the idea of the production of coherent mental maps. The notion of transfer is discussed in terms of how such mental maps may be useful for understanding other contexts. The definitions of concept development and transfer give a clearer view of how exemplars of existing context‐based approaches may be analysed to show their degree of facilitation of worthwhile science education. Research questions to be addressed in such analyses are presented. 相似文献
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Dr. Astrid Messerschmidt 《Zeitschrift für Erziehungswissenschaft》2006,9(3):455-458
Ohne Zusammenfassung 相似文献
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This paper investigates the role of preschool quality for children's school performance at the end of primary school. We construct five structural quality indicators based on unique Danish administrative register data. 30,444 children finishing primary school's 9th grade in 2008 and who attended a formal preschool institution in 1998 are used in the analyses. OLS analyses show that three out of five quality indicators, a higher staff-per-child ratio, a higher share of male staff, and a higher share of staff with formal preschool teacher training are associated with significant improvements in children's test results in Danish. Boys benefit more from preschool quality than girls. Ethnic minority children benefit from higher staff stability. 相似文献
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Astrid Kersten 《The Communication Review》2013,16(4):383-392
This article discusses the history of the Philosophy of Communication Division through the lens of identity groups as a way to focus on the social and political dynamics of academic interaction. It offers one person's story of the Division's origins, its development and the continuing importance and challenge of its contributions within the International Communication Division. “Power is OK as long as you don't inhale.”—Manfred Kets de Vries 相似文献
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OBJECTIVE: The goal of this study was to compare rates of positive medical findings in a 5-year prospective study of 2384 children, referred for evaluation of possible sexual abuse, with two decades of research. The prospective study summarizes demographic information, clinical history, relationship of perpetrators, nature of abuse, and clinical findings. The study reports on the results by patterns of referral and the medical examination. RESULTS: There were 2384 children evaluated in a tertiary referral center between 1985 and 1990 for possible sexual abuse. Children were referred after they disclosed sexual abuse, because of behavioral changes or exposure to an abusive environment, and because of possible medical conditions. A total of 96.3% of all children referred for evaluation had a normal medical examination; 95.6% of children reporting abuse were normal, 99.8% who were referred for behavioral changes or exposure to abuse were also normal. Of the 182 children referred for evaluation of medical conditions, 92% were found to be normal at the time of examination by the Child Advocacy Center. The remaining 15/182 (8%) that were found to be abnormal were diagnosed with sexually transmitted diseases, acute or healed genital injuries, and were 17% (15/88) of the total cases found to have medical findings diagnostic of abuse. Interviews of the children indicated that 68% of the girls and 70% of the boys reported severe abuse, defined as penetration of vagina or anus. Penetration was associated with a higher percentage of abnormal findings in girls (6%) compared to 1% of the boys. The relationship of the abuser impacted on the severity of the abuse. CONCLUSION: Research indicates that medical, social, and legal professionals have relied too heavily on the medical examination in diagnosing child sexual abuse. History from the child remains the single most important diagnostic feature in coming to the conclusion that a child has been sexually abused. Only 4% of all children referred for medical evaluation of sexual abuse have abnormal examinations at the time of evaluation. Even with a history of severe abuse such as vaginal or anal penetration, the rate of abnormal medical findings is only 5.5%. Biological parents are less likely to engage in severe abuse than parental substitutes, extended family members, or strangers. 相似文献