Solving problems: young children exploring the rules of the game     

Gill Hope 《Curriculum Journal》2013,24(3):265-278

This article is not a review of the problem-solving literature but instead explores the idea of children developing problem-solving tactics as learning to applying the ‘rules of the game’, based on Wittgenstein's concept of ‘language games’. The kind of learning under discussion here is not learning of facts. I will not be discussing how we learn to recite the two times table but, rather, the dawning of understanding of what those facts mean: when a child realizes that the two times table divides up the whole universe into sets of either odds or evens. The necessity of accepting the rules of the game in order to perceive relevancy in determining problem-solutions was illustrated by Donaldson's (1992) work with small children. The existence of general rules, and hence generic problem-solving skills, is discussed and a model for problem-solving is suggested. The article concludes with some observations on the role of rule-breaking in discovery and invention. Examples are taken from the author's observations of young children in English classrooms.  相似文献   

Examining activity-based learning (ABL) practices in public basic schools in the northern region of Ghana     

Hope P. Nudzor  Albert Dare  George K.T. Oduro  Rosemary Bosu  Nii Addy 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):437-450

Background: Ghana has been the testing ground for many teaching and learning initiatives over the past 15–20 years. These initiatives, largely funded by donors, have sought to improve learning by introducing and reinforcing valuable teaching skills, materials and approaches, most of them child-friendly, learner-centred and involving activity-based learning (ABL). However, a problem in Ghana, also true of other countries in sub-Saharan Africa, is that whereas efforts over the past few decades have improved access to basic education in both pupil enrolment rates and teacher numbers, educational quality as measured by standardised test scores in key subject areas remains rather low.

Purpose: This article reports on an aspect of a DfID (Ghana) – sponsored research project which examined how the quality of teaching and learning in Ghanaian basic schools could be improved through the utilisation of ABL pedagogy. The current article examines three overarching themes relative to ABL pedagogy, namely how participants conceptualise ABL; ways in which ABL practices reveal themselves in classrooms; and challenges of ABL practices in Ghanaian schools.

Sample: Participants (comprising representatives of Colleges of Education, District Directors and frontline Deputy Directors of Education, headteachers and teachers) were drawn using purposive sampling technique from eight schools from within four districts of the northern region of Ghana.

Design and Methods: A case study approach was adopted for the study. Data collection took the form of semi-structured interviews, focused group discussions and observation of ABL practices and lessons in selected schools. Data analysis was undertaken using a ‘processual analytical approach’ with the view to catching realities of ABL practices in the Ghanaian educational setting.

Results: Our analysis reveals that whereas the literature on ABL emphasises multi-tasking and group work as essential ingredients of ABL pedagogy, the respondents conceptualised this as meaning pupils working on the same activity-related tasks at the same time in groups. Similarly, we found that, ideally, ABL practices reveal themselves through classroom practices such as display of pupils’ work in classrooms, organisation of the seating arrangements of pupils in groups, use of teaching and learning materials, formative assessment and activity-oriented lessons among others. However, in almost all the schools and classrooms we visited, these essential ingredients were missing owing to congestion and lack of furniture and logistics.

Conclusions: We conclude against the backdrop of our findings that ABL techniques can be utilised more effectively in Ghanaian schools if its practices are initially promoted in model schools, for lessons to be learned, and then scaled-up as expertise is established in these model schools.  相似文献   

Development of the self-directed learning skills scale     

Yildizay Ayyildiz  Leman Tarhan 《International Journal of Lifelong Education》2013,32(6):663-679

The purpose of this study was to develop a valid and reliable scale for assessing high school students’ self-directed learning skills. Based on a literature review and data obtained from similar instruments, all skills related to self-directed learning were identified. Next, an item pool was prepared and administered to 255 students from various high schools. To test the suitability of the gathered data, exploratory factor analysis was performed. The results revealed that there were correlations between the items, factor analysis could be conducted and nine factors were obtained. A confirmatory factor analysis (CFA) was performed concerning the quality of the factor structure. The results of the CFA confirmed the nine-factor solution. The final version of the scale has a nine-factor structure and includes a total of 40 items. This instrument uses a five-point Likert-type scale and was termed the Self-Directed Learning Skills Scale (SDLSS).  相似文献   

Problem‐based learning in an eleventh grade chemistry class: ‘factors affecting cell potential’     

Leman Tarhan  Burçin Acar 《Research in Science & Technological Education》2013,31(3):351-369

The purpose of this research study was to examine the effectiveness of problem‐based learning (PBL) on eleventh grade students’ understanding of ‘The effects of temperature, concentration and pressure on cell potential’ and also their social skills. Stratified randomly selected control and experimental groups with 20 students each were used in this study. To determine their misunderstandings and misconceptions about closely related, previously covered subjects, such as oxidation‐reduction reactions and electrochemical cells, interviews were conducted. Following a preparatory lesson where remediation of misconceptions were undertaken, a pre‐test was given, and no significant difference was found between the two groups of students (p>0.05). Then, the same teacher taught factors that affect cell potential using a teacher‐centred traditional format to the control group, and a PBL format to the experimental group. Results from the post‐test of both groups (p<0.05) showed that PBL is effective on students’ achievement, remedying formation of misconceptions in a significant way. Interviews were also conducted with PBL students to determine their beliefs according to PBL activity. The findings according to interviews revealed that students in the PBL class were more motivated, self‐confident, willing to problem‐solve and share knowledge, and were more active in cooperative group activities than the traditionally‐taught students.  相似文献   

Quality assurance in distance education and e-learning: challenges and solutions from Asia     

Andrea Hope 《Open Learning》2013,28(1):86-88

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Implementing Educational Policy: Some Considerations for Principals     

Warren C. Hope 《Clearing house (Menasha, Wis.)》2013,86(1):40-43

Motivation is a key factor in promoting academic success, and intrinsic motivation is especially important for developing autonomous learners. Reluctant learners, in particular, benefit from intrinsic motivation that makes learning relevant to their lives. In this article, the author describes commonalities of reluctant learners and presents definitions and frameworks for understanding motivation. The author also suggests a variety of strategies and activities for turning reluctant learners into inspired learners.  相似文献   

Girls and education 3–16: Continuing concerns,new agendas     

Max Hope 《Education 3-13》2013,41(3):331-333

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Inquiry-Based Laboratory Activities in Electrochemistry: High School Students’ Achievements and Attitudes     

Burcin Acar Sesen  Leman Tarhan 《Research in Science Education》2013,43(1):413-435

This study aimed to investigate the effects of inquiry-based laboratory activities on high school students’ understanding of electrochemistry and attitudes towards chemistry and laboratory work. The participants were 62 high school students (average age 17 years) in an urban public high school in Turkey. Students were assigned to experimental (N?=?30) and control groups (N?=?32). The experimental group was taught using inquiry-based laboratory activities developed by the researchers and the control group was instructed using traditional laboratory activities. The results of the study indicated that instruction based on inquiry-based laboratory activities caused a significantly better acquisition of scientific concepts related to electrochemistry, and produced significantly higher positive attitudes towards chemistry and laboratory. In the light of the findings, it is suggested that inquiry-based laboratory activities should be developed and applied to promote students’ understanding in chemistry subjects and to improve their positive attitudes.  相似文献   

Academic Role and Perceptions of Gatekeeping in Counselor Education          下载免费PDF全文

Hope Schuermann  Janeé R. Avent Harris  Jessica Lloyd‐Hazlett 《Counselor Education & Supervision》2018,57(1):51-65

Gatekeeping in counselor education is an ethical responsibility and professional best practice. The authors examined gatekeeping perceptions of 9 counselor educators, with equal representation of assistant professors, associate/full professors, and adjuncts/instructors/lecturers. The authors analyzed data using consensual qualitative research methodology (Hill, Thompson, & Williams, 1997 ). Findings include commonalities and differences between academic role groups.  相似文献   

Caucasian Female Body Hair and American Culture     

Christine Hope 《Journal of American culture (Malden, Mass. : 2003)》1982,5(1):93-99

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