Reconceptualizing electronic field trips: a Deweyian perspective     

Jerrell C. Cassady  Laurie J. Mullen 《Learning, Media and Technology》2006,31(2):149-161

Electronic field tripping is a relatively new form of large‐scale distance education that attempts to provide contextually rich learning materials embedded within a coherent educational content base. Using Dewey’s (1943 Dewey, J. 1943. The child and the curriculum: the school and society, Chicago: University of Chicago Press.  [Google Scholar]) framework for the natural learning impulses of children, we describe the potential pedagogical benefits afforded by electronic field trips (EFTs). We outline a shift in distance education from a techno‐centric focus on hardware and logistics to the inherent features of children’s desires to explore their world, which represents an alteration of perspective and purpose in understanding computer technologies in classroom settings. Finally, we demonstrate that while each independent element of the EFT experience promotes one or more of Dewey’s impulses, bringing together all the resources provided for EFTs fosters deeper connections, more engaged learning, and contextualized distance learning true to the spirit of live field trips.  相似文献   

The Belief in God and How to Teach It     

Mordecai M. Kaplan 《Journal of Jewish Education》2013,79(2):102-113

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Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose?   总被引：1，自引：1，他引：0  

Avi Kaplan 《Educational Psychology Review》2008,20(4):477-484

In this commentary on the special issue, I join the authors in searching for a conceptual framework that would clarify the concepts of metacognition, self-regulation, and self-regulated learning. Building on the insights of the different articles, I suggest that metacognition, self-regulation, and self-regulated learning should be considered as subtypes of the general, abstract, phenomenon of self-regulated action. I continue by questioning the benefit of seeking boundaries between these three concepts. Instead, I propose to search for dimensions along which types of self-regulated action vary. I, then, introduce the notion of a “multidimensional conceptual space of self-regulated action” as a conceptual tool that allows for diversity of conceptions of self-regulated action while maintaining conceptual clarity. I conclude by highlighting the central role of purpose of engagement in self-regulated action and by noting its potential for guiding the search for meaningful dimensions on which to typify self-regulation.  相似文献   

A further contribution to the modelling of multi-waveform generators     

B.Z. Kaplan  K. Radparvar 《Journal of The Franklin Institute》1983,316(4):353-360

A method has been presented in recent papers for deriving precisely stabilized waveform generators by relating them to second-order conservative oscillators. The present paper suggests a method for considerably generalizing the previous class ofgenerator models. This should enable the development of a larger variety of waveform generators with ease and flexibility. The new method is analyzed and is shown to possess implications to theoretical biology and other fields.  相似文献   

CONVERSING ABOUT CHARACTER: NEW FOUNDATIONS FOR GENERAL EDUCATION     

Andrew Kaplan 《Educational theory》1995,45(3):359-378

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Steven L. Hackbarth  Laurie A. Quinlan 《TechTrends》2001,45(4):3

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Enhancing Elementary Pre-service Teachers’ Plant Processes Conceptions     

Stephen L. Thompson  Christine Lotter  Xumei Fann  Laurie Taylor 《Journal of Science Teacher Education》2016,27(4):439-463

Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers’ (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to predict the fate of a healthy plant in a sealed terrarium (Plant-in-a-Jar), justify their predictions, observe the plant over a 5-week period, and complete guided inquiry activities centered on one of the targeted plant processes each week. Data sources included PTs’ pre- and post-predictions with accompanying justifications, course artifacts such as weekly terrarium observations and science journal entries, and group models of the interrelated plant processes occurring within the sealed terraria. A subset of 33 volunteer PTs also completed interviews the week the Plant-in-a-Jar scenario was introduced and approximately 4 months after the instructional intervention ended. Pre- and post-predictions from all PTs as well as interview responses from the subgroup of PTs, were coded into categories based on key plant processes emphasized in the Next Generation Science Standards. Study findings revealed that PTs developed more accurate conceptions of plant processes and their interrelated nature as a result of the instructional intervention. Primary patterns of change in PTs’ plant process conceptions included development of more accurate conceptions of how water is used by plants, more accurate conceptions of photosynthesis features, and more accurate conceptions of photosynthesis and cellular respiration as transformative processes.  相似文献   

What the Best College Teachers Do by K. Bain     

Laurie  Lomas 《British Journal of Educational Studies》2006,54(2):258-260

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Incorporation of Cross‐Disciplinary Teaching and a Wiki Research Project to Engage Undergraduate Students’ to Develop Information Literacy,Critical Thinking,and Communication Skills          下载免费PDF全文

Courtney A. Crist  Susan E. Duncan  Laurie M. Bianchi 《Journal of Food Science Education》2017,16(3):81-91

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A study of low-literate adults: Personal,environmental and program considerations     

Nancy Taylor  Peggy Wade Ph.D. Candidate  Irene Blum  Laurie Goold  Shirley Jackson 《The Urban Review》1980,12(2):69-77

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