Potential for knowledge in action? An analysis of Korean green energy related K3–12 curriculum and texts     

Douglas R. Gress  Jungyeop Shin 《Environmental Education Research》2017,23(6):874-885

While understanding green energy development and what drives it are important, there is increasing consensus that sustainability transitions concerning usage need to be viewed in terms of the place specific contexts, including education, that critically mold them. In order to support sustainability transitions, information and knowledge building are not enough; knowledge must be turned into action. This research examines the potential efficacy of Korea’s efforts in this regard via an analysis of K3–K12 geography education curriculum and texts vis-à-vis green energy content. There is scant disconnect between the curriculum and the texts analyzed, and, aside from the small shortcomings unearthed, analyses suggest that Korea is cogent of the ability of geography education and education for sustainable development to turn knowledge into action, thereby empowering civil society to drive its green energy transitions going forward.  相似文献   

Samples of stimuli,responses, and reinforcers: Effect of incongruent sample type,serial position,and mode of presentation     

Douglas S. Grant 《Learning & behavior》1982,10(1):7-14

In two matching-to-sample experiments, pigeons’ performance with samples of stimuli (red and green), number of responses (1 and 20), and reinforcers (food and no food) was assessed. Samples of red, 20 responses, and food were associated with the red comparison stimulus, and samples of green, 1 response, and no food were associated with the green comparison stimulus. On interference trials, three sample types were presented on each trial, and two of the samples (congruent) were associated with the correct comparison and the third sample (incongruent), with the incorrect comparison. Performance on interference trials was compared with that on control trials in which either two (Experiment 1) or three (Experiment 2) congruent samples were presented. It was found that presentation of an incongruent sample reduced matching accuracy markedly, and about equally, whether samples were presented successively or in compound. Although the type of sample that was incongruent was without effect, matching accuracy declined strongly as the recency of the incongruent sample increased. Serial position of the incongruent sample also influenced the shape of the retention function on interference trials. Presentation of the incongruent sample either first or second resulted in accuracy decreasing across the retention interval, whereas presentation of the incongruent sample last in the input sequence resulted in increasing accuracy across the retention interval. The theoretical implications of the findings are considered.  相似文献   

Teacher Evaluation, Leadership and Learning Organizations   总被引：1，自引：0，他引：1  

Douglas R. Davis  Chad D. Ellett  Joyce Annunziata 《Journal of Personnel Evaluation in Education》2002,16(4):287-301

This article presents the argument that meaningful teacher evaluation in schools can be an important catalyst for organizational learning and school improvement when it is linked to broader conceptions of leadership in schools. A state-of-the-art teacher evaluation, assessment and professional growth system is described and the manner in which this system is linked to leadership density, organizational learning, and school improvement is detailed. Findings from two contrasting case studies of schools implementing this new system are presented and implications of the findings for linking teacher evaluation systems, newer conceptions of school leadership, and school improvement are described.  相似文献   

The design of an analogical encoding tool for game-based virtual learning environments     

Douglas Williams  Yuxin Ma  Steven Feist  Charles E. Richard  Louise Prejean 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(3):429-437

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Scientific conviction amidst scientific controversy in the transatlantic livestock and meat trade     

Kastner J  Powell D  Crowley T  Huff K 《Endeavour》2005,29(2):78-83

A century before the outbreak of bovine spongiform encephalopathy (BSE), Great Britain and North America grappled with pleuro-pneumonia - a disease in cattle that had equally maddening consequences. Towards the end of the 19th century, this condition was at the heart of a transatlantic trade dispute that lasted for decades and attracted the attention of livestock farmers, diplomats, shipping moguls, veterinarians, public health regulators and journalists the world over. Scientific controversy aggravated the situation when there were doubts about the scientific judgment of Privy Council veterinary officials, who were simultaneously conducting disease-diagnosis activities and pushing for tighter regulations at British ports. At this point, William Williams, principal of the New Veterinary College in Edinburgh, waded into this troubled arena. His strong convictions spawned a long-running disagreement with the British Government over the diagnoses of pleuro-pneumonia in cattle imported from the USA and Canada.  相似文献   

Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments   总被引：3，自引：2，他引：1  

Douglas B. Clark  Victor Sampson  Armin Weinberger  Gijsbert Erkens 《Educational Psychology Review》2007,19(3):343-374

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns. Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation.

Douglas B. ClarkEmail:

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Teaching human genetics with mustard: rapid cycling Brassica rapa (fast plants type) as a model for human genetics in the classroom laboratory     

Wendell DL  Pickard D 《CBE life sciences education》2007,6(2):179-185

We have developed experiments and materials to model human genetics using rapid cycling Brassica rapa, also known as Fast Plants. Because of their self-incompatibility for pollination and the genetic diversity within strains, B. rapa can serve as a relevant model for human genetics in teaching laboratory experiments. The experiment presented here is a paternity exclusion project in which a child is born with a known mother but two possible alleged fathers. Students use DNA markers (microsatellites) to perform paternity exclusion on these subjects. Realistic DNA marker analysis can be challenging to implement within the limitations of an instructional lab, but we have optimized the experimental methods to work in a teaching lab environment and to maximize the “hands-on” experience for the students. The genetic individuality of each B. rapa plant, revealed by analysis of polymorphic microsatellite markers, means that each time students perform this project, they obtain unique results that foster independent thinking in the process of data interpretation.  相似文献   

A focus on time-lapse ethnography: learning to teach     

Alaster Scott Douglas 《Ethnography and Education》2019,14(2):192-205

This article makes the claim that developing ethnographic work through follow-up interviews can add to our understanding of researched phenomena and explores how using concepts from Bourdieu and theories on the social construction of time strengthen the research design and add a stronger longitudinal diachronic element to data analysis. Extending an ethnographic study of learning to teach by interviewing respondents nine years after the study and after the completion of their teacher education course is shown to develop insights around the initial research findings by focusing on the temporal aspects of data. Adopting this methodological approach can develop small-scale qualitative work and contribute to an accumulation of research findings to avoid simply revisiting familiar research ground.  相似文献   

Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program     

Ricardo Borges Viana  Mário Hebling Campos  Douglas de Assis Teles Santos  Isabela Cristina Maioni Xavier  Rodrigo Luiz Vancini  Marília Santos Andrade  Claudio Andre Barbosa de Lira 《Anatomical sciences education》2019,12(1):74-81

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

Computational neuroscience: a frontier of the 21st century     

Xiao-Jing Wang  Hailan Hu  Chengcheng Huang  Henry Kennedy  Chengyu Tony Li  Nikos Logothetis  Zhong-Lin Lu  Qingming Luo  Mu-ming Poo  Doris Tsao  Si Wu  Zhaohui Wu  Xu Zhang  Douglas Zhou 《国家科学评论(英文版)》2020,7(9):1418

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