Bridging History of the Concept of Function with Learning of Mathematics: Students’ Meta-Discursive Rules,Concept Formation and Historical Awareness     

Tinne Hoff Kjeldsen  Pernille Hviid Petersen 《Science & Education》2014,23(1):29-45

In this paper we present a matrix-organised implementation of an experimental course in the history of the concept of a function. The course was implemented in a Danish high school. One of the aims was to bridge history of mathematics with the teaching and learning of mathematics. The course was designed using the theoretical frameworks of a multiple perspective approach to history, Sfard’s theory of thinking as communicating, and theories from mathematics education about concept image, concept definition and concept formation. It will be explained how history and extracts of original sources by Euler from 1748 and Dirichlet from 1837 were used to (1) reveal students’ meta-discursive rules in mathematics and make them objects of students’ reflections, (2) support students’ learning of the concept of a function, and (3) develop students’ historical awareness. The results show that it is possible to diagnose (some) of students’ meta-discursive rules, that some of the students acted according to meta-discursive rules that coincide with Euler’s from the 1700s, and that reading a part of a text by Dirichlet from 1837 created obstacles for the students that can be referenced to differences in meta-discursive rules. The experiment revealed that many of the students have a concept image that was in accordance with Euler’s rather than with our modern concept definition and that they have process oriented thinking about functions. The students’ historical awareness was developed through the course with respect to actors’ influence on the formation of mathematical concepts and the notions of internal and external driving forces in the historical development of mathematics.  相似文献   

Some Reflections on Motivating Situations and Situational Teaching     

Arne Friemuth Petersen 《Scandinavian Journal of Educational Research》2013,57(3-4):267-278

Debates about the crisis of school teaching in the Western world have focused more on education as a state of the art and on psychological problems of either teachers or pupils than on situational features which are of importance for teaching and learning situations. In applying K. R. Popper's propensity theory and his idea of situational logic, a preliminary analysis of problem situations is attempted with the aim of identifying biopsychological situational elements in children's preschool life‐conditions that could be simulated at school in their first years thereby enabling them to draw upon already acquired knowledge and skills. Two principal ways of acquiring experience — one instructive, the other selective — are described and discussed in relation to learning, exploration and play. It is argued that, while selection procedures are found in exploration, play and the like, instruction procedures are most often used in teaching situations despite growing evidence that instruction learning is less motivating than learning by action and selection, as various experiences with situational teaching indicate.  相似文献   

Regulating film,regulating emotion: the emotional history of public opinion     

Jennifer Petersen 《Critical Studies in Media Communication》2016,33(4):324-336

The article argues that the legal about face in 1950s law in which film was granted First Amendment protection was driven in part by a change in the “emotional regimes” of US democracy, or emotions/performances of emotion that are part of legitimate political culture. The legal understanding of how film does or does not contribute to democratic political culture tracks historical shifts in these emotional regimes. In the teens, elites feared the activation of the masses, as crowds, in political uprisings. By 1950, elite fears had turned to passive audiences, “narcotized” masses that might easily be seduced by totalitarian demagogues.  相似文献   

Content acquisition podcasts’ impact on preservice teachers’ understanding of language and disability     

Scott W. T. McNamara  Kylie R. Wilson  Amy Petersen 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2513-2528

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Models of understanding: historical constructions of breast cancer in medicine and public health     

Jennifer Petersen 《International journal of qualitative studies in education》2013,26(4):537-555

The era of technical and scientific progress ushered in with the twentieth century brought new medical knowledge such as the Halstead ‘radical’ mastectomy, which promised a cure for breast cancer. These advances in medical knowledge were premised on an epidemiological model of disease, which shaped the treatment and public understanding of breast cancer through most of the twentieth century—to be replaced by a systemic model of breast cancer in the later years of the century. This article traces how this shift was both influenced by and influential on public understandings of medicine and disease. The author argues that, while the epidemiological model of disease shaped treatment options and public health campaigns through most of the century, current treatment regimes and health campaigns are shifting to reflect changes in the underlying model of disease (toward a systemic model).  相似文献   

Minimum reading fluency necessary for comprehension among second‐grade students     

Matthew K. Burns  Heather Kwoka  Becky Lim  Melissa Crone  Katherine Haegele  David C. Parker  Shawna Petersen  Sarah E. Scholin 《Psychology in the schools》2011,48(2):124-132

The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade‐appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension questions. The correlation coefficient between ORF and the number of comprehension questions correctly answered was r = .54. Receiver operating characteristics were then used to empirically derive a minimum ORF score necessary for comprehension, indicating that when these students read 63 words correct per minute they successfully comprehended what they read. Finally, the diagnostic accuracy of the derived criterion of 63 words read correctly per minute was tested and resulted in overall correct classification of .80. © 2010 Wiley Periodicals, Inc.  相似文献   

Using an Informal Cardiovascular System Activity to Study the Effectiveness of Science Education in Unexpected Places     

Elyssa Lynne Monzack  Greta M. Zenner Petersen 《Research in Science Education》2011,41(4):453-460

Venues for informal science education are usually those sought out by people who are specifically looking for an educational experience. Whether planning a trip to a museum or choosing a television program, these individuals are actively seeking an informal educational experience; they are a self-selected group. This paper investigates whether members of the public will respond to an informal science activity that is placed in a location where learning about science would be unexpected. This project developed and used an activity about the cardiovascular system in which participants were able to walk the path of blood flow through the heart, body, and lungs. This activity was tested in two types of settings: where science was either expected or unexpected. A non-traditional assessment method was used to evaluate the effectiveness of the activity in the unexpected versus the expected settings. Ultimately, the activity was found to be equally effective in both settings, providing evidence for success in bringing informal science education to the general population in non-traditional venues.  相似文献   

Informal Science Education: A Practicum for Graduate Students     

Wendy C. Crone  Sharon L. Dunwoody  Raelyn K. Rediske  Steven A. Ackerman  Greta M. Zenner Petersen  Ronald A. Yaros 《Innovative Higher Education》2011,36(5):291-304

We present results from a course, “Informal Science Education for Scientists: A Practicum,” co-taught to graduate students in STEM-related fields by a scientist/engineer and a social scientist/humanist. This course provides a structured framework and experiential learning about informal science education during a semester-long experience. The data collected across six years of the course (11 ≤ n ≤ 16 for each) provide strong evidence that the course has been effective in encouraging graduate students in STEM-related fields to feel more skilled at and confident with informal science education. Details are provided as to how manipulation of the course structure (i.e. making it project-based, emphasizing understanding audiences, stressing the iterative nature of design, and increasing evaluation research training) influenced the student outcomes.  相似文献   

Shape optimization of golf clubface using finite element impact models     

Willem Petersen  John McPhee 《Sports Engineering》2009,12(2):77-85

To model the impact dynamics of a golf drive, finite element (FE) models of the ball and the clubhead are created and combined to simulate the collision of the two bodies. A three-piece golf ball is modelled using only solid elements, while the clubhead is modelled using solid elements for the crucial area of the impact, i.e. the clubface, and using shell elements for the rest of the clubhead to improve the computational efficiency of the simulation. The correct transfer of forces and moments in the transition area between the shell and solid elements is assured by introducing kinematic nodal constraints using rigid elements. The FE model is used to optimize the shape of the clubface in three steps to maximize the launch velocity of the golf ball for central impacts. A final clubface shape is reached and a total improvement of 4.8 m/s over the initial design is obtained. This is a 7% gain in launch velocity, which results in a driving length advantage of approximately 20 m (or 22 yards) until the first contact with the ground. During the optimization process, the mechanical impedances of the two colliding bodies were recorded and compared. It is shown that the optimal clubhead geometry does not agree with the impedance matching theory by comparing the optimization results to those obtained from a simple lumped parameter model.  相似文献   

Das neue Dänische Schulgesetz     

K. Helveg Petersen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1959,5(4):495-499

Ohne Zusammenfassung  相似文献