The Development of Metacognition in Primary School Learning Environments     

Bernadet de Jager  Margo Jansen  Gerry Reezigt 《School Effectiveness & School Improvement》2013,24(2):179-196

Constructivist ideas have influenced recent major innovations in Dutch secondary education and new curricula for reading and math in primary education, for example, pay much more attention to metacognition than before. In our study, we compared the growth of student metacognition in varying learning environments, direct instruction, and cognitive apprenticeship in primary school. The study also included a control group of teachers. In order to measure metacognition we developed a questionnaire, with separate parts for metacognitive skills and metacognitive knowledge. In the item selection procedure we made use of item response modeling. It was found that in the direct instruction and the cognitive apprenticeship group the pupils had higher scores on metacognitive skills and metacognitive knowledge compared to the control group pupils. No clear differences were found between direct instruction and cognitive apprenticeship. Interactions of learning environment and student intelligence were non-significant for both output measures.  相似文献   

On the Commodification of Science: The Programmatic Dimension     

Marcos Barbosa de Oliveira 《Science & Education》2013,22(10):2463-2483

The article is a partial result of a wider research project, in which the commodification of science is interpreted, from one point of view, as a facet of the rise of neoliberalism, and from another, as a set of processes, classified according to a three-category taxonomy. Only one of the taxonomy’s categories is dealt with in this article, the one that concerns the processes that affect the programme of scientific research. First a sketch is presented of the historical background and the periodization of the most relevant epoch for the study of the commodification of science, namely, the one from the end of World War II to the present. The periodization is expressed in the notions of Golden Years science and neoliberal science. The ensuing sections have the aims: to show that, in Golden Years science, the processes shaping research programmes did not include commodification; to characterize the period of transition of the 70 s; to describe the processes of commodification that have impact on the research programmes of neoliberal science; to discuss criticisms that have been levelled against them, as well as proposals for better ways of conducting scientific practices, and their implications for science education (which are of the same nature as that of Science & Education’s editorial line); and finally, to bring to light the differences between developed and emerging countries as far as the commodification of science is concerned.  相似文献   

Epistemic Views of the Relationship Between Physics and Mathematics: Its Influence on the Approach of Undergraduate Students to Problem Solving     

Ana Raquel Pereira de Ataíde  Ileana Maria Greca 《Science & Education》2013,22(6):1405-1421

The relationship between physics and mathematics is hardly ever presented with sufficient clarity to satisfy either physicists or mathematicians. It is a situation that often leads to misunderstandings that may spread quickly from teacher to student, such as the idea that mathematics is a mere instrument for the physicist. In this paper, we examine the historical construction of this relationship, with reference to the French philosopher Michel Paty, and we look briefly at its presence in the construction of thermodynamics. We then present the results of an empirical study on the way these relations are perceived among undergraduate students, in their last year of a university course on physics, in the discipline of Thermodynamics. The study points to significant relations between the students’ performance in terms of problem solving and the epistemic view they hold.  相似文献   

Cross-Cultural Comparisons of Undergraduate Student Views of the Nature of Science     

Leigh S. Arino de la Rubia  Tzung-Jin Lin 《International Journal of Science Education》2013,35(10):1685-1709

Past studies investigating university level students' views of nature of science (NOS) were relatively few and most of them were conducted in Western countries. This paper focuses upon comparing the quantitative patterns in Western (US Caucasian and African-American) and non-Western (Taiwanese) students' views of NOS (VNOS) by adopting a survey instrument. This analysis combined with qualitative data begin to uncover details of potential cultural differences in patterns specifically in the US educational context by comparing Caucasian and African-American student responses to a question from a commonly used assessment of VNOS. Results show different patterns of views along the four dimensions of NOS (social negotiation, invented/creative NOS, cultural impacts, and changing/tentative feature of science) according to student major, student gender, and student ethnicity. These differences and similarities have the potential to impact undergraduate education and underrepresentation of cultural minorities in science careers and call for further research into NOS views in the context of diverse student groups.  相似文献   

The Effect of Flemish Eco‐Schools on Student Environmental Knowledge,Attitudes, and Affect     

Jelle Boeve‐de Pauw  Peter Van Petegem 《International Journal of Science Education》2013,35(11):1513-1538

Eco‐schools aim to improve the environment through direct and indirect effects. Direct effects are those that result from the implementation of an environmental management system. Indirect effects are educational gains. The current study examines the effectiveness of eco‐schools concerning three student outcomes: (1) environmental knowledge, (2) environmental attitudes, and (3) environmental affect. The study includes 1287, 10–12‐year‐olds from 59 schools (38 eco‐schools and 21 control schools). Multivariate multilevel regression analyses show that eco‐schools mainly influence their students' environmental knowledge; they do not influence environmental affect. Eco‐school students, furthermore, have equal preservation attitudes and lower utilization attitudes, as compared to control‐school students. The implications of these results for research and practice are discussed.  相似文献   

Applying Cognitive Science to Education: Thinking and Learning in Scientific and Other Complex Domains     

Ton de Jong 《International Journal of Science Education》2013,35(4):561-563

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Building on Learner Contributions: A Web-Supported Pedagogic Strategy     

Betty Collis  Wim de Boer  Jan van der Veen 《Educational Media International》2013,50(4):229-240

Since 1997, the authors have been involved with the increasingly widespread use of a Web-based course-management system called TeleTOP not only in their own university but also in other universities and training settings. The implementation of TeleTOP was accompanied with an emphasis on a pedagogy that was new to almost all of the instructors involved: that of shifting the focus in a course from the presentation of content to the facilitation of learners making contributions to the course TeleTOP environment, contributions that serve as subsequent learning resources for others in the same course and can be re-used as resources in other versions of the courses and other settings. This article describes the theoretical basis for the approach, illustrates how the pedagogy works in practice and gives some of the results. Construire à partir des apports des apprenants: une stratégie pédagogique par Internet. Depuis 1997, nous avons été impliqués, de plus en plus, dans l'utilisation d'un système de cours appelé TeleTOP, non seulement dans notre université mais aussi dans d'autres établissements de formation. Nous avons implanté TeleTOP grâce à une pédagogie nouvelle aux yeux de la plupart des enseignants: celle consistant à passer de la simple présentation du cours à la possibilité pour l'étudiant de participer à l'élaboration même du cours TeleTOP. Ces contributions ont pu être utiles à d'autres étudiants mais ont aussi pu servir à l'élaboration d'autres versions de cours. Dans cet article, nous décrivons les bases théoriques de notre approche, nous montrons comment cette pédagogie fonctionne dans la pratique, et donnons quelques résultats. Das Einbauen von Anfängerbeiträgen: Eine Web-basierte pädagogische Strategie. Seit 1997 sind wir mit der zunehmend verbreiteten Verwendung eines Web-basierten Kursmanagementsystems, genannt: TeleTOP, befasst , nicht nur in unserer eigenen Universität, sondern auch an anderen Universitäten und Ausbildungsstätten. Wir haben die Einführung von TeleTOP schwerpunktmäßig mit einer Pädagogik begleitet, die fast allen betroffenen Ausbildern neu war: nämlich, dass im Laufe eines Lehrgangs der Fokus von der Darstellung des Inhalts zur Möglichkeit, über Eigenbeiträge der Lerner selbst Kursmaterial zu TeleTOP hinzuzufügen, das anschließend für andere Kursteilnehmer oder auch für andere Kurse als Lernressource wieder genutzt werden kann, gerichtet wird. In diesem Artikel beschreiben wir die theoretische Basis für unseren Ansatz, erläutern, wie die Pädagogik in der Praxis funktioniert, und teilen einige unserer Ergebnisse mit.  相似文献   

Grounding participatory action research in rural Colombia: a demonstration study on youth financial inclusion     

Gideon de Jong  Miguel Arturo Fajardo Rojas  Gloria Almeyda 《International Journal of Lifelong Education》2013,32(2):184-197

ABSTRACT

Since the new millennium, the issue of financial inclusion of young people has increasingly gained recognition, especially in relation to those living in deprived circumstances. Financial inclusion can be promoted through education that specifically aims for the strengthening of young persons’ financial capabilities. In 2013, a participatory action research project was started in a rural region of Colombia to improve the research capacity of a local university through the development and implementation of a demonstration project on the financial inclusion of young people. University teachers, students and employees of a financial cooperative were trained in conducting qualitative methods with a specific aim of being responsive to the life stories of their interviewees. This paper shares the experiences from an international team of educational scholars who aim for the democratisation of research capacity and the dissemination of localised knowledge. This is done by working closely together with stakeholders and ultimately giving a voice to youth employed in the informal economy as they are usually the ones being most deprived from access to financial services.  相似文献   

Cultura y procesos cognitivos: hacia una psicología cultural     

Manuel L. de la Mata  Juan Daniel Ramírez 《Infancia y Aprendizaje》2013,36(46):49-70

Resumen

Se hace una revisión de las investigaciones cognitivas transculturales de las últimas décadas. De estos estudios se deriva una serie de problemas metodológicos que cuestionan la validez de sus resultados. En el plano teórico, por otra parte, ha prevalecido un enfoque de caja negra que no ha permitido desvelar los mecanismos de influencia de lo cultural sobre lo cognitivo. Se defiende un planteamiento nuevo, que se sitúa en la línea del enfoque sociocultural de la psicología soviética, que centra los análisis en los contextos culturales y que toma las nociones de actividad y zona de desarrollo próximo como herramientas conceptuales para el estudio de la relación entre cultura y procesos cognitivos.  相似文献   

The development of community competence in the teacher education curriculum     

Marjolein Dobber  Inne Vandyck  Sanne Akkerman  Rick de Graaff  Jos Beishuizen  Albert Pilot 《欧洲师范教育杂志》2013,36(3):346-363

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of community competence in the intended curriculum, the implemented curriculum and the attained curriculum. Various types of data are gathered and analysed in respect of these three curriculum representations. It appears that community competence is weakly conceptualised in the intended curriculum. In the implemented, and especially the attained curriculum, this results in no systematic and explicit practice in terms of the development of community competence.  相似文献