排序方式： 共有28条查询结果，搜索用时 31 毫秒
1.
Anja Heikkinen 《Cambridge Journal of Education》1997,27(3):405-423
The introduction briefly characterises the recent situation in Finnish vocational education, in order to highlight the relevance and function of my own historical and critical research project on changes in vocational teachers’ conceptions of their work. In the second section reasons are given why teachers should be of special interest and what is meant by ‘vocational teachers’, explaining the methodological starting points and basic research questions in my project. Thirdly, some examples are given from the oral history part of the project relating to post‐war development in Finnish vocational education. In the final section some lessons, both substantial and methodological, learnt thus far, which seem important in continuing the project are discussed. 相似文献
2.
Recently, there has been a trend towards adding a multidisciplinary or multicultural element to traditional monodisciplinary project courses in computing and engineering. In this article, we examine the implications of multidisciplinarity for students' learning experiences during a one-semester project course for real customers. We use a qualitative research approach and base our analysis on students' learning reports on three instances of a project course titled Multidisciplinary working life project. The main contribution of this article is the unified theoretical picture of the learning mechanisms stemming from multidisciplinarity. Our main conclusions are that (1) students generally have a positive view of multidisciplinarity; (2) multidisciplinary teams enable students to better identify their own expertise, which leads to increased occupational identity; and (3) learning experiences are not fixed, as team spirit and student attitude play an important role in how students react to challenging situations arising from introduction of the multidisciplinarity. 相似文献
3.
4.
5.
In this article the authors introduce some aspects of various truth theories in the context of action research. The traditional ways of determining quality are based on the correspondence theory of truth, which, in their view, conflicts with the basic assumptions of action research. The pragmatic theory of truth seems to be clearly represented in the world of action research. In their opinion, other theories of truth can be productively applied as well. In addition to the classical theories of truth – the correspondence theory, the coherence theory and the pragmatistic view on truth – they discuss the truth as ‘aletheia’ (a Heideggerian view on truth), as Habermasian consensus and as Foucaultian power/knowledge. 相似文献
6.
Eetu-Pekka Heikkinen Juha Jaako Jukka Hiltunen 《European Journal of Engineering Education》2017,42(6):812-828
Separate approaches in engineering education, research and practice are not very useful when preparing students for working life; instead, integration of education, research and industrial practices is needed. A triangular approach (TA) as a method to accomplish this integration and as a method to provide students with integrated expertise is proposed. The results from the application of TA, both at the course and programme level, indicate that the approach is suitable for developing engineering education. The student pass rate for courses where TA has been used has been higher than for previous approaches, and the student feedback has been very positive. Although TA aims to take both theoretical and practical aspects of engineering as well as research and education into account, the approach concentrates mainly on activities and therefore leaves the goals of these activities as well as the values behind these goals uncovered. 相似文献
7.
Merja Heikkinen 《Journal of Cultural Economics》1995,19(3):261-272
The paper deals with the relationship between direct public support for artists and the economic situation of artists. The empirical findings stem from a research project on the situation of artists in Finland. Some problems connected with obtaining relevant data on artists' economic situation are presented. The effects of direct financial support granted to individual artists on their income level and income discrepancies are illustrated with different patterns of impact. A brief presentation of the goals and measures of public policy towards artists in Finland is given, and the relationship with policy objectives and income effects of direct artists support is discussed. Two issues relevant for evaluating artist policy are raised: the need to account for the fundamental differences between art fields and artistic occupations, and the need to study the actual functions grant income has for the artists. 相似文献
8.
This special issue recognizes EAPRIL as being a platform for practitioner and practice-based research and by organizing the 10th annual conference for practitioner research on improving learning in education and professional practice. Papers in this conference and in this special issue are rooted in practice-based research or practitioner research. They reflect the popularity of practitioner research in vocational teacher education and in universities of applied sciences. Reason enough for the authors of the current paper to reflect on the question: “What is practitioner research?” And, more importantly what makes good practitioner research? Reviews show that people use broad interpretations of the concept, which requires that to clarify the epistemological basis of the relation between research and practice the reflections goes back to Aristotle philosophy. The latter, aiming at discovering what kind of knowledge is obtained, what purpose it serve, and how it differs. This yields a theoretical, and two practical kinds of knowledge. Although all three are relevant, the so called ‘practitioner knowledge’ (the prhonesis and the techne), need more attention in judging the ‘goodness’ of practitioner research. Five principles of validation are mentioned, e.g. the process of meaning making and negotiation, differing from the correspondence between knowledge and the outside world, e.g. validity. These principles provide a possible angle and sometimes researcher follow them implicitly and unconsciously. The articles in this special issue reflects the realisation of many of these principles within the individual studies. The current paper does not intent to give final answers, but rather to trigger a further conversation on the fundamental question of: What is good practitioner research? 相似文献
9.
H. Xu T. Suni V. Vuorinen J. Li H. Heikkinen P. Monnoyer M. Paulasto-Krockel 《上海大学学报(英文版)》2013,(3):226-235
Hermetic packaging is often an essential requirement to enable proper functionality throughout the device＇s lifetime and ensure the optimal performance of a micro electronic mechanical system （MEMS） device. Solid-liquid interdiffusion （SLID） bonding is a novel and attractive way to encapsulate MEMS devices at a wafer level. SLID bonding utilizes a low-melting-point metal to reduce the bonding process temperature; and metallic seal rings take out less of the valuable surface area and have a lower gas permeability compared to polymer or glass- based sealing materials. In addition, ductile metals can adopt mechanical and thermo-mechanical stresses during their service lifetime, which improves their reliability. In this study, the principles of Au-Sn and Cu-Sn SLID bonding are presented, which are meant to be used for wafer-level hermetic sealing of MEMS resonators. Seal rings in 15.24 cm silicon wafers were bonded at a width of 60 gin, electroplated, and used with Au-Sn and Cu-Sn layer structures. The wafer bonding temperature varied between 300 ℃ and 350 ℃, and the bonding force was 3.5 kN under the ambient pressure, that is, it was less than 0.1 Pa. A shear test was used to compare the mechanical properties of the interconnections between both material systems, in addition, important factors pertaining to bond ring design are discussed according to their effects on the failure mechanisms. The results show that the design ofmetal structures can significantly affect the reliability of bond rings. 相似文献
10.
Interviews with representatives of nine municipal agencies involved in air‐quality education were analyzed for concepts and skills perceived as important for citizens in addressing air‐quality concerns. Interviewees focused mainly on general air quality‐related understandings (60.2%), although cognitive skills (22.0%) and specific concepts (17.8%) were also mentioned. The major categories of desired air‐quality understandings identified in interviews included sources, impact, detection, and transport of air pollutants. Identified cognitive skills focused on information‐gathering and ‐evaluating abilities, enabling informed air‐quality decision making. Eight Learning Goal Sets generated from interview data and validated via peer and member checks helped guide a content analysis of six undergraduate liberal arts chemistry textbooks. Overall, sampled chemistry textbooks supported the previously identified air‐quality concepts and skills. However, few textbooks directly confronted interviewee‐reported, air quality‐related misconceptions and inabilities. Instructional and research implications of these validated air‐quality learning goals and subsequent textbook analyses are discussed. © 2007 Wiley‐Liss, Inc. J Res Sci Teach 45: 174–196, 2008. 相似文献