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Jun Oshima Ritsuko Oshima Isao Murayama Shigenori Inagaki Makiko Takenaka Hayashi Nakayama 《International Journal of Science Education》2013,35(10):1199-1221
This paper reports design experiments on two Japanese elementary science lesson units in a sixth‐grade classroom supported by computer support for collaborative learning (CSCL) technology as a collaborative reflection tool. We took different approaches in the experiments depending on their instructional goals. In the unit ‘air and how things burn’, we designed the unit where groups of students engaged in building theories on ‘how a candle stops burning in a closed jar’. In the unit ‘characteristics of various solutions’, groups of students collaboratively constructed a pH scale as knowledge artefact. In both studies, the CSCL technology was implemented mainly for facilitating collaboration between groups. Results showed that: (1) students were more likely to engage in symmetric communication (i.e. between groups as well as within groups) in the second unit, and (2) they were also more idea‐centred and more frequently shared their ideas in the second unit. The results were discussed from the perspectives of the scientific practices students engaged in and task structure. 相似文献
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Daniel W. Kee Susan Nakayama Siaw Linda Carter 《Contemporary educational psychology》1985,10(3):268-274
An experiment was conducted to evaluate constructive memory in fourth-grade low-SES black and middle-SES white children. The children were read nine short passages; each passage was composed of two premise statements and a filler sentence. The children were tested by a recognition procedure. Thirty-six test sentences were presented randomly. Four sentences were associated with each passage (true premise, false premise, true inference, and false inference). Subjects were asked to make yes/no recognition decisions based on whether the test sentence was identical to a sentence presented at study. Middle-SES white children made few errors, except to true inference test sentences. This pattern of performance is consistent with the constructive view of memory. Low-SES black children also had a high error rate to true inference items. However, this outcome may not reflect constructive memory because they also had a high error rate to some of the other types of test sentences. 相似文献
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Maurice L Phipps Aya Hayashi April Lewandowski Allison H Padgett 《Journal of Adventure Education & Outdoor Learning》2013,13(1):51-65
Abstract This article describes the use of two linked instruments, the Instructor Effectiveness Check Sheet (IEC) and Instructor Effectiveness Questionnaire (IEQ). The use of an evaluation instrument during a course can enable improvements to be made — even with experienced instructors. Detail can be taken from the IEC and IEQ to find obvious and not so obvious needed changes and attention to individuals in the group. The article gives an example where the instruments were used to teach instructors about different pedagogical constructs, describes further research using the instruments at the Nantahala Outdoor Center, USA, and describes a case study on a wilderness education group that illustrated improvement in effective teaching. 相似文献
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Shigeru Nakayama 《Higher Education》1989,18(1):31-48
Japan's universities were established in order to import Western knowledge and ideas to assist in the development of the nation beginning in the mid-19th century. Because it was never colonized and because it has sucessfully developed not only its academic system but also its economy, Japan is a particularly significant case study. Japan's academic development can be seen in two phases. First there was a window shopping period in which many Western models were explored and some partially adopted. Second, there has been an involvement mode in which specific Western models are adopted. This essay follows the development of Japanese higher education through its various phases, including the post World War Two impact of the United States and the growth of a mass university system. The process of internationalization of various foreign influences is examined. 相似文献
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In October 2003, Californians voted in the high-profile gubernatorial recall election and on what is referred to as the “Racial Privacy Initiative.” The Initiative sought to prohibit the gathering of racial data in education and state employment. Unlike recent such initiatives addressing California's racial laws, this one was unsuccessful: 62 percent of voters said no. This essay examines the discourse surrounding the initiative over its three-year history and traces the rhetorical dynamics that led to its defeat. The analysis details the implications of this moment for hegemonic processes in general and as they relate to the specifics of race. 相似文献
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Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献
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The research function of universities in Japan 总被引：1，自引：0，他引：1
Japan has long led the trend towards privatization of Research andDevelopment (R&D). With the recent establishment of corporate R&Dfacilities overseas, this has become more international in character. Therelative impoverishment of Japanese academic science has only recently begunto be addressed by the government. Despite the neglect, there appears to bea gradual increase in Japanese academic research, but international researchcollaborations are still quite limited in number. There are growing tieswith industry, but industry has been slow to recognize the value of graduateschool training. Stronger links may promote greater research activity, butwithout reforms to the structure of the education system and Ministry ofEducation policies, Japan will not be prepared to meet the challenge of the21st century, and the need for a highly-skilled, innovative workforce. 相似文献
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Nílson Kunioshi Judy Noguchi Kazuko Tojo Hiroko Hayashi 《European Journal of Engineering Education》2016,41(3):293-303
As English-medium instruction (EMI) spreads around the world, university teachers and students who are non-native speakers of English (NNS) need to put much effort into the delivery or reception of content. Construction of scientific meaning in the process of learning is already complex when instruction is delivered in the first language of the teachers and students, and may become even more challenging in a second language, because science education depends greatly on language. In order to identify important pedagogical functions that teachers use to deliver content and to present different ways to realise each function, a corpus of lectures related to science and engineering courses was created and analysed. NNS teachers and students in science and engineering involved in EMI higher education can obtain insights for delivering and listening to lectures from the Online Corpus of Academic Lectures (OnCAL). 相似文献