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The aim of this study is to scrutinize the characteristics of conceptual meaning making when students engage with virtual worlds in combination with a spreadsheet with the aim to develop graphs. We study how these tools and the representations they contain or enable students to construct serve to influence their understanding of energy resource consumption. The data were gathered in 1st grade upper-secondary science classes and they constitute the basis for the interaction analysis of students?? meaning making with representations. Our analyses demonstrate the difficulties involved in developing students?? orientation toward more conceptual orientations to representations of the knowledge domain. Virtual worlds do not in themselves represent a solution to this problem. 相似文献
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Diagnostic work in trauma teams is critical for the patient’s condition and for the possibility of survival. It is a difficult situation to train due to the inherently unpredictable and time-critical practice when an injured patient presents in the Emergency Room (ER). Different types of simulations have been developed for specialized training of specific skills and on contribution to teamwork, but there are hardly any studies reporting on opportunities to train realistic, multidisciplinary collaboration and communicative skills in such time-critical settings. In this article we report on a collaboration-oriented simulation where a trauma team performs diagnostic work: examining a patient in an ER at a hospital. The setting studied is arranged as a design experiment and video data constitute the basis for our interaction analysis. Our main finding is that highly-specialized simulations are useful as an arena for communication training among trauma team members. Doctors and nurses manage to make the simulated representations relevant in their talk, share medical observations and examinations, and consecutively include these findings into their collaborative diagnostic trajectory. 相似文献
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The efficacy of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) has been shown in several randomized controlled trials. However, to our knowledge no one has studied the TF-CBT model from a user's perspective. The objective of this study was to explore traumatized youths’ experiences of receiving TF-CBT. Thirty youths between 11 and 17 years old (M = 15, SD = 1.8) were interviewed using a semi-structured interview guide after they had received TF-CBT as part of an effectiveness trial. The interviews were analyzed according to thematic analysis. The youths’ responses were grouped into four themes: (1) expectations, (2) experiences of talking to the therapist and sharing information, (3) experiences of trauma narrative work, and (4) experiences of change and change processes. Findings showed how an initial fear of talking about traumatic events and not knowing what to expect from therapy was reduced when the youth experienced the therapist as empathetic and knowledgeable. Talking to the therapist was experienced as positive because of the therapist's expertise, neutrality, empathy, and confidentiality. Talking about the trauma was perceived as difficult but also as most helpful. Learning skills for reducing stress was also perceived as helpful. Important change processes were described as resuming normal functioning and getting “back on track,”, or as acquiring new perspectives and “moving forward.” Because TF-CBT is recommended as a first line treatment for traumatized youth and treating posttraumatic stress may entail special challenges, understanding more about how youths experience this mode of treatment contributes to our knowledge base and may help us tailor interventions. 相似文献
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Ferdinand Sörensen Mary C. Kimmel Vera Brenner Ingeborg Krägeloh-Mann Alkistis Skalkidou Behrang Mahjani Emma Fransson 《Child development》2024,95(3):721-733
This study examines the interplay between maternal depression/anxiety and infant temperament's developmental trajectory in 1687 Swedish-speaking mother–infant dyads from Uppsala County (2009–2019), Sweden. The sample includes a high proportion of university-educated individuals and a low share of foreign-born participants. Maternal depressive and anxiety symptoms were assessed using the Edinburgh Postnatal Depression Scale during gestational weeks 17 and 32 and postpartum at week 6. Multinomial regression explored associations between maternal variables and infant temperament trajectories at 6 weeks, 12 months, and 18 months. Prenatal anxiety is associated with the high-rising infant difficult temperament trajectory, while prenatal depression/anhedonia is associated with the stable-medium trajectory, attenuated postpartum. Associations between infant temperament and maternal mood depended on timing (pre/postpartum) and symptom type (depression/anhedonia vs. anxiety). 相似文献
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In this article we present an analytical framework for approaching transfer episodes—episodes in which participants declare or can be declared to bring prior experience to bear on the current task organization. We build on Dewey’s writings about the continuity of experience, Vygotsky’s ideas of unit analysis, as well as more recent developments in continental philosophy to develop a transactional approach that involves reconceptualizing the notion of experience. In this view, experience is not something that individuals have but an analytical category that denotes the unity of whole persons, their material and social environment, and their changing transactional relations (mutual effects on each other) across time. In the 1st part of the article, we present the theory and contrast it with past and present literature on transfer. In the 2nd part, we develop the methodological implications and analyze an episode of transfer from a technology-enhanced science education curriculum in which students were presented with analogous models of scientific phenomena across different tasks. We describe instances of recognition, of analogical reasoning, and of how students applied theoretical knowledge in terms of transactional units of change. We conclude by discussing implications with regard to further theoretical development and educational practice. 相似文献
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This article presents results from a longitudinal study following a cohort of medical students. Semistructured interviews are conducted every year, in which the students tell about their experiences learning medicine, their daily life, and their social activities in relation to university. The aim of the study is to analyze how medical students develop their professional competencies, values, and attitudes. This article focuses on the medical student's professional development in relation to the process of studying and learning anatomy. We analyze interviews conducted while the students are in their third and fifth semester. Anatomy plays a significant role in the medical student's educational process, on both a cognitive and emotional level. It seems that students in learning the subject matter adapt to fundamental values in the medical profession and are thus transformed into real medical students, sharing a unique experience. The implications for curricular development and professionalism are discussed, and this article argues that the issue of professionalism must be addressed in the educational process in the preclinical years and in relation to the basic sciences. Anat Sci Ed 2008. © 2008 American Association of Anatomists. 相似文献
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Krange Ingeborg Silseth Kenneth Pierroux Palmyre 《Cultural Studies of Science Education》2020,15(1):241-263
Cultural Studies of Science Education - Studies of education practices in science centers have found variation in how conceptual learning is supported, or scaffolded, on school field trips. This... 相似文献
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The discussion in this forum aims to push some of the ideas further and thus clarify some of the concepts used in the feature article. This includes a debate of the concepts of meaning making, procedural and conceptual learning experiences, the distinction between realism and constructivism in our research practice, and finally how to foster productive disciplinary engagement. 相似文献