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Marie-Jeanne Meijer Femke Geijsel Marinka Kuijpers Fer Boei Emmy Vrieling 《Teaching in Higher Education》2016,21(1):64-78
Having a well-founded insight into the characteristics of teachers inquiry-based attitude (IA) supports operationalising IA as a learning goal in teacher education (TE). The aim of this study is to refine the notion of IA from an ill-defined global concept into something with reliable and valid characteristics. To do so, data were gathered on three different occasions amongst three different cohorts of teachers who participated in a master's programme at a Dutch university for applied sciences. This process of exploration and reconceptualisation was performed in collaboration with teacher educators. The results indicate that, statistically, IA has an internal reflective dimension and an external knowledge-sourcing dimension. Both dimensions can also statistically be differentiated from the personality traits openness to ideas, openness to change and epistemic curiosity. The implications of these findings for TE, plus recommendations for future research, are addressed. 相似文献
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Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations
In this paper, we use the theory of didactic situations to characterize a mathematics teaching practice, currently used in
secondary schools in France, which we have called interactive synthesis discussion. We have studied this practice in ordinary classes, i.e. classes where the researcher intervenes neither in the preparation
nor in the management of the lessons. We have looked at the didactic situations the teacher chooses, and how he manages his
teaching project, the students’ work in the classroom and at home, and classroom interactions. We present two case studies
of experienced teachers, one in grade 8, and the other in grade 10. 相似文献
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A learning process is built for the concept of area of plane surfaces, for pupils 9–12 years old. It is based on the following hypotheses: - developing the concept of area as a magnitude helps the pupils to establish relations between the geometrical and the numerical setting. - early identification between magnitudes and numbers induces confusion between length and area. This learning process has been implemented in two classes (9–10 years, 10–11 years). Pupils have been observed in class, in interviews and through written tests. The results of these observations are presented. 相似文献
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This volume gathers contributions that share the same double concern: to focus on teaching situations in classrooms, especially
the work of the teacher, and to be strongly anchored in original theoretical frameworks allowing to take the classroom situation
as unit of analysis. The contributions are not a representative sample of all research sharing this focus worldwide. The theoretical
frameworks are grounded mainly (but not solely) in the theory of didactic situations (Brousseau, 1997) and the anthropological
theory of didactics (Chevallard, 1992, 1999). There are 11 articles altogether, 9 of which present research works within the
chosen theme and focus. The other two are commentary papers offering a reflection on studies of classroom situations from
the point of view of other theoretical viewpoints.
“Original” in the sense of having been developed specifically for research in mathematics education and not borrowed from
other domains such as psychology, sociology, etc. 相似文献
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