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1.
Workplace learning has emerged as a significant site of adults' informal experiential learning, with implications for the provision and shape of formal education. There are, however, a prohibitive number of variables encumbering research into such learning. We can bypass the variables by focusing on phenomenal accounts of how professionals (in this instance) make judgements at work, underpinned by an organic logic derivable from Dewey. This article shows how to characterize a new epistemology of practice through both empirical and conceptual innovation, and thus advances the detail of this new informal workplace learning. This epistemology deals in five characteristics central to lifelong learning anyway, namely: the contingent (rather than exclusively formal, sustained, and systematic studies); the practical (rather than exclusively the theoretical); the process (rather than exclusively the assimilation of content); the particular (rather than the exclusively universal and a priori as the ‘context’); and the affective and the social domains (rather than exclusively the cognitive domain). Our fieldwork so far shows, through interview findings, how these are prominent in professional workplace judgments, and what prospects there are for further research on judgment as a site of ‘organic’ learning for adults. 相似文献
2.
We examined how social network (SN) groups contribute to the learning of chemistry. The main goal was to determine whether chemistry learning could occur in the group discourse. The emphasis was on groups of students in the 11th and 12th grades who learn chemistry in preparation for their final external examination. A total of 1118 discourse events were tallied in the different groups. We analyzed the different events that were found in chemistry learning Facebook groups (CLFGs). The analysis revealed that seven types of interactions were observed in the CLFGs: The most common interaction (47 %) dealt with organizing learning (e.g., announcements regarding homework, the location of the next class); learning interactions were observed in 22 % of the posts, and links to learning materials and social interactions constituted about 20 % each. The learning events that were ascertained underwent a deeper examination and three different types of chemistry learning interactions were identified. This examination was based on the theoretical framework of the commognitive approach to learning (Sfard in Thinking as communicating. Cambridge University Press, Cambridge, 2008), which will be explained. The identified learning interactions that were observed in the Facebook groups illustrate the potential of SNs to serve as an additional tool for teachers to advance their students’ learning of chemistry. 相似文献
3.
OBJECTIVE: This paper tests hypotheses based on Garland and Dougher's (1990) formulation of the "victim to victimizer" relationship which is a social learning theory etiological approach to adolescent sexual offending. METHOD: Two hundred sixteen adolescent sexually victimized sexual offenders and 93 adolescent sexually victimized nonsexual offending delinquents from three Michigan sexual offender treatment facilities participated in an anonymous cross-sectional survey regarding their sexual victimization and offending as well as a social desirability measure. RESULTS: When comparing the two groups, nonsexually offending delinquents and sexually offending delinquents, the latter were found to have: closer relationships with their perpetrators; a higher chance of having a male perpetrator(s); a longer duration of sexual victimization; more forceful sexual victimization; and the experience of penetration as part of their sexual victimization. Logistic regression showed that the gender of the perpetrators being both male and female and the forcefulness of the perpetrators were the best predictors of being in the sexual offender group. CONCLUSIONS: The social learning theory hypotheses were generally supported. Further multivariate research on this theory is warranted. 相似文献
4.
This paper analyses the possibilities for participation and bilingual learning of Wichi children in Chaco (Argentina) in the contexts in which they are currently educated. From a theoretical and methodological approach that links language learning and participation in social and historically located events, two learning environments are discussed: (i) with two teachers (a teacher fluent only in Spanish and a bilingual assistant); and (ii) a bilingual teacher. The data analysis reveals that in type (i) environments the common participation formats, as well as the method in which the semiotic resources at stake are managed, limit the possibilities of bilingual learning in Wichi pupils. However, the more open and flexible interaction formats in type (ii) environments, as well as the activation of bilingual speaking modes, promote spontaneous and guided participation by pupils, therefore offering a greater potential for bilingual learning. Both cases reflect the place that languages and speakers hold in classrooms. 相似文献
5.
Loyd S. Wright Ed.D. 《International Journal of Disability, Development & Education》1973,20(2):117-123
Forty‐seven boys identified by their third grade teachers as conduct problems were administered the ITPA and subdivided into three groups on the basis of race and social class: (1) the working class Negro group (N = 21); (2) the working class White group (N = 14); and (3) the middle class White group (N = 12). The total sample (N = 47) performed significantly below the standardization population on Auditory Reception, Visual Memory, Verbal Expression and Grammatic Closure and significantly above on Sound Blending. The working class Negro group did significantly poorer on the ITPA than the other two groups which did not differ significantly from each other. All three subgroups performed significantly below the standardization population on visual sequential memory. This latter result may indicate a non‐verbal learning disability which interferes with learning appropriate social behavior.
6.
Salma Ismail 《Studies in Continuing Education》2013,35(3):281-295
This paper sets out to explore the relationship between popular education and the changing South African political landscape through case study research of the Victoria Mxenge Housing Development Association. The research took place over an extended period of time from 1992–2003 and discusses how popular education was advocated by the South African Homeless People's Federation and its parent NGO (People's Dialogue); how it was implemented, how an increasing disjuncture between teaching and learning occurred, and how pedagogy was shaped by both political and personal factors. The paper discusses the interactions between social movements and NGOs and the limitations of social movements and popular education. It argues for a more nuanced conceptual understanding of learning in social movements within development contexts. 相似文献
7.
Designers of computer-based practice systems give primary attention to aspects of cognitive learning. However, observations of students practicing arithmetic, with two CAI systems widely used in Israel, revealed factors in the computer learning environment that substantially affected students' social behavior, particularly with respect to competition and cooperation in the course of learning. A questionnaire was designed on the basis of the observations to examine the effects of these factors in CAI work. It was administered to 457 fourth graders in 16 classes (two CAI systems x two SES categories x two schools x two classes). While neither CAI system was intended to foster competition, the observations and questionnaire data suggested that one encourages social comparison and competition whereas the other discourages these features and encourages cooperation and peer help. Boys appear to be significantly more competitive than girls. One system, compared with the other, significantly increases competitive behavior of high achievers (but not of low achievers); results in teachers' greater encouragement of social comparison and competition among students; and, as used in the schools we studied, causes disadvantaged students rather than advantaged students to develop negative feelings because of low CAI performance. The other system discourages competitive behavior and encourages cooperation. All these findings bear important implications for the instructional design of computer-based learning environments. 相似文献
8.
Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review exercise resulted in four dimensions: (1) practice, (2) domain and value creation, (3) collective identity and (4) organization. The indicators corresponding to these dimensions serve as the foundation for understanding social learning in practice. The framework of dimensions and indicators can be of assistance for researchers as well as teacher groups that aim to assess their views on social learning and analyse whether these views fit the learning goals of the group or that adjustments are required. In this way, learning processes within groups of teachers can be improved. 相似文献
9.
Zhenzhou Zhao 《British Journal of Religious Education》2020,42(2):214-223
ABSTRACTThe purpose of this study is to explore the representation and interpretation of the religious world in Chinese social studies textbooks. The data cover six major subjects at both primary and secondary levels. The findings indicate that although the Constitution of the People’s Republic of China mandates a separation of religion and education, Chinese textbooks introduce students to a variety of religious traditions. These traditions are either presented as independent learning units or integrated with textbook content across subjects. Three discursive frames are used to categorise the information selected to represent religion and its interpretation in the discourse of Chinese curriculum texts: a de-mystification frame (deconstructing the mystery of religion and presenting a secular understanding of the religious world); a de-modernisation frame (representing religion as associated with pre-modernity); and a science/humanities frame (comprising two lenses for interpreting religion). The findings of the study suggest that although the framing of religion in China’s social studies curriculum reflects the state’s secularisation agenda, it also leaves space for further exploration of the meaning of religion. 相似文献
10.
Mete Akcaoglu 《Distance Education》2018,39(3):334-352
Building interpersonal connections in asynchronous online learning is important, but it is harder to achieve compared to face-to-face learning experiences due to its mostly text-based nature. Facebook is a popular social media platform and has been used as an outside-class communication space in formal learning contexts to supplement cognitive and affective aspects of learning. In this study, we used Facebook groups as supplemental social spaces in two asynchronous online master’s-level courses to understand if it impacted students’ perceptions of social presence (i.e., copresence, immediacy, and intimacy), learning interaction with faculty and peers, as well as sociability of the online learning environment. The results indicated that students felt more positively about social presence and learning interactions with other classmates and their instructor and perceived the course as having more sociability after they joined the class Facebook group. Findings have implications for supporting social impression formation in online learning. 相似文献
11.
Christopher Bagley 《Emotional and Behavioural Difficulties》2016,21(2):205-227
The current research aimed to increase understanding of the experiences of young people and their parents of managed moves, what contributed to success and the nature of the challenges experienced. The study was conducted in one English Local Authority, where five young people and their parents were interviewed. Five superordinate themes emerged from the interviews, relating to: the initial process (people, trail period, managed moves as a positive solution); the reasons for the move (bullying/social isolation, breakdown in relationships with staff); conceptions of success (happiness, improved self-perceptions, learning and progress), factors contributing to success (fresh start/clean slate; home–school communication; pastoral support, school suitability) and problems arising (moving a problem, narratives around young people, timing and family stress). The findings are discussed in relation to implications for practice. 相似文献
12.
Sung Youl Park Seung‐Bong Cha Keol Lim Seung‐Hwa Jung 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):97-111
Educators try to use social network services (SNSs) in their teaching because they are regarded as beneficial to student learning. However, little research to date has empirically investigated whether the use of an SNS increases university student learning outcomes. A total of 730 university students in the capital area of South Korea participated in the present study. Based on social learning theory, we developed a general structural model that included SNS participation (SP) as an exogenous variable and a range of endogenous variables: cognitive domain learning outcomes, affective domain learning outcomes, social domain learning outcomes, social acceptance (SA) and attitude towards university life (AT). The study results confirmed that the model adequately explained causal relationships between student learning outcomes and SA, AT and SP. SA was identified as a key variable because of its direct effect on learning outcomes. However, SP was considered more important because of its large indirect effects on all learning outcomes through both SA and AT. 相似文献
13.
This article describes future trends in environmental education (EE) research based on a mixed-methods study where data were collected through a content analysis of peer-reviewed articles published in EE journals between 2005 and 2010; interviews with experts engaged in EE research and sustainability-related fields; surveys with current EE researchers; and convenings with EE researchers and practitioners. We discuss four core thematic findings: (1) EE researchers are highlighting the importance of collective and community learning and action; (2) EE researchers are placing increased emphasis on the intersection of learning within the context of social–ecological communities (e.g. links between environmental quality and human well-being); (3) a pressing need exists for research conducted with urban and diverse populations; and (4) research around social media and other information technologies is of great interest, yet currently is sparse. 相似文献
14.
When group work leaves the classroom does group skills development also go out the window? 总被引：1，自引：0，他引：1
Colin Baskin Michelle Barker Peter Woods 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):19-31
In moving towards what Lemke (1996) terms the ‘interactive learning paradigm’, higher education has adopted two key principles consistent with group learning technologies:
- ? learning is always mediated by and occurs through language ( Falk, 1997 ; Gee, 1997 ); and
- ? learning is distributed across a range of other people, sites, objects, technologies and time ( Gee, 1997 ).
- ? many universities now choose to offer ‘learning resources’ online.
15.
Celeste Meijs Fleur R. Prinsen Maarten F. de Laat 《Educational Media International》2016,53(2):85-102
Learning from others has been reported as a productive approach for teacher Professional Development (PD) and is seen as a valuable addition to formal PD. Specific insights into whether social learning suits teachers is still lacking. Therefore, the aim of the current study was to develop and apply an instrument to assess social learning mindedness of teachers. A questionnaire called the “Quiz: Social learning, how does it suit me?” was developed and its reliability and factor structure were explored. A total of 110 teachers, ranging from primary school to pre-university education filled out the Quiz. Results indicated that the teachers were already quite social learning minded; they were positively oriented towards social learning. Social learning mindedness encompassed five underlying factors including counteracting social-learning preferences, teachers’ opinions and preferences related to learning from colleagues/others, their orientation towards collaboration in new approaches to PD, an autonomy factor, and a more general attitude towards knowledge dissemination. Mostly, teachers like to explain and share their knowledge, like to collaborate with others to enhance their knowledge and ask others for advice if they have a problem. At the same time, they want some control over their PD (e.g. the outcomes). The teachers in this sample did not show much preferences that would counteract social learning, leading to the conclusion that social learning suits teachers as a form of PD. The Quiz, which is accessible online (in Dutch), is a useful tool for teachers to quickly get acquainted with social learning. 相似文献
16.
Chin-Chung Tsai 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):193-205
This study was conducted to explore the interplay between students’ scientific epistemological beliefs and their perceptions of constructivist learning environments. Through analysing 1,176 Taiwanese tenth-graders’ (16-year-olds) questionnaire responses, this study found that students tended to perceive that actual learning environments were less constructivist orientated than what they preferred. Students having epistemological beliefs more orientated to constructivist views of science (as opposed to empiricist views about science) tended to have a view that actual learning environments did not provide sufficient opportunities for social negotiations (p < 0.01) and prior knowledge integration (p < 0.01); and moreover, they show significantly stronger preferences to learn in the constructivist learning environments where they could (1) interact and negotiate meanings with others (p < 0.001), (2) integrate their prior knowledge and experiences with newly constructed knowledge (p < 0.001) and (3) meaningfully control their learning activities (p < 0.001). The main thrust of the findings drawn from this study indicates that teachers need to be very aware of students’ epistemological orientation towards scientific knowledge, and to complement these preferences when designing learning experiences, especially to provide constructivist-based lessons to enhance science learning for students who are epistemologically constructivist orientated. 相似文献
17.
In this article we discuss distance-based teacher trainees' understandings of learning and education in a computerised learning
environment. Educational research today often stresses the importance of a social dimension in learning and education and
computerised learning environments are said to create and fulfil the social dimension in on-campus education as well as in
distance education. This social dimension of learning and education is investigated, in a Swedish distance-based teacher training
programme supported by ICT, through semi-structured interviews with 19 teacher trainees. The study shows that there is a complex
relationship between the use of the computerised learning environment and the physical meetings in the programme. One conclusion
is that, even though theories emphasise the social dimension of learning through participation, teacher trainees view participation
with others as important primarily in relation to social aspects of well-being and not in relation to learning. The use of
ICT for creating a community of learners through participation seems to individualise the students' learning rather than bringing
them together in their learning. 相似文献
18.
Andrea Nolan 《International Studies in Sociology of Education》2013,23(4):352-374
AbstractFraming professional learning as a social practice underscores the interplay between subjective meaning systems and objective conditions of the social space where learning occurs. Drawing on Pierre Bourdieu’s theory of social practice, and methodologically guided by critical realism, the paper identifies what constitutes effective teacher professional learning through mentoring. The empirical focus of the paper is an Early Childhood teacher mentoring programme in the state of Victoria, Australia. The findings show that: (a) relevant circumstances that make teacher professional learning a necessity are associated with individual aspirations and systemic requirements; (b) collegial relationships and critical deliberation constitute meaningful learning experiences; and (c) teacher learning takes place in the domains of professional dispositions, pedagogical knowledge and social capital. The implication is that in designing professional development programmes such as mentoring, it is important to take teachers’ contexts of practice into account; conceptualise learning as a socially situated practice; and recognise the value of teachers’ lived experiences as a locus of deliberation and learning. 相似文献
19.
Mahmood Khalil Reuven Lazarowitz Rachel Hertz-Lazarowitz 《Journal of Science Education and Technology》2009,18(1):85-100
In this paper a conceptual model of instruction “the six mirrors of the classroom” used as a frame for teaching a learning
topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC);
(b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a “Journey
of Inquiry into the Wonderful World of Microorganisms” (JIWWM), developed according to the Science–Technology–Environment–Peace–Society
(STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show
that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers
used the mirror “1, classroom organization” and mirror “6, pupils’ social behavior” and the third ring around the all six
mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental preservation
and peace improved. The SMC model can serve as a valuable tool for teachers, since it can design their teaching and learning
settings in a more controlled environment, in terms of objectives, teachers’ and students’ social behaviors, and academic
outcomes. 相似文献
20.
Benjamin Kehrwald 《Distance Education》2008,29(1):89-106
This article reports on key aspects of a theory generative study into social presence in text‐based online learning environments. The focus of the article is the nature of social presence as experienced by online learners in those environments. Employing a collective case study design, the study accessed online learners’ experience‐based heuristic knowledge through a multi‐phase dialogical process which functioned as an extended interview. Among the key findings was (a) a definition of social presence drawn from learners’ experiences; (b) explication of the nature of social presence in online learning environments; (c) suggestions for the creation and sustenance of social presence in those environments; and (d) support for a relational view of social presence which emphasizes human agency in mediated social processes and foreshadows a role for social presence as a critical element of online learning environments. 相似文献