共查询到20条相似文献，搜索用时 31 毫秒
1.
This study examines what kind of competencies teachers need in using game-based pedagogy (GBP). In our conceptual framework, GBP entails four approaches: using educational games or entertainment games, learning by making games, and using gamification in learning. Our data, consisting of teachers' documentation, thematic interviews and questionnaires, were analysed using qualitative content analysis. Four main competence areas were identified: pedagogical, technological, collaborative and creative. The results are applicable for developing teacher education and in-service training, as teacher competencies in game-based learning will be more integral to teachers' professional knowledge and skill repertoires. 相似文献
2.
In this article Francisca E Gonzalez shifts the focus from a deficit view of cultural knowledge to an imaginary of the formation of identities and integrity braided with the law, policy, and social formations. In this way, cultural practices cultivate a unique worldview with implications for K-12 educational excellence and academic achievement. Gonzalez situates her research within the national discourse on educational reform so as to direct educational researchers', policy makers', and educators' thinking of young Mexicanas as pensadoras who interrogate the social order, and who give meaning to learning, knowing, and power. She describes a study intended to explore the development of womanhood among young Mexicanas beginning with an explanation of a theoretical lens, a looking prism of critical race feminisms and Latina critical theory interpretive frameworks. Then she explains the study's multimethodological approach of trenzas y mestizaje, the braiding of theory, qualitative research strategies, and a sociopolitical consciousness. The article then details young Mexicana meanings of gendered cultural socialization, educacion, and success as cultural epistemologies and pedagogies, what the young Mexicanas called haciendo que hacer. Gonzalez explains this as the teaching and learning of sociocultural foundations and the cultivation of academic achievement. In closing, Francisca elaborates on how a braiding of different ways of knowing, teaching, and learning brings cultural knowledge to the fore of discourses on human rights, social justice, and educational equity including the formulation of holistic educational policies and practices. 相似文献
3.
Sabine Gerstner Franz X. Bogner 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):425-438
Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany. Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced by gender? (3) Is the concept map structure a reliable indicator of students' learning success? Sample: One hundred and forty-nine high-achieving 5th-grade students from four German secondary schools participated in the study. The average age of participants was 10½ years. Gender distribution was balanced. Students produced concept maps working in small, single-sex groups. Design and methods: There were two teaching approaches used: one based upon teacher-centred instruction and one consisting of student-centred learning. Both were followed by a concept-mapping phase. Student groups experienced either one or the other teaching approach. Concept map structures were analysed using of the method of Kinchin, Hay and Adams. We defined three different possible types of concept map structure: spokes, chains and nets. Furthermore, for assessing a student's short- and longer-term learning success, we constructed a multiple-choice knowledge test applied in a pre-, post-, retention-test design. Parametric tests, such as MANOVA, one-way ANOVA and t-tests were used to identify any differences in gender, teaching approach, number of nets per concept map and their interactions. Results: Type of teaching approach had an effect on concept map structure but not on students' longer-term learning success. Students of the teacher-centred approach produced more net structures than those students who participated in the hands-on instruction. Subsequent analyses showed in total more net structures for female groups. The interaction of gender and number of nets per concept map showed a significant effect on students' longer-term learning success. Conclusion: The study suggests that Kinchin's classification scheme for assessing concept map quality may be a good indicator of students' learning success when applied in combination with a knowledge test. 相似文献
4.
和学仁 《昆明师范高等专科学校学报》2009,31(1):99-102
概念图应用、自主学习及其教学设计均是当前教育技术领域的研究热点。通过一种“教师导学→小组自主探究→学生自主绘制→小组汇总概念图→教师总结评价”的自主学习教学设计和教学实践发现：用概念图作为教学设计工具,能够较好地发挥自主学习的特征,有效实现自主学习目的,促使学生产生有意义学习。概念图工具与自主学习方法可以在教学中得到完满的结合。 相似文献
5.
Mary R. Sudzina 《Educational Psychology Review》1997,9(2):199-260
Recent interest and inquiry into constructivism, pedagogical content knowledge, and case study methodology are influencing the content and goals of educational psychology in teacher preparation. The reasons seem clear: The content of educational psychology lends itself to authentic, active, and pragmatic applications of theory to school practices, as well as to investigations of a variety of educational issues, perspectives, and contexts which can be viewed through case study, a constructivist problem-based approach to learning. Widely-used educational psychology texts are including constructivism as a cognitive alternative to behaviorist and information processing views of teaching and learning. Concurrently, case studies are being integrated in educational psychology texts, and a myriad of case texts have appeared with application to educational psychology courses. This article considers the decisions, benefits, and difficulties in teaching educational psychology through a constructivist case study approach. 相似文献
6.
This article provides an overview of relevant connections that can be used to strengthen an instructor's mentoring abilities, specifically those connections between adult development, technological interaction elements, use of course management software, and corresponding mentoring practices. From a context supported by literature within adult development and computer-mediated communication, the authors examined a series of courses at a large university and how mentoring and instruction were infused. In this article, mentoring refers to a collective process that guides and facilitates a learner's educational growth. The unique nature of adult learners and their educational needs emphasises the need for a facilitative rather than a didactic approach in technology-supported courses. Various facets of interactions and the concept of transactional distance provide an additional framework from which to examine professional practice. The authors recommend further refinement and development of the mentoring practices that infuse emerging technologies and facilitate the teaching and learning process. 相似文献
7.
Sandhya Devi Coll Richard Kevin Coll 《Research in Science & Technological Education》2018,36(2):185-204
Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school (LEOS) with classroom learning using digital technologies. Specifically, the digital technologies comprised a learning management system (LMS), Moodle, which fits well with students’ lived experiences and their digital world. Design and Method: This study examines three out-of-school visits to Informal Science Institutes (ISI) using a digitally integrated fieldtrip inventory (DIFI) Model. Research questions were analysed using thematic approach emerging along with semi-structured interviews, before, during and after the visit, and assessing students’ learning experiences. Data comprised photographs, field notes, and unobtrusive observations of the classroom, wiki postings, student work books and teacher planning diaries. Results: We argue, that pre- and post-visit planning using the DIFI Model is more likely to engage learners, and the use of a digital learning platform was even more likely to encourage collaborative learning. The conclusion can also be drawn that students’ level of motivation for collaborative learning positively correlates with their improvement in academic achievement. 相似文献
8.
概念图是一种教与学的认知工具,同时也是一种学习策略,在教学中具有促进知识整合、促进学生意义学习、促进学生思维发展、改善教学设计方式、革新传统评价方式等方面的优势,教师可以在备课、课堂教学及评价时以概念图为教育技术支持,以达到提高教学效果的目的。 相似文献
9.
The 21st century as a digital age is characterized by the increased accessibility of information and knowledge through the
medium of sophisticated technological tools. The main aim of this article is to show how educational technology can be used
effectively to help students construct knowledge when teaching Islamic studies in the UK. The first part of this paper summarizes
the differences between information sharing and knowledge construction with reference to the essence of knowledge as Aristotelian
‘episteme’ (theoretical knowledge) and technê (practical knowledge: know-how); and the extent which the former process is created by the use of Information Technology
(IT) while the latter is enhanced by Educational Technology (ET). The second part explores how ET can be used effectively
to ‘provide training in critical and creative thinking skills of students’ as an integral part of producing useful tools and
generating practical benefit during their learning process (Felder et al. 2000, p. 26; Callaos 2009, p. 3). The third, then, explains why a student centred and research-based teaching is preferred to traditional research-led
method in order to support the construction of knowledge. The paper concludes by presenting some reflections and limitations
on how effective use of ET and research-based teaching can help students to become critical thinkers while studying Islam
and Middle Eastern politics as part of international politics curriculum in the UK. 相似文献
10.
Jesper Sjöström Nadja Frerichs Vânia G. Zuin Ingo Eilks 《Studies in Science Education》2017,53(2):165-192
Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed. 相似文献
11.
Ian R. Cornford 《Asia-Pacific Journal of Teacher Education》1999,27(2):107-117
Changes wrought by the ongoing technological, economic and social revolutions have once again emphasised the importance of lifelong learning. Current projections are for three or four changes of occupation during a working lifetime. There appears clear evidence of the need for the acquisition of cognitive learning strategies to cope with continuous change and maintain knowledge and skill currency during an entire lifetime. The Australian government commissioned report by Candy, Crebert and O'Leary raised a number of issues at undergraduate level, but failed to address the need for teaching more broadly for genuinely lifelong learning. This paper considers a range of approaches and strategies which it will be necessary to adopt to move beyond rhetoric to effective educational practices. Central to effective teaching of cognitive learning strategies will be adoption of appropriate curricula in teacher education courses. 相似文献
12.
Leon Benade 《Educational Philosophy and Theory》2017,49(8):796-807
AbstractLefebvre’s triadic conception of spatial practice, representations of space and representational spaces provides the theoretical framework of this article, which recognises a productive relationship between space and social relations. Its writing stems from a current and ongoing qualitative study of innovative teaching and learning practices in new technology-rich flexible learning spaces, characterised by large open spaces, permeable boundaries and diverse furnishings emphasising student comfort, health and flexibility. Schooling in the twenty-first century, certainly in the developed world, is required to ensure that children and school-leavers have appropriate life-long skills in preparation for participation in the twenty-first century knowledge economy. This world is characterised as complex and dynamic, deeply influenced by globalisation and the revolution in digital technology. Developing these skills calls into question ‘outmoded’ transmission models of teaching and requires teachers and school leaders to approach their work in radically new ways. Open school design encourages flexibility in learning and teaching, and allows collaborative, team teaching, with designers claiming significant educational benefits. This arrangement of multiple classes using innovatively designed, technology-enriched common space, facilitated by multiple teachers, working in collaborative teams, is far-reaching in its likely implications for community expectations and responses, relationship-building, assessment, student learning, teachers’ work and initial teacher education. 相似文献
13.
Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students
will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National
Council of Teachers of Mathematics, 2000, Curriculum and evaluation standards for school mathematics. Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number
of factors, not the least of which is the quality of teachers’ experience and knowledge in the domain of mathematics. Although
the study of teacher knowledge has received considerable attention, there is less information about the teachers’ content
knowledge that impacts on classroom practice. Ball (2000, Journal of Teacher Education, 51(3), 241–247) suggested that teachers’ need to ‘deconstruct’ their content knowledge into more visible forms that would
help children make connections with their previous understandings and experiences. The documenting of teachers’ content knowledge
for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information
about how we might go about systematically characterising the key dimensions of quality of teachers’ mathematics knowledge
for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the
quality of teachers’ content knowledge for teaching in one area within the domain of geometry. An example of use of this framework
is then developed for the case of two teachers’ knowledge of the concept ‘square’. 相似文献
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15.
During the last decade, the higher education sector has experienced many pressures and changes (Hanna, Educause Review, 38(4), 25–34, 2003; Scott, Educause Review, 38, 64–80, 2003; Waterhouse, The power of e-learning: The essential guide for teaching in the digital age, 2005). Universities around the world are facing the need to adapt to a rapidly changing educational and social landscape,
in which technology is both the main cause of change and a tool for dealing with the change. This study examines the organization-wide
technological changes that have infiltrated every aspects of life at all universities that are part of the higher education
system in Israel during the last 7 years: the introduction of on-line instruction, e-learning and Enterprise Resource Planning
(ERP) technology for university work processes
The research findings show that there is a mechanism for managing organization-wide technological changes at Israeli universities
but it is not a rational one. This study proposes a model for managing organization-wide technological changes in universities
on the basis of the existing mechanism, using knowledge management strategies for the purpose of change management:
KM-M-CM (Knowledge Management as a Mechanism for Change Management)
Implementation of this model will make it possible to realize the challenge of transforming the university from a "knowledge
institution" to a "learning institution." It will come life to the extent that the higher education system in Israel, its
leaders and decision-makers understand the need for a permanent mechanism to manage change and adopt this rational model in
order to establish it. 相似文献
16.
AbstractThis article is a pedagogical contribution to the debate about the meaning, usefulness and possible integration of PLEs into formalized education. We assume that PLEs represent a change in the rules of traditional teaching taking place in formal educational contexts. We use the comparison of a solid knowledge taught in textbooks compared PLEs in the context of the liquid culture of cyberspace as a metaphor for learning. The article provides an overview of the features and elements of a PLE in formal education and suggests that the educational objective of PLEs is the formation of digital citizenship. This concept implies that learners must become aware of their digital identity and develop competence in five dimensions for an intelligent use of digital technology and culture. We conclude by referring to PLEs as an educational ideology and its potential evolution from the deschooling theses and educational reform in schools. 相似文献
17.
Leslie Cunliffe 《课程研究杂志》2013,45(6):727-750
This paper conceptualizes the secondary art curriculum as a well‐structured but complex knowledge‐domain, with the aim of emphasizing meaningful differences in the way creative grammar operates in the following gatherings of art practices: Pre‐historic and non‐European cultures; Ancient and European cultures before c. 1800; Romantic and Modern culture from c.1800 to c.1950; and Late‐and Post‐modern culture from c.1950 onwards. The gatherings are further differentiated into pre‐modern practices of Gemeinschaft (community) and modern forms of Gesellschaft (association). Practices of Gemeinschaft use the creative grammar of accretion and the grammar of omission to emphasize meaningful differences. The earlier phase of Gesellschaft inherits the grammar of accretion and omission from Gemeinschaft in the attempt to sustain the expression of meaningful differences. The late‐ and post‐modern phase of Gesellschaft adopts a nihilistic creative grammar to level such differences. Approaches to teaching the grammar of each gathering of art, and the related practices, are explored in a well‐structured way by students using ‘know‐how’ and ‘know‐that’ grammar. By conceptualizing and teaching an art curriculum in this way, students develop the insightful knowledge to understand how their life‐world, as embedded in a technological understanding of being and its technological nihilism, compares with alternative understandings of being as articulated by different cultural grammars. 相似文献
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19.
ABSTRACTWhile more is becoming understood about the effects of Indigenous Studies health curricula on student preparedness and attitudes toward working in Indigenous health contexts, less is known about how tutors in this space interpret student experiences and contribute to the development of preparedness. Reporting on a qualitative study, this article provides insight into tutors’ perceptions of tertiary first year health students’ transformative experiences in an Indigenous Studies health course. Twelve Indigenous and non-Indigenous tutors were interviewed about their teaching experiences within this context. Framed by Mezirow’s transformative learning theory, thematic analysis findings suggest tutors observe several precursor steps to transformative learning including disorienting dilemmas, critical reflection on assumptions, exploration of new roles, and trying on new roles. The content of these themes extends our understanding of how these precursor steps manifest, and the elements related to this. Findings also suggest tutors vary in their identification, interpretation and response to many of these pedagogical entry points. Within this learning context, the concept of teacher/student relationship is suggested as playing a meaningful role in the positioning and efficacy of tutors. This impacts tutors' understanding of transformative learning, the social construction of students, consequent interpretations of student experiences, and means of facilitating cognitive and affective learning. We propose a reconceptualisation of thinking around teaching in this space, with a focus on both further development of educator capabilities and student curricular opportunities to promote transformative learning appropriate to the stated goals of the Australian Indigenous Studies learning and teaching context. The findings indicate that institutional investment in the development of educators in this space remains vitally important. 相似文献
20.
This study investigated elements of pedagogical knowledge when students' higher order thinking was an explicit and focused instructional goal. The findings suggest a model that consists of 6 elements. It seems that, for all these elements, the source of differences between teachers' various pedagogies may be tracked to the basic distinction between a traditional transmission-of-knowledge approach to instruction versus a reform oriented constructivist approach. The findings portray how these two pedagogies are played out when higher order thinking is viewed as a distinct educational goal. Appropriate activities are insufficient for students' active thinking. In the absence of adequate pedagogies, teachers adopt algorithmic approaches for teaching thinking that decrease the cognitive demands of tasks. Practical recommendations are discussed. 相似文献