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1.
Computing education has been an important and sometimes contentious issue ever since the advent of modern computing. Debates about computing education have closely followed job markets, technological development, academic interests, societal concerns, and changes in the perception of computing. The themes in computing education debates can be characterized by emergence and formation, standardization and organization, accommodation to change, and divergence. The focus of computing education has expanded outward from the computer to programming, algorithms, and information, as well as to the organizational, social, and cultural environment of computer systems.
This survey gives computing education researchers an overview of some of the central issues and disputes in computing education over the brief history of modern computing. The survey highlights the emergence of educational initiatives, concepts, joint efforts, and institutions of computing education, and outlines the relatively short history of computing education research. The survey is structured around four overlapping themes: computing education as technological training, as training for software development, as a central element for the field’s academic recognition, and as training for computational problem-solving in any domain of knowledge. Each theme has played a role throughout the history of modern computing, but their relative emphases have changed over the years. 相似文献
2.
该文在分析教育部对信息与计算科学专业新的规定和要求的基础上,结合地方高校应用型人才培养定位,提出地方高校信息与计算科学专业课程体系构建的原则、思路和方法。 相似文献
3.
Teachers’ objects of responsibility: something to care about in education for sustainable development? 总被引：3，自引：2，他引：1
Answers to questions about good teaching in environmental education can be expressed in different selective traditions. Questions as to what should be included in good teaching tend to be addressed by both teachers and researchers on an ideological basis. This qualitative study uses a pragmatist approach, and aims to make an empirical contribution to the debate. Rather than telling teachers what they should teach, this interview study involved listening to ten upper secondary school teachers in Sweden, and their arguments concerning their long‐term teaching purposes. Why should students learn particular things? The teachers’ answers revealed habits and frequently used the same arguments. These arguments recurrently dealt with what teachers particularly cared about, and five objects of responsibility were identified in the interviews. These objects of responsibility constitute the starting points of teachers’ actions and can be seen as personal anchor points within a selective tradition. These points of departure remind the teachers of their teaching aims and objectives, and at the same time, keep them within a tradition. While they help the teachers in their everyday practice, they could just as easily be seen as tacit obstacles to efforts to change environmental education into Education for Sustainable Development. The results are also relevant for science education in general. Issues identified in the study include how the same scientific knowledge could be used for different purposes in education, and the different personal anchor points for long‐term purposes of teaching based on teachers’ own ideas of good teaching. These results can be important in developing a reflection tool for teachers, which in turn can help them to reflect more deeply about how they might change their teaching practices. 相似文献
4.
Issues regarding scientific explanation have been of interest to philosophers from Pre-Socratic times. The notion of scientific explanation is of interest not only to philosophers, but also to science educators as is clearly evident in the emphasis given to K-12 students' construction of explanations in current national science education reform efforts. Nonetheless, there is a dearth of research on conceptualizing explanation in science education. Using a philosophically guided framework—the Nature of Scientific Explanation (NOSE) framework—the study aims to elucidate and compare college freshmen science students', secondary science teachers', and practicing scientists' scientific explanations and their views of scientific explanations. In particular, this study aims to: (1) analyze students', teachers', and scientists' scientific explanations; (2) explore the nuances about how freshman students, science teachers, and practicing scientists construct explanations; and (3) elucidate the criteria that participants use in analyzing scientific explanations. In two separate interviews, participants first constructed explanations of everyday scientific phenomena and then provided feedback on the explanations constructed by other participants. Major findings showed that, when analyzed using NOSE framework, participant scientists did significantly “better” than teachers and students. Our analysis revealed that scientists, teachers, and students share a lot of similarities in how they construct their explanations in science. However, they differ in some key dimensions. The present study highlighted the need articulated by many researchers in science education to understand additional aspects specific to scientific explanation. The present findings provide an initial analytical framework for examining students' and science teachers' scientific explanations. 相似文献
5.
Shannon Rodgers 《Educational Philosophy and Theory》2016,48(6):563-578
If educators presuppose that brain and mind are synonymous, perhaps it is out of necessity. Such an equivalency might be required in order for mind to be accessible, knowable and a ‘thing’ like the brain is. Such a presupposition, that mind is a thing which we can understand nonetheless rests on an insecure foundation. As suggested by philosopher John Searle in the opening quotation, this might explain the historical and present day interest in metaphors of mind, where comparisons to unlike things are used to help philosophers, psychologists, and educators more securely understand how mind really ‘works.’ Educators have an enormous investment in explicating how mind works, as they are required to observe and measure what is going on in the minds of students. In practice, mind has to be a thing for how does one reasonably talk about accomplishing such requirements if mind is merely some philosophical abstraction? This article will explore two metaphors of mind suggesting that embedded within each are presuppositions of epistemological and pedagogical significance. 相似文献
6.
Avi I. Mintz 《牛津教育评论》2018,44(4):414-424
Educators and educational theorists frequently employ a gardening metaphor to capture several child-centred principles about teaching and children, i.e. teachers must respect a child’s unique interests and abilities, recognise what is developmentally appropriate for students, and resist pursuing a narrow set of outcomes. Historically, however, educational theorists were as likely to use the gardening metaphor to support teacher-centred, ‘moulding’ ideals as they were to support child-centred ideals. Furthermore, in stark contrast to the contemporary optimism about a child’s innate, unique potential, the use of the gardening metaphor in the past sometimes supported prejudicial, deterministic views of children. In many ways, therefore, the contemporary use of the metaphor reflects genuine progress in educators’ ideas about children and their potential. Nevertheless, those who employ the gardening metaphor today might learn from some of its past users. Eager to avoid imposing their own goals on children, today child-centred gardeners have resisted articulating normative ideals by which teaching and parenting might be guided. Yet a normative ideal of the educated adult is not inconsistent with child-centred gardening. 相似文献
7.
从大学发展的历史阶段性维度考察克拉克的高等教育系统三要素,即工作、信念和权力,同时,对每一时期具有鲜明特色的要素从高等教育哲学的角度进行分析和探讨,这将有助于我们揭示高等教育系统要素的时代特征,深化我们对于大学理念和精神特质的认识,更好地把握大学发展的历史脉络,也有利于我们探索把高等教育系统的具体要素和知识特征与我国的文化传统、具体国情和现实问题结合起来,创建具有自己民族文化特色的世界高水平大学。 相似文献
8.
自然科学教育中的性别差异 总被引：4，自引：0，他引：4
传统上，人们一直认为女性在自然科学方面的能力和发展不及男性。20世纪90年代中期，美国一些学者在布朗大学进行了一次关于“自然科学教育中的性别差异“的调查，并在这一调查研究基础上，对于如何在自然科学教育中贯穿一种性别视角提出建议。本文主要介绍这一研究成果，以期启发国内的相应研究与实践。 相似文献
9.
Lexi Earl 《Cambridge Journal of Education》2020,50(1):77-93
ABSTRACTThis paper explores how middle-class distinction is produced in a primary school by focusing on four different ‘scenes’. Using Bourdieu’s notion of distinction, this paper shows how children are educated on matters of middle-class taste. I argue that privilege is produced through food education in different formats. This taste education goes beyond what one should merely eat and consume. It is situated within a middle-class nostalgia for rural ‘villageness’. While this type of distinction is not in and of itself problematic, this paper discusses the implications for when these ideas are taken up in policy, and expected of all schools. I argue educators need to be aware of how these values are being rolled out as universal values, expected of schools in diverse areas. Educators should pay attention to how middle-class distinction and privilege is produced and reproduced in schools, in order to create a more inclusive food education. 相似文献
10.
皮亚杰的儿童心理学研究不仅揭示人的认识规律,而且根据自己的理论提出了一系列有关科学应用问题的原则和方法,对教育和教学工作所提出的诸多见解,既全面又具体,因而受到国际心理学界和教育学界、哲学界的普遍重视,同时他的研究方法也蕴含了丰富的科学哲学思想,实现了心理学史上又一次否定之否定的历史辩证进程。 相似文献
11.
文芳玲 《桂林师范高等专科学校学报》2004,18(3):35-38
民族精神是民族文化传统的聚集，在马克思主义哲学教学中，可以结合马克思主义哲学原理的讲授，宣传“以民为本”等优秀民族文化、弘扬和培育以爱国主义为核心的民族精神，以增强学生的爱国情怀，坚定学生建设社会主义的信念。 相似文献
12.
Heather Toomey Zimmerman Susan M. Land Chrystal Maggiore Chris Millet 《Learning, Media and Technology》2019,44(4):457-472
ABSTRACTTwo cases of context-sensitive mobile computing curricula for children are shown to develop analytical understandings of how science-related sense-making talk can be supported through physical and digital environment interaction, which supports play and learning through movement. Our work investigates how proximity-based computing mediates children’s engagement in scientific sense-making conversations in a botanical garden. We draw upon sociocultural perspectives on sense-making talk as well as learning on-the-move to inform our study design. Data are from children in summer camp, including field notes, photographs, and video records (26 children in Case A, 24 in Case B) in an Arboretum. Our findings illustrate that children engaged in both playful and scientific sense-making talk in two distinct curricular tasks. We provide insights into science sense-making talk patterns and pedagogical practices of integrating learning on-the-move strategies into informal education with design principles related to augmenting gardens with digital content. Our results suggest that learning on-the-move strategies influence sense-making talk and that embodied interactions within the gardens support science sense-making and role-play. We posit that designs for learner-centered mobile computing can create digital-physical hybrid spaces where learners engage each other and natural objects as they walk through community spaces. 相似文献
13.
Lisette van Rens Jacqueline van Muijlwijk Jos Beishuizen Joop van der Schee 《International Journal of Science Education》2013,35(6):1012-1036
This study deals with the participation of 10 upper secondary chemistry students, aged 16–17, and their chemistry teacher in a pharmacochemistry research community on anti-allergy medicines at VU University, Amsterdam, The Netherlands. Participation of students in scientific research raises the question of how to bridge the gap between an upper secondary school inquiry practice and a scientific research practice. To bridge this gap, a design based on 6 principles derived from an educational model of a community of learners was proposed. The study first aimed at revealing whether the proposed principles were necessary according to the students, their teacher and three pharmacochemistry researchers for successful participation of the students in the research community. Second, the study examined whether the students' understanding of discipline-specific content knowledge, interest in scientific research and knowledge about the nature of science changed during the course of the study. Data were obtained from questionnaires, interviews and video tapes. The results indicated that according to the teacher all 6 principles were necessary to bridge the gap, whereas according to the students 1 principle and according to the pharmacochemistry researchers 2 principles were necessary but difficult to achieve. Furthermore, all students gained discipline-specific content knowledge. Their interest in scientific research exhibited a positive change and their knowledge about the nature of science increased. The implications for further research and practice are discussed. 相似文献
14.
MA Feng-qi 《教育理论与实践》2008,(4)
"教育哲学"有不同的用法,它可以指教育学的一个分支学科,也可以指个人或教育机构对教育的基本看法。尽管多数专门的教育哲学工作者认为教育哲学是一般的,但其实他们所阐述的教育哲学也都是具体的。然而,这并不意味着教育哲学是无原则的相对主义,教育哲学的价值在于阐发和宣传适应时代发展的教育思想和价值观。 相似文献
15.
Pre‐service teachers face many challenges as they learn to teach in ways that are different from their own educational experiences. Pre‐service teachers often enter teacher education courses with pre‐conceptions about teaching and learning that may or may not be consistent with contemporary learning theory. To build on preservice teachers' prior knowledge, we need to identify the types of views they have when entering teacher education courses and the views they develop throughout these courses. The study reported here focuses specifically on preservice teachers' views of their own students' prior knowledge and the implications these views have on their understanding of the formative assessment process. Sixty‐one preservice teachers were studied from three sections of a science methods course. Results indicate that preservice teachers exhibited a limited number of views about students' prior knowledge. These views tended to privilege either academic or experience‐based concepts for different aspects of formative assessment, in contrast to contemporary perspectives on teaching for understanding. Rather than considering these views as misconceptions, it is argued that it is more useful to consider them as resources for further development of a more flexible concept of formative assessment. Four common views are discussed in detail and applied to science teacher education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 497–523, 2008 相似文献
16.
This paper explores certain possible reasons behind the uneasy relationship between women and technology. The cultural identification of technology with masculinity has been well documented through previous research. However, we feel it is useful to revisit this complex relationship through the scope of a more subtle distinction between ‘users’ and ‘connoisseurs’, and the struggle over power, which revolves around a specific form of hegemonic masculinity. We draw on interviews that examine students’ experiences, emotions, and statements about gender, technology, mathematics, and education, and we try to offer an understanding of the ways women negotiate their position within the dominant discourse about computing and mathematics. Our analysis employs post-structuralist discourse theory. 相似文献
17.
采用问卷调查的方法,对四川省某三个市区范围内的部分初等教育教师脑科学素养水平进行了调查与分析。结果表明,被调查教师对脑基本结构与功能知识掌握程度不够;对目前脑科学研究所采用的主要技术手段和主要成果了解甚少;对基于脑的教育原理的认识主要受大众传媒的影响;缺乏对基于脑的教学原理运用于教育实践的行为意识和能力水平。最后,针对初等教育教师脑科学素养水平总体比较低下的状况,从以下三方面提出了相应的对策与建议：①重视初等教育教师脑科学素养的职前和在职培训;②采取必要的激励措施,充分调动初等教育教师学习脑科学的积极性;③通过教育理论工作者与初等教育教师的有效沟通,共同探索基于脑的教育研究工作。 相似文献
18.
Eva Krugly-Smolska 《Interchange》1994,25(4):325-334
Few would argue that science and technology have had an impact throughout the world. When we speak about such impacts we are implicitly talking about Western science. Historians of science (especially in science textbooks) tend to place the beginnings of modern science at the time of Bacon, with a slight nod to Greek influences. There is little or no recognition of the scientific traditions of Eastern societies (such as China, India, and the Islamic world) and other indigenous cultures. Although there is no argument that science did not develop in the same manner in these societies, it is argued that they have a scientific tradition that should be considered when incorporating modern science into those societies. The difficulties in doing that are discussed, as is the question of the universality of science. The universality of science as a systematized set of processes for learning about the world is supported, but the culture that has arisen around it, resulting in a certain arrogance, is not. It is argued that the benefits of science and technology can be incorporated without the loss of cultural integrity if the society takes over its own research agenda and paradigms and maintains pride in its own traditons. The role of science education in this process is discussed. 相似文献
19.
科学技术从根本上改变了人类的生存方式和发展模式,它是人类能够更好地生活的基本保证,但并不等于生活的全部智慧。科学技术虽然给人类带来了高度发达的物质文明,却不能为人类提供生活何以值得过下去的理由。该问题的解决必须依靠在正确的科学技术哲学思想指引下的科学教育,并从系统哲学、生态哲学和技术哲学三个维度,对如何提高和发展科学教育提出了初步设想。只有在正确的科技哲学观的指导下,科学教育的质量才会得以提高,全民科学素质的提升才可能得以实现,人们才会获得更好的生活。 相似文献
20.
于晓宁 《云南师范大学学报(哲学社会科学版)》2006,38(5):1-5
冯友兰的《新理学》试图以西方哲学的方式“接着讲”，发展中国本土固有的文化思想系统——宋明理学，使中国思想成为符合现代西方哲学思维方式的哲学。他采取的方式是抹平中西方思想系统的差别，将理学视为哲学，认为需要加以区别分判的仅是科学与哲学两个学科间的差异。但是他构建的新体系由于将科学与哲学的距离拉得过近，而有将人生观科学化、将存在论知识论化的倾向，从而陷入定位的困境。 相似文献