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1.
Sumit Bhaduri 《Journal of Science Education and Technology》2003,12(3):303-308
The article reviews the strikingly divergent viewpoints of intellectuals—scientists and non-scientists—about Science and Technology. It shows that while scientists implicitly accept the difference between Science and Technology, to non-scientists that difference is irrelevant. The most important differences between Science and Technology that lie in their relative scales, outputs and accuracy of predictions are highlighted. The complexity of and difficulty in trying to quantify the contribution of science and technology to economic growth are discussed. Views of science and technology that include their societal perceptions are recommended. 相似文献
2.
Liz Seelhoff Byrum 《Early Childhood Education Journal》1992,20(1):9-10
I am making it BIG (Evan). A secret slide with gold in there (Sydni). Look even a little car could fit in it (Joshua). This is a circle! Round, a tiger jumps through this hoop (Emily). Excitement runs high when children experiment with three-dimensional art projects using paper, boxes and styrofoam.Liz Seelhoff Byrum teaches four- and five-year-olds at a private school in New York City. 相似文献
3.
Exploring the Concept of ‘Habitus’ with Preservice Teachers Through the Use of Popular School Films 总被引：1，自引：0，他引：1
James Trier 《Interchange》2002,33(3):237-260
The thesis of this paper is that it is a productive venture to introduce preservice students to social theories that are typically not a part of teacher preparation programs. Examples of these theories are those associated with terms such as habitus, the carnivalesque, power / knowledge, seduction, detournement, the spectacle,la perruque, (the wig), and the art of making do,as well as others. In this paper, I describe a project that involved exploring the theory of habitus to problematize the tendency of preservice students to not think in terms of relations between what goes on in the classroom and what goes on in society. I introduced habitus by having preservice students read selected print materials and by having them view, analyze, and respond in writing to popular school films. Students also analyzed their experiences in classrooms in terms of habitus, making a connection between theory and practice. 相似文献
4.
Robert S. Brumbaugh 《Interchange》1992,23(3):245-254
If Whitehead is right, science teachers who try to increase student interest by making the science they teach more pure and by covering more material are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of causal efficacy (for example, the San Francisco earthquake), into a static representation spatialized and given presentational immediacy (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via symbolic reference, to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less pure, and it takes more time to cover the material. An example of teaching pure and impure formal logic is given as a case study. 相似文献
5.
This paper discusses the analysis of subject matter structure for purposes of designing instruction. The underlying assumption is that subject matter structures provide an important basis for deciding how to sequence and synthesize the modules of a subject matter area. Four types of fundamental structures are briefly described and illustrated: the learning hierarchy, the procedural hierarchy, the taxonomy, and the model. Then a theoretical framework is presented for classifying types of subject mater content — both modules and structures. Finally, some implications of these content classifications are discussed. The classification of modules is hypothesized to be valuable for prescribing strategies for the presentation of single modules, and the classification of structures is hypothesized to be valuable for prescribing strategies for selecting, sequencing, synthesizing, and summarizing related modules. The need to take into account more than one kind of structure in the process of instructional design is emphasized. 相似文献
6.
Torsten Husén 《Interchange》1992,23(1-2):11-18
The university's mission of serving as a fortress for freedom of speech, inquiry, and criticism of established truths is inextricably connected with democracy. Such a mission can be pursued only in a climate of genuine political and academic freedom. Three other aspects of democracy in the university are discussed: equality of access, university governance, and the public utility of the university. It is argued that equal representation or one man one vote cannot be applied in university governance because it comes into conflict with the notion of competence—a conflict that cannot be resolved by taking votes. Interest groups inside and outside of the university cannot be allowed to interfere with the free pursuit of knowledge. The internal audit, that is, peer review (by, ultimately, the international community of scholars) has to take precedence over vertical review by government bureaucracy. 相似文献
7.
The two concepts law and theory are among the most important elements of the nature of science. They represent both the tools and products of science itself. Unfortunately, the variable meanings and use of these terms in general discourse and in other school disciplines results in much confusion with respect to their proper application in a science context. The project included the design of a six-part model definition for law and theory based on a review of the literature of the philosophy of science with special reference to biology. These model definitions were then compared with those provided in a range of U.S. secondary school biology textbooks. The majority of all current major U.S. secondary school biology texts were reviewed and analyzed with respect to how the concepts of law and theory were defined and applied, in an attempt to determine whether students and teachers using such texts would gain an accurate impression of these terms and the distinction between them. This study focuses on biology instruction since a life science course is completed as a graduation requirement by virtually all U.S. high school students and as such serves as a widely shared educational experience across the nation. The term law is rarely defined in any text but various laws such as those found in genetics are frequently included as examples. The term theory is frequently defined but with a wide range of completeness of the definitions. Only rarely are theories in biology included as examples. 相似文献
8.
The Changing Debate on Internationalisation of Higher Education 总被引：3，自引：0，他引：3
Ulrich Teichler 《Higher Education》2004,48(1):5-26
Internationalisation, the growing border-crossing activities between national systems of higher education is losing ground to globalisation, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of prior studies on student mobility. It shows the diversity of steering and management policies with respect to internationalisation and globalisation. Finally, it asks whether globalisation of higher education has to be viewed as a manifestation of turbo-capitalism or could be viewed instead as a move towards global understanding. 相似文献
9.
10.
Diane M. Kohl 《Early Childhood Education Journal》1990,17(3):12-15
Children use mathematical terminology throughout their daily play. While observing a group of children during play, one is likely to hear comments such as: He has more, These are my numbers, Jane has the biggest half, I'm bigger than you 'cause I'm five years old, Give me the round one, I gave each child one cupcake, and so on.Diane M. Kohl is Assistant Professor of Child and Family Development, The University of Georgia. 相似文献
11.
Alan Cliff 《Higher Education》1995,29(2):169-181
A review of the study behaviour of first-year Engineering students was undertaken in order to investigate two sets of influencing factors. The first part of the study reviewed these students' selfreported retrospective study behaviour in the context of secondary school Science, while the second part focused on their approaches to the study of Applied Mechanics as a core undergraduate degree course. Utilising qualitative interview data as the source of evidence, the study highlights the following important conclusions: (1) some traditional first-year students embark on their studies as much at risk academically as their nontradition counterparts; (2) many first-year Engineering students encounter workload pressures which lead to their adopting increasingly strategic approaches to their studies in individual courses; (3) the complex, qualitatively different learning needs of these students make it exceedingly difficult to design teaching programmes which will appropriately address these learning needs. The study suggests that these conclusions cannot, in spite of these difficulties, simply be ignored in the hope that they will resolve themselves. 相似文献
12.
Research conducted primarily during the 1970s and 1980s supported the assertion that carefully constructed text illustrations generally enhance learners' performance on a variety of text-dependent cognitive outcomes. Research conducted throughout the 1990s still strongly supports that assertion. The more recent research has extended pictures-in-text conclusions to alternative media and technological formats and has begun to explore more systematically the whys, whens, and for whoms of picture facilitation, in addition to the whethers and how muchs. Consideration is given here to both more and less conventional types of textbook illustration, with several tenets for teachers provided in relation to each type. 相似文献
13.
Judith Armstrong 《Children‘s Literature in Education》1978,9(2):59-66
The relationship of past and present and the linking of characters through time and place are themes that underlie the work of many writers for children. This article considers the use of the Ghost as a literary device to allow the exploration of what is, what has been, and what might have been, particularly in the 1973 Carnegie Medal Winner,The Ghost of Thomas Kempe, by Penelope Lively.Judith Armstrong was brought up in Lancashire. She has travelled widely, and taught young children in England and Ethiopia. She is currently working on themes associated with the supernatural in children's books. 相似文献
14.
Ian Isaacs 《Educational Studies in Mathematics》1987,18(2):177-190
Two Grade 10 classes in an urban Jamaican High School were taught over a period of one academic year in two problem solving styles: an Explicit Style derived from Charles, and an Implicit Style derived from Isaacs. At the end of the academic year there was no significant difference in their performance on a problem solving test, or on the Problem Solving Profile of the Caribbean Examinations Council's Basic Proficiency papers. The two classes performed much better than the population who sat the Basic papers on the tasks measuring Recall and Algorithmic Thinking but only moderately better than the population on tasks measuring Problem Solving.The teaching project described in this paper was supported in part by grants from the Research and Publications Fund Committee of the University of the West Indies (Mona), and the Wolmers Trust, Kingston. The author wishes to thank the Registrar and the Pro-Registrar of the Caribbean Examinations Council for permission to use the CXC papers and data in this study. A modified version of this paper was presented at the 63rd Annual Conference of the National Council of Teachers of Mathematics held in San Antonio, Texas in 1985. 相似文献
15.
Joan T. Feeley 《Early Childhood Education Journal》1984,11(3):26-28
John Downing, an eminent reading researcher at Canada's University of Victoria, says that many children come to school in a state of cognitive confusion about the functions of reading and the terms we use when we start to teach them to read formally. Adults take for granted that young children know what they mean when they talk about a word, a letter, a sound, and other print-related terms. In his studies done in England and in Canada, Downing (1970; 1973–74) has found that many children, especially those who have not been read to regularly, simply don't understand the conventions of print and really don't understand what reading is all about.Joan T. Feeley is Professor of Reading and Language Arts at William Paterson College in Wayne, New Jersey. 相似文献
16.
Computers, once available exclusively to wealthy industries, are now rapidly becoming as familiar in preschool and kindergarten classrooms as block and crayons. Articles making claims such as Learning by Computers at Age 4 and Computers Preparing Preschoolers for Kindergarten now permeate the news media. Increasing numbers of child care centers, attempting to maximize public interest in computers, now readily advertise Computer Tutor in their literature. Computer Tutor is often even listed above other important qualifications such as certified teachers and professional affiliations of centers.Theresa Rubens has had extensive experience working with children in both family day homes and child care centers. Jennifer Poole is the Nursery Director at the First United Methodist Church in Carrollton, TX. James L. Hoot is Assistant Professor of Early Childhood Education at North Texas State University in Denton, Texas. 相似文献
17.
Education and the Contested Meanings of ‘Global Citizenship’ 总被引：1，自引：0，他引：1
Leslie G. Roman 《Journal of Educational Change》2003,4(3):269-293
This article examines the oftentaken-for-granted educational policy and curricular discourses of globalization and global citizenship within their larger cultural, political, and economically uneven histories and unequal consequences. Drawing upon evidence from recent scholarship on the implications for classroom pedagogy embodied inefforts to internationalize curricula in the North American university contexts, as well as specific related efforts in one Canadian context, the University of British Columbia,this article unpacks the contested meanings of global citizenship from above and below.The author analyzes three dominant curricular discourses of global citizenship. Far from weakening the Canadian state and building instances of transnational democratic educational communities, these dominant discourses may actually reinforce notions of Canadian gendered and racialized nation-building and nationalism. The article raises questions about what an alternative curricular and educational policy discourse from below premised upon efforts to decolonize curricula might look like. By way of provisional conclusion, the author discusses some promising examples of such an alternative,showing how they depend on seeing the relations between the local and global neither as fixed abstractions nor as a slogan system to be applied in absolutist racial, geographical,national, or culturally essentialist terms. 相似文献
18.
Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs. 相似文献
19.
Hans F. M. Crombag 《Higher Education》1978,7(4):389-403
In this paper quality of graduates is distinguished from quality of education, which is renamed efficiency of education. The first concept is defined in a quantitative manner, the second by way of a set of 66 statements concerning the efficiency of education derived from judgements about the effectiveness of particular teaching methods in the achievement of different types of teaching objectives.Paper presented at the conference on Efficiency of Teaching Methods in Higher Education, organized by the University Teaching Methods Unit of the University of London, 6–7 April, 1976. 相似文献
20.
A two-dimensional analysis of student ratings of instruction 总被引：2，自引：1，他引：2
Peter W. Frey 《Research in higher education》1978,9(1):69-91
Student ratings of instruction were analyzed in terms of two global factors. One factor, which includes items on advanced planning, presentation clarity, and increased student knowledge, was named pedagogical skill. The other factor taps information about class discussion, grading, and the availability of help and was named rapport. Ratings on the skill factor did not covary with class size or the leniency of the instructor's grading but did correlate with a reasonable external criterion of student learning. Ratings of rapport correlated inversely with class size and directly with average class grade and showed only a weak relationship to the external criterion of student learning. The skill factor showed more interclass stability than the rapport factor. Previous research studies which have examined the reliability and validity of instructional ratings and their relationship to student grades and class size have reported inconsistent findings. These inconsistencies appear to result from an inappropriate unidimensional analysis of ratings which should be examined in terms of two of more separate attitude dimensions. 相似文献