共查询到20条相似文献，搜索用时 15 毫秒
1.
《Early education and development》2013,24(2):109-119
This article makes the argument that the present discourse on developmental appropriateness needs to be expanded. Four points are made: First, the present discourse assumes a consensus about child development that is more apparent than real; second, it is premised on a suspect notion of broad, universal stages; third, it ignores an important alternative perspective to the dominant individualist perspective on learning and development; and fourth, it ignores an important alternative perspective to the dominant view of the relationship between learning and development. Critiques are made and alternative perspectives presented. 相似文献
2.
ABSTRACT Discursively learning outcomes have been embedded within an education-policy context characterised by a shift from teaching to learning. In the dominant education policy discourse, learning outcomes have come to play an important role in education whose emphasis is more on product than process, which by its critics have been characterised as scientific management. Calls have been made to reconsider alternative interpretations of learning outcomes and a renewal of older perspectives on learning outcomes such as in Eisner’s works. The article examines the concept of learning outcomes, as interpreted in education policy, and discusses it within Eisner’s framing of teaching and learning. Analysing policy developments and the introduction of learning outcomes in two Scandinavian countries, we ask what is taken for granted in the interpretation of learning outcomes. The analysis contributes to a widened narrative on what education could be about by illuminating alternative ways of interpreting and conceptualising learning outcomes in education. 相似文献
3.
Maralee Mayberry 《科学教学研究杂志》1998,35(4):443-459
The underrepresentation of women (and men of color) in science has motivated many science educators to develop innovate classroom pedagogies aimed at making science courses and curricula more attractive and inviting to all students. One dominant approach to reforming science education is to transform how students learn by implementing collaborative approaches to learning in the classroom. Feminist pedagogy is an alternative approach to science education reform that is concerned with transforming both how students of science learn and the science curriculum that students are expected to learn. This article first compares and contrasts collaborative learning and feminist pedagogy. It then addresses the implications and consequences of each for science education. The theoretical and epistemological foundations of each approach demonstrates that choosing a classroom pedagogy is not an apolitical act. Collaborative approaches to science education serve to reproduce the dominant discourse of existing science systems. In contrast, feminist pedagogy resists the dominant discourse and invites all students to learn science, but more important, it invites them also to critically analyze existing scientific systems and the relationship of those systems to power, oppression, and domination. J Res Sci Teach 35: 443–459, 1998. 相似文献
4.
自20世纪80年代以来,我国老年教育研究已成为构建终身学习型社会中的重要使命和责任担当。目前尚未有文献对我国老年教育四十余年的研究进行梳理,故采用文献计量和文本分析的方法,以准学科的视角,构建发展脉络、理论样态和学术支撑的分析框架。研究得出以下结论并提出展望:领域交叉性强,亟待增强理论原创研究;研究力量分散,亟待建立“学术共同体”;研究范式单薄,亟待发展独立范式方法;学术话语缺失,亟待扩大研究成果影响。 相似文献
5.
This study examines metaphors about learning produced by a group of eighteen students at a big public university in Malaysia.
The learner perspective is placed within a wider discourse on education in order to explore whether the images employed by
the learners to describe their learning reflect the dominant conception of education as “production”. The metaphors supplied
by the participants were analyzed and classified into several themes. None of the metaphors generated by the students alluded
to the images that link education with “production”. The study contends that the student perspective on education can enrich
educational discourse and highlight the previously obscured notions on education and learning. 相似文献
6.
Richard G. Bagnall 《International Journal of Lifelong Education》2013,32(1):20-35
The contemporary efflorescence of lifelong learning discourse in education and social planning is argued here to be, substantially, the product of economic determinism. That discourse is evaluated from the perspective of three progressive sentiments that have informed lifelong learning advocacy: the individual, the democratic and the adaptive. Each progressive sentiment is seen as expressing a central programmatic purpose for educational reform and as capturing its ethical thrust. Contemporary lifelong learning discourse is found to be only superficially expressive of these informing sentiments. The progressive, ethical, liberatory nature of each sentiment is marginalized or excluded from the discourse, which may best be seen, accordingly, as seriously regressive, counter-ethical and non-liberatory. It is substantially lacking in critical concern, social vision, and any commitment to social justice and equity. It constructs education as a commodified private good, for which individuals should pay. It focuses strongly on individual interests and on vocational skills development. That education which is funded by the state, is focused increasingly on the development of basic life and vocational skills in the interests of engagement in and service to the global economy. Educational engagement is increasingly seen as desirably embedded in the economically productive activities that are its desired outcomes, further limiting any opportunity for socially progressive learning. It is suggested that if the prevailing lifelong learning discourse is to be made more culturally progressive- in both its educational activities and its learning outcomes- it cannot be through a return to traditional progressive ideologies. Rather, it must accept prevailing epistemology in refocusing that discourse. Paradoxically, although non-compliant educationists are now largely marginalized and ineffectual in their influence on the nature of the contemporary lifelong learning agenda, their vocation and their increasing suffusion throughout contemporary cultural formations places them in a potentially strong position to lead cultural and educational change in directions that are more culturally progressive. 相似文献
7.
Developmental theory in the classroom 总被引：1，自引：0，他引：1
Leslie Smith 《Instructional Science》1987,16(2):151-167
Two questions are discussed with reference to the role of developmental psychology in the understanding of classroom learning and teaching. One question is whether a developmental perspective provides an adequate basis for a theory of the classroom. The second question concerns the utility to teachers of the adoption of such a perspective. Both questions are discussed in response to a series of critical reviews of current applications of psychology to educatonal practices. Firstly, the adoption of a developmental perspective in classroom investigation is valid since: it is not clear which theoretical principles underpin teachers' practices; developmental theorising already constitutes a corpus of knowledge; the common culture in which teachers work includes developmentally-based applications; existing classroom research on children's learning sometimes lacks a developmental dimension. Secondly, it is argued that the application of a developmental perspective to the classroom is both distinctive and fertile. Instructional psychologists explicitly accept the need for classroom variables to be systematically investigated. Five examples of the application of a developmental perspective are discussed: task-analysis; the diagnosis of children's prior knowledge and the matching problem; learning strategies; assessment and criterion-referencing; methods of investigating children's thinking. Two conclusions are drawn. Firstly, further research is needed to explicate the theoretical principles underpinning teachers' practices. Secondly, further research is needed in the investigation of a developmental perspective in classroom settings. It is an empirical, and open, question as to which type of research will provide a preferential understanding of classroom learning and teaching. 相似文献
8.
Robert Bleicher 《科学教学研究杂志》1994,31(7):697-719
Presenting science is an authentic activity of practicing scientists. Thus, effective communication of science is an important skill to nurture in high school students who are learning science. This study examines strategies employed by high school students as they make science presentations; it assesses students' conceptual understandings of particular science topics through their presentations and investigates gender differences. Data are derived from science presentation given by eight high school students, three females and five males who attended a summer science program. Data sources included videotaped presentations, ethnographic fieldnotes, interviews with presenters and members of the audience, and presenter notes and overheads. Presentations were transcribed and submitted to discourse analysis from an interactional sociolinguistic perspective. This article focuses on the methodology employed and how it helps inform the above research questions. The author argues that use of this methodology leads to findings that inform important social-communicative issues in the learning of science. Practical advice for teaching students to present science, implications for use of presentations to assess conceptual learning, and indications of some possible gender differences are discussed. 相似文献
9.
The issue of neoliberalism has aroused sustained interest among English language teaching (ELT) and applied linguistic researchers who are politically minded. Neoliberalism is a dominant rationality with immense economic, political and ideological consequences in all aspects of social and institutional life in globalization, including foreign language education. This article presents a critical analysis of the neoliberal discourse on English language learning in the Chinese context with a special focus on teaching materials. Informed by a political economy perspective on English language education, the study employs critical discourse analysis (CDA) as a methodological principle. Specifically, it examines the way (a) competence in English is commodified as a desirable linguistic cultural capital, (b) English learning is portrayed as an individualized and asocial undertaking, and (c) a monolingual and monocultural dream is built to include learners in an imagined homogeneous discourse community. Implications for ELT pedagogy and curriculum are discussed. 相似文献
10.
Michael O'loughlin 《科学教学研究杂志》1992,29(8):791-820
In the first part of the article I present an epistemological critique of forms of pedagogy founded on Piagetian constructivism. Despite the appeal of the notion that learners construct their understanding, I argue that constructivism is problematic because it ignores the subjectivity of the learner and the socially and historically situated nature of knowing; it denies the essentially collaborative and social nature of meaning making; and it privileges only one form of knowledge, namely, the technical rational. I then present a critique of active learning and student-centered forms of pedagogy. I argue that in our models of teaching we rely on too many unexamined assumptions from developmental psychology and we take for granted the problematic notion that children learn by doing. My central thesis is that constructivism is flawed because of its inability to come to grips with the essential issues of culture, power, and discourse in the classroom. In the concluding section of the article I present a preliminary account of a sociocultural approach to teaching and learning that takes seriously the notion that learning is situated in contexts, that students bring their own subjectivities and cultural perspectives to bear in constructing understanding, that issues of power exist in the classroom that need to be addressed, and that education into scientific ways of knowing requires understanding modes of classroom discourse and enabling students to negotiate these modes effectively so that they may master and critique scientific ways of knowing without, in the process, sacrificing their own personally and culturally constructed ways of knowing. 相似文献
11.
Jun Oshima Ritsuko Oshima Yoshiaki Matsuzawa 《Educational technology research and development : ETR & D》2012,60(5):903-921
In recent studies of learning theories, a new methodology that integrates two prevailing metaphors of learning (acquisition and participation) has been discussed. However, current analytical techniques are insufficient for analyzing how social knowledge develops through learners' discourse and how individual learners contribute to this development. In this paper, we propose a novel approach to analyzing learning from an integrative perspective and present a social network analysis application that uses learner discourse as input data: Knowledge Building Discourse Explorer (KBDeX). To investigate the utility of this approach, discourse data analyzed in a previous study is re-examined through social network analysis supported by KBDeX. Results suggest that social network analysis can qualitatively and quantitatively support the conclusions from the previous study. In addition, social network analysis can reveal potential points that are pivotal for social knowledge advancement in groups, and can identify each individual's contribution to this advancement. On the basis of these results, we discuss how social network analysis could be integrated into existing in-depth discourse analysis. 相似文献
12.
Self‐directed learning is an important feature in using experiential approaches with adult students. It is both part of a theorisation and the basis of certain kinds of practices which together form a ‘discourse’ of self‐directed learning. The paper critically examines the general characteristics of this discourse and considers the consequences of the assumptions made about adult learning and teaching. Case studies of practice involving experiential teaching approaches with two different groups of adult students are then presented and analysed. The idea is to show how the discourse of self‐directed learning relates to these actual situations of practice, it is clear that the discourse since it cannot take account of context misleadingly assumes adult learners to be naturally self‐directing. Practitioners, therefore, need to have a critical awareness of the frameworks of thinking and action which can be imposed by any discourse even if it purports to be ‘student‐centred’. 相似文献
13.
ROBIN USHER 《Journal of Philosophy of Education》1992,26(2):201-214
ABSTRACT The concepts of experience and experiential learning are of critical significance in both the study and practice of adult education. Adults are seen as uniquely characterised by their experience, experiential learning an alternative to didactic and knowledge-based modes of education. In this paper a critique is presented of the powerful discourse of the autonomous subject based on humanistic psychology which, it is argued, has shaped adult education in a misleading, inappropriate and unhelpful way. A postmodern perspective drawing on Continental philosophy is utilised. The 'situated' subject provides a conception of subjectivity and experience which preserves a needed dimension of agency whilst avoiding psychologism and individualism. 相似文献
14.
Elsie Anderberg Lennart Svensson Christer Alvegrd Thorsten Johansson 《Educational Research Review》2008,3(1):14-29
In research on learning, one of the fundamental questions concerns issues of language and thought. A number of empirical studies have revealed the interplay between understanding of subject matter and meanings of language expressions to be more dynamic and ambiguous than is commonly acknowledged. The aim of this article is to outline an alternative intentional-expressive approach to the interplay between use of language and understanding of subject matter as a contribution to the theoretical development in research on learning. The approach is based on a conception of language that focuses on the function of learners’ language use in relation to subject matter in developing and expressing understanding. The learner is seen as an agent, and the focus is on the use of language from the learner's perspective. Four aspects of the relation between learners and subject matter are described and discussed. Conclusions concern the value of this approach as a complement and alternative to the dominant communicative and cognitive approaches to the role of language in learning. 相似文献
15.
The first part of the paper briefly explores the implications of creating a learning society’ in terms of the changes this implies for how education is currently organized and delivered. The argument is made that the steadily increasing influence of the discourse of the ‘assessment society‘ — which assumes that all aspects of quality can and should be measured in an overt way — is actively inhibiting the development of a learning society’. The argument is illustrated by a case‐study of the records of achievement initiative — one of the earliest attempts to change the focus of assessment practice in the UK. It concludes by suggesting that while an assessment discourse of ‘performativity’, rather than ‘empowerment’ remains dominant, initiatives like recording achievement are unlikely to have more than a marginal impact. 相似文献
16.
In British schools, educational software is normally used by children working under the supervision of a teacher, who will have set them specific tasks and organize them to work at the computer in pairs or groups. However, those theories of learning which have most influenced research into the design and use of educational software have been essentially concerned with individualized learning, and are insensitive to the nature of teaching and learning as a communicative, culturally-based process. The present paper discusses an alternative theoretical perspective, one derived from the work of Vygotsky. This is used in an analysis of interventions made by teachers in the computer-based activities of their pupils, using observational data gained from video-recordings of primary school classrooms. The usefulness of the theoretical perspective is evaluated, and implications for the development of computer-based activities are discussed. 相似文献
17.
It is argued that whether the course of cognitive development is characterized by growth, stability, or decline is less a matter of “fact” than a matter of the metamodel on which the theories and data are based. Three historical shifts in basic research on adult learning and memory are reviewed. The associative approach, dominant until the late 1950s, is rooted in the mechanistic metamodel. Within this approach, learning and memory are seen as the formation and dissolution of stimulus-response bonds. The associative approach has projected an irreversible decrement view of aging and learning/memory performance. The information processing approach, dominant from the early 1960s until the present, is rooted in the organismic metamodel. Within this approach, learning and memory are governed by storage structures and control processes, and active processing on the part of the learner is emphasized. The information processing view has projected a decrement with a compensation view of aging and learning/memory performance. Finally, it is argued that a contextual approach is emerging in the present historical context. A contextual perspective appears to emphasize the activities of perceiving, comprehending, and remembering rather than encoding, storage, and retrieval. Acquisition is seen as involving the articulation of input with past experience which sets the boundary conditions for perceiving and comprehending the new material. This differentiation and integration are viewed as occurring within a hierarchy of levels which reflect wider and wider contexts. Remembering is seen as the reconstruction of previous events. Event reconstruction depends, in large measure, on the extent to which original events are differentiated from and integrated with past experience during acquisition. In addition, event reconstruction also depends on events occurring following acquisition. Such a contextual perspective on acquisition and remembering leads to several suggestions for examining these activities during adulthood including an emphasis on meaning, broad contexts, and multiple influences on cognitive development. 相似文献
18.
Andrea I. Woody 《Science & Education》2013,22(7):1563-1580
19.
Life in the Hive: Supporting Inquiry into Complexity Within the Zone of Proximal Development 总被引：1，自引：1，他引：0
Joshua A. Danish Kylie Peppler David Phelps DiAnna Washington 《Journal of Science Education and Technology》2011,20(5):454-467
Research into students’ understanding of complex systems typically ignores young children because of misinterpretations of
young children’s competencies. Furthermore, studies that do recognize young children’s competencies tend to focus on what
children can do in isolation. As an alternative, we propose an approach to designing for young children that is grounded in
the notion of the Zone of Proximal Development (Vygotsky 1978) and leverages Activity Theory to design learning environments. In order to highlight the benefits of this approach, we describe
our process for using Activity Theory to inform the design of new software and curricula in a way that is productive for young
children to learn concepts that we might have previously considered to be “developmentally inappropriate”. As an illuminative
example, we then present a discussion of the design of the BeeSign simulation software and accompanying curriculum which specifically
designed from an Activity Theory perspective to engage young children in learning about complex systems (Danish 2009a, b). Furthermore, to illustrate the benefits of this approach, we will present findings from a new study where 40 first- and
second-grade students participated in the BeeSign curriculum to learn about how honeybees collect nectar from a complex systems
perspective. We conclude with some practical suggestions for how such an approach to using Activity Theory for research and
design might be adopted by other science educators and designers. 相似文献
20.
论文以换言标记语为研究对象,从社交语用视角论述了汉语会话交际中换言标记语在不平等家庭关系中表现出的多种语用功能,旨在揭示换言标记语与人际关系之间的相互制约,并探究其出现的语用理据。 相似文献