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1.
Richard Lesh James A. Middleton Elizabeth Caylor Shweta Gupta 《Educational Studies in Mathematics》2008,68(2):113-130
In this information age, the capacity to perceive structure in data, model that structure, and make decisions regarding its
implications is rapidly becoming the most important of the quantitative literacy skills. We build on Kaput’s belief in a Science
of Need to motivate and direct the development of tasks and tools for engaging students in reasoning about data. A Science
of Need embodies the utility value of mathematics, and engages students in seeing the importance of mathematics in both their
current and their future lives. An extended example of the design of tasks that require students to generate, test, and revise
models of complex data is used to illustrate the ways in which attention to the contributions of students can aid in the development
of both useful and theoretically coherent models of mathematical understanding by researchers. Tools such as Fathom are shown
as democratizing agents in making data modeling more expressive and intimate, aiding in the development of deeper and more
applicable mathematical understanding.
相似文献
| James A. MiddletonEmail: |
2.
3.
Don Howard 《Science & Education》2009,18(2):199-220
This paper asks what is necessary in a theory of science adequate to the task of empowering philosophers of science to participate
in public debate about science in a social context. It is argued that an adequate theory of science must be capable of theorizing
the role of values and motives in science and that it must take seriously the irreducibly social nature of scientific knowledge.
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
| Don HowardEmail: |
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
4.
Gianna Katsiampoura 《Science & Education》2008,17(6):663-668
There is thus nothing paradoxical about the inclusion of alchemy in the ensemble of the physical sciences nor in the preoccupation
with it on the part of learned men engaged in scientific study. In the context of the Medieval model, where discourse on the
physical world was ambiguous, often unclear, and lacking the support of experimental verification, the transmutation of matter,
which was the subject of alchemy, even if not attended by a host of occult features, was a process that was thought to have
a probable basis in reality. What is interesting in this connection is the utilization of the scientific categories of the
day for discussion of transmutation of matter and the attempt to avoid, in most instances in the texts that survive, of methods
reminiscent of magic.
Gianna Katsiampoura is researcher of History and History of Science in the Byzantine Era and she has taught at the University of Crete, Greece. Her Ph.D. Dissertation is about Perception, Transmission and Function of Science in Middle Byzantine Era and the Quadrivium of 1008, Department of Sociology, Panteion University of Social and Political Science, Athens 2004. She has published papers in referred journals on History and Philosophy of Science in Byzantium. Her research interests include history and philosophy of science, history of education and the relation between history of science and political and economic history of Byzantium. 相似文献
| Gianna KatsiampouraEmail: |
Gianna Katsiampoura is researcher of History and History of Science in the Byzantine Era and she has taught at the University of Crete, Greece. Her Ph.D. Dissertation is about Perception, Transmission and Function of Science in Middle Byzantine Era and the Quadrivium of 1008, Department of Sociology, Panteion University of Social and Political Science, Athens 2004. She has published papers in referred journals on History and Philosophy of Science in Byzantium. Her research interests include history and philosophy of science, history of education and the relation between history of science and political and economic history of Byzantium. 相似文献
5.
Ramón López-Facal María Pilar Jiménez-Aleixandre 《Cultural Studies of Science Education》2009,4(3):689-695
This comment on L. Simonneaux and J. Simonneaux paper focuses on the role of identities in dealing with socio-scientific issues. We argue that there are two types of identities (social representations) influencing
the students’ positions: On the one hand their social representations of the bears’ and wolves’ identities as belonging to
particular countries (Slovenia versus France for bears, France and Italy for wolves), in other words, as having national identities;
on the other hand representations of their own identities as belonging to the field of agricultural practitioners, and so
sharing this socio-professional identity with shepherds and breeders, as opposed to ecologists. We discuss how these representations
of identities influenced students’ reasoning and argumentation, blocking in some cases the evaluation of evidence. Implications
for developing critical thinking and for dealing with SSI in the classrooms are outlined.
Ramón López-Facal is part-time lecturer on modern history in the University of Santiago de Compostela, sharing this affiliation with teaching high school History. In 1999 he completed one of the first doctoral dissertations in History Education in Spain, an examination of the teaching of the concept of nation through the analysis of textbooks from the XVIII to the XX centuries, and the analysis of students’ discourse about the concept of nation, and their representations of national identities. His research focuses on the school construction of national and post-national identities. He is the author of chapters about the “hidden” nation in S. Pérez-Garzón (Ed.) La Gestión de la Memoria: La Historia al Servicio del Poder (The Management of Memory: History in the Service of Power; Crítica 2000), and about the construction of critical identities in A. Legardez & L. Simonneaux L’école à l’épreuve de l’Actualité: Enseigner les Questions Vives (ESF 2006). María Pilar Jiménez-Aleixandre is professor of science education in the University of Santiago de Compostela. After teaching high-school biology, implementing innovative curricula, and working in the Spanish Ministry of Education in the design of in-service teacher education, she was part of the first batch of Spanish researchers completing doctoral dissertations in science education around 1990 and building a community around this field in Spain. Her research explored conceptual change in evolution and then moved to argumentation in science classrooms, with particular attention to two contexts, problem-solving in the laboratory, and environmental and socio-scientific issues. She has served in the executive committee of ESERA and currently serves on the editorial boards of Science Education and Journal of Research in Science Teaching. Her recent work includes editing with S. Erduran Argumentation in Science Education: Perspectives from Classroom-based Research (Springer, 2008). 相似文献
| María Pilar Jiménez-AleixandreEmail: |
Ramón López-Facal is part-time lecturer on modern history in the University of Santiago de Compostela, sharing this affiliation with teaching high school History. In 1999 he completed one of the first doctoral dissertations in History Education in Spain, an examination of the teaching of the concept of nation through the analysis of textbooks from the XVIII to the XX centuries, and the analysis of students’ discourse about the concept of nation, and their representations of national identities. His research focuses on the school construction of national and post-national identities. He is the author of chapters about the “hidden” nation in S. Pérez-Garzón (Ed.) La Gestión de la Memoria: La Historia al Servicio del Poder (The Management of Memory: History in the Service of Power; Crítica 2000), and about the construction of critical identities in A. Legardez & L. Simonneaux L’école à l’épreuve de l’Actualité: Enseigner les Questions Vives (ESF 2006). María Pilar Jiménez-Aleixandre is professor of science education in the University of Santiago de Compostela. After teaching high-school biology, implementing innovative curricula, and working in the Spanish Ministry of Education in the design of in-service teacher education, she was part of the first batch of Spanish researchers completing doctoral dissertations in science education around 1990 and building a community around this field in Spain. Her research explored conceptual change in evolution and then moved to argumentation in science classrooms, with particular attention to two contexts, problem-solving in the laboratory, and environmental and socio-scientific issues. She has served in the executive committee of ESERA and currently serves on the editorial boards of Science Education and Journal of Research in Science Teaching. Her recent work includes editing with S. Erduran Argumentation in Science Education: Perspectives from Classroom-based Research (Springer, 2008). 相似文献
6.
Phrenologists believed that specific brain regions corresponded to certain character traits. In addition, the size of each
brain region was believed to determine the strength of the respective trait. Phrenology originated in Austria with Franz Josef
Gall and was popularized and commercialized in America at the end of the 19th century by Orson Squire Fowler. In this project,
we conducted a replication of Fowler’s phrenology in order to better understand the specificity of the manualized methodology,
the extent to which the methodology allowed for positive versus negative analyses, and the implications for the scientific
rejection and public acceptance of phrenology. The results of our replication revealed that the subjective judgments and biases
of the examiner strongly influence the results of phrenological analyses.
This project originated as a class assignment in the Spring of 2003 (Tweney, this issue). See Tweney (2004) for general information on historical replication.
Kelly Trevino received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders. 相似文献
| Kelly M. TrevinoEmail: |
Kelly Trevino received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders. 相似文献
7.
In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special
Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2),
2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian
semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers
and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus
of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity
that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics
education.
相似文献
| Luis RadfordEmail: |
8.
This article focuses upon programs for undergraduate women in science and engineering, which are a strategic research site
in the study of gender, science, and higher education. The design involves both quantitative and qualitative approaches, linking
theory, method, questions, and analyses in ways not undertaken previously. Using a comprehensive, quantitative, cross-institutional,
and longitudinal method, two extreme groups of programs are distinguished: those associated with the “most successful” and
“least successful” outcomes in undergraduate degrees awarded to women in science and engineering. Qualitative analyses of
interview data with key players in the programs in these two groups point to ways in which definitions of issues, problems,
and solutions diverge (as well as converge), and thus to conceptual underpinnings that have important real-life consequences
in these organizational settings of higher education. The programs that regard issues, problems, and solutions of women in
science and engineering as rooted in “institutional/structural-centered,” as opposed to “individual/student-centered,” perspectives
are associated with the most positive outcomes in undergraduate degrees awarded to women in science and engineering.
相似文献
| Mary Frank FoxEmail: |
9.
Nondeterminism is a fundamental concept in computer science that appears in various contexts such as automata theory, algorithms
and concurrent computation. We present a taxonomy of the different ways that nondeterminism can be defined and used; the categories
of the taxonomy are domain, nature, implementation, consistency, execution and semantics. An historical survey shows how the
concept was developed from its inception by Rabin & Scott, Floyd and Dijkstra, as well as the interplay between nondeterminism
and concurrency. Computer science textbooks and pedagogical software are surveyed to determine how they present the concept;
the results show that the treatment of nondeterminism is generally fragmentary and unsystematic. We conclude that the teaching
of nondeterminism must be integrated through the computer science curriculum so that students learn to see nondeterminism
both in terms of abstract mathematical entities and in terms of machines whose execution is unpredictable.
Michal Armoni is a postdoctoral fellow at the Department of Science Teaching of the Weizmann Institute of Science. She received her PhD in science teaching from the Tel Aviv University, and her BA and MSc in computer science from the Technion. Her research interests are in the teaching and learning processes in computer science, in particular of fundamental concepts such as reduction and nondeterminism. She is currently on leave from the computer science department of the Open University of Israel. She has extensive experience in developing learning materials in computer science and in teaching the subjects at all levels from high school through graduate students. Mordechai Ben-Ari is an associate professor in the Department of Science Teaching of the Weizmann Institute of Science. He holds a PhD in mathematics and computer science from the Tel Aviv University. In 2004, he received the ACM/SIGCSE Award for Outstanding Contributions to Computer Science Education. He is the author of numerous computer science textbooks and of Just a Theory: Exploring the Nature of Science (Prometheus 2005). His research interests include the use of visualization in teaching computer science, the pedagogy of concurrent and distributed computation, the application of theories of education to computer science education and the nature of science. 相似文献
| Michal Armoni (Corresponding author)Email: |
| Mordechai Ben-AriEmail: |
Michal Armoni is a postdoctoral fellow at the Department of Science Teaching of the Weizmann Institute of Science. She received her PhD in science teaching from the Tel Aviv University, and her BA and MSc in computer science from the Technion. Her research interests are in the teaching and learning processes in computer science, in particular of fundamental concepts such as reduction and nondeterminism. She is currently on leave from the computer science department of the Open University of Israel. She has extensive experience in developing learning materials in computer science and in teaching the subjects at all levels from high school through graduate students. Mordechai Ben-Ari is an associate professor in the Department of Science Teaching of the Weizmann Institute of Science. He holds a PhD in mathematics and computer science from the Tel Aviv University. In 2004, he received the ACM/SIGCSE Award for Outstanding Contributions to Computer Science Education. He is the author of numerous computer science textbooks and of Just a Theory: Exploring the Nature of Science (Prometheus 2005). His research interests include the use of visualization in teaching computer science, the pedagogy of concurrent and distributed computation, the application of theories of education to computer science education and the nature of science. 相似文献
10.
Michael Agyemang Adarkwah Ronghuai Huang 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1484-1504
Twenty years after its inauguration, the information communication and technology for accelerated development (ICT4AD) policy intended to transform Ghana into an information and technology-driven high-income economy through digital education has been unsuccessful. In this digital era, young adults' attachment to technological tools is anticipated to expedite technological adoption in the education sector. Still, there are less promising indicators of realizing this expectation because of situational factors that curtail technology usage and adoption in higher education (HE). It is estimated that the adoption of technology in HE will aid Ghana in using ICT as its engine of growth. This paper gauges the progress of the ICT4AD policy after two decades, presents an intricate account of why technology integration in HE in Ghana is still in its infancy and proposes interventions for sustaining and advancing the objectives of the ICT4AD policy. Drawing from an extensive review of literature on three conceptualized thematic themes relating to technology (ie, addiction, abduction and adoption), policymakers in education and stakeholders in HE will be able to identify their roles in guaranteeing the success of the promulgated ICT4AD policy. Viable areas of research are also discussed in the study.
Practitioner notes
What is already known about this topic?
- The promulgated information communication and technology for accelerated development (ICT4AD) policy of Ghana hopes to transform the country into a technology-driven economy.
- Technology integration in education and society is still in its infancy in Ghana in this information age.
What this paper adds?
- It gauges the progress of the ICT4AD policy and presents an intricate account of why technology integration in HE in Ghana is still in its infancy and proposes interventions for sustaining and advancing the objectives of the ICT4AD policy.
- It sounds the alarm that the ICT4AD policy is at its terminal stage and calls on policymakers in education to revisit and revise the policy.
- It identifies the main factors curtailing effective technology integration in Ghana.
- It suggests promising steps for Ghana to adopt technology as its engine of growth.
Implications of this study for practice and/or policy
- It provides information to education practitioners and relevant school stakeholders on how to effectively adopt technology to develop 21st-century skills among learners.
- It explores the potential channels for policymakers in education to revisit and reinvest in the ICT4AD policy for the successful attainment of the policy objectives.
- It calls on countries with similar contexts like Ghana to adopt a multifaceted approach to drive ICT initiatives.
11.
John Lowe 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(6):579-590
The main purpose of this article is to discuss the implications for education and training of the movement towards integration in Europe in the historic context of the creation of a single market within the European Community (EC) and the end of the Communist regimes in Central and Eastern Europe. The experience of the EC is used to illustrate trends and problems in the development of international cooperation in education and training. Common concerns and priorities throughout the new Europe are then identified and discussed. These include the pursuit of quality in schooling, efforts to serve the interests of disadvantaged learners, and the treatment of European Studies in the curriculum, including the improvement of the teaching of foreign languages.
Zusammenfassung Dieser Artikel stellt die Auswirkungen auf Bildung und Weiterbildung von Bemühungen um die Schaffung eines Gesamteuropas im historischen Kontext eines gesamteuropäischen Marktes und des Endes der kommunistischen Regimes in Ost- und Mitteleuropa dar. Die Erfahrungen der europäischen Gemeinschaft dienen zur Illustration von Trends und Problemen in der Entwicklung internationaler Kooperation in Bildung und Ausbildung. Im weiteren werden gemeinsame Interessen und Prioritäten im neuen Europa identifiziert und diskutiert. Dazu gehöen die Verbesserung der Qualität im Schulwesen, Bemühungen, Belange benachteiligter Schüler zu erfüllen, sowie die Aufnahme europäischer Studien in das Curriculum unter Berücksichtigung einer Verbesserung des Fremdsprachenunterrichts.
Résumé L'intention de cet article est d'analyser les conséquences pour l'éducation et la formation du mouvement vers l'intégration européenne dans le contexte historique de la création du marché unique dans la Communauté européenne (CE) et de la chute des régimes communistes en Europe orientale. Les expériences de la CE permettent d'illustrer les tendances et les problèmes liés au développement de la coopération internationale en matière de l'éducation et de la formation. L'article identifie et examine ensuite les préoccupations et les priorités communes retrouvées partout dans la nouvelle Europe, parmi lesquelles la recherche de la qualité dans l'enseignement, les initiatives prises à l'intention des élèves défavorisés, la place réservée aux études européennes dans le curriculum, et notamment l'amélioration de l'enseignement des langues étrangères.相似文献
12.
Sandip Sinharay 《教育实用测度》2017,30(4):314-328
Karabatsos compared the power of 36 person-fit statistics using receiver operating characteristics curves and found the HT statistic to be the most powerful in identifying aberrant examinees. He found three statistics, C, MCI, and U3, to be the next most powerful. These four statistics, all of which are nonparametric, were found to perform considerably better than each of 25 parametric person-fit statistics. Dimitrov and Smith replicated part of this finding in a similar study. The present article raises some issues with the comparisons performed in Karabatsos and Dimitrov and Smith and points to literature that suggests that the comparisons could have been performed in a more traditional and more fair manner. The present article then replicates the simulations of Karabatsos and demonstrates in several ways that the parametric person-fit statistics lz and ECI4z (that were also considered by Karabatsos) are as powerful as are HT and U3 in identifying aberrant examinees in more traditional and fair comparisons. Two parametric person-fit statistics are shown to lead to similar results as HT and U3 in a real data example. 相似文献
13.
Novel distribution pattern of fibrinolytic components in rabbit tissues extract： a preliminary study
Lu XG Wu XG Xu XH Gong XB Zhou X Xu GB Zhu L Zhao XY 《Journal of Zhejiang University. Science. B》2007,8(8):570-574
Objective: The purpose of this work was to investigate the distribution pattern of fibrinolytic factors and their inhibitors in rabbit tissues. Methods: The components of the fibrinolytic system in extracts from a variety of rabbit tissues, including tissue plasminogen activator (tPA), plasminogen activator inhibitor-1 (PAI-1), plasminogen (Plg), plasmin (Pl) and α2 plasmin inhibitor (α2PI), were determined by colorimetric assay. Results: The tissue extracts in renal, small intestine, lung, brain and spleen demonstrated strong fibrinolytic function, in which high activity of tPA, Plg and Pl was manifested; whereas in skeletal muscle, tongue and stomach, higher activity of PAI-1 and α2PI showed obviously. Also excellent linear correlations were found between levels of tPA and PAI-1, Pl and α2PI, Plg and Pl. In related tissues, renal cortex and renal marrow showed distinctly higher activity of tPA and lower activity of PAI-1, with the levels of Plg and Pl in renal cortex being higher than those in renal marrow, where the α2PI level was higher than that in renal cortex. Similarly, the levels of tPA, Plg and Pl in small intestine were higher than those in large intestine, but with respect to PAI-1 and α2PI, the matter was reverse. In addition, the fibrinolytic activity in muscle tissue was lower, however, the levels of tPA, Plg, and Pl in cardiac muscle were obviously higher than those in skeletal muscles, and the levels of PAI-1 and α2PI were significantly lower than those in skeletal muscle. Conclusion: Our data demonstrate that a remarkable difference of the fibrinolytic patterns exists in rabbit tissues, which has probable profound significance in understanding the relationship between the function of haemostasis or thrombosis and the physiologic function in tissues. 相似文献
14.
Using a global–local dialectic approach, this paper traces the rise of the basic education programme in the 1980s and 1990s in Botswana and its subsequent attenuation in the 2000s. Amongst the local forces that led to the rise of BEP were Botswana's political project of nation-building; the country's dire human resources situation in the decades following Independence in 1966; and its propitious economic climate in the late 1970s and early 1980s. Global forces included the global circulation of the World Bank's educational discourse on the primacy of primary education as a public ‘investment’ option and Botswana's desire to be a member of the influential transnational social structure. BEP's attenuation can similarly be traced back to both local and global forces. Local forces included the growth of youth unemployment, and a sluggish economy. Global forces included the globalization of neo-liberalism which called for cost-sharing/recovery measures, and, ironically, Botswana's ‘promotion’ to a ‘middle income status’ country. While conceptually the attenuation represents a case of policy reversal and in some ways a sense of ‘loss’, empirically, the attenuation has not been of material consequence to access to ‘basic’ education. This is attributed to the ambiguous position (best captured by the term ‘doublethink’) the Botswana government1 has adopted in relation to the issue of school fees. 相似文献
15.
Glenda A. Hudson 《Children‘s Literature in Education》2006,37(4):313-324
This article considers J.M. Barrie’s satirical treatment of the Platonic doctrine of reminiscence in Peter Pan, and how Barrie’s work both honors and undercuts it. It will first analyze the Platonic notion of the doctrine of reminiscence in Wordsworth’s “Ode: Intimations of Immortality from Recollections of Early Childhood” (1807). It will then show its influence on Victorian literature in the depiction of the exalted perception and moral purity of children, and how Barrie satirizes these ideals by underscoring the ignorance and savage qualities of the children in Peter Pan. The essay will also explore the portrayal of the Eden of childhood in Wordsworth’s poem (as influenced by Plato), and how Barrie subverts this utopia by presenting a dystopic world where Darwinian principles rule. Like Darwin, Barrie argues for a natural rather than a divine origin of species and demonstrates the struggle for existence in a profoundly disturbing way. Finally, the essay will contemplate the subject of immortality and how, far from being an idealized condition as in Wordsworth’s poetry, it is a far more ambivalent state in Peter Pan.
相似文献
| Glenda A. HudsonEmail: |
16.
Rene A. Gonzales Gordon Ferns Marc A. T. M. Vorstenbosch Claire F. Smith 《Anatomical sciences education》2020,13(6):707-720
Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support. 相似文献
17.
Barbara Jaworski 《Journal of Mathematics Teacher Education》2007,9(2):187-211
In this paper I address the challenge of developing theory in relation to the practices of mathematics teaching and its development.
I do this by exploring a notion of ‘teaching as learning in practice’ through overt use of ‘inquiry’ in mathematics learning,
mathematics teaching and the development of practices of teaching in communities involving teachers and educators. The roles
and goals of mathematics teachers and educators in such communities are both distinct and deeply intertwined. I see an aim
of inquiry in teaching to be the ‘critical alignment’ (Wenger, 1998) of teaching within the communities in which teaching
takes place. Inquiry ‘as a tool’ and inquiry ‘as a way of being’ are important concepts in reflexive developmental processes
in which inquiry practice leads to better understandings and development of theory. 相似文献
18.
This article describes a real-life project currently being conducted in Burkina Faso—the bilingual education continuum—and
explains its original and innovative aspects with respect to the teaching methods used and the development and process by
which it is implemented in the schools. The article focuses on five main points: the status of bilingual education; the minimum
factors needed for its success; the implications concerning the role of the teachers; the obstacles encountered; and strategies
used to introduce bilingual education, while overcoming various obstacles.
Catherine Traoré (Burkina Faso) Holder of a postgraduate diploma (DESS) in intercultural psychology and educational practice from the University of Toulouse II—le Mirail, France, she is director-general of the Centre for Research in Educational Innovation and Training. She is an educational psychologist, expert in competency-based curriculum development and the training of trainers, and member of the pool of French-speaking experts in educational sciences. Catherine Kaboré (Burkina Faso) Holder of a postgraduate diploma (DEA) in languages and humanities, with a specialization in socio-linguistics, she is director-general for literacy and informal education at the Ministry of Basic Education and Literacy in Burkina Faso. An expert in teenage and adult literacy, her research focuses on the impact of literacy in rural areas and on the post-literacy phase. She has carried out numerous experience-sharing consultancies and assignments in the field of basic education and held several high-level positions within the department in charge of basic education in Burkina Faso. Dieudonné Rouamba (Burkina Faso) Director-general of the National College for Primary School Teachers in Ouahigouya, Burkina Faso, he is a specialist adviser on teachers and the implementation of basic training. He has previously held several high-level posts in his country, including primary education inspector, head of constituency and at the same time provincial director for basic education. 相似文献
| Dieudonné RouambaEmail: |
Catherine Traoré (Burkina Faso) Holder of a postgraduate diploma (DESS) in intercultural psychology and educational practice from the University of Toulouse II—le Mirail, France, she is director-general of the Centre for Research in Educational Innovation and Training. She is an educational psychologist, expert in competency-based curriculum development and the training of trainers, and member of the pool of French-speaking experts in educational sciences. Catherine Kaboré (Burkina Faso) Holder of a postgraduate diploma (DEA) in languages and humanities, with a specialization in socio-linguistics, she is director-general for literacy and informal education at the Ministry of Basic Education and Literacy in Burkina Faso. An expert in teenage and adult literacy, her research focuses on the impact of literacy in rural areas and on the post-literacy phase. She has carried out numerous experience-sharing consultancies and assignments in the field of basic education and held several high-level positions within the department in charge of basic education in Burkina Faso. Dieudonné Rouamba (Burkina Faso) Director-general of the National College for Primary School Teachers in Ouahigouya, Burkina Faso, he is a specialist adviser on teachers and the implementation of basic training. He has previously held several high-level posts in his country, including primary education inspector, head of constituency and at the same time provincial director for basic education. 相似文献
19.
Peter Hollindale 《Children‘s Literature in Education》2005,36(3):197-215
The centenary of the first performance of J.M. Barrie’s Peter Pan was celebrated in December 2004. Taking account of the various events in Britain to mark the occasion—newspaper articles, radio and television programmes, retrospects in the original theatre—this article examines the status and popularity of Peter Pan after a hundred years. The article traces the double story of Peter Pan—the play itself, and the biographical narrative of those events in Barrie’s life that led to and succeeded its creation—and examines the two recent films, Peter Pan (2003) and Finding Neverland (2004) as examples of fresh approaches to both life and work in the centenary year.Peter Hollindale retired in 1999 as Reader in English at the University of York. He edited ‘Peter Pan and Other Plays’, and an edition of ‘Peter Pan in Kensington Gardens’ and ‘Peter and Wendy’, both for the Oxford University Press World’s Classics series He is author of the critical study ’Signs of Childness in Children’s Books’. 相似文献
20.
Anton E. Lawson 《Science & Education》2009,18(1):119-124
Allchin (2006) has misinterpreted a classic case of hypothetico-deductive (HD) science in terms of his preferred ‘let’s-gather-some-data-and-see-what-emerges’ view. The misrepresentation concerns the research program of Peter and Rosemary
Grant on Darwin’s finches. The present essay argues that the Grants’ research is HD in nature and includes a statement by
Peter Grant to that effect.
Dr. Anton E. Lawson’s career in science education began in the late 1960s in California where he taught middle school science and mathematics for 3 years before completing his PhD at the University of Oklahoma and moving to Purdue University in 1973. Lawson continued his research career at the University of California Berkeley in 1974, and then moved to Arizona State University in 1977, where he currently conducts research and teaches courses in biology, in biology teaching methods, and in research methods. Lawson has directed over 100 workshops for teachers, mostly on inquiry teaching methods, and has published over 200 articles and over 20 books including Science Teaching and the Development of Thinking (Wadsworth: Belmont, CA, 1995), Biology: A Critical Thinking Approach, (Addison Wesley: Menlo Park, CA, 1994), and The Neurological Basis of Learning, Development and Discovery (Kluwer: Dordrecht, The Netherlands, 2003). Lawson’s most recent book is an introductory biology text called Biology: An Inquiry Approach (Kendall/Hunt: Dubuque, IA, 2004). Lawson is perhaps best known for his research articles in science education, which have three times been judged to be the most significant articles of the year by the National Association for Research in Science Teaching (NARST). He has also received NARST’s career award for distinguished contributions to Science Education Research as well as the outstanding science educator of the year award by the Association for the Education of Teachers in Science. 相似文献
| Anton E. LawsonEmail: |
Dr. Anton E. Lawson’s career in science education began in the late 1960s in California where he taught middle school science and mathematics for 3 years before completing his PhD at the University of Oklahoma and moving to Purdue University in 1973. Lawson continued his research career at the University of California Berkeley in 1974, and then moved to Arizona State University in 1977, where he currently conducts research and teaches courses in biology, in biology teaching methods, and in research methods. Lawson has directed over 100 workshops for teachers, mostly on inquiry teaching methods, and has published over 200 articles and over 20 books including Science Teaching and the Development of Thinking (Wadsworth: Belmont, CA, 1995), Biology: A Critical Thinking Approach, (Addison Wesley: Menlo Park, CA, 1994), and The Neurological Basis of Learning, Development and Discovery (Kluwer: Dordrecht, The Netherlands, 2003). Lawson’s most recent book is an introductory biology text called Biology: An Inquiry Approach (Kendall/Hunt: Dubuque, IA, 2004). Lawson is perhaps best known for his research articles in science education, which have three times been judged to be the most significant articles of the year by the National Association for Research in Science Teaching (NARST). He has also received NARST’s career award for distinguished contributions to Science Education Research as well as the outstanding science educator of the year award by the Association for the Education of Teachers in Science. 相似文献