共查询到20条相似文献，搜索用时 62 毫秒
1.
2.
Serhat Kurt 《Learning, Media and Technology》2014,39(1):90-106
This paper provides an overview of the status of educational technology in Turkey. In the face of severe social and economic challenges, many developing nations, including Turkey, are looking to education as a potential remedy. Recognizing that in an increasingly technology-dependent world, information and communications technology skills and knowledge are critical in order to compete in the global marketplace, Turkey is firmly committed not only to improving its education system, but also to incorporating the use of educational technologies into the instructional strategy and curriculum used in schools. This is a critical initiative because, as research shows, technology-enriched educational environments can provide students with significantly expanded learning opportunities, which are linked with increased levels of academic achievement. However, like many other developing countries, Turkey is struggling to overcome a number of serious barriers to full technology integration at the classroom level, the most significant of which is non-compliance on the part of teachers. With respect to technology use in education, teachers are consistently failing to utilize technological tools for instruction purposes, for a variety of reasons. Turkey must address these reasons in order to ensure that the agenda of technology adoption into schools, an enormously expensive undertaking, does not fail. 相似文献
3.
WebQuest是一种新兴的以网络教学为基础的教学模式,该模式合理利用网络资源和信息,创造真实的学习情景,在充分调动学生主动学习的积极性之余,还能增强学生解决问题的能力,这些均是网络教学的优势所在。自1995年WebQuest由美国家创建以来,该模式被北美地区的学校广泛使用。调查发现WebQuest在中国少数城市的中小学课堂已被采用,具有可行性,希望更多的中国教师能借鉴这种教学模式,改进传统的课堂教学,以增强学生解决问题的能力,培养21世纪所需要的新兴人才。 相似文献
4.
In South Africa and in other parts of the world, many professions are bemoaning the poor ability of many graduates to communicate their skills and knowledge effectively once they enter the workplace. Increasingly, pressure is placed on higher education to do more in terms of equipping future professionals with the necessary critical reading, research, thinking and writing skills the workplace demands. However, in South Africa especially, the demand for access to higher education is resulting in increased admissions, and in many lecturers standing in front of larger classes filled with students from a wide range of home and educational backgrounds with ‘variable’ commands of English as a medium of instruction and communication (Greenbaum and Mbali in S Afr Linguist Appl Lang Stud 20:233–244, 2002). This makes the task of equipping these students with disciplinary knowledge and skills a challenge. In responding to this challenge, the Law Faculty at the University of the Western Cape, in collaboration with a writing specialist, initiated a project aimed at transforming the way in which legal writing was taught at first year level. The overall aim was to start training students, from first year, to adapt their thinking and writing to the kinds of knowledge and practice required by academic study as well as the legal profession. The project was successful in achieving its modest aims, but certain challenges remain. This paper reflects critically on the development and evolution of the model for teaching legal writing in large classes. It argues that teaching legal writing in large classes requires creative and sustainable approaches so that students can become active and critical writers, readers and thinkers over time in this, or any, field. 相似文献
5.
Mary E. Styslinger Jennifer Stowe Nicole Walker Kayla Hyatt Hostetler 《Clearing house (Menasha, Wis.)》2019,92(1-2):9-14
This article shares processes and practices which foster students’ critical consciousness. Critical consciousness, the core of social justice teaching, is a heightened awareness of the world and the power structures that shape it. Teachers can become forces for equity and change by: challenging students to reflect critically on their beliefs and the sources of these beliefs; using text to guide students to look outwards and discover the perspectives and challenges of others; selecting texts purposefully to heighten student awareness of issues of power and equity; teaching students to read texts critically, listening carefully for the points of view of others often ignored or silenced; creating space for dialogue beyond text; and finally, making the world their classroom, blurring the boundary between schools and communities as students research the world and take steps toward change in ways that recognize and re-value our common humanity. Becoming teachers for social justice entails moving students through intentional processes and practices to foster critical consciousness in the hope of effecting change. 相似文献
6.
Contemporary undergraduates in the biological sciences have unprecedented access to scientific information. Although many of these students may be savvy technologists, studies from the field of library and information science consistently show that undergraduates often struggle to locate, evaluate, and use high-quality, reputable sources of information. This study demonstrates the efficacy and pedagogical value of a collaborative teaching approach designed to enhance information literacy competencies among undergraduate biology majors who must write a formal scientific research paper. We rely on the triangulation of assessment data to determine the effectiveness of a substantial research paper project completed by students enrolled in an upper-level biology course. After enhancing library-based instruction, adding an annotated bibliography requirement, and using multiple assessment techniques, we show fundamental improvements in students' library research abilities. Ultimately, these improvements make it possible for students to more independently and effectively complete this challenging science-based writing assignment. We document critical information literacy advances in several key areas: student source-type use, annotated bibliography enhancement, plagiarism reduction, as well as student and faculty/librarian satisfaction. 相似文献
7.
Hui Jin Hayat Hokayem Sasha Wang Xin Wei 《International Journal of Science and Mathematics Education》2016,14(6):1037-1057
As China and the United States become the top two carbon emitters in the world, it is crucial for citizens in both countries to construct a sophisticated understanding of energy consumption issues. This interview study examines how U.S. and Chinese students compare in explaining and arguing about two critical energy consumption issues: burning fossil fuels and using electricity. In particular, we focused on using scientific knowledge to explain and argue about these issues. Based on relevant literature and our previous research, we developed a model to guide separate assessment and evaluation of students’ argumentation and explanation. We conducted clinical interviews with 40 biology majors, including 20 U.S. students and 20 Chinese students. This study generated several important findings. First, Chinese students tended to be less consistent across explanations and argumentation, and their levels of argumentation were lower than their levels of explanation. Second, in comparison to their Chinese counterparts, U.S. students provided more scientific arguments but many fewer scientific explanations. Finally, although all participants were college students and had completed at least one introductory level science course before the interviews, some of their explanations and arguments were based on informal ideas rather than matter and energy. We discuss the possible interpretations of these findings and their implications for teaching and learning of scientific explanation and argumentation in both countries. 相似文献
8.
Student socialization in interdisciplinary doctoral education 总被引：2，自引：0，他引：2
Interdisciplinary approaches are often seen as necessary for attacking the most critical challenges facing the world today,
and doctoral students and their training programs are recognized as central to increasing interdisciplinary research capacity.
However, the traditional culture and organization of higher education are ill-equipped to facilitate interdisciplinary work.
This study employs a lens of socialization to study the process through which students learn the norms, values, and culture
of both traditional disciplines and integrated knowledge production. It concludes that many of the processes of socialization
are similar, but that special attention should be paid to overcoming organizational barriers to interdisciplinarity related
to policies, space, engagement with future employers, and open discussion of the politics of interdisciplinarity. 相似文献
9.
《The Internet and Higher Education》2010,13(3):170-175
Today's college students, particularly distance students, are increasingly dependent on the Web for their research needs. At the same time they lack the critical thinking skills required to successfully evaluate the actual credibility of online information, a critical aspect of information literacy. Furthermore, rather than access the online library database, distance students are more likely to employ generic search engines in their research quests, making more critical the need for information literacy. The current study employed an online survey designed to explore the relationships between critical evaluation of online information, as a measure of information literacy, and components of media literacy. Results suggest a significant, positive relationship between these literacies. These findings suggest variety in the types of strategies instructors and instructional designers might employ towards the development of information literacy skills required for today's graduates to successfully negotiate the 21st century information society. 相似文献
10.
William J. Campion Marybeth Kyle 《Community College Journal of Research & Practice》2013,37(1):95-104
A critical information literacy model centers libraries within the curriculum where students find, evaluate and use information in order to conduct successful research (Swanson, 2011). This report documents the process by which the El Centro College (Dallas County Community College District) librarians and the psychology faculty collaborated in bringing information and research skills into the psychology curriculum. The sessions included (a) the research process of finding articles in professional psychology journals, (b) instruction on creating references using NoodleTools ? (an integrated tool for note-taking, outlining, and building references), and (c) how to write in American Psychological Association (APA) style. The integration of the library sessions within the classroom setting of team teaching with the instructor suggests an ideal opportunity for educators to enhance the academic, research, and information literacy education for all students. 相似文献
11.
12.
ABSTRACTIn this article, the authors, based on a process developed in the context of US higher education, demonstrate a model for undergraduate student research skill development that involves academic staff writing collaborative book reviews with undergraduate students and librarians, especially librarians that are also academic staff with relevant content expertise. This model can and should be modified to fit various disciplinary contexts and academic circumstances, potentially around the world. The authors acknowledge that this model will be more useful for academic staff in the social sciences and humanities as compared to the so-called hard or natural sciences. The authors reimagine book reviews based on the notion of ‘scholarship as conversation’ in library science. As evidence, the authors describe the origins of this unique collaborative process and document the impact of academic staff, librarians, and undergraduate students partnering to increase the academic rigor of book reviews. Contributing to scholarship at the intersection of research skill development, information literacy, and embedded librarianship, this article identifies a strategic opportunity for collaboration that makes writing reviews more engaging and educationally productive for students, academic staff, and librarians. 相似文献
13.
14.
Melissa Mosley 《Teaching Education》2013,24(4):403-426
The new literacy studies (NLS) is a tradition of research that includes ethnographic work on literacy that has many applications for classroom teachers. The NLS include explorations of local literacies and critical literacy as well as the notion of literacy itself. When teachers draw on the NLS, students are able to draw on their practices in critical and transformative ways. However, NLS perspectives have not been used to examine how teachers are prepared in pre‐service programs and the ways critical literacy practices develop. This paper examines how two pre‐service teachers learn to take up definitions of local literacies in their work with students from racially, linguistically, and culturally diverse backgrounds in practicum settings. They use approximations in literacy teaching to design practices with students, demonstrating the process of becoming a teacher of literacy. I conclude with recommendations for teacher educators who are interested in supporting such approximations. 相似文献
15.
Investigating students’ critical thinking in weblogs: an exploratory study in a Singapore secondary school 总被引：1，自引：0，他引：1
Critical thinking is an essential competency in the new information age. But research shows that students commonly lack critical
thinking skills and hence promoting students’ critical thinking becomes crucial. This exploratory study investigated the extent
to which secondary school students’ critical thinking could be promoted by writing reflections in the weblog. Students’ critical
thinking was measured by using the Newman’s model. Results showed that writing reflections in the weblog could help promote
students’ critical thinking and according to the Newman’s model, three categories of critical thinking were promoted the most,
they were bringing outside knowledge or experience (O+), relevance (R+), and justification (J+). In addition, the study also
found that the types of interaction with peers and the teacher had a more positive effect on the extent of critical thinking.
Implications for other research are discussed. 相似文献
16.
Fairness is a critical issue in the educational setting, and the research is unified in the view that professors need to be fair in setting course policies and procedures. However, many unanswered questions still remain as to which specific classroom policies and procedures students find fair or unfair. This study explores student perceptions of which course policies provide the fairest treatment for all students in a college class. In addition, we also investigate the presence of a relationship between students' locus of control and their perceptions of the fairest course policies. Data were provided by 254 undergraduate students enrolled in sections of an introductory operations management course or an introductory management information systems course. As an initial, exploratory study in this specific area, eight common classroom policy situations were investigated. Although, not surprisingly, all students did not agree on which policy was the fairest for any given classroom situation, we were able to identify those policies considered fairest by the most students. The results can help professors develop course policies that improve students' perceptions of fairness in the college classroom. 相似文献
17.
Understanding the construction of belonging, and how unbelonging might be troubled, is critical work. For schools in many parts of the world one of the many challenges of globalisation is the task of teaching with, and for, ethnic and cultural diversity. This paper examines the exclusionary practices of teaching that construct ethnic and religious minority students in states of unbelonging. These practices are due, in part, to teachers’ failure to really know their students. Alongside this argument, discourses of belonging in rural schools that speak to possibilities for everyday place-sharing for ethnic and religious minority students are examined. Simple and common moments of mutual recognition and understanding speak to the possibilities for belonging that are opened up in everyday relations of knowing. The implications of these ideas for teachers and teacher education in what is framed as a ‘pedagogy of belonging’ are considered. 相似文献
18.
Students' Perceptions of the Effectiveness of the World Wide Web as a Research and Teaching Tool in Science Learning 总被引：1，自引：0，他引：1
Students often make little linkage from lesson to lesson on what they learn in the regular classroom. Having them take responsibility for what they are learning is one way of having them think and connect these thoughts together. This qualitative study looks at the use of the World Wide Web (WWW) as a research and teaching tool in promoting self-directed learning in a group of 15 year old students. The perceptions of students on the effectiveness of the World Wide Web in assisting them with the construction of knowledge on Photosynthesis and Respiration are reported and discussed in this paper. The study showed that the students found that the WWW had a number of positive effects on their learning including motivation for independent learning. However, the unedited and unstructured nature of the WWW meant that many of the sites they visited had information that was too difficult to understand and that time was required to improve technical and critical thinking skills to search effectively. The teacher's role as facilitator and guide was crucial to the success of their learning. 相似文献
19.
At many teacher education institutes around the world, preservice teachers are empowered to use pedagogical tools and strategies that engage their students. We used a modified version of the Constructivist Learning Environment Survey (CLES) to evaluate the effectiveness of a pedagogical model known as the Mixed Mode Delivery (MMD) model in terms of the CLES’s five scales of personal relevance, uncertainty, critical voice, shared control and negotiation. Comparisons were made between 2,216 secondary school students taught by the preservice teachers in an MMD group and 991 students in a control group in terms of the relative magnitudes of the gap between the actual and preferred learning environment in students’ school classrooms. The findings supported the positive impact of using MMD in terms of students’ perceptions of their classroom environments for all CLES scales. 相似文献
20.
Requirements for reasoning, explaining, and generalizing mathematical concepts increase as students advance through the educational system; hence, improving overall mathematical proficiency is critical. Mathematical proficiency requires students to interpret quantities and their corresponding relationships during problem‐solving tasks as well as generalizing to different contexts; both requirements are particularly challenging for many students with learning disabilities. An in‐depth review of research was completed to (1) demonstrate how interventions targeting mathematical problem solving are categorized into heuristic, semantic, or authentic approaches; (2) explore the degree to which generalization is presented in each approach; and (3) determine the efficacy of each intervention approach. Experimental studies (n = 17) demonstrating the effects of interventions designed to enhance mathematical problem solving for secondary students with or at risk of learning disabilities were analyzed. Findings indicate that the efficacy of the three intervention approaches varies, and that the real‐world connections differ. Implications for research and practice are discussed. 相似文献