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1.
Steven A. Stolz 《Educational Philosophy and Theory》2020,52(10):1077-1096
AbstractThe use of phenomenology and phenomenography as a method in the educational research literature has risen in popularity, particularly by researchers who are interested in understanding and generating knowledge about first-person events, or the lived experiences of students in certain educational contexts. With the rise of phenomenology and phenomenography as a method, some conceptual mistakes and associated confusion have also arisen; however, accounts examining both are limited. As a result, this paper will be concerned with the discussion of two issues: (1) for the sake of conceptual clarity, I provide a brief outline of phenomenology and phenomenography; and, (2) I then turn my attention to a critical discussion of phenomenography. In the latter case, I argue that when phenomenography departs from phenomenology it actually weakens its legitimacy as an approach to research. In order to overcome this problem, I argue that it makes sense to consolidate phenomenography within the broader research agenda of phenomenology which extends on the work of Husserl. Of course, the caveat to this idea is contingent upon a significant shift within phenomenography so it closely aligns itself with phenomenological principles and methods. As a way forward, I offer research direction to those who may be interested in the study of human experience by opening-up interdisciplinary dialogue about phenomenology, and at the same time I explore core methods used in phenomenology that extend on the continental tradition of phenomenology. 相似文献
2.
This article is a review of applications of phenomenology, as a philosophy of knowledge and qualitative research approach, to the field of science education (SE). The purpose is to give an overview of work that has been done as well as to assess it and discuss its possibilities of future development. We ask: what attempts for connecting phenomenology and SE do we find in the research literature, and what possible effects could such connections have for teaching and learning? In approaching this field we distinguish between three sources of phenomenological SE: (1) Goethe’s phenomenology of nature; (2) philosophical phenomenology; and (3) anthropological phenomenology. Existing research based on phenomenological approaches is categorised as phenomenology of SE, phenomenology in SE, and phenomenology and SE integrated. Research examples from each category are critically evaluated and discussed. Finally we discuss the question of the relevance of phenomenology to science teaching. Our review indicates that phenomenology has considerable potential as a method for investigating science learning as a holistic process. It also seems that phenomenology and SE meet most fruitfully when phenomenology is done in the classroom, that is, when it is turned into actual efforts for promoting learning. 相似文献
3.
Social and behavioral scientists are increasingly employing technologies such as fMRI, smartphones, and gene sequencing, which yield ‘high-dimensional’ datasets with more columns than rows. There is increasing interest, but little substantive theory, in the role the variables in these data play in known processes.This necessitates exploratory mediation analysis, for which structural equation modeling is the benchmark method. However, this method cannot perform mediation analysis with more variables than observations. One option is to run a series of univariate mediation models, which incorrectly assumes independence of the mediators. Another option is regularization, but the available implementations may lead to high false-positive rates.In this article, we develop a hybrid approach which uses components of both filter and regularization: the ‘Coordinate-wise Mediation Filter’. It performs filtering conditional on the other selected mediators. We show through simulation that it improves performance over existing methods. Finally, we provide an empirical example, showing how our method may be used for epigenetic research. 相似文献
4.
Sebnem Cilesiz 《Educational technology research and development : ETR & D》2011,59(4):487-510
In this paper I conceptualize experiences with technology as an object of study for educational technology research and propose
phenomenology as a highly suitable method for studying this construct. I begin by reviewing existing research focusing on
the construct of experiences with technology and the approaches utilized for its study. To augment this literature, I explain
the phenomenological concept of experience and describe its utility for understanding experiences with technology. I propose
the theoretical and methodological approach of phenomenology as a framework for developing a research agenda on experiences
with technology and for unifying existing lines of research in this area. To illustrate the promise of this approach and to
facilitate its application, I describe a research design consistent with the theoretical underpinnings of phenomenology, including
methods for collecting and analyzing data as well as ethical and validity considerations specific to this research design.
I conclude by identifying several possible research directions utilizing a phenomenological approach in educational technology
to incite further research in this area. 相似文献
5.
在系统分析教育技术常用的两种研究范式的基础上,结合哲学史的梳理,从方法论、研究方式和具体研究方法三个层面对现象学进行了分析,指出现象学是教育技术研究的第三种范式。在方法论层面,现象学范式的创新性突破在于穿透了“一般”和“个别”的割裂;在研究方式层面,现象学范式遵循质性研究的模式,擅长对微观体验的揭示;在具体研究方法层面,现象学范式综合运用访谈、体验报告等手段,使研究结论具有建构性。在此基础上,根据对教育技术研究特征的分析,明确了现象学之于教育技术研究的方法论价值在于贯通融合,即有利于教育技术研究的定位融合、视域融合和研究取向融合。 相似文献
6.
技术哲学从经验转向到文化转向的发展及其展望 总被引：1，自引：0，他引：1
技术哲学研究突破“经典时期”的困境后实现了其“经验转向”.经验转向过程中,在现象学的酶促下技术哲学研究呈现出明显的文化倾向.文化转向后的技术哲学从一个文化的多元视角来开启技术哲学的新的研究范式,通过对技术的文化背景和文化影响进行双重聚焦,从细节上描述技术与文化的互动,关注人的价值和人的生活世界,提供解决技术社会问题的哲学思维. 相似文献
7.
Catherine A. Adams Terrie Lynn Thompson 《International journal of qualitative studies in education》2013,26(6):733-750
This article argues the importance of including significant technologies‐in‐use as key qualitative research participants when studying today’s digitally enhanced learning environments. We gather a set of eight heuristics to assist qualitative researchers in ‘interviewing’ technologies‐in‐use (or other relevant objects), drawing on concrete examples from our own qualitative research projects. Our discussion is informed by Actor‐Network Theory and hermeneutic phenomenology, as well as by the literatures of techno‐science, media ecology, and the philosophy of technology. 相似文献
8.
目前,教育技术的发展进入了一个反思沉淀期。一切反思行为都是需要以普遍哲学原理作理论基础的,作为一种普遍哲学原理的现象学也有可能成为开展教育技术反思的理论基础。现象学作为一种方法而存在的特性．使其在理论上具有成为教育技术反思性研究方法论基础的可能性,而胡塞尔对现象学方法作出的详细论述,对教育技术反思性研究的指导在实践中具有很强的可行性。另外,现象学对社会产生的巨大影响,更为其与教育技术的结合提供了现实依据。因此,将现象学方法的两种还原结合在一起开展教育技术反思性研究是可行的。 相似文献
9.
根据科技竞争力评价的一般范式,建立了一套评价指标体系。利用主成分分析方法,从纵向角度对重庆市科技竞争力进行了实证分析。最后,对重庆市提高科技竞争力提出了几点建议。 相似文献
10.
在对南阳市发展生态农业的优势及存在的问题进行深入分析的基础上,提出了该市生态农业的发展战略,并对发展生态农业提出了对策:加强农业水利设施建设和维护,建设生态农业循环经济现代农业园,扩大农业生产规模、延长产业链条、发展产业集群,壮大地方特色种植业,培育新型农业业态,大力推广生态农业技术,不断完善科技服务网络,健全农产品质量安全检测检验体系发展. 相似文献
11.
高尚荣 《云南师范大学学报(哲学社会科学版)》2011,43(1):105-110
面对当代高技术社会的伦理困境,当代技术伦理导向马克思的技术伦理思想研究。作为一种系统的整体论,其技术伦理思想分为技术伦理的社会制度环境、组织制度条件和技术主体道德三个方面,并以技术史和工艺学实证研究为基础,为现代技术伦理的社会、技术和人的协同发展目标奠定了理论基础。 相似文献
12.
Vivien Lee Looi Chng 《Educational Action Research》2013,21(3):363-386
The information explosion characteristic of a knowledge-based economy is fuelled by rapid technological changes. As technology continues to permeate our lives, there will be fresh demands upon the conduct of learning and teaching to ensure that learners are equipped with new economy skills and dispositions for creating significant and relevant meaning out of the large chunks of transmitted data. In the spirit of building learning organisations, this paper proposes that a two-pronged strategy of promoting self-organised learning (SoL) amongst educators and students be adopted. As an enabling framework based on social constructivism, the model of SoL, originally developed by Harri-Augstein & Thomas, is described and applied to an educational setting. For educators engaged in action research, SoL is suited as an approach for managing and reflecting upon change. The use of two such thinking tools, the Personal Learning Contract and the Purpose-Strategy-Outcome-Review (PSOR) reflective learning scaffolds are considered. For students who are now expected to learn independently in situations requiring problem-solving skills, much akin to real life contexts, this article also considers the application of Learning Plans as a conversational tool for personal project management. The authors conclude that SoL promotes skilful critical thinking through a systems thinking process of continuous reflective learning. It is proposed that these are essential qualities for citizens working in a technological age. Case study samples of the thinking tools used in this action research project are included as appendices and evaluated in this article. 相似文献
13.
针对传统电子技术实验教学中存在的制约创新能力培养的因素,依托该校创新实验室的开发条件,以"OTA-C有源滤波器设计实验"为例,介绍对学生的创新能力培养的体会,目的是提高学生的科技创新水平。 相似文献
14.
Contrasting concepts of learning and contrasting research methodologies: Affinities and bias 总被引：1，自引：0，他引：1
This paper analyses the conceptual significance of different methods of researching learning. Based largely upon our own experiences, we briefly compare the use of mini‐ethnography, life history, cross‐sectional surveys and existing panel survey data. We argue that there are strong affinities between each of these methods and significantly different ways of understanding the nature of learning: mini‐ethnographies with learning as participation, life history with learning as construction and both types of survey with learning as acquisition. Three things follow. The first is that decisions about how to research learning are related to decisions about how to conceptualise and theorise learning. The second is that there is no foolproof empirical way to adjudicate between different conceptualisations of learning, though empirical evidence can and should play a significant part in informing such decisions. The third is that though mixing methods (including mixing more than one different qualitative approach) can bring advantages, the integration of the findings of mixed methods in relation to learning requires careful and sometimes difficult conceptual work. 相似文献
15.
王晓润 《阜阳师范学院学报(社会科学版)》2010,(4):96-99
本文利用1978-2008我国年度数据对FDI与技术进步之间的关系进行了实证分析,通过分析得到以下结论：改革开放以来,FDI和国际贸易均显著地促进了我国技术进步;国内研发则在一定程度上阻碍了我国的技术进步;以人力资本度量的吸收能力大小对技术吸收结果起到关键作用。最后,基于实证分析结果提出了相关政策建议。 相似文献
16.
在借鉴国内外FDI行业技术溢出效应最新研究成果的基础上,构建了FDI技术溢出效应的经验模型,并利用重庆市1999—2006年工业行业面板数据对经验模型进行了检验,其结果表明：FDI在我国西部地区存在行业内技术溢出效应,而西部地区开放度的提高和国内资本的大量进入是影响FDI技术溢出效应的重要因素。因此,西部地区在引进外资方面,应该更多地关注内含先进技术的外资进入,而不仅仅是外资数量的增加。 相似文献
17.
孙道进 《山西师大学报(社会科学版)》2005,32(3):20-24
撇开具体的社会物质生活条件,撇开特定的社会历史形态,一些论者把科技伦理定义为全体科技当事人服务于全体人类。这种科技伦理“全员”论只不过是“想象的主体的想象的活动”,等于运用现象学还原的方法把社会历史因素存入了“括号”之中,充其量只是谢林的“理智直观”或胡塞尔的“本质直观”的产物,是地地道道的“唯心主义的非理性主义”;超现实、超历史、超阶级、超国家的科技伦理只是一种主观的虚妄;资本主义私有制生产关系下的科技活动及其异化、资本主义国家价值取向的“单向度”性,决定了科技伦理“全员”论不但是“认识论的贵族主义”,而且是“抽象的乌托邦主义”。唯物主义的科技伦理观的科学性就在于:从科技活动的现实出发、从现存的社会历史形态出发,去说明和解释科学技术的发生、发展及其伦理蕴含。惟其如此,我们的科技伦理学才能立足于“自己思维的此岸性”———不但帮助人们“解释世界”,而且指导人们“改变世界”。 相似文献
18.
采用数据包络分析法(DEA)测算了佛山市制造业2000—2018年的Malmquist指数,并进一步将其分解为技术进步和效率变化两个因子。基于技术溢出效应视角,构建的面板数据模型同时包含水平溢出效应和垂直溢出效应两方面解释变量。研究发现外商直接投资主要通过行业内及行业间的溢出效应,对佛山市内资制造业企业技术进步起促进作用,从而整体上提升内资企业的全要素生产率,FDI在行业内、行业间的前后向关联效应对佛山市内资制造业企业的效率改善作用效果则是不一致的。 相似文献
19.
张萍 《福建师大福清分校学报》2008,(2):87-90
本文运用文献资料、专家访谈等方法,对体操运动员普遍存在的跳马落地不稳定原因进行分析,在此基础上,提出相应的改进训练方法,即培养稳定意识、强化技术训练、提高心理素质等三个层面来解决落地技术稳定性问题。 相似文献
20.
Susan J. Deeley 《Assessment & Evaluation in Higher Education》2018,43(3):439-448
The aims of this paper are to examine and critically evaluate a selection of different technological methods that were specifically chosen for their alignment with, and potential to enhance, extant assessment for learning practice. The underpinning perspectives are that: (a) both formative and summative assessment are valuable opportunities for learning, and (b) using technology may enhance learning in assessment and feedback processes. Drawing on the literature and empirical evidence from a research study in a Scottish university, the advantages and drawbacks of using technology are examined. It is asserted that, by adopting a flexible approach and taking small incremental steps, the use of different types of technology can be beneficial in facilitating effective assessment for learning and feedback in higher education. 相似文献