首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 375 毫秒
1.
My central argument in this article is that the notion of Bildung may offer conceptual sustenance to those who wish to develop educative practices to supplement or contest the prevalence and privileging of market and economic imperatives in higher education, which configure teaching and learning as an object available to measurement. I pursue this argument by making the case for an ethical posthuman Bildung which recognises the inseparability of knowing and being, the materiality of educative relations, and the need to install an ecology of ethical relations at the centre of educational practice in higher education. Such a re-conceptualisation situates Bildung not purely as an individual goal but as a process of ecologies and relationships. The article explores Bildung as a flexible concept, via three theoretical lenses, and notes that it has always been subject to continuing revision in response to changing social and educational contexts. In proposing the possibility of, and need for, a posthuman Bildung, the articles offer a critical review of the promise of Bildung and outline some of the radical ways that a posthuman Bildung might reinvigorate conceptualisations of contemporary higher education.  相似文献   

2.
  相似文献   

3.
A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects. We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced a moderate, statistically significant effect (g = 0.58, p < 0.001). A moderator analysis revealed that creating concept maps (g = 0.72, p < 0.001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g = 0.43, p < 0.001). Additional moderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided.  相似文献   

4.
Indicators and instruments for determining and measuring school quality within inspection systems are usually based on frameworks for inspection. These frameworks rely heavily upon school and teacher effectiveness research. Thus, a central assumption is that the effectiveness and improvement-oriented school conditions, as measured within an inspection, are related to student achievement. It is unclear if this assumption really holds true, as empirical evidence is still lacking. This study uses data from a random sampling of schools (n = 37) and teachers (n = 1663) and the achievement data from students (n = 23,943) to validate the interpretations and uses of school inspection results regarding the factor school leadership. The study follows Kane’s argument-based approach for validation. Results reveal that principals of schools with recurrent high student achievement very often demonstrate instructional leadership. It is evident that these principals are also leading in a fundamentally different way from principals in schools with lower achievement in that they lead with the specific school context in mind. The study demonstrates that it is possible to make inferences from scores provided by school inspections and to generalize from them. However, this generalizability does not extend to making extrapolations or decisions based on these scores. The analyses make it clear that providing feedback solely on the strengths and weakness of a school is insufficient when it comes to stimulating school improvement through inspection.  相似文献   

5.
To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill’s First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level (t(40) = ?1.432, p = 0.08, ES = 0.4) and at the Problem Solving level (U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level (t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).  相似文献   

6.
Formative Assessment (FA) refers to eliciting evidence about students’ understanding and using the information to support learning, e.?g. via individual feedback. There is evidence that FA fosters students’ motivation, but less is known about the underlying processes. The present study investigates direct effects of FA on intrinsic motivation as well as the mediating role of students’ perceived competence, drawing on Deci and Ryan’s self-determination theory. In a randomized, controlled trial, primary school teachers were either assigned to an FA training (n?=?17) or to a control group (CG; n?=?11). All teachers then taught two science units in their classrooms (FA: n?=?319 students, CG: n?=?232). Multilevel regression analyses showed a higher perceived competence and a marginally higher intrinsic motivation for FA students after unit 1. After unit 2, both intrinsic motivation and perceived competence were higher in the FA condition, and the impact on intrinsic motivation was significantly mediated by students’ perceived competence after the first unit. These results confirm and extend previous findings on the effectiveness of formative assessment on motivational outcomes.  相似文献   

7.
This intervention study examines the different effects that work on video- or text-based teaching cases has on improving feedback-related performance (dependent variable) for trainee PE teachers. Within a teaching-learning arrangement, one group (n?=?24) worked with video-based teaching cases while another group (n?=?9) worked with text-based ones. In addition, both groups completed a school practicum. Additionally, a control group (n?=?23) completed the practicum, without any teaching case intervention. The quality of the feedback-related performance of the trainee PE teachers was recorded using video vignettes both before and after the respective interventions and then evaluated on the basis of an external assessment (expert rating). The results show that the work on video- and text-based teaching cases was effective, but that the videobased procedure had more of an impact, with a high level of practical significance. The control group was unable to improve on the basis of the placement within a school. The results demonstrate their usefulness for future training and competence diagnostics.  相似文献   

8.
This forum article contributes to the understanding of how science teachers’ identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on ‘reform-minded’ science teachers. The starting point is the paper Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan by Ying-Syuan Huang and Anila Asghar. It highlights several factors that can explain the difficulties of implementing “new pedagogy” in science education. One important factor is Confucian values and traditions, which seem to both hinder and support the science teachers’ implementation of inquiry-based and learner-centered approaches. In this article Confucianism is compared with other learning cultures and also discussed in relation to different worldviews and educational philosophies in science education. Just like for the central/north European educational tradition called Bildung, there are various interpretations of Confucianism. However, both have subcultures (e.g. reflexive Bildung and Neo-Confucianism) with similarities that are highlighted in this article. If an “old pedagogy” in science education is related to essentialism, rationalist-objectivist focus, and a hierarchical configuration, the so called “new pedagogy” is often related to progressivism, modernism, utilitarianism, and a professional configuration. Reflexive Bildung problematizes the values associated with such a “new pedagogy” and can be described with labels such as post-positivism, reconstructionism and problematizing/critical configurations. Different educational approaches in science education, and corresponding eco-identities, are commented on in relation to transformation of educational practice.  相似文献   

9.
Societies need to make sure that the next generation is ready and capable to take over in due time, be it in working life, culture, civil society, politics or families. Therefore, society at large and specifically state governments need to assist the efforts of families and local communities. Such provisions have been the basic premise for general educational theories for centuries, when education was often named Democratic and Comprehensive Bildung. At present, this premise needs re-conceptualization, because societies are moving dramatically towards opening up for interactions and relations with the widest possible area: the globe. Many societal challenges have effects across nations, calling for trans-national coordination, management and solutions,—for homogenized and standard based policy making. At the same time, inspiration from multiple sources produce conflicting visions and rival discourses about what the purposes of and the means for education should be.In this paper we analyze and discuss two contemporary, fundamentally dissimilar discourses on education and their theoretical and societal roots. Our main method is discourse analysis. We argue for inclusion of a global world-view in national education. We shall be critical, however, to the technocratic turn and the homogenization of education per se and argue for a Democratic Bildung perspective in education for world citizenship.  相似文献   

10.
While internet based surveys have gained importance in recent years, their use in adolescent related research is rare at best. The present paper offers an overview of advantages and disadvantages of online surveys and discusses their use in regard to the questioning of adolescents. In a comparison between two random samples of 13 to 17 year olds, we examine how differences between a telephone (N?= 1,784) and an online (N?= 1,652) survey materialize in regard to the coverage rate, discontinuation behavior, and item-non-response. The sampling is analyzed further with regard to sociodemographic differences. While there are no expected coverage problems for the adolescent target group, the results show that adolescents from educated families, as well as those with a migration background, took part more often in the online survey as opposed to the telephone survey. Also, a more intensive mobile use of the internet, as well as in part greater sports activity, is connected to a higher willingness to take part in the survey which suggests that the survey topic influences the willingness to participate.  相似文献   

11.
To report a rare case of fungal spondylodiscitis in a patient recovered from H7N9 virus infection and perform a literature review of the different characteristics of Candida and Aspergillus spondylodiscitis, we reviewed cases of spondylodiscitis caused by Candida and Aspergillus species. Data, including patients’ information, pathogenic species, treatment strategy, outcomes, and relapses, were collected and summarized. The characteristics of Candida and Aspergillus spondylodiscitis were compared to see if any differences in clinical features, management, or consequences could be detected. The subject of the case study was first misdiagnosed as having a vertebral tumor, and then, following open biopsy, was diagnosed as having fungal spondylodiscitis. The patient made a good recovery following radical debridement. Seventy-seven additional cases of Candida spondylodiscitis and 94 cases of Aspergillus spondylodiscitis were identified in the literature. Patients with Candida spondylodiscitis tended to have a better outcome than patients with Aspergillus spondylodiscitis (cure rate 92.3% vs. 70.2%). Candida was found more frequently (47.8%) than Aspergillus (26.7%) in blood cultures, while neurological deficits were observed more often in patients with Aspergillus spondylodiscitis (43.6% vs. 25.6%). Candida spinal infections were more often treated by radical debridement (60.5% vs. 39.6%). Patients with Candida spondylodiscitis have better outcomes, which may be associated with prompt recognition, radical surgical debridement, and azoles therapy. A good outcome can be expected in fungal spondylodiscitis with appropriate operations and anti-fungal drugs.  相似文献   

12.
Components of complex systems apply across multiple subject areas, and teaching these components may help students build unifying conceptual links. Students, however, often have difficulty learning these components, and limited research exists to understand what types of interventions may best help improve understanding. We investigated 32 high school students’ understandings of complex systems components and whether an agent-based simulation could improve their understandings. Pretest and posttest essays were coded for changes in six components to determine whether students showed more expert thinking about the complex system of the Chesapeake Bay watershed. Results showed significant improvement for the components Emergence (r = .26, p = .03), Order (r = .37, p = .002), and Tradeoffs (r = .44, p = .001). Implications include that the experiential nature of the simulation has the potential to support conceptual change for some complex systems components, presenting a promising option for complex systems instruction.  相似文献   

13.
  相似文献   

14.
In this study, we investigated the molecular phylogeny of 64 clinical isolates which were identified as Sporothrix schenckii sensu lato by morphological identification. All of the strains were isolates from patients from several provinces in China. The phylogeny was inferred by DNA sequence analyses based on datasets of the ribo- somal internal transcribed spacer （ITS） and a combined ITS and partial 13-tubulin region. Reference sequences were retrieved from GenBank. Results showed that all of the isolates were clustered in a distinct clade with a type of Spo- rothrix globosa. Our analysis showed that S. globosa is the causal agent of the tested sporotrichosis in China, rather than S. schenckii that was generally believed to be the case. The existence of S. schenckii in China remains to be confirmed. This study improved our understanding of the distribution of the species in S. schenckii complex.  相似文献   

15.
This mixed-methods qualitative study examined the relationship between perceptions of the importance of social media (i.e., Facebook, Twitter) with community service projects and volunteerism. Participants (n = 80) were interviewed and surveyed regarding their experiences in participating in a variety of community service work (CSW) projects (i.e., urban forestry, community gardening) with their perceptions of the importance of social media. Results supported the hypothesis that a significant correlation exists (r = .286, p < .05) between perceptions of technology as an important part of my life and reduced importance of CSW activities. A significant correlation (r = 287, p < .001) also developed between perceptions of “connectedness” to one’s community, increased technology use and reduced perceptions of the importance of CSW activities. Additionally, a significant positive correlation (r = .454, p < .001) was found between reports of improved perceptions among ethnically diverse populations and the overall importance of CSW activities within the community. Results and suggestions for further research are offered regarding the application of theory to “real world” perspectives and problems involving education and environmental issues.  相似文献   

16.
As an easy application of the intermediate value theorem, one can show that for any continuous function f: [0, 1] → ? with f (0) = f (1), there are points a, a + 1/2 both in [0, 1] such that f (a) = f (a + 1/2). In this note, we show that this property holds with 1/2 replaced by any number of the form 1/n for a positive integer n. More interestingly, we show that this is false for every number not of the form 1/n.  相似文献   

17.
This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers. The classroom-based programs (40 sessions) were conducted by the children’s regular teachers. The children’s emergent literacy skills were evaluated using a pre-test, a post-test and a follow-up test 6 months later, and the data were analyzed using latent autoregressive models. The results showed that the invented writing group performed significantly better than the control group on the post-test for the measures of phoneme awareness (d = .54), spelling (d = .65) and word reading (d = .36). Additionally, indirect effects were observed on the delayed follow-up tests on phoneme awareness (d = .45), spelling (d = .48) and word reading (d = .26). In conclusion, we argue that invented writing appeared to smooth the progress of emergent literacy skills in preschool, including the subsequent reading development in school. Contextualized in a semi-consistent orthography and a preschool tradition that does not encourage the learning of written language skills, the findings add to our knowledge of how children learn to write and read.  相似文献   

18.
In this paper we will first prove that the nontrivial L p solutions of the vector refinement e-quation exist if and only if the corresponding subdivision scheme with a suitable initial function converges in L p without assumption of the stability of the solutions. Then we obtain a characterization of the convergence of the subdivision scheme in terms of the mask. This gives a complete answer to the existence of L p solutions of the refinement equation and the convergence of the corresponding subdivision schemes.  相似文献   

19.
Phytophthora capsici is a phytopathogen that causes a destructive pepper blight that is extremely difficult to control. Using a fungicide application against the disease is costly and relatively ineffective and there is also a huge environmental concern about the use of such chemicals. The genus Trichoderma has been known to have a potential biocontrol issue. In this paper we investigate the mechanism for causing the infection of T. asperellum against P. capsici. Trichoderma sp. (isolate CGMCC 6422) was developed to have a strong antagonistic action against hyphae of P. capsici through screening tests. The strain was identified as T. asperellum through using a combination of morphological characteristics and molecular data. T. asperellum was able to collapse the mycelium of the colonies of the pathogen through dual culture tests by breaking down the pathogenic hyphae into fragments. The scanning electron microscope showed that the hyphae of T. asperellum surrounded and penetrated the pathogens hyphae, resulting in hyphal collapse. The results show that seven days after inoculation, the hyphae of the pathogen were completely degraded in a dual culture. T. asperellum was also able to enter the P. capsici oospores through using oogonia and then developed hyphae and produced conidia, leading to the disintegration of the oogonia and oospores. Seven days after inoculation, an average 10.8% of the oospores were infected, but at this stage, the structures of oospores were still intact. Subsequently, the number of infected oospores increased and the oospores started to collapse. Forty-two days after inoculation, almost all the oospores were infected, with 9.3% of the structures of the oospores being intact and 90.7% of the oospores having collapsed.  相似文献   

20.
In this study, we aimed to examine the inhibitory effect of PA003, a Pediococcus acidilactici that produces lactic acid and antimicrobial peptides pediocin, on pathogenic biofilm formation on abiotic surfaces. PA003 and pathogens (Escherichia coli, Salmonella enterica serovar Typhimurium, Staphylococcus aureus and Listeria monocytogenes) were used to evaluate auto-aggregation, hydrophobicity, biofilm formation and biofilm formation inhibition on stainless steel, polyvinyl chloride and glass slides in terms of exclusion, displacement and competition. The results showed the highest auto-aggregation abilities were observed for one of the E. coli strains EAggEC (E58595) and the highest hydrophobic strain was observed with EPEC (E2348/69) (51.9%). The numbers of biofilm cells of E. coli, S. Typhimurium, S. aureus and L. monocytogenes on stainless steel, polyvinyl chloride and glass slide coupons were effectively reduced by approximately 4 log CFU/coupon. These results demonstrate that lactic acid bacteria can be used as an alternative to effectively control the formation of biofilms by food-borne pathogens.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号