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1.
Andrew Gitlin 《International journal of qualitative studies in education》2013,26(6):627-645
Qualitative research has extended the boundaries of legitimate knowledge by including the insights of ‘subjects’, valuing the voices of groups that have been excluded from telling their stories, seeing the complex ways researchers may be positioned in relation to other research participants, and becoming more diverse in their views of validity and reliability. Gitlin argues that these extensions have been a powerful force in furthering a politics of inclusivity within the knowledge production process. While this politic is argued to be important and critical in the development of qualitative methodologies, Gitlin claims it is time to look at what might lie on the other side of a politics of inclusivity. He does so by using an emergent form of inquiry he calls educational poetics. Moving to the borderlands between the educational and aesthetic communities, this political humanist form of inquiry is centered on having commonsense become an object on inquiry with the purpose to fostering relations of freedom. 相似文献
2.
Mark A. Pike 《Educational Action Research》2013,21(1):27-44
This article takes as its starting point the notion that the extent to which action research is accepted or rejected as a valid means of enquiry and professional development is largely determined by occupational culture and the ideology of individuals who corporately constitute that culture (Adlam, 1999; Li et al, 1999). Here, the view that the values and ideologies of teachers cannot be separated from their teaching or research into their teaching (Day, 1998) is illustrated in relation to a politically significant and strategically placed group of teachers. With the advent of the National Literacy Strategy in high (secondary) schools in the United Kingdom, there is a need for English teachers to reevaluate the nature of the subject they teach, which is being redefined, as well as their pedagogy. The beliefs of this distinct group of practitioners are explored, and it is suggested that they are positioned, ideologically, culturally and politically to be receptive to and benefit from action research. As the current emphasis on literacy and therefore on the ‘adult needs’ and ‘crosscurricular’ models of their subject contrasts sharply with this group's timehonoured valorisation of the ‘personal growth’ model of English characterised by imagination and creativity, action research is seen to provide an opportunity for these practitioners to reflect on their ‘conscious and unconscious doings’ (Altrichter et al, 1993, p. 6). Throughout this article, reference is made to the author's experience of conducting a 3-year longitudinal action research project as a high (secondary) school teacher of English funded by the ESRC (Pike, 2000a,b,c,d, e), although the intention in this article is to explore the degree of epistemological and ideological congruence between the values and beliefs of English teachers, and some prevalent features of action research 相似文献
3.
Markus Wilsing Nil Akpinar‐Wilsing 《The International Journal of Art & Design Education》2004,23(1):73-80
The imagination of human beings and the exploration of novel ideas have always contributed to developments in science. These developments lead us to re‐examine the existing structures in our environment and society so that they can be further improved. The review of literature regarding science fiction and its place in education also highlights the need for novel topics in design education. Thus, integrating a course in the curriculum of design education that aims to explore futuristic and visionary oriented environments like Mars Colonies, Orbital Space Colonies or Orbital Space Hotels would seem crucial. Such topics would probably not only stimulate the students in their design process, but also develop their imagination, as they require research and synectic thinking. As to whether stimulating imagination should be among the priorities in teaching, in fact, it is the dreams, imagination and creativity that has shaped and will shape human development and social‐cultural contexts. 相似文献
4.
徐仪明 《河南师范大学学报(哲学社会科学版)》2004,31(4):87-90
道家与现代科学思维方式发展之间的关系，值得认真探讨和深入挖掘。从思想方法和思维方式的相互比较来看，道家与现代科学家在整体观即世界的统一性与互补性和直觉思维即如何激发创造力和想像力这两个方面更具有可比性与内在的一致性。 相似文献
5.
Marilyn Fleer 《Cultural Studies of Science Education》2012,7(1):31-39
Christina Siry and Johaira Lara in researching pre-service teachers field based experiences of elementary science education
bring to the fore the importance of teacher identity. In this paper, an alterative reading of pre-service teaching experience
is given, one that complements the analysis provided by Siry and Lara, but which utilizes the cultural-historical concepts
of emotions and imagination and creativity. It is argued that these important concepts give further insights into becoming a teacher of elementary science. 相似文献
6.
直觉思维是一种非逻辑的、无意识的认知加工活动。Raidl和Lubart的研究表明,直觉与创造力呈正相关。因此,培养学生的直觉思维有助于提高学生的创造力。脑科学的最新研究结果表明,直觉思维主要是右脑的功能。影响直觉思维的因素很多,主要有认知结构、问题情境、类比迁移、＂三想＂（联想、猜想和想象）能力、动机强度、左右脑协同、所处的环境、教师的直觉力等。 相似文献
7.
Kurt A. Heller 《High Ability Studies》1995,6(1):7-26
In addition to exceptional cognitive abilities and domain‐specific aptitudes, creativity potentials are frequently used to explain high achievement in science and technology. In the Guilford tradition, research focuses increasingly on convergent versus divergent thinking, that is, a suspected dichotomy between intelligence and creativity. Despite important insights about the relationship of ability and creativity, a number of important questions remain unanswered. These relate not only to conceptualization and measurement problems regarding the hypothetical construct “creativity”, but also to its diagnosis and nurturance in childhood and adolescence. It would appear that, in view of current research paradigms, the roles of ability and creativity need to be redefined in order to predict and explain excellent achievements more reliably. Advances are mostly expected from synthetic approaches. Consequently new theoretical models and empirical research results will be presented. Finally, some consequences for the explanation of high ability as well as excellent performances in school, university, and at work will be discussed 相似文献
8.
Understanding Nature of Science (NOS) is a central component of scientific literacy, which is agreed upon internationally, and consequently has been a major educational goal for many years all over the globe. In order to justify the promotion of an adequate understanding of NOS, educators have developed several arguments, among them the cultural argument. But what is behind this argument? In order to answer this question, C. P. Snow’s vision of two cultures was used as a starting point. In his famous Rede Lecture from 1959, he complained about a wide gap between the arts and humanities on the one hand and sciences on the other hand. While the representatives of the humanities refer to themselves as real intellectuals, the scientists felt rather ignored as a culture, despite the fact that their achievements had been so important for Western society. Thus, Snow argued that as these intellectual cultures were completely different from each other, a mutual understanding was impossible. The first European Regional IHPST Conference took up the cultural view on science again. Thus, the topic of the conference “Science as Culture in the European Context” encouraged us to look at the two cultures and to figure out possibilities to bridge the gap between them in chemistry teacher education. For this reason, we put together three studies—one theoretical and two independent research projects (one dealing with creativity in science, the other with scientific laws and theories) which contribute to our main research field (promoting an understanding of NOS)—in order to address the cultural argument for understanding science from an educational point of view. Among the consented tenets of what understanding NOS implies in an educational context, there are aspects which are associated mainly with the humanities, like the tentativeness of knowledge, creativity, and social tradition, whereas others seem to have a domain-specific meaning, like empirical evidence, theories and laws, and the role of technology. Thus, the cultural argument for understanding science invites us not only to consider domain-specific concepts but also to reflect on similarities between science and the humanities by way of examples. 相似文献
9.
现代语言学从认知角度研究隐喻,把隐喻视作一种渗透到人类一切交际活动中的思维方式,认为它无处不在。本文通过研究科技英语词汇中的隐喻,将其来源分为三大类,即其他科学领域、日常生活领域和文学典故领域,从而阐述了人类在不断探索科技领域时,隐喻激发了我们的想象力和创造力,也扩充了人类词汇。 相似文献
10.
Douglas P. Newton 《Research in Science & Technological Education》2013,31(3):187-201
Assessing creativity is commonly believed to be difficult but there is evidence that an intuitive, holistic assessment is easy and reliable. Given that children can engage in creative activity and teachers are expected to foster it, some assessment of it could aid planning and optimise support. Assessing creativity intuitively and holistically could be a useful, quick way of assessing to inform teaching. A teacher of young children, however, is essentially an outsider in the child’s world and often also in the world of science. Judging a child’s creativity in this way from a child’s point of view may not always be easy or reliable. Here, pre‐service elementary teachers in the UK assessed explanations of simple science events. Their holistic assessments of creativity did not agree to any great extent. Agreement improved when they assessed some of the attributes of creativity but was still less than expected. Nevertheless, these novices’ assessments as a whole showed there was some ability to discriminate usefully between explanations, albeit with considerable variation from teacher to teacher. Some implications for teacher training are described. 相似文献
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12.
试论教育研究的科学技术原理 总被引：1，自引：0，他引：1
当前教育研究主要从创新性、系统性、控制性等特征进行分析。鉴于教育的信息化发展,文章与时俱进地提出了教育研究的科学技术原理,即,教育研究原理是教育哲学、教育情意、教学科学、教育技术、教育工程、教育实践各层次原理的统一,又以教育科学与技术层次及其控制信息系统子层次原理为主导。基于该教育研究原理,文章还提出并讨论了教育研究系统,期望为教育研究的研究提供一些借鉴。 相似文献
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14.
This study reports the transformations of 3 science teachers who conducted action research projects following a model, unique
to our graduate program, which follows the theoretical tenets of adult and transformative learning theory. Teachers video
their teaching, engage in weekly peer group collaborative reflection sessions, collaborate with students, and consult with
other sources to identify goals for improving their teaching practices, develop action plans, and analyze the results of their
actions. As a result of this process, all 3 teachers changed their pedagogical approach from a teacher centered textbook driven
approach to a student centered inquiry based approach. Implications of using this model as a powerful means of professional
development for science teachers are explored. 相似文献
15.
ABSTRACTMovement is relatively invisible in literacy theory and pedagogy. There has been more recent scholarship on the body and embodiment, but less on connections between movements, body and literacy. In this article, we present the Community Arts Zone movement project and ways that the study opened up spaces for creativity, experimentation, and palpable identity mediation. Embodied space locates human experience within material and spatial forms. Drawing on Deleuze and Guattari’s rhizomal ontology and Lefebvre’s spatial theories, we examine how movement can be utilized to enliven pedagogy and to motivate people. During the research, classrooms, gymnasiums, and studio spaces became spaces that “the imagination seeks to change” by asking students to construct stories with their bodies. In the article, we present vignettes from our research study as telling instances showing the inherent strengths of movement as a form of literacy. 相似文献
16.
崔昕平 《太原教育学院学报》2007,(4)
艺术想象是中西方文艺理论研究领域中的重要范畴。想象植根于中西方文论不同的土壤中,其从萌芽到成熟的理论发展,都有着明显的差异。同时,我们又可从中发现微妙的联系和相似的表述。如想象的自由性、想象的形象性、想象的创造性方面的共同推崇。各具特色的想象论,又可谓各有所长,这正可以构成一种互补关系,推动艺术想象论研究的深入。 相似文献
17.
教育理念决定教育行为，决定教育模式，决定教育策略，更决定了教师的教育观、学生观和质量观。物理教育属于科学教育，物理教师必须改变传统的教学方式，在物理教学中渗透物理实践的理念，创设情景和创造各种条件，充分调动学生的主观能动性，培养学生的探究能力和实践应用能力，形成良好的科学素养。 相似文献
18.
In our research, we investigated whether students will develop inquiry skills, such as hypothesis exploration and formulation
and interpretation, and metacognitive skills, such as comprehension of new knowledge, as a result of a storytelling strategy
employed during teaching. We also investigated whether students will utilize the skills and knowledge acquired in the learning
process to explain everyday-life phenomena or applications of science. In order to achieve the above objectives, we carried
out a bibliographical research, in which we established the certainty that modern thought is integrated in dialogical and
narrative forms and that the conceptual approach, which places emphasis on the purely cognitive dimension of the process of
knowledge and ignores inspiration or imagination, is ineffective. These conclusions necessitated our turning to other approaches
for teaching and learning. We chose storytelling on account of its ability to cultivate the imagination and inspiration and
to make science learning attractive to students. To confirm our findings, we conducted research on the effectiveness of storytelling
in teaching science in five sixth-grade, primary-school classes. The findings of this research are described in our paper
and seem to be encouraging. 相似文献
19.
Multiple external representations (MERs) are central to the practice and learning of science, mathematics and engineering, as the phenomena and entities investigated and controlled in these domains are often not available for perception and action. MERs therefore play a twofold constitutive role in reasoning in these domains. Firstly, MERs stand in for the phenomena and entities that are imagined, and thus make possible scientific investigations. Secondly, related to the above, sensorimotor and imagination-based interactions with the MERs make possible focused cognitive operations involving these phenomena and entities, such as mental rotation and analogical transformations. These two constitutive roles suggest that acquiring expertise in science, mathematics and engineering requires developing the ability to transform and integrate the MERs in that field, in tandem with running operations in imagination on the phenomena and entities the MERs stand for. This core ability to integrate external and internal representations and operations on them – termed representational competence (RC) – is therefore critical to learning in science, mathematics and engineering. However, no general account of this core process is currently available. We argue that, given the above two constitutive roles played by MERs, a theoretical account of representational competence requires an explicit model of how the cognitive system interacts with external representations, and how imagination abilities develop through this process. At the applied level, this account is required to develop design guidelines for new media interventions for learning science and mathematics, particularly emerging ones that are based on embodied interactions. As a first step to developing such a theoretical account, we review the literature on learning with MERs, as well as acquiring RC, in chemistry, biology, physics, mathematics and engineering, from two perspectives. First, we focus on the important theoretical accounts and related empirical studies, and examine what is common about them. Second, we summarise the major trends in each discipline, and then bring together these trends. The results show that most models and empirical studies of RC are framed within the classical information processing approach, and do not take a constitutive view of external representations. To develop an account compatible with the constitutive view of external representations, we outline an interaction-based theoretical account of RC, extending recent advances in distributed and embodied cognition. 相似文献
20.
AbstractIn the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector when certain skills development and knowledge creation becomes a hegemonic discourse. As a result, there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the insights gained from teaching and learning practice and research are not lost in the rush to meet discipline standards through compliance. 相似文献