共查询到20条相似文献，搜索用时 421 毫秒
1.
K.C. de Berg 《Science & Education》2008,17(1):75-114
Historical case studies of scientific concepts are a useful medium for showing how scientific ideas originate and how they
change over time. They are thus a useful tool for conveying knowledge about the nature of science. This paper focuses on the
concepts of heat and temperature and discusses some issues related to choosing the content for a historical case study which
incorporates not only nature of science perspectives but understandings related to what we know about the teaching and learning
of these concepts. The case study is designed for first-year university chemistry students as an introduction to their study
of thermodynamics. The paper includes a general chemistry textbook analysis of the heat and temperature concepts and a discussion
of the caloric theory of heat, thermometry, and a brief survey of how the energy concept transformed our understanding of
heat and temperature. 相似文献
2.
Janet E. Dyment Helen L. Chick Christopher T. Walker Thomas P. N. Macqueen 《Journal of Adventure Education & Outdoor Learning》2018,18(4):303-322
This theoretical paper examines the concept of pedagogical content knowledge (PCK) and explores how it might contribute to conversations around quality teaching and learning in outdoor education. This paper begins by summarizing the historical and contemporary literature, including issues of definitions, curriculum, content, and pedagogy in outdoor education. We then review the concept of PCK, its history, and contributions to other subject areas, including mathematics. We present a framework for PCK from the field of mathematics education and propose a 'modified' PCK framework for outdoor education. We postulate that this framework might help articulate knowledge areas needed by a teacher of outdoor education, and how these differ from and are similar to those required in other subject areas. We conclude by exploring how the idea of PCK and the modified framework might add to existing understandings of what it means to provide high quality outdoor education teaching and learning experiences. 相似文献
3.
4.
Despite increasing racial and cultural diversity in the United States and many other industrialized countries, less than 2% of research published in top-tier educational psychology journals authentically examines the experiences of racial and cultural minorities. Through this special issue, we not only aim to increase representation of these populations in our research, but we also strive to promote greater integrity in how racial and cultural constructs are managed in the theories, methods, analyses, and interpretations of educational psychology research. In this introduction article, we define and discuss race-reimaging in educational psychology. Further, we briefly review the historical and contemporary issues in conventional psychological research that necessitate race-reimaging and underscore its appeal. Subsequently, we introduce each article in the special issue and speak to how its respective race-reimaging qualities inform as well as extend traditional educational psychology constructs. Finally, we point to special guest commentary by Paul Schutz and conclude with implications for race-reimaged research broadly. 相似文献
5.
This paper tackles a highly controversial issue: the problem of the compatibility of science and religion, and its bearing on science and religious education respectively. We challenge the popular view that science and religion are compatible or even complementary. In order to do so, we give a brief characterization of our conceptions of science and religion. Conspicuous differences at the doctrinal, metaphysical, methodological and attitudinal level are noted. Regarding these aspects, closer examination reveals that science and religion are not only different but in fact incompatible. Some consequences of our analysis for education as well as for education policy are explored. We submit that a religious education, particularly at an early age, is an obstacle to the development of a scientific mentality. For this and other reasons, religious education should be kept away from public schools and universities. Instead of promoting a religious world view, we should teach our children what science knows about religion, i.e., how science explains the existence of religion in historical, biological, psychological and sociological terms. 相似文献
6.
大学公共性价值具有内生性和获得性.我国大学公共性价值的内生性和获得性由于历史的原因都存在问题.本文重点分析了我国大学公共价值及获得存在的问题与障碍,并就如何突破这些障碍提出了对策. 相似文献
7.
This article focuses on university students’ understanding of the concept of nation. First an analysis of this concept from a historiographical point of view is presented. This allows for distinguishing between different conceptions of the nation related to 3 main approaches: the romantic, the modernist, and the ethnosymbolic approaches. Based on this analysis and also taking into account present research about history education and the construction of national identities, 5 different dimensions of the concept are presented: (a) historical subject, (b) identification, (c) territory, (d) legitimate claim, and (e) general concept scheme. Qualitative individual interviews were carried out with 31 Spanish college students about a Spanish foundational historical narrative, embedding the concept of nation, called the Reconquest (711 ad–1495 ad). Results indicated that although students showed tensions in their narratives, romantic conceptions dominated most of them. Possible reasons for the existence of these views are analyzed in terms of how the concept of nation is presented in and out of school. Also, implications for teaching and learning this concept are discussed, looking at learning strategies that could improve the understanding of this concept through its 5 analyzed dimensions. 相似文献
8.
从20世纪70年代至21世纪初这40年间对郭秉文教育思想的研究主要集中于郭秉文创建东南大学的办学理念和具体的实施方针领域,呈现出由理论探讨走向实践总结,由史实叙述走向史论结合,由思想研究走向原因探析的趋势以及历史研究与现实启示有机结合、相互促进的局面。但同时亦有研究中的不足和未涉领域的空缺,引发当代研究者的深层思考。 相似文献
9.
Kerry Shephard Kim Brown 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):755-767
We wondered how ‘democracy’ was being used and communicated within the higher education discourse of ‘education for sustainability’, or ‘for sustainable development’ (ES/ESD). We used a philosophical hermeneutic approach to explore the sense or senses in which the concept of democracy is used within this literature and supported our analysis by incorporating text about democracy from other disciplines. We conclude from our analysis that the concept of democracy within ES/ESD texts has evolved to suggest many meanings that in their entirety do not support our shared research mission towards ES/ESD. At the pens of ES/ESD scholars, democracy may have become one of Sartori's intolerably blunted conceptual tools. 相似文献
10.
张玉芬 《上海师范大学学报(哲学社会科学版)》2003,32(3):64-68
评论界尤其是国内,对《九三年》的评论意见大多集中于两个方面:一、它取材于法国大革命并再现了法国大革命的历史场景;二、雨果在这部小说中宣扬了超阶级的“人道主义”观。此外,也有人论述小说中的人物塑造及情节组织,但最后的归结点无外乎以上两个方面。《九三年》尽管有很多浪漫主义特征,仍被大多数读者和批评家当作一部“历史小说”。然而小说的“历史叙事”却不断地被“心理叙事”修改和置换,本文将讨论这两种叙事是如何运作的,也就是说,现实矛盾如何通过叙事得到想象性的解决。 相似文献
11.
杨菲 《福建师范大学学报(哲学社会科学版)》2006,(1):110-115
"稗官为史之支流"是明清时期有较大影响的一种小说观念 .这种观念不同程度地表现在当时的小说创作和小说评论等方面 .其成因主要可归结为"史学意识"的影响和统治阶级对小说的态度.它深刻表明了我国古代文(特别是小说)与史的不解之缘 ,在相当程度上反映了我国古代小说及其理论发展状况的实际.总体上看,"史之支流"小说观念的影响有正负两面并呈前消后长的态势."史之支流"小说观念有其历史的合理性.透过这一观念,可以加深认识我国传统小说及其理论的民族特色,并有助于深入理解我们民族传统的文化心理特点. 相似文献
12.
Juan Quílez 《Science & Education》2009,18(9):1203-1251
With this paper, our main aim is to contribute to the realisation of the chemical reactivity concept, tracing the historical evolution of the concept of chemical affinity that eventually supported the concept of chemical equilibrium. We will concentrate on searching for the theoretical grounds of three key chemical equilibrium ideas: ?incomplete reaction’, ?reversibility’ and ?dynamics’. In addition, the paper aims to promote teachers’ philosophical/historical chemical knowledge. The starting point of this historical reconstruction will be the state of the art in the construction of the first affinity tables, based on the concept of elective affinities, during the 18th century. Berthollet reworked this idea, considering that the amount of the substances involved in a reaction was a key factor accounting for the chemical forces. Guldberg and Waage attempted to measure those forces, formulating the first affinity mathematical equations. Afterwards, the first ideas providing a molecular interpretation of the macroscopic properties of equilibrium reactions are presented. Eventually, theoretical chemists integrated previous findings into a new field: thermodynamics. This historical approach may serve as a base for an appropriate sequencing of the teaching and learning of chemical equilibrium. Hence, this paper tries to go beyond the simple development of teachers’ conceptions of the nature of chemistry, for it gives suggestions about how teachers may translate such understandings into classroom practice. 相似文献
13.
Tine Sophie Prøitz 《Scandinavian Journal of Educational Research》2013,57(3):275-296
Learning outcomes can be considered to be a key concept in a changing education policy landscape, enhancing aspects such as benchmarking and competition. Issues relating to concepts of performance have a long history of debate within the field of education. Today, the concept of learning outcomes has become central in education policy development, which is possibly focusing on other issues than was previously the case. Drawing on documentary analysis, the Norwegian national budget has been analyzed over a 14-year period to identify how policy makers conceptualize learning outcomes. Findings indicate that policy makers have embraced the concept of learning outcomes through phases of introduction, development and redefinition. They also suggest that policy makers apply one common overall definition, but that this is used differently by changing governments. The findings support an argument that the common understanding of learning outcomes limits discussion about what constitutes valuable learning. 相似文献
14.
The article examines the relationship between the development of the subculture of childhood and the evolution of out-of-school education. It identifies the historical stages of the influence of the subculture of childhood on the nature of extracurricular learning and development. We analyze the concepts of the “subculture of childhood” and “out-of-school education” in light of how they have influenced each other. We apply modern approaches to define these concepts. We consider various views of childhood as an independent phenomenon as well as how teachers have regarded children during different historical periods. We examine the main components of the world of childhood as they have been identified by ethnographers and teachers, including the concept of children’s folklore, which has come into its own as a distinct field of study, and games as the initial stage of child socialization. We consider various kinds of games. We consider the early history of how out-of-school education has been organized as a social activity that is aimed at ensuring the harmonious personal development of children by giving them the creative initiative and freedom of choice. We determine the stages and trajectories of the development of extracurricular education, which include folk learning, activities advanced by progressive public organizations and communities, and state-based offerings that are connected to the development of the subculture of childhood. 相似文献
15.
In recent decades, educational policy researchers have considered critical policy sociology, mostly known as ‘policy sociology’, as a useful research methodology for analysing educational policies. However, despite its increasing popularity, policy sociology has been a confusing concept hence it is often used interchangeably with other terms such as policy analysis. In the main, there is a dearth of literature outlining its key underlying assumptions and how this methodology helps policy researchers to analyse social, political and economic issues related to educational policy. By reviewing current body of literature in the field, this paper identifies policy sociology as one of the four major traditions in the policy analysis field. The paper presents six key underlying assumptions of policy sociology – value based study, political study, historical study, multidisciplinary study, assemblage study, and discourse study – and discusses how researchers have used policy sociology as a research methodology for analysing educational policies. 相似文献
16.
学习型社会:以学习求发展 总被引：32，自引：2，他引：30
20世纪60年代末到70年代早期,西方社会进入一个比较大的结构转型时期,人口、资源、发展和环境的矛盾日益突出。“学习型社会”概念的提出,是解决传统发展危机的一个选项,孕育着新的发展观。20世纪80年代末以来,“学习型社会”及其相关概念构成“新增长理论”的重要组成部分,逐步进入到各国政府和国际组织的政策文件中去,是为了应对新的挑战和发展危机。21世纪初,“学习型社会”在中国的提出和实践,也是为了应对经济社会发展遇到的新形势、新挑战、新问题。所以,学习型社会的实质就是“以学习求发展”,其具体内涵包括:以个体的学习来追求个体的发展,以组织的学习来追求组织的发展,以国家的学习来促进国家的发展;以终身的学习来追求终身的发展,以灵活的学习来追求多样的发展,以自主的学习来追求内在的发展。学习型社会建设的基本目的在于满足全体人民基本学习需求,促进全民学习、终身学习,以实践科学发展观,全面建设小康社会。 相似文献
17.
陈惠勇 《太原理工大学高等教育研究》2007,25(3):53-57
流形概念是20世纪数学的最具代表性的基本观念之一。文章分析与探讨流形概念的起源与发展。特别地，研究了流形概念从产生到其概念的精确的数学描述这一历史过程。 相似文献
18.
Candia Morgan 《Educational Studies in Mathematics》2006,61(1-2):219-245
Social Semiotics, based on the work of the linguist Michael Halliday, emphasises the ways in which language functions in our
construction and representation of our experience and of our social identities and relationships. In this paper, I provide
an introduction to the theory and its analytic tools, considering how they can be applied in the field of mathematics education.
Some research questions that may be raised and addressed from this perspective are identified. An illustrative example is
offered, demonstrating a social semiotic approach to addressing questions related to construction of the nature of school
mathematical activity in writing produced by secondary school students. 相似文献
19.
In this introduction we describe the purpose and structure of the Canada–China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project sponsored by the Social Sciences and Humanities Council of Canada (SSHRC) in 2013?2020, and describe the project’s practice-based methodology along with a discussion of selected preliminary results. The papers presented in this special issue of Frontiers of Education in China animate our discussion by bringing forward important school-based activities and results. The heart of this work is the collaborative activity and voices of Chinese and Canadian educators. We illustrate our concept of reciprocal learning and how we apply this concept in our Partnership Grant Project. We believe that we have heavily benefited from the productive work and impact that has been made in the field of comparative education and we have put our emphasis on Reciprocal Learning as Collaborative Partnership throughout our project. 相似文献