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1.
Modeling is a major topic of interest in mathematics education. However, the field’s definition of models is diverse. Less is known about what teachers identify as mathematical models, even though it is teachers who ultimately enact modeling activities in the classroom. In this study, we asked nine middle school teachers with a variety of academic backgrounds and teaching experience to collect data related to one familiar physical phenomenon, cooling liquid. We then asked each participant to construct a model of that phenomenon, describe why it was a model, and identify whether a variety of artifacts representing the phenomenon also counted as models during a semi-structured interview. We sought to identify: what do mathematics teachers attend to when describing what constitutes a model? And, how do their attentions shift as they engage in different activities related to models? Using content analysis, we documented what features and purposes teachers attended to when describing a mathematical model. When constructing their own model, they focused on the visual form of the model and what quantitative information it should include. When deciding whether particular representational artifacts constituted models, they focused on how the representations reflected the system under study, and what purposes those representations could serve in further understanding that system. These findings suggest teachers may have multiple understandings of models, which are active at different times and reflect different perspectives. This has implications for research, teacher education, and professional development. 相似文献
2.
Mark A. Earley 《Teaching in Higher Education》2013,18(3):242-253
The purpose of this research synthesis is to examine the current research on teaching and learning research methods. The aims are to understand the themes present in the current literature and identify gaps in our understanding of how we teach, and how students learn, research methods. A synthesis of 89 studies generated three themes: (1) characteristics of students taking a research methods course, (2) teaching methods and techniques, and (3) content and course goals. Gaps identified include a lack of research on assessment and on what and how students learn in research methods courses. The majority of studies reviewed were teacher reports of attempted teaching strategies so that an additional need exists for other types of research into the teaching and learning of research methods such as case studies of students' learning or experimental studies of assessment techniques. Suggestions for instructors and future research are considered. 相似文献
3.
For some time, change has been the driving force in language teaching and learning. This seems to be even truer today than it was in the past, and seems set to be even more so in the future, which raises the questions of how to identify what is known and what is needed by teachers managing the changes, and how to address any needs. In this study, we asked 35 experienced secondary school teachers of English in Hong Kong to rate their own change-related knowledge, skills and personality characteristics, to find out how they would rate themselves in the various areas, and to consider whether such information can be of use in identifying change-related support needs. The results show that the teachers self-assessed some of their change-related knowledge, skills and personality characteristics as more and some less developed than others. Reasons are put forward to explain these different ratings, and ways in which such information might be used to identify teachers' change-related needs are discussed. 相似文献
4.
What recent research has been conducted about gifted and talented students and their learning experiences in school? As we complete the first decade of the new century we are entering a time when much attention is focused on remediation and test preparation; it only seems appropriate to reflect upon what has been learned about gifted education during the last few decades and consider the compelling evidence that may or may not support special services for gifted and talented. Consensus on which research themes and studies should be included in this type of examination would difficult to reach, but we have identified six important themes that are discussed in the article. This review of research strongly suggests that the need for gifted education programs remains critical during the current time period in American education when our nation's creative productivity is being challenged by European and Asian nations. 相似文献
5.
Peggy McCardle Hollis S. Scarborough Hugh W. Catts 《Learning disabilities research & practice》2001,16(4):230-239
Several decades of research have made it clear that by the time children enter school they already vary widely in their reading-related knowledge and skills. How well do these differences predict differences in reading acquisition? What can they tell us about the causes of reading disabilities? How might these research findings be used to reduce the number of children who have difficulty learning to read? Answers to such questions are fundamental for designing early interventions for children at risk. In this paper, we summarize what has been learned so far, and discuss what directions need to be taken in future research so as to provide fuller answers. 相似文献
6.
Rachel Stevens 《Teaching in Higher Education》2013,18(5):481-492
Role-play is viewed by scholars as an effective active learning strategy: it encourages participation among passive learners, adds dynamism to the classroom and promotes the retention of material. But what do students think of role-play? This study surveyed 144 students after a role-play activity in a history course and asked them to identify what they gained from the activity and if it encouraged them to learn more about the topic. The results found conflicting student views: though a large majority found the activity beneficial, a small minority gained little from the exercise. It is argued that role-play can be counterproductive for weak and/or unprepared students. Role-play may be a popular teaching method but teachers should consider how format and preparation can impact learning outcomes. 相似文献
7.
Poetry writing is felt by many primary teachers to be an important part of children's early language and literary development. It is also considered by many teachers to be very difficult to assess, due in part to the subjective nature of much poetry. Therefore poetry writing in schools enjoys both high and low status. If practice of teaching this genre is to develop it is necessary for teachers to have a clear view of what children are able to achieve within it. By looking at examples of children's poetry writing, my aim in this paper is to demonstrate how it is possible for primary school teachers to identify features of children's poetry writing which they consider to be of value. I shall argue, from the basis of an empirical research study, that teachers can, therefore, promote and encourage progression in poetry writing by their classes; but that to do so is to challenge views of poetry writing by children promoted in current orders and recommendations. 相似文献
8.
Picturing global educational inclusion? Looking and thinking across students’ photographs from the UK,Zambia and Indonesia 总被引：1，自引：0，他引：1
Ian Kaplan Ingrid Lewis Paul Mumba 《Journal of Research in Special Educational Needs》2007,7(1):23-35
Over the last few years we have engaged children and young people in participatory photography projects in a diverse range of international contexts. The projects, diverse as they are, have been school-based and primarily focused on students' experiences of educational inclusion/exclusion. Photographs taken by students can stimulate conversations in which different perspectives are shared and considered. Whilst this process is meaningful within a local context, it is also compelling to reflect more widely on what children and young people's photographs and commentary (and through these their interpretations of their educational experiences) have to tell and, indeed, show us about educational inclusion globally. In this paper, we begin by explaining what we mean by the term 'educational inclusion', and consider what methodological relevance the participatory photography has for engaging in research with children and young people about their educational experiences. We then briefly describe the contexts of the projects this paper draws on, which took place in the UK, Zambia and Indonesia. In the main body of the paper, we will look across these international projects and consider a selection of students' photographs and interpretations in relation to several broad themes about educational inclusion which they suggest. 相似文献
9.
Stephen C. Yanchar Melissa Hawkley 《Educational technology research and development : ETR & D》2014,62(3):271-291
This study employed a qualitative research design to investigate informal learning among practicing instructional designers. Prior research has examined how instructional designers spend their time, make decisions, use theory, solve problems, and so on, but no published research has explored the nature and role of informal learning in instructional design work. Based on intensive interviews of practitioners in the field, this study produced eight themes organized according to two metathemes: (a) the nature of informal learning in instructional design practice and (b) instructional design as informal learning. Specific themes concerned what instructional designers learn through informal practical experience, how they learn it, and the meaning of this kind of learning for various aspects of their work. Overall, these results suggest that informal learning is a vital part of instructional design practice and that design itself can be thought of as a specialized type of informal learning. Other conclusions regarding informal learning in design are discussed and future directions for research are offered. 相似文献
10.
What is the place of social theory in mathematics education research, and what is it for? This special issue of Educational Studies in Mathematics offers insights on what could be the role of some sociological theories in a field that has historically privileged learning theories coming from psychology and mathematics as the main theoretical frames informing research. Although during the last 10 years the term “socio-cultural” has become part of the accepted and widespread trends of mathematics education research when addressing learning, this issue gathers a collection of papers that depart from a “socio-cultural” approach to learning and rather deploy sociological theories in the analysis of mathematics education practices. In this commentary paper, we will point to what we see to be the contributions of these papers to the field. We will do so by highlighting issues that run through the six papers. We will try to synthetize what we think are the benchmarks of the social approach to mathematics education that they propose. We will also take a critical stance and indicate some possible extensions of the use of social theory that are not addressed in this special issue but nonetheless are worth being explored for a fuller understanding of the “social” in mathematics education. 相似文献
11.
This study responds to a question that people working in the field of learning sciences get asked regularly: What do learning scientists do? Earlier attempts to answer this question came from a need to define a new field of educational research. Now that the International Society of the Learning Sciences (ISLS) has grown into a robust and productive society, it is time to gain a more nuanced understanding of learning sciences research and practices—including where it takes place, for whom, and in what form—as defined by members of the learning sciences community. Here we report on the responses of 253 ISLS members to a survey conducted in 2014. We discuss implications of the findings in terms of the type of impact learning scientists have. We also discuss how these results might be used to advise prospective students and to create a vision for our future. 相似文献
12.
Jean McNiff 《Studies in Continuing Education》2013,35(1-2):86-96
Although much of the literature on educational action research is rich in recommendations to self‐reflect, it is impoverished in examples of self‐reflective practice. This constitutes a theory‐practice gap; for how is it possible to recommend a particular form of practicewithout living up to that recommendation, and still claim that the practice has integrity? Such a contradiction is particularly serious when the issue is self‐reflection, since self‐reflection is put forward as the main constituent of moral practice, and its denial has deep implications for the practitioner's own moral standing. In this paper I ask why there is such slippage between the theory and practice of self‐reflection? Iassume that many people either do not perceive such slippage,or choose to ignore it. Either way, this is a serious matter, and involves issues of legitimation—for by what right do we consider ourselves to be exempt from engaging in those self‐same practices that we require of others? I challenge the separatist view that it is acceptable for some to say what others must do, without first doing it themselves. I apply the same critique to myself, and I aim to show the process of my own self‐reflection by critically analysing what I am doing as I do it. This, I hope, sets the scene for an emergent theory of critical self‐reflection. 相似文献
13.
ADRIAN SKILBECK 《Journal of Philosophy of Education》2020,54(4):960-974
‘Listen to the scientists.’ It is a refrain that Greta Thunberg has used on a number of occasions to impress upon us that we are running out of time if we want to halt the slide towards catastrophe. Now is the time to discuss the findings of science, and science education is the natural place to do so. And yet, there is no obvious, designated place for serious discussion about its findings. What is it that makes the appeal to science so powerful and yet makes discussion of meaningful action so difficult? Bruno Latour has problematised the self-understanding of science and how it has removed itself from our capacity to express our interest in the world and what matters to us. However, one of the significant features that is emerging from the climate crisis is that science is once again enabling us to do so. The terms in which we express our understanding of the world are being rethought. Taking this further, I turn to Stanley Cavell, for whom our capacity to word the world is tied to our capacity for expression and the animation of language. Cavell offers us a means of understanding how and why our words matter. For young people, it is crucial that they believe their voices can be heard if the kind of transformation needed to avoid environmental catastrophe is to take place. The role of educators is to support them in this. In order to do so, education itself may need to be transformed. 相似文献
14.
Maarten de Laat Victor Lally Robert-Jan Simons Etienne Wenger 《Educational Research Review》2006,1(2):99-111
In this paper, we have attempted two ambitious tasks. We have undertaken a wide-ranging survey of the Network learning (NL) literature, and tried to identify the emerging themes of this work. We have selected three of these themes, and in each case tried to identify the main theoretical perspectives in use, the main directions of the studies, and the key ideas being addressed and researched. We have also tried to indicate where the main research effort might be directed in order to help to ‘fill in the gaps’ and achieve some coherence for the theme. Our second major task has arisen from our assertion that the field of Networked Learning research is theoretically fragmented. We have argued that this situation arises because Networked Learning research is a new field, and is drawing upon a wide range of theoretical perspectives. However, unless we can achieve some synthesis of these perspectives we may find it difficult to establish a coherent research programme in the field. We argue that one way of developing some coherence is to make theory and praxis interact explicitly, in other words, to ‘converse’ with each other in our research. By this we mean, to use theory to interrogate praxis, and use praxis to modify and develop theory, thus moving towards perspectives that are changing theory, modifying and improving it. As part of this argument, we have briefly surveyed the current level of Theory–Praxis Conversation, either explicit, or implicit, in the thematic research we have described. It is clear that some outstanding work is being done to make theory work, and to modify it in the light of research into praxis. However, it is also the case that much current Networked Learning research does not interrogate the theory that it uses to contextualise it. We see Theory–Praxis Conversation as a way of thinking explicitly about how we might make the work of interrogating theory in our research more explicit and systematic. In this way, our ‘Quest for Coherence’ may, we hope, help Networked Learning research to climb up to the higher ground, and give us a wider ranging view of learning in networked environments. 相似文献
15.
Kim Watty 《The Australian Educational Researcher》2006,33(1):23-39
A number of changes have occurred in the higher education sector under the auspices of quality and quality improvement. Much
of this change has resulted in a compliance-driven environment (more measures, more meetings, more form-filling and less time
for the core activities of teaching and research). It is an environment that seeks to assure all and sundry of the quality
of academic programs. Anecdotally, many academics are not convinced that the current systems do, indeed, assure quality. The
reasons for this may be many and varied. One suggestion is that differences in perceptions about the purpose of higher education
inevitably lead to differences in the definition of quality itself and consequently, differences in systems designed to assure
that quality. Understanding what academics think about the purpose of higher education may provide some clues about how they
consider quality should be defined. 相似文献
16.
National Qualifications Frameworks (NQFs) are a global phenomenon. This is evidenced by their scale, coverage and intrinsic link with education policy across Europe and beyond. Research into their impact has encompassed a number of perspectives; theoretical, practical and evaluative. Yet, despite the existence of critical literature related to the development, design and impact of NQFs, little research has questioned the actual feasibility of researching the ‘impact’ of NQFs per se. The arguments in this paper position such research as both unfeasible and futile: a dream for which it is impossible to identify a suitable yardstick to measure. We base our argument around three broad themes: linguistics and semantics; homogeneity; and methodological complexity. Around these themes, we aim to show why such research has proved problematic and, in doing so, contribute to the field as it explores the impact of NQFs in the future. 相似文献
17.
Although there is abundant experimental metamemory research on the relation between students’ monitoring, regulation of learning, and learning outcomes, relatively little of this work has influenced educational research and practice. Metamemory research, traditionally based on experimental paradigms from cognitive psychology, can potentially contribute to designing and improving educational interventions that foster self-monitoring and self-regulation in children, adolescents, and young adult learners. We describe the metamemory paradigm, and provide a short overview of the insights it has generated with regard to improving metacognitive skills in these groups of learners. Moreover, we summarize the contributions to this special issue on translating insights from cognitive psychology research on metamemory to educational research and practice, and describe possible themes and directions for future research that could further bridge the gap between fundamental and more applied research on metacognition, so as to design effective educational interventions. 相似文献
18.
Given the current climate of high levels of teacher attrition, it is critically important that we understand what keeps early career teachers in the profession. This paper reports early findings from a project addressing the question: ‘What conditions are conducive to promoting teacher resilience and retention in the first two years of teaching?’ The research aims to identify the internal strengths and external strategies that promote resilience in early career teachers. School leaders and first year teachers from 59 schools across two states in Australia contributed to in-depth, open-ended interviews in which they talked about the experiences of beginning teaching. From this data, narrative portraits were developed and emerging themes documented and analysed. A strong emerging theme is how relationships with principals influence teachers’ feelings of personal and professional well-being, with both negative and positive effects reported. This paper uses portraits of two early career teachers to examine this theme. The findings provide important insights for principals who wish to foster resilience in early career teachers. 相似文献
19.
One of the most common questions that people get asked is “What do you do?”. When I say that I am an evolutionary biologist, most people respond with “Oh, so you study fossils”. My response to this is to say that I do not work with fossils, and that I am an evolutionary geneticist. This clarification typically results in the person saying “Oh, so you work with DNA.” By the time I have said that I do not actually work with DNA either, the person who asked the question begins to appear somewhat confused. It seems that many people do not really have a clear idea of what evolutionary biologists today do, the kinds of questions they seek to answer, and the approaches and methodologies they use. Of course, many evolutionary biologists do work with fossils or DNA, or both, but there are also large numbers of researchers in evolution whose work does not fit into these stereotypes. In the first part of this series, we looked at the domain of evolutionary biology. In this article, we shall look at some of the sub-disciplines of evolution, embodying slightly different questions, techniques and emphases. 相似文献
20.
With the advent of the Next Generation Science Standards in engineering (NGSS, 2013), teachers of multiple subject areas are being asked to do more than ever before—not only to teach engineering content in the K-12 classroom but also to engage students in authentic disciplinary reading and writing as part of content learning. These standards sound good, but they beg several questions; namely, what do we know about how, why, and when do engineers read and write as they do their work every day? What do teachers charged with engineering education know about the daily practices of engineers, let alone the literacy practices? In short, little is known about the literacy practices of engineers in the course of their daily work. This article draws on participant observation, interviews, and document analysis of one research engineering laboratory to illustrate the literacy practices of one group of engineers and begins to draw implications from this work for teacher practice in achieving the NGSS engineering education standards. 相似文献