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The overarching goal of this paper is to bring a diverse educational context—rural sayings and oral traditions situated in ecological habitats—to light and emphasize that they need to be taken into consideration regarding twenty-first century science education. The rural sayings or tenets presented here are also considered alternative ways of learning and knowing that rural people (elders and children) acquire outside of school in rural places of home and habitat. Throughout this paper we explore the complex nature of rural sayings or tenets that have been shared by community elders and examine their historic scientific roots. In so doing, we uncover a wealth of information regarding the diverse rural sociocultural and ecological connections and the situated macro and micro-contexts from which these tenets arise. We argue for a preservation and educational revitalization of these tenets for current and future generations. We show how this knowledge both augments and differs from traditional western science and science curricula by illuminating the ways in which oral traditions are embedded in place, people, memory and culture. We close by presenting an alternative paradigm for science education that incorporates pluralism as a means to enrich current place-based pedagogies and practices. We suggest that in order to tackle the complex problems in this new age of the Anthropocene, revitalizing elders' wisdom as well as valuing rural children’s diverse knowledge and the inherent connectivity to their habitats needs be cultivated and not expunged by the current trends that standardize learning. As stated in the call for this special issue, “rurality has a real positionality” and much can be learned from individual and unique rural contexts. 相似文献
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Qing Li Bruce Clark Ian Winchester 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(3):403-419
Although traditional instructional design and technology (IDT) has largely been based on objectivism, in the past 20 years, constructivism has emerged as a dominant framework for IDT. Both perspectives, however, present shortcomings. This paper explores enactivism—an emerging new philosophical world view—as an alternative paradigm. It also investigates the possibilities offered by this new paradigm to IDT. The philosophical world view known as enactivism is reviewed to illustrate the similarities and differences among the three philosophical paradigms, namely, objectivism, constructivism and enactivism. Finally, details of enactivism and its implications for IDT are explored. 相似文献
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Americans eat breakfast and lunch quickly unless it is a social, business or family occasion (需要). The evening meal is usually longer and a time for families to get together. Rushing through daytime meals is part of the fast pace (快节奏)in America. Another 相似文献
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The death to11(死亡人数) in of Australia‘s __flooding area reached four yesterday __ reacue workers found the body of an angler（钓鱼者）__ a folld-swollen（涨水）river in the southeastern state of Victoria,police said. 相似文献
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耿让 《中学英语园地(高三版)》2007,(3)
WASHINGTON——President Bush plans to meet next week with top Pentagon and State Department officials, and hopes to offer a revised Iraq plan within two weeks, aides said Friday. 相似文献
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George had been working in a railway station for ten years. During the past ten years he had never seen a train arrive on time. Yesterday, however, he just couldn't believe his watch and the timetable, and immediately he ran fast to the station master. 相似文献
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A significant shift in the dominant paradigm governing the relationship of humans with nature and society is crucial in order to change the current unsustainable practices. This article describes a pilot-study based on a Masters level sustainability course, which explored what specific content, activities and resources may contribute to promoting paradigm change and action competence among university students. Paradigm change and the development of action competence were assessed by analyzing students’ weekly written reflections on their learning experiences and by comparing pre- and post-course questionnaires. At the end of the course students had enhanced their beliefs regarding socio-economic aspects of sustainability and gained an increase in awareness about local sustainability issues. Also some students showed a reframing of certain assumptions related to the dominant paradigm concerning beliefs about the environment and society at large and an increase in self-confidence about promoting change towards sustainability. The main course elements contributing to these results were the class discussions and a structured debate on green growth; an exercise that asked students to reflect on ‘what does my happiness depend on?’; weekly feedbacks which stimulated reflection on what they had learnt; and guest speakers′ accounts of their experiences of putting sustainability into practice. 相似文献
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Administrating transnational education: a cross‐cultural application of Hodgkinson’s values paradigm
This article reports on an exploratory study which employed Hodgkinson’s values paradigm as an analytical tool for explaining how administrators of transnational education programmes understand national cultural values to affect their work and working environment. In particular, interviews with managers responsible for Australia’s provision of transnational higher education in Thailand were examined against Hodgkinson’s values paradigm in an attempt to identify whether any of his particular value types might appear more prominently in decision‐making undertaken in either the Australian or the Thai educational administrative setting. The findings suggest that rational consequential decision‐making might be more significant in Australia, while decision‐making using rational consensual, transrational and subrational values might be more prominent in Thailand. 相似文献
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We examine the relationship between the formal ratings that principals give teachers and a variety of observable teacher characteristics, including proxies for productivity. Prior work has shown that principals can differentiate between more and less effective teachers, especially at the tails of the quality distribution, and that subjective evaluations of teachers are strongly correlated with subsequent student achievement. However, whereas prior work has relied on survey data, we consider formal ratings from a setting in which the stakes are reasonably high. We find that the ratings are correlated with an array of teacher qualities including experience for young teachers, education credentials, and teacher absenteeism. Our finding that principals reward qualities of teachers known to be related to student productivity provides reason to be optimistic about policies that would assign more weight to principal evaluations of teachers in career decisions and compensation. 相似文献
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Anexpertofpsychologyputsaninsect(昆虫)intoaglass.Thein鄄sectcanjumpveryhighandit蒺seasyforittojumpoutoftheglass,thentheexpertcoverstheglasswithapieceofglass.Theinsectjumpsupbutisknockedbacktothebottomoftheglass.Ittriesseveralmoretimesandtheresultisthesame.Thenitpreferstostopjumpingagainevenwhentheexperttakesthecoveraway.Humanbeingssometimesmakethesamemistakesastheinsect.Iftheyhaveworkedhardatsomethingoveraperiodoftimeandhaven蒺treachedtheaimstheyhaveexpected,theywilleasilyloseheart,think鄄ing… 相似文献
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《International Journal of Educational Development》1988,8(4):279-292
The paper reports on an innovative paradigm which evolved from an educational research project in Sierra Leone. It outlines the paucity and current lack of relevance of educational research in Africa and highlights the need for paradigms that would link research better with policy and practice in education. Any such paradigm needs to be firmly rooted in the reality of a particular African educational context. A summary account is provided of the evolution and establishment of CARE in the educational setting of Sierra Leone. The new paradigm is then analysed in terms of its key elements of ‘collaboration’ and ‘action orientation’, drawing on the literature of qualitative educational research. The paradigm is also analysed in terms of the scope and depth of research it facilitates, and its impact and outcomes with reference to educational practice and policy. The main dimensions of this innovative paradigm are then highlighted in terms of epistemological underpinnings, methodological techniques, ethical guidelines and a catchment literature. Some inherent pitfalls in this emerging paradigm are outlined and implications for bilateral and international collaboration in educational research in Africa are discussed. 相似文献
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Onrareoccasionsifyoulookatthemoononacertainnightandinacertainway,youwillfindthatitseemslightblueincolor.Becausethatdoesnthappenoften,onceinabluemoonmeans“rarely”.“Imissmyschoolfriends.Ionlyseethemonceinabluemoon.”在某一个晚上,如果你从某一特殊角度来看月亮,便会发觉她罕见地呈现浅浅的蓝色。由于这种现象难得发生,所以“onceinabluemoon”就比喻罕有的一次经历。Once in a Blue Moon@佳玥… 相似文献
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教材说明:《山沟里的孩子》(北师大版三年级下册)介绍了大山里的孩子为了寻求改变山沟贫困面貌的“金钥匙”,而起早贪黑,不怕吃苦,不怕山高路远刻苦学习的动人事迹。学情分析:本校远离城区,处在山区边缘,贫困落后。这里的孩子们爱读书,不怕苦。有的学生家离学校四五公里路,他们 相似文献
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李明 《邢台职业技术学院学报》2007,24(4):65-67
This paper discusses the relationship between commanding those basic information contained in a text and the final purpose of comprehending in a text-reading process.By using the main topic and the central meaning that all texts have as two main examples,the author mainly illustrates what a reader should pay attention to in reading a text. 相似文献
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Beware: Dangerous animals!Although tigers that attack people are few and far between, they do exist! Beware(当心), too, of the other dangerous animals in the jungle. The most deadly are the Arrow-Poison frogs. People who live in rainforests have had years of practice in knowing what to hunt and what to 相似文献