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1.
The goal of this study was to develop a framework for classifying algebra story problems and to determine observed frequencies for each problem type. A total of 1097 algebra story problems were selected from ten standard algebra textbooks. These are divided into eight families based on the nature of the source formula involved; for example, nearly 300 problems were classified in the time rate family because they were based on the source formula, distance = rate x time or output = rate x time. Each family was divided into problem categories based on the general form of the story line; for example, the time rate family consisted of motion, current, and work categories. Each category was divided into templates based on the specific propositional structure of the problem; for example, there were a dozen templates for motion problems such as overtake, closure, round trip, etc. This article describes the procedure for generating families, categories, and templates and provides frequency counts for each observed template. Implications for fostering productive research and instruction are discussed.This research was supported by grant NIE-G-78-0162 from the National Institute of Education. Requests for reprints should be sent to: Richard E. Mayer, Department of Psychology, University of California, Santa Barbara, CA 93106.  相似文献   

2.
If Whitehead is right, science teachers who try to increase student interest by making the science they teach more pure and by covering more material are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of causal efficacy (for example, the San Francisco earthquake), into a static representation spatialized and given presentational immediacy (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via symbolic reference, to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less pure, and it takes more time to cover the material. An example of teaching pure and impure formal logic is given as a case study.  相似文献   

3.
The term certification, as used in discussions concerning higher education, is clarified and a distinction made between terminal awards which do have a genuine certifying effect in the sense of procuring admission to a profession and those which do not. Institutions wishing to increase the value of the certifying effect of their awards, seek to do this by stimulating applications for entry to their institution. The longer the queue at the gate the greater the prestige of the terminal award. The ability to influence the certifying effect of an award does not, however, lie with the teaching institutions alone; business, the employers and the professions can, and increasingly do, determine the relative value of awards and of different ways of preparing for the exercise of a particular profession. The case of the business schools in France is described to illustrate how teaching institutions once they are established seek to increase the certifying effect of the diplomas they award by actually reducing the number of graduates. The numerus clausus, as applied to medical schools, provides another example of the same phenomenon. Such strategies lead to what the author describes as consumer effect. Once admittance to a prestige institution has been gained, entry to a position of influence and possibly affluence, is more or less assured. Students in such institutions, in both capitalist and communist countries, have exploited this by persuading teaching staff to acquiesce in a reduction of the demands made by the course, though some directors of institutions have begun to respond by failing more students, seeking to re-establish positions surrendered in the days of student unrest and by these and other means seeking to reduce consumer effect. Teacher training colleges provide an interesting example of institutions having a low but certain certifying effect, producing a high consumer effect. The possibility of deriving a general theory from the proposition put forward in the article is discussed.This is an improved version of an article published earlier in French: Effet certifiant et effet clientèle. Quelques remarques sur les stratégies des institutions d'enseignement supérieur dans les pays développés, ESPRIT, nov./dec. 1978. Translation: Sylvia Collot.  相似文献   

4.
In this note, Blaug's article in Volume 1, No. 1, is criticised on the grounds that the economic interpretation of the correlation between education and earnings is based on a mistaken view about the nature of capital; and hence human capital theories are logically incoherent.  相似文献   

5.
Torsten Husén 《Interchange》1992,23(1-2):11-18
The university's mission of serving as a fortress for freedom of speech, inquiry, and criticism of established truths is inextricably connected with democracy. Such a mission can be pursued only in a climate of genuine political and academic freedom. Three other aspects of democracy in the university are discussed: equality of access, university governance, and the public utility of the university. It is argued that equal representation or one man one vote cannot be applied in university governance because it comes into conflict with the notion of competence—a conflict that cannot be resolved by taking votes. Interest groups inside and outside of the university cannot be allowed to interfere with the free pursuit of knowledge. The internal audit, that is, peer review (by, ultimately, the international community of scholars) has to take precedence over vertical review by government bureaucracy.  相似文献   

6.
Insofar as the basic concepts (in particular, meaning, interpretation, text) and theses of Martin Eger's hermeneutics of the sciences are intelligible they are not distinctive, and insofar as they are distinctive they are unintelligible and/or lack backup arguments. Ambiguity characterises much of the argument. James Cushing's elaboration of hermeneutics, using the history of quantum mechanics as an illustration of its supposed strengths, does nothing to rescue the position against the criticisms here levelled at Martin Eger's formulations of it.  相似文献   

7.
The ethnomethodological programme of studies of work is drawn on to provide a general framework within which we might develop ways to undertake thein situ analysis of the competencies which constitute student learning activities. The objective of such research is to describe the locally managed and temporally organised nature of student learning work. Emphasis is placed on the development of methods of investigation which will enable us to describe the whatness of the work from within the setting of that work's accomplishment. The twin conceptions of the visibility and sequential order of student activities are discussed in detail. The implications of this approach for the notion of student learning are also examined.  相似文献   

8.
Bereiter's claim that the cognitive-developmental distinction between Type I structural reorganization and Type II content learning is a category error is based on his misunderstanding of the distinction. Bereiter misinterprets the distinction as one between the natural and invevitable and the taught. Some ways in which the distinction (and the existence of Type I change) may serve as a positive focus of early education are clarified.
Résumé L'affirmation de Bereiter que la distinction cognitive-développementale entre la réorganisation structurale du Type I et l'acquisition des connaissances du Type II est une erreur de catégorie, s'explique par le fait qu'il a mal compris la distinction. Bereiter l'a mal interprétée comme une distinction entre ce qui est natural et inévitable et ce qui est enseigné. dans cet article, on explique comment cette distinction (et l'existence du changement du Type I) peut servir comme centre de'intérêt positif de l'éducation préscolaire.
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9.
Three teaching designs are offered. They were developed for 12 to 16 year old pupils taking into account their personal differences in terms of gender (in Making Up the Cube), culture (in Mecca), knowledge, and use of calculators in The integrating calculator. The designs concern the representation of three-dimensional objects in the plane, directions and great circles on the sphere, and exploration of the integrating calculator.  相似文献   

10.
The errors made when high-school students locate reflections in horizontal, vertical or slanting mirrors were examined. A questionnaire consisting of thirty-six perspective drawings, each portraying an upright transparent cube containing a two-sided mirror, was given to 394 Australian students from grades 7, 9 and 11. On a corner, an edge, or a face of each cube was drawn either a point or a straight-line segment. The task was to draw its image (reflection). Analysis of errors revealed a strong tendency towards horizontal or vertical sliding, suggesting that the edges of the cube act in much the same way as a horizontal-vertical background grid does in the two-dimensional case.  相似文献   

11.
In spite of advances in course design software and experience with online offerings, the question of how web-based education affects teaching and learning remains largely unanswered, and the terrain of online learning remains largely unmapped. In this paper, through the stories of 10 faculties of education and one computer science instructor in Ontario, we map out a small piece of the frontier of web-based course delivery and plot a course for future exploration. We argue that most existing offerings take the form of a Lone Ranger or Greenhorn approach but that there is a need to move toward a strategic institutional Wagon Train approach that consolidates and integrates support for online teaching and learning. We argue, as well, that failures in online instruction cannot simply be attributed to improper instruction or inappropriate course design. Rather, at least part of the problem locates in the ways in which conversation is structured in the online environment.  相似文献   

12.
Large scale computer-assisted instruction systems generally impose severe constraints upon the demands that individual users may make. Nevertheless, it is possible to overcome these problems and a program is described which teaches students how to fly a specific maneuver through real-time simulation of the flight of a student-controlled airplane. This is achieved in spite of the fact that the student is flying his plane through the use of a manually controlled analog input device. Both computational and educational implications are discussed.Contractual support for this work was provided in part by the Life Sciences Program Air Force Office of Scientific Research, Contract number F44620-70-C-0105. Dr. Charles Hutchinson was the scientific monitor of the contract.  相似文献   

13.
This paper documents and discusses the lack of reference by U.S. educational researchers to the work of noted Swedish social scientist and educational researcher, Torsten Husén. The paucity of U.S. textbook or journal citations of Husén's writings and research is interpreted as an example of cultural ethnocentrism and academic imperialism in U.S. educational and psychological research. Crosscultural perspectives, interdisciplinary analyses, and global learning are proposed as methods of overcoming the methodological parochialism, overspecialization, and international fragmentation Husén describes as characteristic of much educational and social scientific research.  相似文献   

14.
In this paper, three sociological models or theoretical templates for the analysis of social order are outlined: (a) the order-consensus model, (b) the conflict model and (c) interactionist models. The paper then discusses how each model can be applied to what is here called educational redress. Special reference is made to those redress strategies addressed to pre-school-age children-strategies customarily termed Compensatory Education Programmes. The paper goes on to show how proponents of each model would approach the analysis of such programmes, and how proponents of each model would criticize the other models' analyses. It is shown that the three sociological models are located in, and formalizations of, commonsense conceptions of social structure tacitly held by lay members of society, and that even professional educators typically do not make their model of society very explicit. Finally the paper upholds the belief that the above elements constitute what sociologists can add to the understanding of educational redress strategies.
Zusammenfassung In diesem Artikel werden drei soziologische Modelle oder theoretische Schablonen für die Analyse der Sozialstruktur umrissen: (a) das Struktur-Konsens-Modell, (b) das Konfliktmodell und (c) das Wechselwirkungsmodell in seinen verschiedenen Varianten. Dann wird untersucht, wie jedes dieser Modelle auf den Bildungsausgleich angewandt werden kann, insbesondere auf die Ausgleichsstrategien für Kinder im Vorschulalter, die gewöhnlich mit Kompensierende Erziehungsprogramme bezeichnet werden. Anschliessend wird beschrieben, wie Protagonisten jedes dieser Modelle diese Programme analysieren und wie sie mit Hilfe der anderen Modelle vorgenommene Analysen kritisieren würden. Weiterhin wird ausgeführt, dass die drei Modelle Formalisierungen der unter Laiengruppen verbreiteten Vorstellungen von der Gesellschaftsordnung darstellen, und dass selbst Pädagogen ihr Gesellschaftsmodell gewöhnlich nicht klar definieren. Zum Schluss spricht der Verfasser seine Ansicht aus, dass die Soziologie durch die obigen Elemente zum Verständnis der Bildungsausgleich-Strategien beitragen kann.
Résumé Dans ce rapport sont décrits trois modèles sociologiques ou échantillons theoriques pour l'analyse de l'ordre social: (a) le modèle ordre-consensus, (b) le modèle conflit et (c) les modèles interactionnistes. Le rapport examine ensuite comment pouvoir appliquer chaque modèle à ce qu'on appelle ici redressement éducatif. Sont mentionnés particulièrement les stratégies de redressement que l'on adresse aux stratégies pour enfants d'âge préscolaire, appelées habituellement Programmes d'éducation compensatoire. Le rapport montre ensuite comment les défenseurs de chaque modèle aborderaient l'analyse de ces programmes, et comment ils critiqueraient les analyses des autres modèles. On montre que les trois modèles sociologiques sont situés dans — et sont en fait des formalisations — des conceptions courantes de structure sociale qu'ont tacitement les membres laïques de la société, et que même les éducateurs professionnels ne rendent typiquement pas leur modèle de la société très explicite. Enfin, l'auteur est convaincu que les éléments susmentionnés constituent ce que les sociologues peuvent ajouter à la compréhension des stratégies de redressement éducatif.
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15.
James Trier 《Interchange》2002,33(3):237-260
The thesis of this paper is that it is a productive venture to introduce preservice students to social theories that are typically not a part of teacher preparation programs. Examples of these theories are those associated with terms such as habitus, the carnivalesque, power / knowledge, seduction, detournement, the spectacle,la perruque, (the wig), and the art of making do,as well as others. In this paper, I describe a project that involved exploring the theory of habitus to problematize the tendency of preservice students to not think in terms of relations between what goes on in the classroom and what goes on in society. I introduced habitus by having preservice students read selected print materials and by having them view, analyze, and respond in writing to popular school films. Students also analyzed their experiences in classrooms in terms of habitus, making a connection between theory and practice.  相似文献   

16.
Relationships between graduate education and academic research are intuitively accepted, but have been given limited examination. Using concepts suggested by Merton and Hagstrom, this study developed measures of recognition and association to assess student awareness of ambient research in their departments. Usefulness of campus research for the respondent's own work was explored in terms of the kinds of utility and its relative importance compared to other resources. A mailed survey of a sample of Ph.D. recipients in 18 departments from a major research university brought a 68% usable return, 470 subjects. Findings show a high level of research awareness, about 70%. The major utilities of research for doctoral students are identified as the theoretical leads and basic data sources.  相似文献   

17.
The results of an experimental study investigating the influence of problem familiarity on learning in a problem-based psychology course are presented. Participants worked with either a familiar or an unfamiliar version of the same problem. The following measurements were taken (1) a measure of problem quality as perceived by students, (2) number of explanations of the problem put forward by the students while discussing it, (3) quality of learning issues derived from the discussion, (4) amount of time spent on self-study, and (5) the amount of knowledge acquired as indicated by a test. The results demonstrate that participants in the familiar problem condition perceived the problem to be of higher quality than the participants in the unfamiliar problem condition. No significant differences in learning were found. The findings do suggest, however, that problems may be improved by making them more relevant to the everyday experience of students.  相似文献   

18.
Resumé L'articulation des deux registres algébrique et graphique de représentation des fonctions est l'une des grandes difficultés rencontrés dans l'appropriation du concept de fonction. Dans cet article, nous étudions les possibilités d'apprentissage offertes par un logiciel Fonctuse susceptible de favoriser cette articulation. Une première expérimentation, courte, à laquelle ont participé 56 élèves de lycée, a montré l'efficacité du logiciel. Une seconde expérimentation, présentée dans cet article, a été ensuite réalisée avec un seul binôme mais sur une plus longue période, pour mieux comprendre les processus cognitifs en jeu dans cet environnement, les construtions de connaissance posssibles et la transférabilité des acquis à un environnement traditionnel. Nous étudions en particulier l'influence sur ces processus et acquis des connaissances algébriques antérieures des élèves.
Linking the algebraic and graphical representations of functions is one of the great difficulties encountered in learning the function concept. In this article, we examine the possibilites for learning offered by a piece of software Fonctuse, likely to encourage this linking. A first short experiment, conducted with 56 upper secondary students, showed the effectiveness of the software. A second experiment, reported in this article, was then carried out with a single pair of students, but over a longer period, in order to better understand the cognitive processes at play in this environment the construction of knowledge which are possible and their transferability to a more traditional environment. We study, in particular the influence of prior algebraic knowledge on these process and constructions.
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19.
In a recent opinion, the Sixth Circuit Court of Appeals ruled that a community college instructor has a constitutional right to utilize the words nigger and bitch in the context of a classroom discussion in a course on interpersonal relations. This article discusses this case in the context of other court decisions concerning a college's right to regulate an instructor's classroom speech. Implications for personnel evaluation in the higher education setting are discussed.  相似文献   

20.
This country report is devoted to the Upper secondary school introduced in Sweden in 1971, whose creation is the most radical reform attempted in Europe. It strives to integrate study-related and occupation-related education in higher secondary education. A brief explanation of the new concept is followed by a discussion of the structural and curricular characteristics of this school type, with emphasis on the importance of general subjects. In the final section the didactic principles of differentiation and integration and their implications for the organisational structure are juxtaposed and their interdependence is investigated.
Zusammenfassung Dieser Länderbericht ist der seit 1971 in Schweden eingeführten Gymnasialschule gewidmet, welche die in Europa radikalste Reform darstellt, in der eine Integration von studienbezogener und berufsbezogener Bildung in der Sekundarstufe II angestrebt wird. Nach einer knappen Begründung der neuen Konzeption werden die strukturellen und curricularen Qualitäten der Gymnasialschule erörtert, wobei die Bedeutung der allgemeinen Fächer unterstrichen wird. Im letzten Abschnitt werden die didaktischen Prinzipien der Differenzierung und Integration (mit ihren Auswirkungen auf die Organisationsstruktur) einander gegenübergestellt und ihrer wechselseitigen Abhängigkeit untersucht.
Résumé Ce rapport national est consacré à L'Ecole Secondaire Deuxième Cycle qui a été introduite en Suède en 1971 et dont la création constitue la réforme la plus radicale entreprise en Europe. L'objectif en vue est d'intégrer l'enseignement général et la formation professionnelle dans l'éducation secondaire du Deuxième Cycle. Après avoir expliqué brièvement cette nouvelle conception, l'auteur analyse les caractéristiques de la structure et du curriculum de ce type d'établissement en soulignant l'importance des matières générales. Dans la dernière partie il compare les principes didactiques de différenciation et d'intégration — avec leur portée sur la structure de l'organisation — et il examine leur interdépendence.
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