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1.
The non-computational brand of cognitivism is based on the premise that performances, including those of children, are generated by mental models or representations, i.e., “internal” resources. The sociocultural approach, on the other hand, regards context, i.e., an “external” resource, as the chief means of elaborating knowledge. The results of empirical research on how Moroccan children develop their understanding of the shape and properties of the Earth highlight some of the limitations not only of the representationalist paradigm but also of the more “radical” socioculturalist approach. They show that, while the sociocultural context does indeed play a vital role in the development of understanding, the latter in turn helps to increase children’s autonomy of mind.  相似文献   

2.
In order to help students make well-informed choices, reliable college ranking systems with comparable information about higher education institutions worldwide have been welcomed by many students. Because traditional college rankings had many methodological problems, a new type of user-based ranking, called “personalized college ranking” started to develop in many nations in the late 1990s. In 2008, Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT), launched a ranking project called “College Navigator in Taiwan” which developed the first Asian student-based college search engine to provide local and international students with transparent information on Taiwan’s higher education institutions. The main objective of this paper, therefore, is to compare the rational, strategies and pathways for establishing personalized college rankings. In order to analyze the gap between students’ preferences and university presidents’concerns over ranking indicators, HEEACT’s “College Navigator in Taiwan” is adopted as a case study at the end of paper.  相似文献   

3.
Gugerell  Stefan H.  Riffert  Franz 《Interchange》2011,42(3):225-259
Wisdom has been a topic of religion and philosophy since the dawning of human civilization. But only during the last two or three decades wisdom has become a topic of empirical research in developmental psychology, adult and old age education, as well as in management and leadership studies. The aim of this paper is to elaborate a new definition of “wisdom,” in order to provide a more adequate foundation for empirical wisdom research. To reach this goal, two empirical wisdom theories (Baltes and Ardelt) and two philosophical wisdom approaches (Ryan and Whitehead) are presented, discussed, compared, and synthesized. The results show that despite the fact that Baltes’ definition of “wisdom” is somewhat wider than Ardelt’s, their approaches have many aspects in common. Additionally, also Whitehead’s ideas on wisdom are quite similar to Baltes’ core criteria concerning wisdom-related knowledge, but Whitehead mentions two additional aspects which go beyond Baltes’ approach. Further, according to Ryan, wise persons must have very few unjustified beliefs; this necessary condition for a wise person is neither mentioned by Baltes, nor by Ardelt or Whitehead. Based on the ideas of these four approaches, a new definition of “wisdom” is presented, in which wisdom is relativised to time indices and moral systems. This definition consists of a cognitive, an ethical, and a reflective component. Further it is shown that Fischer’s and Dawson’s Lectical Assessment System is a major candidate for measuring wisdom on the basis of our new definition.  相似文献   

4.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching. There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on.  相似文献   

5.
This article explores what it means to be a competent reader of picture storybooks by examining the abilities of some 4–6-year-olds, who were read stories aloud in class. Jonathan Culler’s concept of “literary competence” was used to tease out the children’s implicit knowledge of the structures and conventions that enable them to read a work of fiction as literature. From a more practical point of view, Lawrence Sipe’s class-based work, discussing picture storybooks with first and second grade children, provided some useful guidelines. This current study draws on an educational design experiment involving “literary conversation guides,” which help probe children’s understanding of such story features as character and irony.  相似文献   

6.
The aim of this paper is to demonstrate that in spite of some superficial similarities the current mathematics reform in the US based on constructivist principles differs substantially from mathematical education based on Vygotskian cultural-historical theory (V.V. Davydov’s mathematics program), and to illustrate the manner in which Davydov’s program virtually obliterates the conceptual-procedural division that has fueled the current “math wars”. Both constructivism and Davydov’s approach emphasize the active character of students’ acquisition of mathematical concepts. Constructivists, however, begin the instructional process from the children’s preexistent concepts while Vygotskians reorient it toward acquisition of what Vygotsky defined as “scientific” rather than “spontaneous, everyday” concepts. A three-year study of the implementation of Davydov’s elementary mathematics program in a school setting in the US found that the American children overcame the initial challenges of the program, consistently resolved computational errors conceptually, and finally demonstrated the ability to solve high school level mathematics problems. The curriculum appeared to foster the development of theoretical thinking, an explicit goal of Davydov’s program, which constitutes its major value and educational significance.  相似文献   

7.
This forum discussion focuses on seven themes drawn from Sonya’s fascinating paper: the terminology of “cogenerative dialogues,” the roles of participants and their power relations within such dialogues, the use of metaphor and analogy in the paper, science and science education for all students, the ways in which students’ expectations about learning change in innovative classrooms, teacher research and the “theory-practice gap,” and the tension between conducting cogenerative dialogues with individual students or with whole classes. These themes by no means exhaust the ideas in Sonya’s paper, but we feel that they have allowed us to explore the classroom research she reports, and to extend our discussion beyond the paper to explore some of these themes more broadly.  相似文献   

8.
PUBLIC SCHOOLS IN SENEGAL: ANALYSING THE REASONS FOR (NON) ENROLMENT – This study focuses on Senegal, where the education system is split between traditional Koranic schools and purportedly “modern” public schools, which have been compulsory since 1990 but which are currently attended by only two-thirds of children eligible to enrol. The article argues that a number of psychosocial factors need to be studied in order to understand this issue fully. By analysing responses gathered from 20 parent-child units, the authors reveal: (a) how parental identity strategies affect how they choose to school their children, and (b) how children’s attitudes are shaped in different ways depending on whether they attend “traditional” or “modern” schools.  相似文献   

9.
The aim of this study was to determine whether the Frequency with which parents read to their children, Preschool Exposure and the initial Age that students “who are economically at-risk” were first exposed to significant literacy activities at home or in a preschool setting affected their reading grades. Students “who are economically at-risk,” for the scope of this study, are those students whose family incomes qualify them to receive either free or reduced lunches. The criteria set forth by the United States Department of Agriculture’s School Lunch Program and Child Nutrition Web site (United States Department of Agriculture, 2005) was used to determine whether families were qualified to receive reductions in the price of their school meals. Parents of students from six southeast Alabama schools were selected to participate in the study. All six schools administered the Questioning, Understanding, Enriching, Seeking and Thinking (QUEST) program for gifted or academically successful students. The subjects were 84 parents/families with public school children who are economically at-risk and participated in the QUEST program. Data were gathered using a questionnaire developed by the researcher. Instructional implications for this research study are to (1) improve reading instruction for economically at-risk students within our nation’s elementary schools; (2) equip parents with teaching tools and theories for providing critical pre-reading skills to their young children and (3) to provide sound research for teacher educators to base their instruction to preservice teachers preparing to teach students who are economically at-risk.  相似文献   

10.
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the “before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology, facts, and principles on a particular topic.  相似文献   

11.
This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of science, and NoS activities can help children to link school science to science itself.  相似文献   

12.
This paper explores Mexican–American prospective teachers’ use of culture—defined as social practices and shared experiences—as an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage. Qualitative analysis of the prospective teachers’ and children’s interactions reveals that the nature of the mathematical activities affected how culture was used. When working on the “binder activities,” prospective teachers used culture only in non-mathematical contexts. When working on the “recipes project,” however, culture was used as a resource in mathematical contexts. Implications for the mathematics teacher preparation of Latinas/os are discussed.  相似文献   

13.
Educational researchers have suggested that computer games have a profound influence on students’ motivation, knowledge construction, and learning performance, but little empirical research has targeted preschoolers. Thus, the purpose of the present study was to investigate the effects of implementing a computer game that integrates the prediction-observation-explanation (POE) strategy (White and Gunstone in Probing understanding. Routledge, New York, 1992) on facilitating preschoolers’ acquisition of scientific concepts regarding light and shadow. The children’s alternative conceptions were explored as well. Fifty participants were randomly assigned into either an experimental group that played a computer game integrating the POE model or a control group that played a non-POE computer game. By assessing the students’ conceptual understanding through interviews, this study revealed that the students in the experimental group significantly outperformed their counterparts in the concepts regarding “shadow formation in daylight” and “shadow orientation.” However, children in both groups, after playing the games, still expressed some alternative conceptions such as “Shadows always appear behind a person” and “Shadows should be on the same side as the sun.”  相似文献   

14.
In this paper we explore the portrayal of the “authentic” past in children’s literature in Ghana, as well as the problems it poses for the achievement of the broader goal of moulding children to fit into tomorrow’s society. We look at two main aspects: the social and moral settings portrayed in selected books. The social order refers to the time and place in which the story is set, as well as the nature of social organization pertaining to this setting. The moral order denotes the moral and psychological implications of the physical and social environment. Based on these criteria, we examine some unsuccessful texts and contrast them with successful ones. Our aim is to explore how tradition, more broadly conceived, can be effectively used in children’s books in order to combine the goal of cultural preservation and transmission with other equally lofty ones such as stimulating children’s imagination, arousing and sharpening their perception, developing their sense of observation and critical thinking, and shaping their emotional potential.  相似文献   

15.
Determining the candidate teachers’ opinions regarding self-efficacy towards alternative assessment will be beneficial in that this will improve their competencies while using these approaches in their applications within the classroom. In this article, the development and validation of the “Self-efficacy towards Using Alternative Assessment Scale” (SUAAS) is introduced. The SUUAS is a 26-item scale for assessing candidate teachers’ self-efficacy towards using alternative assessment. Data collected from 424 candidate teachers provide evidence for the validity and reliability of the scale. The results provide evidence for a valid and reliable self-efficacy scale with 3 factors, which are named as “Self-efficacy towards Using”, “Self-efficacy towards Challenges” and “Self-efficacy towards Using Sources”. The Cronbach’s alpha value of the entire scale has been found as 0.89, while those of the sub-factors are 0.88, 0.86 and 0.71, respectively. Followed by additional validation studies, the SUAAS will serve as a valuable tool for both instructors and researchers in education to assess teachers’ and candidate teachers’ beliefs related to their self-efficacy towards using alternative assessment approaches.  相似文献   

16.
Using Kuhn and McPartland’s approach, 116 Chinese college students were recruited and asked to write as many sentences as possible beginning with “Chinese…,” “Americans…,” and “Japanese….” The population of sentences consisted of 258 adjectives, of which 96 described Chinese, 53 described Americans, and 109 described Japanese. Next, the first ten adjectives with the highest frequencies describing Chinese, Americans, and Japanese, respectively were selected for the second step of data collection in that students were asked if they would accept these adjectives describing Chinese, Americans, and Japanese. If they did, they were further asked to provide examples or illustrations to support their agreement. Based on the top 30 adjectives and the qualitative data collected at the second step, students’ perceptions of Chinese, American, and Japanese were analyzed. The results of the data analysis discovered that Chinese students are, to some extent, stereotyped toward American and Japanese, and their understanding of Chinese people is not accurate, either. The results confirm that media to certain extent are responsible for the shaping of some of the students’ stereotypes. Evidently, the results of this study suggest that the Chinese students’ stereotypes will affect their intercultural communication with Americans and Japanese. Although this study does not provide tactics on the reduction or elimination of stereotypes in the process of intercultural communication, it provides meaningful clues for future research in how stereotypes may be reduced by way of intercultural contact or training. This research has two major limitations. First, all the subjects are Chinese. Had American and Japanese samples been selected for a comparative investigation, more meaningful and insightful results could have been obtained. Second, because of the space constraints, verbs and nouns were not analyzed.  相似文献   

17.
In this volume, Wolff-Michael Roth provides a critical but partial reading of Tony Brown’s book Mathematics Education and Subjectivity. The reading contrasts Brown’s approach with Roth’s own conception of subjectivity as derived from the work of Vygotsky, in which Roth aims to “reunite” psychology and sociology. Brown’s book, however, focuses on how discourses in mathematics education shape subjective action within a Lacanian model that circumnavigates both “psychology” and “sociology”. From that platform, this paper responds to Roth through problematising the idea of the individual as a subjective entity in relation to the two perspectives, with some consideration of corporeality and of how the Symbolic encounters the Real. The paper argues for a Lacanian conception of subjectivity for mathematics education comprising a response to a social demand borne of an ever-changing symbolic order that defines our constitution and our space for action. The paper concludes by considering an attitude to the production of research objects in mathematics education research that resists the normalisation of assumptions as to how humans encounter mathematics.  相似文献   

18.
Young children construct understandings of gender during the preschool years. They accurately apply common gender stereotypes to toys by the time they are three and readily predict their parents’ opinions about gender-typical and cross-gender play. This study involved 3- and 5-year-old children in identifying “girl toys” and “boy toys”. It also asked them to predict their parents’ reactions to their choices of gender-specific toys. These children’s parents were surveyed in an effort to describe their preferences about gender-specific toys and behaviors. Responses indicated that, in spite of evidence that many of these parents reject common gender stereotypes, their children predicted parents would consistently apply these stereotypes as reflected by their approval or disapproval of children’s choices to play with gender stereotyped or cross-gender toys. The mis-match between parents’ self-described beliefs and children’s perceptions of the messages they have received about genderized play are discussed.
Nancy K. FreemanEmail:
  相似文献   

19.
This forum considers argumentation as a means of science teaching in South African schools, through the integration of indigenous knowledge (IK). It addresses issues raised in Mariana G. Hewson and Meshach B. Ogunniyi’s paper entitled: Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges. As well as Peter Easton’s: Hawks and baby chickens: cultivating the sources of indigenous science education; and, Femi S. Otulaja, Ann Cameron and Audrey Msimanga’s: Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms. The first topic addressed is that implementation of argumentation in the science classroom becomes a complex endeavor when the tensions between students’ IK, the educational infrastructure (allowance for teacher professional development, etc.) and local belief systems are made explicit. Secondly, western styles of debate become mitigating factors because they do not always adequately translate to South African culture. For example, in many instances it is more culturally acceptable in South Africa to build consensus than to be confrontational. Thirdly, the tension between what is “authentic science” and what is not becomes an influencing factor when a tension is created between IK and western science. Finally, I argue that the thrust of argumentation is to set students up as “scientist-students” who will be considered through a deficit model by judging their habitus and cultural capital. Explicitly, a “scientist-student” is a student who has “learned,” modeled and thoroughly assimilated the habits of western scientists, evidently—and who will be judged by and held accountable for their demonstration of explicit related behaviors in the science classroom. I propose that science teaching, to include argumentation, should consist of “listening carefully” (radical listening) to students and valuing their language, culture, and learning as a model for “science for all”.  相似文献   

20.
This response to Mitchell and Mueller’s “A philosophical analysis of David Orr’s theory of ecological literacy” comments on their critique of Orr’s use of the phrase “ecological crisis” and what I perceive as their conflicting views of “crisis.” I present my views on ecological crisis informed by standpoint theory and the definition of crisis as turning point. I connect the concept of turning point to tipping point as used in ecology to describe potentially irreversible changes in coupled social-ecological systems. I suggest that sustainable societies may provide models of adaptive learning in which monitoring of ecological phenomena is coupled to human behavior to mitigate threats to sustainability before a crisis/tipping point is reached. Finally, I discuss the Hawai‘i State Department of Education’s removal of its Indigenous science content standard Mālama I Ka ‘Āina, Sustainability and its continued use in community-based projects.  相似文献   

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