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1.
Abstract

Jerome Bruner’s experiment over 30 years ago suggested that imaginative literature had greater affordances for the ‘subjunctification’ of experience by those who heard it read aloud than did transactional prose such as a news article. By ‘subjunctification’, Bruner meant the capacity to use the resource (the short story, for example) to transform one’s experience of the world, to render understanding in more complex ways and to do more than get things done as they have always been done. This paper reports on a small-scale replication of the experiment that sought to measure differences in the affordances of poetry being read aloud compared to hearing a short story or a news article.  相似文献   

2.
ABSTRACT

In this paper we begin to explore how knowledges being generated in bioscience might be brought into productive articulation with the Sociology of Education, considering the potential for emerging transdisciplinary, ‘biosocial’ approaches to enable new ways of researching and understanding pressing educational issues. In this paper, as in our current research, we take learning as our focus. Our work brings together collaborators from across fields: sociology of education; molecular biology and biochemistry; cognitive neuroscience; fMRI imaging; and EEG. Through the paper we explore the generative potential of an encounter between life sciences and sociology of education. Through consideration of the conceptual and methodological elements of our ‘Synchrony in Learning’ research and engagement with our pilot experimental approach, our research is suggesting that our central concept, learning, is undergoing metamorphosis, challenging us to understand learning as a phenomenon produced through the intra-action of a multiplicity of forces and processes.  相似文献   

3.
Summaries

English

The authors report on an ‘Interview about instances’ technique for the investigation of students’ concept understanding in science. The potential and limitations of this technique has been explored in relation to the concepts ‘work’ and ‘electric current’ in 50 trial interviews involving students over the age range seven to 18 years. Some of the findings are reported here and suggestions made for further studies using the ‘Interview about instances’ technique.  相似文献   

4.
ABSTRACT

This paper advances an alternative leadership metaphor of ‘punk rock leadership’. I work through the usefulness of a metaphor of punk rock leadership as a way of exploring one principal's vision of leadership and his efforts to work outside of system expectations in his quest to achieve the school's goals. In doing so, I contribute to our wider understanding of the methodological process, affordances, and challenges of using metaphors to theorise empirical data. Empirically, this paper contributes to critical research into principals’ practices in times of change, and to notions of power and leadership discourses in schools.  相似文献   

5.
ABSTRACT

In recent years, cultural anthropologists conducting educational ethnographies in the US have pursued some new methodological approaches. These new approaches can be attributed to advances in cultural theory, evolving norms of research practice, and the affordances of new technologies. In this article, I review three such approaches under the rubric ‘multi-scale ethnography’. Each approach responds to the desire to understand cultural forms that extend beyond single sites and the capabilities of single researchers; each pursues cultural forms that ‘travel’ across spaces, levels, and times. The three approaches are multi-sited ethnography, meta-ethnography, and comparative case study. I view these approaches not as replacements for older forms of ethnography but as complements that extend the contextualisation and generalisability of traditional ethnography.  相似文献   

6.
Background: Teachers’ conceptions and misconceptions about neuroscience are crucial in establishing a proper dialogue between neuroscience and education. In recent years, studies in different countries have examined primary and secondary school teachers’ conceptions. However, although preschool education has proved its importance to later academic outcomes, there is limited investigation of neuroscience conceptions focused exclusively on preschool teachers.

Purpose: The present study sought to explore preschool teachers’ conceptions and misconceptions about neuroscience in an Argentine setting.

Sample, design and methods: We used quantitative and qualitative approaches to explore concepts about neuroscience, including specific neuromyths. Data were collected using a 24-statement questionnaire and 5 in-depth interviews. The survey was administered to 204 teachers of children between the ages of 0–5-years in Argentina.

Results and conclusions: Results from this exploratory study suggested a relatively high level of general knowledge of neuroscience amongst the preschool teachers in the study. However, three particular issues seemed unclear for teachers: memory, plasticity and the myth that ‘we only use 10% of the brain’. Specifically, ‘memory’ was understood as ‘learning by heart’; neural underpinnings of memory and plasticity processes were unknown; and the myth that we only use 10% of the brain was used to explain individual differences in intelligence in a straightforward way. In addition, anecdotal evidence was used by teachers to justify their conceptions about neuroscience. Finally, the wider implications of these results for bridging neuroscience and education are discussed.  相似文献   

7.

Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘children's science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed.  相似文献   

8.
ABSTRACT

Ensuring young children’s competence to participate meaningfully in the informed consent process is a troublesome ethical issue. Evolving recognition of the influence of context and relationship, researcher perspective, and researcher responsibility to provide adequate support has advanced understanding of how this might be achieved. Here, we report the findings of the pilot trial of a new approach that used an ‘interactive nonfiction narrative’ to enhance young children’s capacity to provide meaningful informed consent. This innovative approach employs (re)telling strategies and technology (interactive) to convey factual information about the research (nonfiction) via a story (narrative) to promote participant understanding. Case studies of two 3-year-old boys and their mothers captured participants’ understanding of the informing and consent process. Data collection in the child’s home took place over 11 weeks and included conversations with children and semi-structured interviews with parents on three occasions, together with videos of children interacting with the informing story. We found that children understood many of the key concepts, including the research problem and how they could ‘help’ (participate). Children also understood that they could cease their participation, with one boy exercising his right to opt out towards the end of the study.  相似文献   

9.
《Africa Education Review》2013,10(2):318-328
Abstract

This article highlights inherent difficulties in defining learning disability, particularly in South Africa. It traces the evolution of the category from ‘minimal brain damage’ through to the more current ‘learners with special educational needs’ and ‘learners with barriers to learning.’ Different definitions or attempts to describe the phenomenon ‘learning disability’ are reviewed. An overview of the current international research in the field is provided with particular reference to research that attempts to define learning disability. Much of this research is framed within the medical model, which has as its foundation positivism and empiricism. This results in research which is deficit-focused; in other words the focus is on pathology. A second reductionist model fragments the phenomenon of learning disability into discrete units, each of which is researched. It is suggested that, in re-thinking learning disability, the focus shifts away from the deficit, pathology based, reductionist focus currently held across disciplines.

The problem inherent in including the notion of ‘discrepancy between potential and performance’ in any definition is discussed, with particular reference to the measurement of ‘potential in South Africa's multicultural and multilingual learner population. The article ends with a proposal that there be a shift in focus to a panoptic view of the child: a view that takes in his strengths and talents. In so doing, the country may be better able to serve this growing population.

With the national shift towards inclusive education, there is a renewed focus on learners euphemistically called learners with special educational needs or the more ‘in vogue’ learners with barriers to learning. Yet what we mean when we bandy these terms about, how well we understand these learners, is questionable. The focus of this article is that sub-group of learners that educators and parents think are just not achieving as they should be achieving, despite themselves, that sub-group we identify as having ‘potential’ but not ‘performance’; that sub-group that we just cannot quite explain, we just cannot quite understand; that sub-group for whom support ranges from placement to pills to punishment!

This article critically evaluates the current understanding of the phenomenon of learning disability as it is understood in the South African context. It begins with an overview of the international research, with particular reference to the notion of definition. Thereafter, it makes comments on the term as it is used in South Africa. In conclusion, the article proposes the need for an alternative understanding of this group of learners.  相似文献   

10.
ABSTRACT

Background: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.

Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.

Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned.

Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empirical enquiry’ and ‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in the discipline.

Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education.  相似文献   

11.
Modern neuroscientific research has substantially enhanced our understanding of the human brain. However, many challenges remain in developing a strong, brain-based theory of human learning, especially in complex environments such as educational settings. Some of the current issues and challenges in our progress toward developing comprehensive neuroscientific-based theories of human learning, particularly in the academic disciplines, are reviewed, beginning with a brief summary of the history of publications in science learning. This is followed by an analysis of some of the large-scale issues and conceptual problems that we currently face in developing a strong, middle-ground “neuroeducational theory” relevant to learning, especially in rather abstract disciplines such as mathematics and science. Finally, some perspectives on possible future strategies and challenges in reaching the goal of a neuroeducational theory are presented.  相似文献   

12.
Background: Past studies have shown significant associations between students’ conceptions of learning science and their science learning self-efficacy. However, in most of the studies, students’ science learning self-efficacy has often been measured by a singular scale.

Purpose: Extending the findings of these studies, the present study adopted a multi-dimensional instrument to assess Taiwanese high school students’ science learning self-efficacy and investigate the relationships with their conceptions of learning science.

Sample: A total of 488 Taiwanese high school students (265 male and 223 female) were invited to participate in this survey.

Design and method: All the participants responded to the Conceptions of Learning Science (COLS) questionnaire regarding ‘Memorizing’, ‘Testing’, ‘Calculating and practicing’, ‘Increase of knowledge’, ‘Applying’ and ‘Understanding and seeing in a new way’ and the Science Learning Self-Efficacy (SLSE) instrument, including ‘Conceptual understanding’, ‘Higher-Order cognitive skills’, ‘Practical work’, ‘Everyday application’ and ‘Science communication’.

Results: The path analysis results derived from the structural equation modeling method indicated that, of all five SLSE dimensions, the ‘Understanding and seeing in a new way’ COLS displayed as a positive predictor, while the ‘Testing’ COLS was a significant negative predictor. The ‘Applying’ COLS item can only positively contribute to the SLSE dimensions of ‘Higher-Order thinking skills’, ‘Everyday application’ and ‘Science Communication’.

Conclusions: In general, students in strong agreement with learning science as understanding and seeing in a new way or the application of learned scientific knowledge are prone to possess higher confidence in learning science. However, students who consider learning science in terms of preparing for tests and examinations tend to hold lower science learning self-efficacy.  相似文献   

13.
Abstract

The concepts of ‘tradition’ and ‘authority’ are generally understood to be problematical in history curriculum design. Drawing on MacIntyre’s account of disciplines as social practices, this article argues that, to the contrary, these are concepts that need to be incorporated into any curriculum theory that attempts to build a school subject on the foundations provided by an academic discipline. In history education, there is a strong consensus towards deriving the ideas of the history curriculum from the discipline of history, and this article argues that it is therefore necessary for history curriculum theory to account for the concepts of ‘tradition’ and ‘authority’ as they exist in disciplinary practice.  相似文献   

14.
ABSTRACT

Globally, the future of the higher education sector is under increasing scrutiny, and questions are being asked about the relevance of universities as traditional sites of teaching and learning. In an effort to adapt to the complexities that beset the higher education environment, universities are exploring the utility and benefits offered through informal learning spaces. However, the emergence of informal learning spaces raises important questions regarding student behaviours and ‘learning’, including the dichotomous positioning of the categories ‘formal’ and ‘informal’. This article highlights a tendency in the literature to treat informal learning spaces in a romanticised and overdetermined way. It challenges some of the popular imaginaries of these spaces as free, open and democratising in terms of students’ use, technological affordances, and a largely unchallenged emphasis on forms of community and collaboration as if they are unproblematic. Indeed, a persistently undefined ‘social’ quality attributed to informal learning settings, coupled with a focus on design and technology elements, elides the possibility of negative social practices such as exclusion and marginalisation. Moreover, empirical treatments of these spaces are dominated by quantitative methods that rely on deterministic cause and effect models, including normative understandings of academic success, as a measure of effectiveness. If universities are to proceed in better understanding these learning sites and the meanings and practices students bring to them, new perspectives incorporating more critical, interpretive qualitative approaches that give primacy to understanding the ways in which these spaces might reproduce marginalising or exclusionary social practices are required.  相似文献   

15.
Abstract

The purpose of this paper is to further examine ‘place-reflexivity’ as a methodological tool for engaging in site-seeing in qualitative research. Qualitative research often involves a site or field. Yet, the ‘where’ of qualitative research has often been overlooked in methodological discussions. This approach is akin to sightseeing where sites are a backdrop rather than foregrounded. We draw on scholarship that conceptualizes site, place, field, and context from sociological, geographical and anthropological disciplines, as well as on concepts of third space as they apply to qualitative inquiry. We offer an argument for the fuller inclusion, and expanded treatment of sites including tools to assist qualitative researchers with this type of thinking.  相似文献   

16.
ABSTRACT

This article draws upon research in one school in Queensland, Australia, to explore how the push to data influences teacher work and subsequent student learning. This ‘rise of data’, often oriented towards ‘external’ and performative processes of accountability, exhibits itself in many ways, but is particularly evident in teachers’ engagement with various forms of regionally and centrally sanctioned, and often standardized, measures of attainment, typically expressed in numbers. Drawing upon the sociology of numbers, and Pierre Bourdieu’s concepts of ‘field’, ‘habitus’ and ‘capital’, the research shows how the emphasis upon data collection reveals a ‘field of schooling practices’ characterized by concerns about collecting, analysing and improving numeric data; standardized and centrally sanctioned data as forms of capital of increasing value; and a teaching disposition/habitus characterized by constant monitoring of student performance through virtual and physical data bases. The research reveals how the ‘logics’ of schooling may be in danger of being dominated by more centralized, standardized forms of numeric data for performative accountability purposes, even as more educative logics are evident.  相似文献   

17.
Abstract

Purpose: This study sought to determine the influence of training transfer factors and actual application of training on organization level outcomes among farmer owned produce marketing organizations in Uganda.

Design/methodology/approach: Interviews based on the Learning Transfer Systems Inventory (LTSI) were conducted with 120 PMO leaders trained in partnership management skills by a four year extension project. Data were collected on training transfer factors, transferred training, and training related organization level outcomes. Data were analyzed by OLS hierarchical regression analysis.

Findings: The performance of the producer marketing organizations in terms of ‘improved inter-organization relations’ and ‘improved services’ was found to be significantly predicted by ‘personal capacity to transfer,’ ‘receiving feedback,’ and ‘resource availability.’

Practical implications: Rural service providers who build capacity of local organizations can use this knowledge to pursue certain strategic human level organizational outcomes by manipulating transfer system factors such as providing feedback and supportive resources to help trainees.

Originality/value: The LTSI model has been tested for its role in explaining human level organizational outcomes in a developing country setting. We have also seen that specific training transfer system factors will be responsible for certain elements of the multidimensional outcomes of training.  相似文献   

18.
ABSTRACT

This article presents the results of the Spanish context of a study carried out with adolescents within the Transmedia Literacy project (European Union). The aim of the article is to identify the transmedia skills that teenagers have and the informal learning strategies carried out to acquire them. The results show that teenagers have different transmedia skills, but they have them to very varying degrees. Their acquisition of these skills is conditioned by their motivations, attitudes and their context. YouTube is a key source of information and learning of transmedia skills among the Spanish adolescents of the study. The study findings show that young people rely mostly on ‘imitation’ and ‘learning by teaching’ strategies to learn new skills. Based on these results the myth of the digital native is deconstructed and the concept of ‘digital apprentice’ is considered.  相似文献   

19.
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20.
Background Over the past four decades there have been a number of controversies arising from the discussion of ‘equity’ and ‘equality’. These concepts are often invoked by policy analysts, policy-makers, government officials and scholars in order to justify or critique resource allocation to different levels of the educational system.

Purpose By creating a new equality–equity goal-oriented model, which allows the combination of different dimensions for each concept with different stages of the educational process, this paper aims to achieve two purposes: (1) to clarify among researchers, educators, evaluators, policy analysts, and policy-makers the notions of ‘equality’ and ‘equity’; and (2) to encourage researchers and evaluators to critically examine and synthesize equality/equity-based research.

Sources of evidence A review of the literature concerning the meaning, goals and assumptions of the concepts ‘equity’ and ‘equality’, and their implications for social and public policy, is presented.

Main argument A survey of recent and earlier debates on ‘equity’ and ‘equality’ among scholars and researchers reveals disagreement and confusion about what those concepts really mean and what they involve in terms of goals and results. It is debatable whether we can have ‘equity’ and ‘equality’ in a society that prioritizes efficiency in resource management over social justice. Certainly, such questions have shaped and guided many discussions and theoretical debates among scholars, policy analysts and policy-makers.

Conclusions Most of the definitions of ‘equity’ and ‘equality’ are frequently used by many researchers, evaluators, policy-makers, policy analysts, scholars and educators as if they were interchangeable. Instead of arguing for a unique or simple conception of ‘equity’ and ‘equality’, a set of definitions of those concepts as well as a discussion related to theoretical and policy issues associated are presented. In order to avoid that confusion, the equality–equity model developed in this paper suggests several new directions for analysis and research. It provides some ideas about how ‘equity’ (i.e. ‘equity for equal needs’, ‘equity for equal potential’ and ‘equity for equal achievement’) and ‘equality’ (i.e. ‘equality of opportunity’, ‘equality for all’ and ‘equality on average across social groups’) could be treated and measured in future research in relation to different features of the educational process (availability of resources, access, survival, output and outcome).  相似文献   

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