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1.
Recent research on student learning has given close attention to how students experiences and actions are mediated by the whole university learning–teaching environment in which they find themselves. The current article pursues this focus on learning–teaching environments in two stages. Guided by socio-cultural perspectives on learning, the first part:
The second part of the article then engages with the task of illustrating how this general framework (which foregrounds disciplinary concerns) can be applied within a specific subject. The framework is employed to structure an account of the insights gained from an ongoing research study concerning:
相似文献
| • | examines issues surrounding how best to conceptualise university learning–teaching environments, |
| • | highlights the need to take account of central disciplinary purposes and |
| • | presents a framework for representing disciplinary practices within higher education. |
| • | the ways in which the values and central practices that characterise the disciplinary community of history relate to teaching and learning practices, |
| • | how, taking account of local constraints and affordances, students active engagement with these disciplinary purposes can be fostered. |
2.
Teaching and learning in higher education: Recent trends 总被引：1，自引：0，他引：1
Marcel L. Goldschmid 《Higher Education》1976,5(4):437-456
In the last decade, the questioning of traditional teaching and learning methods and instructional systems and the search for more effective alternatives have gained momentum in higher education. Recent trends can be grouped as follows:
These trends, which have been accompanied by intense research and evaluation efforts, will be described and assessed. 相似文献
| – | -facilitation of student learning with an emphasis on individualizing instruction, and increased use of multi-media systems, learning resource centers, and peer teaching; |
| – | -evaluation of teaching: the widespread and systematic use of student evaluations by means of questionnaires and greater use of these data for purposes of faculty selection and promotion; |
| – | -university-teacher training including the creation of pedagogical service units on many campuses, courses and workshops on instruction for faculty and graduate students, and increased collaboration between content specialists and instructional and media consultants in curricular reforms; |
| – | -new systems of higher education, such as the Open University or the University Without Walls, designed to offer radical alternatives to new as well as traditional types of students. |
3.
4.
David Winograd 《TechTrends》2002,46(5):53-57
Moderating computer conferences is both is challenging and stimulating. Knowledge of the dynamics of preparing an asynchronous conference and how the functions of moderators differ at different stages of a conference will help to make the process run smoothly and enjoyably. A few concepts to keep in mind are:
相似文献
| – | • Technical problems are inevitable |
| – | • A conference size of 10 - 15 students is optimal |
| – | • Welcome messages are critical and should be carefully crafted |
| – | • Use appropriate conferencing spaces for different discourses |
| – | • Be responsive and clear |
| – | • Be on the lookout for small problems and solve them promptly before they grow into larger problems. |
5.
Gerlese S. ÅKerlind 《Higher Education》2005,50(1):1-32
This paper reports the outcomes of a study, undertaken from a phenomenographic perspective, of university academics’ experiences of their own growth and development, i.e., what it means to them, what they are trying to achieve, how they go about it, why they do things that way ... The outcomes presented are based on a series of interviews with teaching and research academics at a research intensive university. The group as a whole showed a range of views of academic development, representing in particular a varying focus on:
Implications for our understanding of academic development and academic work are discussed. 相似文献
| • | Academic performance, in terms of increasing work output, academic standing or work quality; |
| • | Personal learning, in terms of ongoing accumulation of new knowledge and skills or increasing depth of understanding in one’s field of study; |
| • | Disciplinary or social change, in terms of contributions to one’s field of study or a relevant social community. |
6.
Luc Trouche 《Educational Studies in Mathematics》2000,41(3):239-264
This paper concerns the problems of conceptualization of the function limit in technological environments (principally graphic calculators today, symbolic calculators tomorrow) that are gradually being adopting in precalculus teaching. In France, such teaching takes place in the scientific stream during the last year of high school (18-year-old pupils). This paper shows out how the instrumentation process and the conceptualization process are dependent on each other and stresses especially:
The relationships between this typology and these schemes provide information about the influence of calculating tools and provide some ways of controlling their integration in mathematics lessons. Résumé. L' article concerne les problèmes de conceptualisation de la notion de limite de fonctions, au niveau de la classe terminale scientifique des lycées français (élèves de 18 ans), en relation avec les environnements technologiques dans lesquells l'enseignement des débuts de l'analyse tend progressivement à s'inscrire (principalement les calculatrices graphiques aujourd'hui, symboliques demain). L'article met en évidence l'interdépendance des processus d'instrumentation et de conceptualisation. Il insiste en particulier sur deux points:
Une typologie des comportements est établie, un répertoire de schèmes est dressé. La mise en relation de cette typologie et de ce répertoire donne quelques informations sur l'influence des outils de calcul dans le processus d'apprentissage et fournit quelques pistes pour contrôler leur intégration dans le cours de mathématiques.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
| – | the importance of the notion of scheme analysing the instrumented action where act and thought are linked; |
| – | the importance of the notion of metaknowledge analyzing different pupil behaviours. A typology of pupil behaviours and a list of schemes are set out. |
| – | l'importance de la notion de schème pour analyser l'action instrumentée, pour mettre en relation le geste et la pensèe; |
| – | l'importance de la notion de métaconnaissance pour analyser les différences de comportements des élèves. |
7.
Paul G. P. Herfs 《International journal for the advancement of counseling》1995,18(4):263-273
The enormous increase in the number of students at Dutch universities in the sixties and seventies made it impossible for professors to deal with the many different questions students confronted them with. New professionals, student counsellors/psychologists and student advisers entered the universities. Three levels of counselling can be distinguished:
相似文献
| 1) | counselling by professors (for problems linked with the course of study); |
| 2) | counselling by student advisers in the faculty or department (for problems concerning study planning); |
| 3) | counselling by student counsellors/psychologists (for other — e.g., personal problems). |
8.
9.
The purpose of this study was to investigate the hypothesis that the manner in which a reading disability is defined will influence the conclusions that are made about the characteristics of the disability. To test this hypothesis, learning disabled and normally achieving children, aged 6 to 14, were administered tasks measuring grammatical, shortterm memory, phonological, reading, and visual-spatial skills. The poor readers were divided into groups of poor readers with
These children were compared with children who had normal reading scores. Children with deficits in phonics and/or word recognition scored significantly below normal on all the cognitive tests, except some of the visual-spatial tasks. Reading comprehension difficulties were characterized by average phonics, word recognition, and language skills but below average scores on some memory tasks. Slow readers had cognitive profiles similar to the normal children. The presence of a deficit in phonics and/or word recognition constituted the basis of the most serious impairment of language and memory functioning. Reading disabled children, defined in this manner, appear to be reasonably homogeneous in regard to the presence of language and memory problem. There does not appear to be evidence for a distinctive non-language impaired subtype within this type of reading disability. Children with low comprehension scores and/or slow readers did not have language problems. The definition of a reading disability appears to determine the subtypes and characteristics of reading disability that will emerge. 相似文献
| 1. | inadequate phonics skills, |
| 2. | inadequate word recognition skills, |
| 3. | adequate word recognition skills but low reading comprehension scores, and |
| 4. | adequate word recognition scores but a slow reading speed. |
10.
Reconsidering the Character and Role of Inquiry in School Science: Analysis of a Conference 总被引：2，自引：1，他引：1
We summarize a conference on scientific inquiry bringing together science educators, cognitive scientists and philosophers
of science with three goals:
This research was supported by NSF grant ESIE #0343196 awarded to the authors. The opinions expressed in this article are
those of the authors and do not necessarily reflect the views of the National Science Foundation. Paper presented at the International
History and Philosophy of Science and Science Teaching Group meeting in Leeds, England July 15–18, 2005. 相似文献
| 1. | to establish how much consensus exists about scientific inquiry, |
| 2. | to discuss implications of that consensus for teaching science, |
| 3. | to identify areas where consensus is lacking to establish where further research and discussion would be most valuable. |
11.
Anna Verebély Ligetiné Ottó Mihály Péter Vajó 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,18(3):465-478
Cette étude s'occupe du problème de la planification à long terme de l'éducation. Tout d'abord, elle considère la conception fondamentale du système d'éducation, indiquant quels sont les facteurs essentiels dans l'éducation nationale en Hongrie. Les auteurs cherchent alors, au moyen d'une conception de la théorie de systèmes, de donner à cette éducation une place dans la société et dans la civilisation — en tenant compte du fait que l'éducation nationale est un système d'une indépendance relative. De là, ils examinent les motifs imposés par la planification du développement à long terme.Un chapitre important examine la planification comme un processus et la considère comme un élément essentiel concomitant de la stratégie du développement dans les phases suivantes:
相似文献
| (a) | le processus politico-scientifique d'élaboration de la conception, |
| (b) | le processus de contrôle concernant la validité continuelle de la conception, |
| (c) | le processus de décision portant sur l'acceptation de la conception, |
| (d) | le processus de réalisation et de mise en application de la conception, |
12.
Francisco Valle-Arroyo 《Reading and writing》1990,2(1):83-98
The main purpose of this paper was to see whether dual-route models of spelling, developed within the context of opaque languages and supported mainly by the spelling patterns of acquired dysgraphics, could account for the misspellings of Spanish children of different educational levels. Sixty children (20 second, 20 fourth and 20 eighth graders) were dictated 216 verbal stimuli. Half of these stimuli were words and the other half were matched nonwords. The dependent variable was the number of errors made. Words were controlled for frequency, length and regularity. Results show that second graders rely heavily on phonological mediation with:
Eighth graders, on the other hand, show the complementary pattern of results and, consequently, seem to use a lexical strategy (via the graphemic output lexicon). The only deviant result in this group is a significant regularity effect, although the degree of this effect is smaller than in second graders. Fourth grade children show an intermediate pattern. A qualitative analysis (error types) also supports predictions made by the dual-route models. Some final considerations are proposed to explain the regularity effect in eighth graders and, based on the pattern of phonological errors, the possibility of a functional interdependence of both strategies of spelling. 相似文献
| a) | a significantly higher number of errors committed in words than in nonwords; |
| b) | length affects accuracy, with more errors produced on longer words (or nonwords); and |
| c) | regular words are spelled significantly better than irregular words. |
13.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
14.
Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel
at institutions of higher education. Little research is available to guide developers in performing these assessments. In
this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to
guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of
assisting faculty developers in performing similar program assessments of their faculty development offices.
相似文献
| Judy BritnellEmail: |
15.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
| Leonard J. WaksEmail: |
16.
Language in Science Education as a Gatekeeper to Learning,Teaching, and Professional Development 总被引：1，自引：0，他引：1
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(2):319-343
In this study, I used a feminist poststructural perspective to explain how language is a gatekeeper in learning science, in
achieving professional honors in teaching science, and in teaching science to English language learners. The various uses
of language revealed interesting dynamics related to the culture of power of language and the culture of power of science
along race–ethnicity, gender, and class dimensions for teachers. Teachers did not necessarily see language as having distinct
purposes and uses. This further maintained the gatekeeping nature of language and discourse in science education. I discuss
implications for looking at language in science education for teacher professional development and student learning.
相似文献
| Felicia M. MooreEmail: |
17.
Richard White Paul Gardner Malcolm Carr Alister Jones Ken Appleton Marilyn Fleer Christine Redman Vaille Dawson Wen-Hua Chang Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(2):263-301
This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers
who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation
of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.
相似文献
| Stephen M. RitchieEmail: |
18.
The introduction of the concept of the variable represents a critical point in the arithmetic–algebraic transition. This concept
is complex because it is used with different meanings in different situations. Its management depends on the particular way
of using it in problem-solving. The aim of this paper was to analyse whether the notion of “unknown” interferes with the interpretation
of the variable “in functional relation” and the kinds of languages used by the students in problem-solving. We also wanted
to study the concept of the variable in the process of translation from algebraic language into natural language. We present
two experimental studies. In the first one, we administered a questionnaire to 111 students aged 16–19 years. Drawing on the
conclusions of this research we carried out the second study with two pairs of students aged 16–17 years.
相似文献
| Filippo SpagnoloEmail: URL: http://www.math.unipa.it/~grim |
19.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
| Claire Howell MajorEmail: |
20.
Mathematical concepts and conceptions have been theorized as abstractions from—and therefore transcending—bodily and embodied
experience. In this contribution, we re-theorize mathematical conceptions by building on recent philosophical work in dialectical
phenomenology. Accordingly, a conception exists only in, through, and as of the experiences that the individual realizes it.
To exemplify our reconceptualization of mathematical conceptions, we draw on an episode from a study in a second-grade classroom
where the students learned about three-dimensional geometrical objects.
相似文献
| Wolff-Michael RothEmail: |