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1.
Summary

The four-year Phase II of the action-research programme "Indigenous Soil and Water Conservation in Africa (ISWC II) started in December 1996 and operates in the French-speaking countries Tunisia, Burkina Faso and Cameroon and in the English-speaking countries Ethiopia, Uganda, Tanzania, and Zimbabwe. It had received a budget-neutral extension from the funders (Netherlands Development Aid, DGIS) for the entire 2001.

This paper is based on the Participatory Technology Development (PTD) experiences with the ISWC II project in Cameroon. The ISWC II project aimed to improve the effectiveness of both indigenous and modern Soil and Water Conservation (SWC) practices through a process of joint experimentation involving farmers, scientists and development agents.

The authors have developed the informal and formal strategies used and their impacts in the process of the institutionalisation of the PTD approach in Cameroon.  相似文献   

2.
Abstract

This paper reports on the social learning from a project aimed to increase the knowledge and capacity of a group of farmers in Tasmania, Australia, to reduce the impacts of intensive agriculture on soil health and waterways, and to optimise the efficient use of on-farm inputs. The plan-do-check-review cycle adopted in this project required the farmers to assess current management practices, identify where to make changes, implement changes and monitor for improvements. The success of the project was due to careful attention to social processes as well as technical input. The combination of group activities with individual mentoring and one-to-one advice was key to the success of this project in enabling farmers to undertake on-farm action.

There is value in social learning that included developing relationships, using one-to-one contact and group workshops together with expert input when working with farmers to tackle some difficult and complex interrelated natural resource management and production issues. Sufficient time must be allowed for the process of facilitating good practice in natural resource management, particularly when addressing systemic environmental impacts. Practical operational recommendations are presented on communication, feedback, focus of activities and meeting content, as these will be useful to other project officers and facilitators working with farmer groups.  相似文献   

3.

This study describes a lesson in which students engaged in inquiry in evolutionary biology in order to develop a better understanding of the concepts and reasoning skills necessary to support knowledge claims about changes in the genetic structure of populations, also known as microevolution. This paper describes how a software simulation called EVOLVE can be used to foster discussions about the conceptual knowledge used by advanced secondary or introductory college students when investigating the effects of natural selection on hypothetical populations over time. An experienced professor's use and rationale of a problem-based lesson using the simulation is examined. Examples of student misconceptions and naïve (incomplete) conceptions are described and an analysis of the procedural knowledge for experimenting with the computer model is provided. The results of this case study provide a model of how EVOLVE can be used to engage students in a complex problem-solving experience that encourages student meta-cognitive reflection about their understanding of evolution at the population level. Implications for teaching are provided and ways to improve student learning and problem solving in population genetics are suggested.  相似文献   

4.
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5.
Abstract

Extension services face an increasing challenge as the state of Australia's environment declines. It is, therefore, opportune to explore some innovations in the way extension is traditionally delivered. This paper introduces the concept of the visual and performing arts being useful in extension of natural resources management issues such as land water degradation, biodiversity conservation, catchment protection and vegetation management. The paper surveys how the arts and science have met historically and contemporaneously, focusing on examples from ecology such as wildlife and botanical art. It then examines how extension practitioners view the arts, through an analysis of interviews with 26 extensionists working in natural resources management. Extensionists identified five areas that the arts might be utilized to help increase understanding and knowledge of natural resources issues: improving presentations; improving public campaigns and general awareness-raising; aiding facilitation and community development; reinforcing values and beliefs; and helping build a culture that is environmentally sustainable. Despite the potential value of arts in extension, few practitioners in extension use the arts to any great extent to assist in the communication of their messages. The research points to new opportunities for natural resources agencies and conservation organizations to improve their reach into the community. By building a relationship with the arts community they will be able to improve the efficacy of their extension.  相似文献   

6.
Abstract

The main objective of this study was to determine the attitude of farmers towards erosion and the adoption of appropriate soil conservation technologies (SCTs). For the survey, farmers were selected from the communities Esa Oke, Elwure and Owode-Ede and Akoda in Osun State in Nigeria. In the first three communities farmers did receive training on soil conservation, in the fourth not. About 60 farmers were interviewed to obtain information on personal and socio-economic characteristics, awareness of environmental problems, attitude towards erosion control and experiences with SCTs. Statistical data analyses (analyses of frequencies, correlation, t-test, χ2-test) were made to examine possible relationships among parameters and the influence of factors on adoption.

Most respondents were advanced in years, responsible for large households and characterized by low levels of income and literacy. Soil erosion was seen as a problem confronting agricultural production only to a small extent. The adoption rate of SCTs was low, as only mulching, cover cropping, contour tillage and cut-off drainage were practised and often rejected. Low labour-demand, the availability of common equipment, low costs of application, ease of practice and compatibility with the existing farming system influenced adoption.

The observed positive correlation between level of education, knowledge of appropriate technologies, farming experience and the number of SCTs adopted emphasizes the importance for farmers of education and training. Strengthening agricultural extension agencies for capacity building is an important tool for improving soil conservation in Nigeria.

The paper clarifies with specific examples the causes of the low rates of adoption of available technologies, with a reduced impact of research and of efforts to achieve food security and sustainable production at village level.  相似文献   

7.
Abstract

This paper will outline the Gestalt cycle, (Perls, 1947) used as the basis for modelling the process of Gestalt therapy and counselling. Then we will go on to describe how it (Gestalt) can be used as a way of understanding organizational processes and culture. For staff developers to be effective in influencing the organizations in which they work they have to be able to make appropriate interventions. The necessary skills and attributes required of a staff developer operating in a Gestalt role will be discussed. Gestalt offers one model that can help the staff developer decide what interventions are appropriate when and why.

The paper will then move on to look at what happens if an organization gets stuck at any point in the Gestalt cycle and what this will feel like for employees and students. We will then offer intervention strategies for moving the organization on round the cycle.

Finally we will draw some general conclusions about how staff developers have a key role in helping universities cope, manage and adapt in these times of rapid change in Higher Education.  相似文献   

8.
Abstract

This paper provides an overview and discussion of a study concerning student ideas about the terms ‘weathering’ and ‘erosion’. It describes the results of a survey conducted on 236 students, aged 16‐19, to ascertain details of their ideas about these two terms. The main factor students use to discriminate between weathering and erosion is movement. A majority of students appreciate that weathering occurs in situ, whereas erosion involves transport. Many students regard weathering as solely related to atmospheric elements, which results in some erosional and weathering processes being incorrectly classified. Human actions are perceived as types of accelerated erosion, but uncertainty surrounds whether animal activities are bio‐erosion or biological weathering. This uncertainty is also reflected in the literature. Taken collectively the results have a number of implications for teachers addressing these concepts and for the students they teach.  相似文献   

9.
ABSTRACT

It is forecast that ageing baby boomers will have a substantial impact on future health expenditure. The primary aim of this study is to explore the perceived health benefits of later life university study for baby boomers. An online survey of Australian baby boomers examined their beliefs regarding the health benefits of studying at university in later life and related barriers. Data from 261 respondents revealed the main benefits to be gained from later life university study were improved critical thinking and decision-making skills. The main motivators were personal fulfilment and mental or intellectual stimulation, and financial cost the most important barrier. The results from this study suggest that university study in later life should be considered as a health promotion intervention for older adults seeking mental/intellectual stimulation. Enhancement of cognitive function through such interventions may have significant positive impacts on health outcomes across short, medium and long-term timeframes.  相似文献   

10.
《College Teaching》2013,61(3):83-86
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11.
ABSTRACT

By 2029, 20% of the U.S. population will be ≥65-years-old. American demographics are changing, understanding of the ≥65-year-old demographic has not. We investigated expectation variables of participants born between 1946 and 1964 in the United States, and identified how expectation trends have changed over time also describing gender differences. We used secondary data from a motivation study published in 2015 to identify the expectations of active older adults. Four years of data were used (n = 71) in a self-selection of four adventure activities (rock climbing, flat-water canoeing, white water kayaking and sea kayaking). Older adults expected experiences in the natural environment, with social factors, and where they were either starting a new activity, or honing acquired skills. They were not focused on danger or the use of personal gear. We recommend programming that caters to an aging population, as well as considerations for gender.  相似文献   

12.
ABSTRACT

This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students’ learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students’ learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the impacts of new pedagogies, and findings that emerged. These are summarized in relation to the conditions that both undergirded and elevated students’ engagement, and directions for further research to advance the praxis of action research across teacher education contexts.  相似文献   

13.
《Africa Education Review》2013,10(2):204-219
Abstract

South Africa's Revised National Curriculum Statement for Further Education and Training (FET) is premised on the view that there are competing perspectives and worldviews from which to make sense of phenomena. Accordingly, elements of indigenous knowledges have been integrated into the discursive terrains of all subjects that form part of the National Curriculum Statement. This policy statement invites several critical questions, some of which are addressed in this article in relation to science education. These include questions as to whether seemingly disparate perspectives of ‘the world’ are competing or complementary and whether science (education) is universal or multicultural. A universalist position holds that Western modern science has superior explanatory powers of understanding the natural world to those of indigenous knowledges. A multiculturalist position holds that science is culturally produced and that cultures have disparate ways of understanding the natural world and that different ways of knowing should be recognised as science. This article discusses critical questions arising from much contestation about the nature of science as a consequence of different perspectives on science held by universalists and multiculturalists. Some of the implications this discussion has for science education in contemporary South Africa are also examined.  相似文献   

14.
ABSTRACT

An understanding of biological variation is important for understanding ecological interactions, ecosystem function, and species’ response to environmental change. Biological variation is essential to species survival because natural selection acts upon the phenotypic variation within a population: the more varied the population’s genetic resources, the more likely that the population will persist into the future. We explored how students think about biological variation by evaluating written assessments and interviews of grades 6–16 students about starting a captive breeding programme for species conservation. We created a qualitative framework that describes levels of proficiency in student ideas about biological variation. Lower level responses reason about attributes related to an individual’s reproduction and survival rather than population-level variability. Student responses at a middle level of sophistication point to the importance of variation but do not link it mechanistically to species survival and resilience. We also describe alternative conceptions related to biological variation and natural selection which exist at all grade levels. Educators can use these findings to inform curriculum and instruction in terms of addressing important concept areas (e.g. variation at the population scale) and some common alternative conceptions that may impact an accurate understanding of natural selection and evolution.  相似文献   

15.
Abstract

Education in Australia is a concern of the state. Tertiary education is based on philosophies of utility and political expediency. This is particularly true of technical and further education. To include a liberal education in technical and further education one can not argue for it, perse. A course must be shown to be materially useful and to have a place in economic productivity. This paper makes a utilitarian argument by showing the necessity for people to understand their industrial and economic world if they are to lead productive lives. Vocational education needs to include an understanding of what is common to all aspects of an industrial society. The humanities have a vital role to play, as only the humanities offer experience by means of analogies, metaphors, models, paradigms, ideologies and myths. By understanding these individuals can make well‐informed choices and so map out career and life paths for themselves. In this way they will not become passive victims of rapid technological change, by relying on outmoded traditions, but can help create their own productive world.  相似文献   

16.
Freire  Olival 《Science & Education》2003,12(5-6):573-586
For many decades there has been controversy about the epistemological and ontologicalimplications of quantum mechanics. This article will make some preliminary remarksabout how physicists managed the scientific, philosophical, and even political aspects,of the controversy in order to establish a modus operandi for their work. Theexistence of such a lasting controversy, and its history, is relevant to the teaching ofquantum physics because the choice of the interpretation to be taught impacts on students' understanding of quantum concepts and on their understanding of the goal of science.  相似文献   

17.
This paper reports on part of an ongoing research project in England concerning the Nature of Science (NOS). The particular focus is on the initial thinking of the graduate scientists starting a one-year, Postgraduate Certificate of Education (PGCE) course and the way the course approaches adopted influence their views and understanding of NOS and their teaching. The research is set against a wealth of literature indicating that teachers find it difficult to teach curricula that emphasise NOS. Thus a key impetus for research in this area has been to look for ways that beginning teachers might be better prepared to face such challenges.

Sample

The paper draws on data from three cohorts of secondary PGCE students in a university–schools partnership, involving a total of 169 students.

Design and method

The research lies within a design research tradition. It has used mixed methods, involving written tasks, interviews and focus groups, with an iterative approach where the outcomes from one cohort have been used to inform course developments in successive years.

Results

The results from these cohorts suggest that, while the students starting the course have a less restricted view of NOS than indicated by some other studies, in most cases there is a lack of breadth and depth to their understanding. There is some evidence that the use of specific tasks focusing on NOS in university-based sessions may be helping to develop and deepen understanding. However, the impact of current approaches remains fairly limited and attempts to develop teaching practices often face considerable barriers in the school-based practicum.

Conclusions

Graduate science students’ understanding of NOS as they embark on the PGCE is not highly developed. Hence, the emphasis on aspects of NOS in the school curriculum presents a considerable challenge. This study suggests that there is a need to both further develop an explicit focus on NOS in university-based sessions and to develop closer relationships between schools and university faculty in seeking to support developments in classroom practice in this difficult area.  相似文献   

18.
Abstract

This study assessed 4th, 8th, and 11th grade students' understanding of natural and social science concepts related to pollution. A representative sample of public school students (n = 105) in 11 Maine schools was selected, and students were interviewed on four concept principles considered critical to a full understanding of the pollution problem. The concept of pollution included the much publicized issues of solid and toxic waste as well as air, soil, and water pollution. Research assertions were summarized in generalized correct concept statements indicating the extent of current student knowledge. Common misconceptions were also noted.

This study considered student understanding from a human ecological perspective, that is, as an integrated set or cluster of concepts related to pollution. This reflects a complex, integrated, and multidisciplinary conception of natural phenomena. Human constructivism, meaningful learning theory, and principles related to the relevance of student schema in the design of curriculum and instructional strategies guided this work.

The results of this study have implications for teaching about pollution and the design of science education curriculum materials based upon student knowledge. This information can guide teaching strategies concerning current environmental problems and thus help learners gain an appreciation for the complex and multi-disciplinary nature of science, technology, and society and how they affect the environment.  相似文献   

19.
Abstract

This study examined how blended learning impacts high school learners’ community of inquiry (CoI) and perceived learning in comparison to online instruction. Archival data collected from a public charter high school in the U.S. southeast was examined. The results demonstrate a statistically significant difference in social presence among students enrolled in blended learning courses as compared to online learning only. No statistically significant difference in perceived learning existed between groups. Findings are discussed in light of the community of inquiry framework and add to current understanding of the impacts of distance learning on K-12 student outcomes and the applicability of the CoI framework to K-12 learning environments.  相似文献   

20.
Background: Practical work is widely seen as a necessary part of a good physics education, but convincing evidence that it impacts positively on pupils’ learning is scarce. Recent work suggests the use of talk and discussion might hold the key to making practical work more educationally productive.

Purpose: The research question that this study aims to answer is: Can the use of targeted discussion improve learning through practical work?

Sample: The study took place in a medium-sized (700-pupil, Years 7–13 (ages 11–18)) mixed-gender independent (fee-paying) day school in southern England. It is academically selective and public examination results are above the national average. The activities were carried out with three teaching groups (n = 73) with a fourth being used occasionally for comparison purposes (giving n = 97).

Design and methods: Pupils were given a number of practical tasks – some from the usual scheme of work, some devised for this project – and given specific time to discuss with a partner the various aspects of the practical such as predictions, devising methods, problem-solving, conclusions or explanations of phenomena. Questionnaires and booklets were used to gather pupil responses. Some audio recording and analysis of pupil-pupil discussion was also done.

Results: There was evidence from booklets pupils filled in during the practical that prescribing the use of discussion at various points in a practical task led to improved outcomes, particularly on the more cognitively challenging tasks. In particular, discussion was seen to turn incorrect responses into correct ones much more frequently than the reverse. In a later exam, pupils who had participated in the discussion activities performed better than a control group on questions which directly related to practical concepts, but performed similarly on the remaining exam questions.

Conclusion: Evidence gathered suggests a more nuanced pattern than that reflected in previous literature: that discussion during practical work can impact positively on pupils’ understanding of ideas related to practical work, but does not necessarily have a positive impact on their wider understanding.  相似文献   

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