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1.
John Wilson 《Interchange》1993,24(4):443-445
Paranoid is given a tolerably clear meaning. It is suggested that conceptual understanding must be the first step before seeing how far unconscious or other pressures distract teachers and others from retaining a firm grasp of concepts. Concepts are not relative. 相似文献
2.
Formalist conceptions of aesthetic goals began to give way from the 17th century on to rationalist accounts of experience. Beauty as described as essential by Renaissance thinkers was reconceived as just one possibility, with the sublime in Burke's account as another. In the early 20th century Clive Bell again asserted a formalist position with his argument for significant form. The weakness of the formality position, and the need for a richer, more contextual account of aesthetic goals and experience is argued with reference to the idea of thick and thin concepts as applied by Bernard Williams to ethics, Wittgenstein's attention to the way in which language is used in a specific context, and Scruton's emphasis on an informed conception of the object of aesthetic attention. Beauty, in Alberti's procedural account if not in his version of the Platonic ideal, can be seen to continue to have critical value. The idea of character, however, offers a broader range of possibilities for experience and of goals for design. 相似文献
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4.
Liz Seelhoff Byrum 《Early Childhood Education Journal》1992,20(1):9-10
I am making it BIG (Evan). A secret slide with gold in there (Sydni). Look even a little car could fit in it (Joshua). This is a circle! Round, a tiger jumps through this hoop (Emily). Excitement runs high when children experiment with three-dimensional art projects using paper, boxes and styrofoam.Liz Seelhoff Byrum teaches four- and five-year-olds at a private school in New York City. 相似文献
5.
Joan T. Feeley 《Early Childhood Education Journal》1984,11(3):26-28
John Downing, an eminent reading researcher at Canada's University of Victoria, says that many children come to school in a state of cognitive confusion about the functions of reading and the terms we use when we start to teach them to read formally. Adults take for granted that young children know what they mean when they talk about a word, a letter, a sound, and other print-related terms. In his studies done in England and in Canada, Downing (1970; 1973–74) has found that many children, especially those who have not been read to regularly, simply don't understand the conventions of print and really don't understand what reading is all about.Joan T. Feeley is Professor of Reading and Language Arts at William Paterson College in Wayne, New Jersey. 相似文献
6.
Alan Cliff 《Higher Education》1995,29(2):169-181
A review of the study behaviour of first-year Engineering students was undertaken in order to investigate two sets of influencing factors. The first part of the study reviewed these students' selfreported retrospective study behaviour in the context of secondary school Science, while the second part focused on their approaches to the study of Applied Mechanics as a core undergraduate degree course. Utilising qualitative interview data as the source of evidence, the study highlights the following important conclusions: (1) some traditional first-year students embark on their studies as much at risk academically as their nontradition counterparts; (2) many first-year Engineering students encounter workload pressures which lead to their adopting increasingly strategic approaches to their studies in individual courses; (3) the complex, qualitatively different learning needs of these students make it exceedingly difficult to design teaching programmes which will appropriately address these learning needs. The study suggests that these conclusions cannot, in spite of these difficulties, simply be ignored in the hope that they will resolve themselves. 相似文献
7.
Robert S. Brumbaugh 《Interchange》1992,23(3):245-254
If Whitehead is right, science teachers who try to increase student interest by making the science they teach more pure and by covering more material are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of causal efficacy (for example, the San Francisco earthquake), into a static representation spatialized and given presentational immediacy (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via symbolic reference, to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less pure, and it takes more time to cover the material. An example of teaching pure and impure formal logic is given as a case study. 相似文献
8.
The two concepts law and theory are among the most important elements of the nature of science. They represent both the tools and products of science itself. Unfortunately, the variable meanings and use of these terms in general discourse and in other school disciplines results in much confusion with respect to their proper application in a science context. The project included the design of a six-part model definition for law and theory based on a review of the literature of the philosophy of science with special reference to biology. These model definitions were then compared with those provided in a range of U.S. secondary school biology textbooks. The majority of all current major U.S. secondary school biology texts were reviewed and analyzed with respect to how the concepts of law and theory were defined and applied, in an attempt to determine whether students and teachers using such texts would gain an accurate impression of these terms and the distinction between them. This study focuses on biology instruction since a life science course is completed as a graduation requirement by virtually all U.S. high school students and as such serves as a widely shared educational experience across the nation. The term law is rarely defined in any text but various laws such as those found in genetics are frequently included as examples. The term theory is frequently defined but with a wide range of completeness of the definitions. Only rarely are theories in biology included as examples. 相似文献
9.
Jesús Vázquez-Abad Nancy Brousseau Waldegg C. Guillermina Mylène Vézina Alicia D. Martínez Janet Paul de Verjovsky 《Journal of Science Education and Technology》2004,13(2):227-232
TACTICS (French and Spanish acronym standing for Collaborative Work and Learning in Science with Information and Communications Technologies) is an ongoing project aimed at investigating a distributed community of learning and practice in which information and communications technologies (ICT) take the role of collaborative tools to support social construction of knowledge. This community is composed of researchers, graduate students, and high-school teachers and their students, from six schools and four universities in Canada and Mexico. It set out in fall 2000 to develop a community around the general topic of integrating concepts in science school subjects. Once a prototype community is established, it can become a terrain where different aspects could be studied. Subsequently, researchers could gradually take a back seat allowing as well as ensuring the autonomy of the school members involved and, thereby, the viability of the learning community. The set up of the proposed prototype distributed science learning community was therefore an essential yet far from trivial first step. This paper discusses the process of setting up the community and the lessons learned. 相似文献
10.
Johnny has one hammer, one hammer, one hammer; Johnny has one hammer, Johnny has two, sings a small group of children in the woodworking center as they pound small cuts of wood with hammer and nails. Hey, Ronnie, put that block here. We're making a chimney for our house, directs one youngster in the block center. We can move in when we're finished, he tells his two companions.Laverne Warner is Professor of Early Childhood Education within the Division of Teacher Education at Sam Houston State University in Huntsville, Texas. Melissa Sepulveda is a kindergarten teacher at Lowery Elementary School in the Cy-Fair Independent School District in Houston, Texas. 相似文献
11.
Joseph S. Roucek 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):374-380
Conclusion This historical survey of the educational goals developed on behalf of the immigrant and refugee in America indicates that there has been a complete cycle. The first systematic educational efforts, as we have shown, were aimed at teaching the immigrant the English language so that he would be useful for his tasks in American industry. Then came the period which extended this educational goal by offering instruction in several aspects of acculturation (officially, assimilation, but a concept which has never been put into effect in the history of America's minorities). The post-war period saw the stress on the academic level on the cultural democracy concept; but this ideal has been more academic than practical, and World War II saw no definite evidences of the popular interest in any Americanization program. The recent waves of refugees, bringing in more or less well-educatedindividuals, saw a revival of educational efforts on their behalf; but they differ from the former endeavors in their emphasis on individual education and on instruction in English. The social aspects of acculturation — featuring, in general, the period between World War I and II — have been entirely ignored 1). 相似文献
12.
Torsten Husén 《Interchange》1992,23(1-2):11-18
The university's mission of serving as a fortress for freedom of speech, inquiry, and criticism of established truths is inextricably connected with democracy. Such a mission can be pursued only in a climate of genuine political and academic freedom. Three other aspects of democracy in the university are discussed: equality of access, university governance, and the public utility of the university. It is argued that equal representation or one man one vote cannot be applied in university governance because it comes into conflict with the notion of competence—a conflict that cannot be resolved by taking votes. Interest groups inside and outside of the university cannot be allowed to interfere with the free pursuit of knowledge. The internal audit, that is, peer review (by, ultimately, the international community of scholars) has to take precedence over vertical review by government bureaucracy. 相似文献
13.
Hans F. M. Crombag 《Higher Education》1978,7(4):389-403
In this paper quality of graduates is distinguished from quality of education, which is renamed efficiency of education. The first concept is defined in a quantitative manner, the second by way of a set of 66 statements concerning the efficiency of education derived from judgements about the effectiveness of particular teaching methods in the achievement of different types of teaching objectives.Paper presented at the conference on Efficiency of Teaching Methods in Higher Education, organized by the University Teaching Methods Unit of the University of London, 6–7 April, 1976. 相似文献
14.
Jan Van Den Brink 《Educational Studies in Mathematics》1993,24(1):35-64
Three teaching designs are offered. They were developed for 12 to 16 year old pupils taking into account their personal differences in terms of gender (in Making Up the Cube), culture (in Mecca), knowledge, and use of calculators in The integrating calculator. The designs concern the representation of three-dimensional objects in the plane, directions and great circles on the sphere, and exploration of the integrating calculator. 相似文献
15.
Alison King 《Educational Psychology Review》1998,10(1):57-74
ASK to THINK—TEL WHY®© is an inquiry-based model of mutual peer tutoring in which tutoring partners mediate each others' learning in a transactive manner. This tutorial model is designed as a person-plus cognitive partnership that supports the distribution of cognition and metacognition in order to promote complex, higher-level learning. This article focuses on what is being distributed during ASK to THINK—TEL WHY®© (i.e., the cognitive tasks of questioning, explaining, thinking, problem solving, as well as monitoring and regulation of learning) and how these cognitions are distributed across the tutoring pair and various aspects of their learning environment. Results of research on the effectiveness of using this model in classroom contexts has shown that the model promotes students' construction of new knowledge. 相似文献
16.
The Changing Debate on Internationalisation of Higher Education 总被引：3，自引：0，他引：3
Ulrich Teichler 《Higher Education》2004,48(1):5-26
Internationalisation, the growing border-crossing activities between national systems of higher education is losing ground to globalisation, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of prior studies on student mobility. It shows the diversity of steering and management policies with respect to internationalisation and globalisation. Finally, it asks whether globalisation of higher education has to be viewed as a manifestation of turbo-capitalism or could be viewed instead as a move towards global understanding. 相似文献
17.
Jonathan Baron 《Higher Education》1975,4(2):149-172
On the assumption that colleges need a theory which specifies what they should be trying to do and how they should do it, two popular theories of this sort are described. Bundle of knowledge theory rests on the idea that education should impart pieces of knowledge which can be assessed by behavioral criteria with methods based on established principles of learning. Developmental stage theory holds that education should help students move through a sequence of general stages towards maturity. A third theory called component theory, is then sketched, in which the idea of general stages is disputed and the idea of component abilities of intellectual processes substituted. This theory has implications which are similar to those of stage theory if it is combined with certain moral assumptions about the goals of college education, namely that its purpose is to help students form and pursue life plans which are both rational and just. 相似文献
18.
Weis Lois Fine Michelle Proweller Amira Bertram Corrine Marusza Julia 《The Urban Review》1998,30(1):1-27
Here we listen to and analyze the voices of poor and working-class white women in Buffalo and Jersey City as they chronicle histories related to domestic violence. Although it was initially quite easy to distinguish between women living in what others have called hard living and settled living domestic scenes, we found that the amount of violence in these homes did not differ appreciably. Rather almost all of the poor and working-class white women and their families were negotiating lives disrupted by an inhospitable economy, and almost all of the women interviewed were also surviving within scenes of domestic violence that spanned generations. The distinction between the settled lives women and the hard living women may only be determined by whether or not the woman has exited from her violent home. School-related programs designed to promote discussion of these issues are considered. 相似文献
19.
William G. Fleming 《Instructional Science》1987,16(2):109-122
The ethnomethodological programme of studies of work is drawn on to provide a general framework within which we might develop ways to undertake thein situ analysis of the competencies which constitute student learning activities. The objective of such research is to describe the locally managed and temporally organised nature of student learning work. Emphasis is placed on the development of methods of investigation which will enable us to describe the whatness of the work from within the setting of that work's accomplishment. The twin conceptions of the visibility and sequential order of student activities are discussed in detail. The implications of this approach for the notion of student learning are also examined. 相似文献
20.
Education and the Contested Meanings of ‘Global Citizenship’ 总被引：1，自引：0，他引：1
Leslie G. Roman 《Journal of Educational Change》2003,4(3):269-293
This article examines the oftentaken-for-granted educational policy and curricular discourses of globalization and global citizenship within their larger cultural, political, and economically uneven histories and unequal consequences. Drawing upon evidence from recent scholarship on the implications for classroom pedagogy embodied inefforts to internationalize curricula in the North American university contexts, as well as specific related efforts in one Canadian context, the University of British Columbia,this article unpacks the contested meanings of global citizenship from above and below.The author analyzes three dominant curricular discourses of global citizenship. Far from weakening the Canadian state and building instances of transnational democratic educational communities, these dominant discourses may actually reinforce notions of Canadian gendered and racialized nation-building and nationalism. The article raises questions about what an alternative curricular and educational policy discourse from below premised upon efforts to decolonize curricula might look like. By way of provisional conclusion, the author discusses some promising examples of such an alternative,showing how they depend on seeing the relations between the local and global neither as fixed abstractions nor as a slogan system to be applied in absolutist racial, geographical,national, or culturally essentialist terms. 相似文献