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1.
The purpose of this article is to develop a method of approach that can be used to explore the meaning and use of artifacts
in education by applying a socio-cultural perspective to learning and artifacts. An empirical material of video recorded physical
education lessons in Sweden is used to illustrate the approach in terms of how artifacts in different ways can play a part
in meaning making processes in physical education. The illustration from the video recordings shows that a ball can be constituted
as a great toy and that in the practice of physical education being physically active and an active participant in a certain game is regarded
as reasonable. However, it also illustrates that the ball can be constituted as a lethal projectile and a pupil positioned as lazy and unwilling. In the article we argue that empirical studies of artifacts-in-use using visual
methodologies are both important and valuable, challenging physical education teachers’ reflections about the role of artifacts
in their teaching. 相似文献
2.
Sandra Quiñones 《International journal of qualitative studies in education》2016,29(3):338-358
Metaphors can be used in qualitative research to illuminate the meanings of participant experiences and examine phenomena from insightful and creative perspectives. The purpose of this paper is to illustrate how I utilized trenzas (braids) as a metaphorical and analytical tool for understanding the experiences and perspectives of Latina teachers around being a well-educated person. Accordingly, this paper is organized into three strands. First, I discuss trenzas as a metaphorical concept in raced–gendered epistemology, highlighting the work of Chicana/Latina feminist scholars in law and education. Second, I describe how metaphorical thinking informed the methodological design. Third, I explain how I used trenzas to make sense of data and build theory. The discussion weaves the three strands together to emphasize the functional and generative nature of trenzas as a metaphorical–analytical tool for gaining critical and nuanced understandings of how personal, professional, and community identities shape participant’ experiences and perspectives. 相似文献
3.
Jeff Adams 《The International Journal of Art & Design Education》1999,18(1):69-75
A justification for the inclusion of graphic comic art in post-14 art education following the development of graphic novels in Europe, Japan and the USA. in recent years. The case is based on the visual dynamics of the medium and the potential for a critical realism which can be exploited in students’ studio practice and research. Particular attention is given to the Holocaust novel Maus and selected Japanese ‘Manga’ comics which have made an impact in the west, such as Barefoot Gen and Adolf. The article analyses the various innovative visual forms that these graphic novels utilise and considers their effectiveness as a vehicle for practice and research in the institutional art curriculum. 相似文献
4.
Fotini Stavridou Domna Kakana 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):75-93
Background:?The study investigated a small range of cognitive abilities, related to visual-spatial intelligence, in adolescents. This specific range of cognitive abilities was termed ‘graphic abilities’ and defined as a range of abilities to visualise and think in three dimensions, originating in the domain of visual-spatial intelligence, and related to visual perception and the ability to represent space. The educational importance of graphic abilities has received minimal attention from the educational community and, consequently, plays a limited role in educational practice. Purpose:?In order to understand the particular educational importance of this range of cognitive abilities, we investigated how graphic abilities are connected with the performance and the subject preference of adolescents in several academic areas. Our hypotheses were, first, that there is a high degree of correlation between developed graphic abilities and high performance in mathematics and science, and second, that there is a high degree of correlation between developed graphic abilities and personal subject preference in these two areas. Sample:?The sample consisted of 60 14-year-old students (30 girls and 30 boys) attending a public secondary school in a small town in northern Greece. The entire sample had followed the same mathematics courses, which did not involve any geometry or spatial representation tasks. Design and methods:?We identified and defined a specific range of three graphic abilities, related to visual-spatial intelligence, and we investigated these abilities in the sample through several visual-spatial tasks designed for the study and measured the sample's performance in these tasks. The degree of adolescents' graphic performance (that is, the performance in these visual-spatial tasks) was correlated with their performance in mathematics and science and with their subject preference (mathematics, science and language). Results:?Our findings confirmed both hypotheses. A high degree of correlation was found between developed graphic abilities and high performance in mathematics, and a lower but still significant degree of correlation was found between developed graphic abilities and high performance in science. The findings support the second hypothesis as well, suggesting that children with developed graphic abilities reported that their favourite subject was mathematics and second favourite subject was science. Conclusions:?The research suggested that there is a particular relation between the level of graphic abilities performance and children's performance and in preference for mathematics and science. That is, children with developed visual perception, visual thought and representational skills are actually better with numbers and physical concepts. This particular relation might be relevant to the overall cognitive development of children, especially with respect to the increasingly developing communication technologies, and it would seem to deserve more attention and extended research from the educational community. The authorial position is that education would gain from a better understanding of: the nature of graphic abilities, how we can develop this range of abilities and how the development of visual thought and graphic expression contributes to several curriculum subjects. 相似文献
5.
Kate Wall 《International Journal of Inclusive Education》2017,21(3):316-331
ABSTRACTUnderstanding and working with ethical issues when including young children in educational research is critical to ensuring their involvement is meaningful. Increasingly, different methodological approaches have been used to address some of these issues, and the use of visual methods is showing particular potential for its age appropriateness. This paper will specifically focus on three examples of drawing based visual method used with samples of children across compulsory school age from the Learning to Learn in Schools project: Pupil View Templates (n?=?263, age range 4–12 years), cartoon storyboards (n?=?210, age range 4–16 years) and fortune lines (n?=?69, 4–14 years). The discussion of each method will be framed from a pragmatic perspective and will particularly focus on the ethics of process and output, how the method was used and the data that were analysed. Questions will be asked about the considerations that need to be made when including young children in data sets with other older school-aged children and dilemmas identified: the affordances and constraints of visual approaches for all participants, the role of the visual as mediator, the role and positioning of the adult support and the impact this has on the nature of the data elicited. 相似文献
6.
《Journal of moral education》2012,41(2):151-162
In recent years, research within the sociocultural perspective on moral learning has contributed important knowledge about how individuals develop their moral ability by participating in sociocultural activities. To a lesser extent, sociocultural research has focused on the role of individual continuity in these processes. The purpose of this article is to contribute to the progress of the sociocultural perspective by suggesting an approach that allows for an in situ analysis of how individuals' prior experiences take part in the processes of moral meaning‐making, which also takes sociocultural activity into consideration. The philosophical and methodological basis for this approach consists of a combination of Dewey's transactional perspective on meaning‐making and Wittgenstein's first‐person perspective on language use. The article contains an empirical example that illustrates this approach. This analysis shows how prior experiences are re‐actualised in an event and thus participate in the process of moral meaning‐making, as well as contributing to the substance of the meanings made. 相似文献
7.
Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all. Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions. The authors argue that teacher–learner relationships, of a particular kind, are necessary for fostering environments wherein all learners have access to quality educational experiences associated with productive struggle as an indispensable aspect of transformative learning processes. They define such relationships as “educational relationships that support students to feel heard.” In developing their argument, the authors first analyze the concept of productive struggle, an aspect of learning increasingly recognized in research and policy as an indicator of quality education. Second, they discuss three necessary, though not sufficient, conditions for the teacher to cultivate educational relationships that support students to feel heard. Third, they draw out connections between environments that support feeling heard and those that support productive struggle, and they discuss teachers' challenges and risk-taking in creating such environments. The authors close with a discussion of implications for international policy, practice, and research. 相似文献
8.
In this article, we are primarily concerned with the kinds of problems which lend themselves to solutions in visual, graphic terms. Essentially, they may be described as problems in communication which the designer attempts to solve by means of printed words or symbols, by the use of appropriate pictorial images or by exploiting audio-visual techniques.The author are practising designers who also share an interest in the teaching of graphic design; and these interests have determined the form of the discussion which follows. Some observations about the nature of design itself, about the various procedures available to the designer in tackling the problems which are brought to him, are illustrated with brief case histories selected from among those which have directly concerned the authors in the recent past. From these, they have ventured to draw some general conclusions about the possible range and scope of the contribution which the graphic designer may be expected to make-now, and in the future-to the solution of problems in visual communication. 相似文献
9.
Sylvia Pantaleo 《Literacy》2012,46(3):147-155
Colour, a visual element of art and design, is a semiotic mode that is used strategically by sign‐makers to communicate meaning. Understanding the meaning‐making potential of colour can enhance students’ understanding, appreciation, interpretation and composition of multimodal texts. This article features a case study of Anya, an 11‐year‐old student who participated in a classroom‐based research project that explored developing student visual meaning‐making skills and competencies by focusing specifically on a selection of visual elements of art and design in picture books and graphic novels. Excerpts from Anya's interview about her multimodal print text revealed that her intentional use of colour was affected by her participation in the learning opportunities afforded during the explorative study that included overt instruction about making meaning with colour. The semiotic analysis of Anya's use of colour in her multimodal text included a consideration of how the various distinctive features of colour were evident in her work. The article concludes with a discussion of pedagogical and assessment issues associated with teaching students about colour and other visual elements of art and design. 相似文献
10.
11.
Kevin M. Kieffer Robert J. Reese Bruce Thompson 《Journal of Experimental Education》2013,81(3):280-309
The authors of the present methodological review investigated the patterns of statistical usage and reporting practices in 756 articles published in the American Educational Research Journal (AERJ) and in the Journal of Counseling Psychology (JCP) over a 10-year period. First, some findings from other similar reviews are summarized. Second, the authors present a framework for characterizing selected research practices that emphasizes, in part, elements of the recent report of the American Psychological Association (APA) Task Force on Statistical Inference (Wilkinson & APA Task Force on Statistical Inference, 1999). Third, characterizations of 10 years of analytic practices in 2 journals are presented and evaluated within that framework. The article concludes with a discussion of the changes that may be necessary to improve the statistical state of affairs in behavioral research. 相似文献
12.
Allan Jeong Woon Jee Lee 《Educational technology research and development : ETR & D》2012,60(2):325-340
This study examined some of the methodological approaches used by students to construct causal maps in order to determine
which approaches help students understand the underlying causes and causal mechanisms in a complex system. This study tested
the relationship between causal understanding (ratio of root causes correctly/incorrectly identified, number of correctly
identified root-cause links explaining how root causes directly/indirectly impact final outcomes) and three attributes observed
in students’ causal maps (total links, temporal flow, lateral position of final outcome) that students produced before and
after online discussions on noted similarities and differences between students’ causal maps. The findings suggest that: (a)
causal understanding can be adversely affected if students are instructed before group discussion to temporally sequence nodes to flow from left to right and to
position the outcome node farther away from the left edge of the map relative to other nodes in the map; (b) causal understanding
following group discussion can be increased by instructing students to minimize the number of causal links and create a map with temporally flow; (c) promoting temporal
flow following discussion may be the most effective means of helping students to identify root causes; and (d) instructing
students to minimize the number of links following discussion may be the most effective means to helping students explain
root causes directly/indirectly impact outcomes. These findings provide insights on what processes and constraints can be
formalized and integrated into causal mapping software when used as an instructional and assessment tool. 相似文献
13.
Gerald Knezek David Gibson Rhonda Christensen Ottavia Trevisan Morgan Carter 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):126-141
This article reports on a trace-based assessment of approaches to learning used by middle school aged children who interacted with NASA Mars Mission science, technology, engineering and mathematics (STEM) games in Whyville, an online game environment with 8 million registered young learners. The learning objectives of two games included awareness and knowledge of NASA missions, developing knowledge and skills of measurement and scaling, applying measurement for planetary comparisons in the solar system. Trace data from 1361 interactions were analysed with nonparametric multidimensional scaling methods, which permitted visual examination and statistical validation, and provided an example and proof of concept for the multidimensional scaling approach to analysis of time-based behavioural data from a game or simulation. Differences in approach to learning were found illustrating the potential value of the methodology to curriculum and game-based learning designers as well as other creators of online STEM content for pre-college youth. The theoretical framework of the method and analysis makes use of the Epistemic Network Analysis toolkit as a post hoc data exploration platform, and the discussion centres on issues of semantic interpretation of interaction end-states and the application of evidence centred design in post hoc analysis.
Practitioner notes
What is already known about this topic- Educational game play has been demonstrated to positively affect learning performance and learning persistence.
- Trace-based assessment from digital learning environments can focus on learning outcomes and processes drawn from user behaviour and contextual data.
- Existing approaches used in learning analytics do not (fully) meet criteria commonly used in psychometrics or for different forms of validity in assessment, even though some consider learning analytics a form of assessment in the broadest sense.
- Frameworks of knowledge representation in trace-based research often include concepts from cognitive psychology, education and cognitive science.
- To assess skills-in-action, stronger connections of learning analytics with educational measurement can include parametric and nonparametric statistics integrated with theory-driven modelling and semantic network analysis approaches widening the basis for inferences, validity, meaning and understanding from digital traces.
- An expanded methodological foundation is offered for analysis in which nonparametric multidimensional scaling, multimodal analysis, epistemic network analysis and evidence-centred design are combined.
- The new foundations are suggested as a principled, theory-driven, embedded data collection and analysis framework that provides structure for reverse engineering of semantics as well as pre-planning frameworks that support creative freedom in the processes of creation of digital learning environments.
14.
Mark L. Berenson 《Decision Sciences Journal of Innovative Education》2013,11(3):243-262
There is consensus in the statistical literature that severe departures from its assumptions invalidate the use of regression modeling for purposes of inference. The assumptions of regression modeling are usually evaluated subjectively through visual, graphic displays in a residual analysis but such an approach, taken alone, may be insufficient for assessing the appropriateness of the fitted model. Here, an easy‐to‐use test of the assumption of equal variance (i.e., homoscedasticity) as well as model specification is provided. Given the importance of the equal‐variance assumption (i.e., if uncorrected, severe violations preclude the use of statistical inference and moderate violations result in a loss of statistical power) and given the fact that, if uncorrected, a misspecified or underspecified model could invalidate an entire study, the test developed by Halbert White in 1980 is recommended for supplementing a graphic residual analysis when teaching regression modeling to business students at both the undergraduate and graduate levels. Using this confirmatory approach to supplement a traditional residual analysis has value because students often find that graphic displays are too subjective for determining what constitutes severe from moderate departures from the equal variance assumption or for assessing patterns in plots that might indicate model misspecification or underspecification. 相似文献
15.
Bernice Raveche Garnett Lance C. Smith Colby T. Kervick Tracy A. Ballysingh Mika Moore Eliaquin Gonell 《International Journal of Research & Method in Education》2019,42(3):305-316
ABSTRACTThis paper considers the emancipatory potential of incorporating youth participatory action research (YPAR) and restorative practices (RP) implementation into a transformative mixed methods study design as a means to create equitable and caring school systems for marginalized youth. The utilization of transformative mixed methods research offers a methodological orientation to legitimize, illuminate, and prioritize perspectives from marginalized youth that may be undervalued, decontextualized, and oversimplified in traditional quantitative and qualitative research methodologies. Furthermore, the authors suggest that YPAR and RP align with Critical Theory and Quantitative Criticalism, which are theoretical and methodological frameworks consistent with the transformative paradigm. The integration of these various theoretical, methodological and applied frameworks provides researchers opportunities to flatten hierarchies and actively engage marginalized youth to address the structural and programmatic inequities they experience in schools. Informed by the authors’ multi-year university-school district action research partnership, this paper explores how the alignment of YPAR, RP, and transformative mixed methods may promote critical consciousness amongst students, families, staff, and administration in schools. Finally, we also demonstrate how social science researchers can blend YPAR, RP, and transformative mixed methods design to partner with school districts to address structural societal problems, such as racism and inequity. 相似文献
16.
Sylvia Pantaleo 《Children‘s Literature in Education》2012,43(1):51-71
As art objects, picturebooks have the potential to contribute to readers’ aesthetic development. Many scholars and practitioners
have recognized how using picturebooks with older students can augment their reading motivation and extend their understanding
of visual elements of art and design, as well as develop their literacy, language, and thinking skills. The Red Tree (Tan, 2001) was one of the picturebooks used during two multifaceted, classroom-based research projects with Grade 7 students.
The studies explored how the students responded to and interpreted picturebooks and graphic novels with metafictive devices,
and examined how the students transferred their knowledge and understanding of various literary and art elements when creating
their own multimodal print texts. Overall, the content analysis of the students’ written responses to The Red Tree revealed an adoption of an “aesthetic attitude” (Doonan, Looking at Pictures in Picture Books, 1993, p. 11) towards the picturebook. The students’ responses reflected how they positioned themselves as active readers who looked
closely at Tan’s sophisticated and metaphorical paintings, and who embraced a co-authoring role as they interpreted the emotional
landscapes and textual fragments in the picturebook. The article concludes with a discussion of several pedagogical issues
associated with using picturebooks in middle years’ classrooms. 相似文献
17.
《The Journal of educational research》2012,105(5):627-639
AbstractLiteracy instruction in the 21st century must bolster students’ ability to critically process text and craft well-reasoned written argumentation. The authors investigated changes in fourth-grade students’ (N?=?28; 15 girls) written argumentation as they used a researcher-developed graphic organizer (i.e., Quality Talk graphic organizer [QTGO]). The authors also examined the extent to which students’ graphic organizer performance predicted their written argumentation and whether such prediction was sustained across genres. Both QTGO responses and written argumentation essays were scored for quantity and quality. Multilevel modeling analyses reveal that (a) both quantity and quality of students’ written argumentation essays statistically significantly improved after students used QTGO and (b) students’ graphic organizer performance seemed to attenuate the effect of genre on their written argumentation for both quantity and quality. Results suggest that QTGO facilitated students’ written argumentation, making it easier for fourth-grade students to write about both narrative and expository texts. 相似文献
18.
Neil Cliffe Roger Stone Jeff Coutts Kathryn Reardon-Smith Shahbaz Mushtaq 《The Journal of Agricultural Education and Extension》2016,22(4):311-325
Purpose: This paper documents and evaluates collaborative learning processes aimed at developing farmer’s knowledge, skills and aspirations to use seasonal climate forecasting (SCF). Methodology: Thirteen workshops conducted in 2012 engaged over 200 stakeholders across Australian sugar production regions. Workshop design promoted participant interaction, stimulated discussion, collected farmer experience of regional climate variability, improved understanding of climate drivers and increased participant skill in interpreting SCF linked to management decisions. Post-workshop surveys collected quantitative and qualitative data for statistical analysis and manual thematic coding. Findings: Over 68% of participants identified improved decision-making and risk reduction as the main benefits of using SCF products. High median self-evaluation ratings for gains in skills, knowledge and understanding of climate forecasts and perceived benefits in using climate forecasts in on-farm decision-making were found across stakeholder groups. No significant differences in self-evaluation rating gains were found between farmers, extension officers and millers, suggesting extension officers are less than optimally informed and skilled to support farmers in understanding and applying SCF. Practical Implications: Developing the capacity of extension officers to understand and interpret SCF may increase adoption of improved climate risk management in farmer networks. Theoretical implications: Collaborative learning activities in the agriculture sector, designed using experiential learning principles and evaluated using a logical framework, provide a robust model for improving the capacity of farmers to manage climate risk. Originality/Value: This paper contributes an example of evaluation of collaborative learning in facilitated agriculture climate risk workshops and discusses the value of learning through small group discussion. 相似文献
19.
Mathematical literacy includes learning to read and write different types of mathematical texts as part of purposeful mathematical meaning making. Thus in this article, we describe how learning to read and write mathematical texts (proof text, algorithmic text, algebraic/symbolic text, and visual text) supports the development of students' mathematical literacy. Explicit instruction about how to engage with each text type helps to build students' awareness of the function of mathematical texts and of how to leverage them to support the doing of mathematics. Teachers and leaders can use this discussion of mathematical text types to organize and conceptualize instruction within a disciplinary literacy orientation. 相似文献