Teachers,Arts Practice and Pedagogy     

Anton Franks  Pat Thomson  Chris Hall  Ken Jones 《Changing English: An International Journal of English Teaching》2014,21(2):171-181

What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare Company and the University of Warwick. The aim of the commissioned research was to look at the effects on teacher development, focusing on the active rehearsal room pedagogic techniques and ensemble methods of exploring Shakespearean text and performance. The practices of working as an ensemble through rehearsal room pedagogy were central to the LPN. Our interest is in looking for possible shifts in teachers’ subjectivity, their self-perception. What affordances, limitations, accommodations and tensions are experienced by the teachers in transposing work from the rehearsal room to the classroom? We draw on a range of cultural theories that provide complementary perspectives on aspects of subjectivity; these include Vygotskian approaches to the psychology of art and acting. Raymond Williams’s work on the ‘dramatized society’ and Jacques Rancière’s work on spectatorship and pedagogy. Data in the form of excerpts from field notes, taken in an introductory workshop where teachers worked with theatre practitioners, and from transcribed interviews with participants in the project are used to provide evidence of shifts in perspective, self-perception and pedagogic practice.  相似文献   

Linking Brain Growth with the Development of Scientific Reasoning Ability and Conceptual Change during Adolescence     

Yong‐Ju Kwon  Anton E. Lawson 《科学教学研究杂志》2000,37(1):44-62

The hypothesis that an early adolescent brain growth plateau and spurt exists and that this plateau and spurt influence students' ability to reason scientifically and to learn theoretical science concepts was tested. In theory, maturation of the prefrontal lobes during early adolescence allows for improvements in students' abilities to inhibit task‐irrelevant information and coordinate task‐relevant information, which along with both physical and social experience influences scientific reasoning ability and the ability to reject scientific misconceptions and accept scientific conceptions. Two hundred ten students ages 13–16 years enrolled in four Korean secondary schools were administered tests of four prefrontal lobe activities, a test of scientific reasoning ability, and a test of air pressure concepts derived from kinetic‐molecular theory. A series of 14 lessons designed to teach the concepts were then taught. The concepts test was then readministered following instruction. As predicted, among the 13‐ and 14‐year‐olds, performance on the prefrontal lobe measures remained similar or regressed. Performance then improved considerably among the 15‐ and 16‐year‐olds. Also as expected, the measures of prefrontal lobe activity correlated highly with scientific reasoning ability. In turn, prefrontal lobe activity and scientific reasoning ability predicted concept gains and posttest performance. A principal components analysis showed that the study variables had two main components, which were interpreted as an inhibiting and a representing component. Therefore, theoretical concept acquisition was interpreted as a process involving both the inhibition of task‐irrelevant information (i.e., the rejection of intuitively derived misconceptions) and the representation of task‐relevant information (i.e, complex hypothetico‐deductive arguments and counterintuitive scientific conceptions about nonobservable entities). © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 44–62, 2000  相似文献   

Parameter study using a finite element simulation of a carving Alpine ski to investigate the turn radius and its dependence on edging angle,load, and snow properties     

Peter Federolf  Anton Lüthi  Markus Roos  Jürg Dual 《Sports Engineering》2010,12(3):135-141

For ski manufacturers, it is important to know how a given ski-binding system performs under different loading conditions. Important performance parameters are the ski deformation and the resulting turn radius. This study focuses on carving turns. The aims of this study were: (1) to investigate the dependence of the turn radius on edging angle, load on the binding, and snow hardness using a finite element (FE) simulation, and (2) to compare the results with predictions of a frequently used model introduced by Howe. The FE simulation used a quasi-static approach (similar to Howe’s model), but the ski–snow interaction model incorporated the groove that forms in the snow during a carved turn. Up to edging angles of 40°, the results of the FE simulation agreed well with Howe’s model. However, for large edging angles (>50°) the calculated turn radius leveled out, whereas Howe’s model tends to zero. This effect was more pronounced for soft snow than for hard snow conditions. Increasing forces on the binding caused a decrease in the calculated turn radii. In summary, the FE simulation showed that particularly at large edging angles the groove in the snow needs to be considered in models of the ski–snow interaction or in computations of the turn radius.  相似文献