Producing Knowledge for Living   总被引：1，自引：1，他引：0  

Astrid von Kotze 《Studies in Continuing Education》2013,35(2):233-246

Work is still associated predominantly with employment. A lot of studies focus on the link between learning and labour, but there are few investigations of what kind of knowledge is produced in the act of creating and sustaining life. This is not surprising as subsistence production is not valued as much as work that generates profits. The daily backbreaking work of poor people and women is best captured from the perspective of livelihood systems. These are constantly adjusted and they vary from one person, household or community to another. Working knowledge defined in terms of livelihood activities includes knowing how local hierarchies are tied up in larger socio-political structures, how indigenous herbs can be used for healing, and how communal resources should best be managed so that they serve the interests of all. The paper uses a case study from a village in Zimbabwe to illustrate how the collective actions of a community resulted in learning that led to the rehabilitation of a community dam and a plan for sustainable management of this asset. In this way, villagers could diversify their activities, and thus become less vulnerable to hazards such as drought. The paper suggests that educators have a role in helping villagers to ask the right questions in the process of making really useful knowledge for living.  相似文献   

Creating Opportunities for Contact between Mainstream Pupils and their Counterparts with Learning Difficulties     

Michael Shevlin  & Astrid Mona O''Moore 《British Journal of Special Education》2000,27(1):16-21

Michael Shevlin, Lecturer in Education, and Astrid Mona O'Moore, Senior Lecturer in Child and Educational Psychology and Co-ordinator of the Anti-Bullying Centre, both at Trinity College, Dublin, describe a programme linking mainstream pupils and their counterparts with severe and profound learning difficulties, consider the reactions of the pupils, and assess the social and educational benefits for all involved.  相似文献   

How Pupils with Severe Visual Impairment Describe Coping with Reading Activities in the Norwegian Inclusive School     

Astrid Kristin Vik  Liv M. Lassen 《International Journal of Disability, Development & Education》2010,57(3):279-298

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Students’ Involvement in Authentic Modelling Practices as Contexts in Chemistry Education     

Gjalt T. Prins  Astrid M. W. Bulte  Jan H. Van Driel  Albert Pilot 《Research in Science Education》2009,39(5):681-700

In science education students should come to understand the nature and significance of models. A promising strategy to achieve this goal is using authentic modelling practices as contexts for meaningful learning of models and modelling. An authentic practice is defined as professionals working with common motives and purposes, pertaining to a similar type of procedure and applying relevant knowledge on the modelling issue they work on. In this study we evaluate whether the use of authentic practices initiates adequate students’ involvement. This was done by investigating students’ interests, ownership, familiarity and complexity. In addition, we evaluated students’ expressed modelling procedures in response to the modelling issues. We designed learning tasks which were enacted by a focus group of students. Three primary data sources were used to collect data. Firstly, a group discussion was organised in which students’ reflected on both authentic practices. Secondly, students filled in written questionnaires containing items on affective and cognitive aspects. Thirdly, the realised modelling procedures by students were analysed. The results show that students’ involvement was successfully initiated, evidenced by motivated students, willingness to continue and the completeness and quality of the realised modelling procedures. The design of the learning tasks proved to be successful in realising this involvement. The results obtained in this study support the strategy of using authentic modelling practices as contexts for meaningful learning of models and modelling.  相似文献   

Academic Librarianship Without the Degree: Examining the Characteristics and Motivations of Academic Library Professionals     

Astrid Oliver  Eric Prosser 《The Journal of Academic Librarianship》2018,44(5):613-619

Studies exploring librarians' backgrounds and career motivations frequently focus on all types of librarians or on students seeking degrees in librarianship. Investigating particular subsets of librarians is a field ripe for study. Here, we employed a survey of 193 academic library professionals, who are defined as those employed in professional positions in academic libraries but not possessing a graduate degree in librarianship. We found prior work in an academic library is a substantial motivating factor for entry into the field, as is also the case for traditional academic librarians who choose to attain a graduate degree in library science prior to obtaining a position in the library. The data also suggests that there are two main streams of entry for academic library professionals: those who are hired into functional positions that do not require a graduate degree in librarianship and those who hold paraprofessional titles that have taken on professional-level work. Finally, we found a majority of academic library professionals have no intention of, and do not see the value in, pursuing a graduate degree in librarianship.  相似文献   

Reaching Back Strategy: Using Mirroring,Trust, and Cultural Alignment in a Service-learning Course to Impact Hispanic Parents’ Perception of College—A Case Study     

Astrid Sheil 《Journal of Latinos & Education》2016,15(2):140-149

Thirty-four undergraduate public relations majors participating in a problem-based service-learning project at a Hispanic-Serving Institution executed an event that attracted more than 100 low-income Hispanic families to campus. The purpose was to help parents prepare their children for college. From primary and secondary research, the students identified 3 dimensions for reaching the targeted audience—mirroring, trust, and cultural alignment—which were dubbed the Reaching Back strategy. Our purpose is to describe how the Reaching Back strategy works, the benefits of problem-based service-learning projects for both students and community participants, and how this strategy can be replicated.  相似文献   

Troubling STEM: Making a Case for an Ethics/STEM Partnership     

Astrid Steele 《Journal of Science Teacher Education》2016,27(4):357-371

Set against the backdrop of a STEM-based (science, technology, engineering and mathematics) activity in a teacher education science methods class, the author examines the need for ethics education to be partnered with STEM education. To make the case, the origin of the STEM initiative, undertaken and strongly supported by both US government and corporate sources, is briefly recounted. The STSE initiative (science, technology, society and environment) is posited as a counterpoint to STEM. Also considered are: (a) an historical perspective of science and technology as these impact difficult individual and social decision making; (b) STEM knowledge generation considered through the lens of Habermas’ threefold knowledge typology; and (c) the experiences of the teacher candidates working through the STEM activity when an ethical challenge is posed. The author demonstrates the need for a moral component for science education and makes the case for a partnership between STEM and ethics education. Further, such a partnership has been shown to increase student enjoyment and motivation for their science studies. Three possible ethical frameworks are examined for their theoretical and practical utility in a science classroom.  相似文献   

Learning relations of knowledge transfer (KT) and knowledge integration (KI) of doctoral students during online interdisciplinary training: an exploratory study     

Lina Xue  Bart Rienties  Wim Van Petegem  Astrid van Wieringen 《高等教育研究与发展》2020,39(6):1290-1307

ABSTRACT

Interdisciplinary training for doctoral students is an emerging scenario in higher education. The learning relations of knowledge transfer (KT: transferring knowledge from one person to another) and knowledge integration (KI: integrating or synthesizing perspectives from different disciplines) built by doctoral students play an important role in the process of interdisciplinary training. This study explores how doctoral students from a wide range of disciplines build learning relations of KT and KI during online interdisciplinary training. A mixed-methods approach was applied. First, longitudinal social network analysis (SNA) was employed to investigate the patterns of KT and KI relations over a seven-month training period. Subsequently, interviews were conducted to triangulate the SNA findings. SNA results show that the establishment of KI relations is significantly less than that of KT. Qualitative results show three themes explaining the challenges of KI relations, including challenges of online settings, the design of the training modules, and student involvement. Practical implications are drawn for the improvement of online interdisciplinary training, such as suggestions to promote KI and strategies for group learning.  相似文献   

Designing context-based teaching materials by transforming authentic scientific modelling practices in chemistry     

Gjalt T. Prins  Astrid M.W. Bulte  Albert Pilot 《International Journal of Science Education》2018,40(10):1108-1135

ABSTRACT

One of the challenges of context-based science education is to construct high quality teaching materials. This paper presents results from a study investigating the heuristic value of an activity-based instructional framework for transformation of authentic scientific practices for use in the science classroom, in line with cultural historic activity theory (CHAT). The activity-based instructional framework was used to transform the authentic practice of Modelling Human Exposure and Uptake of Chemicals in Consumer Products into a curriculum unit. The transformation was conducted by experienced chemistry teachers well informed about CHAT. The heuristic value was judged on criteria completeness, instructiveness and appreciation. Collected data are designed curriculum materials and a focus group interview. Analysis of the designed curriculum materials indicated that the framework was highly complete and instructive, except for evoking reflection in students. Most important, the framework proved successful in operationalising CHAT into concrete guidelines for educational design. Additionally, the results show that the instructional framework is highly appreciated by the users. Further development of such instructional frameworks is important, since it fosters the construction of high quality context-based curriculum materials.  相似文献   

Adolescence and computers. Dimensions of media‐related identity formation,self‐formation and religious value as challenges for religious education     

Astrid Dinter 《British Journal of Religious Education》2006,28(3):235-248

Computers play an important role in adolescent youth culture. This adolescent use of computers has much deeper implications than simply developing specific technical skills. Focusing on the relation between adolescent subjects and computers reveals three issues of particular interest: individual identity formation, self‐formation and ‘fluid’ forms of religion. The following is an overview of the main dimensions of these issues and their implications for religious education. All the results presented are related to a larger qualitative empirical research project on adolescents and computers. The final pedagogical conclusions in this paper are developed from a perspective of religious education within the Protestant tradition as it is practised within the German school system, but have wider implications.  相似文献