Thinking Skills and Creativity     

Anna Craft 《Thinking Skills and Creativity》2006,1(1):1-2

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Possibility thinking and social change in primary schools     

Anna Rachel Craft 《Education 3-13》2016,44(4):407-425

This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested. With a focus on uniquely positioned professional wisdom, each school was engaged in change which rejected some assumptions while integrating new ideas relevant to their community, leading to quiet revolutions. Implications for primary schools that generate their own practices and narratives regarding educational futures are discussed.  相似文献   

Child abuse by adolescent caregivers     

L Margolin  J L Craft 《Child abuse & neglect》1990,14(3):365-373

The purpose of this analysis was to estimate the frequency and severity of child abuse committed by adolescents who were in nonparental caregiving roles. The sample was composed of cases in which either physical or sexual abuse was substantiated through child welfare investigation. The main comparisons were between adolescent and adult caregivers. While caregiver age did not appear to have a consistent effect on the occurrence of physical abuse, notable differences between adolescents and adults were found in the area of sexual abuse. Not only were adolescents observed to commit substantially more sexual abuse than older caregiver cohorts, but the sexual abuse they committed was more likely to involve intercourse and physical assault. These findings have implications for future research and practice.  相似文献   

Understanding teenagers' personal contexts to design technology that supports learning about energy consumption     

Katerina Avramides  Brock Craft  Rosemary Luckin 《Interactive Learning Environments》2016,24(1):33-48

Energy sustainability is prevalent in political and popular rhetoric and yet energy consumption is rising. Teenagers are an important category of future energy consumers, but little is known of their conceptions about energy and energy saving. We report on empirical research with two groups of teenagers. This is part of ongoing work to design learning technologies that support teenagers learn about personal energy consumption. In this paper we describe our analysis and methodology, which are shaped by the Ecology of Resources (EoR) design framework [Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. London and New York, NY: Routledge]. Our findings informed the development of an EoR model of the participants' personal context, which includes their world resources (people, tools, knowledge, skills, and environment) and their personal resources (conceptions, motivations and concerns around energy consumption). We discuss the range of methods we employed to understand learners' personal contexts. These findings contribute to our understanding of how to explore teenagers' personal contexts and have implications for the design of technology to support learning about personal energy consumption.  相似文献   

Promoting Science Outdoor Activities for Elementary School Children: Contributions from a research laboratory     

Diana Boaventura  Cláudia Faria  Isabel Chagas  Cecília Galvão 《International Journal of Science Education》2013,35(5):796-814

The purposes of the study were to analyse the promotion of scientific literacy through practical research activities and to identify children's conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a questionnaire about their previous habits towards science and carried out the following actions: (1) a guided visit to the laboratory, (2) a brief presentation of the research theme, (3) the development of two experiments, and (4) a questionnaire about the experiments and science conceptions. The research methods included observation, document analysis, and content analysis of the answers to the questionnaires. Additionally, each visit was video recorded in order to design learning materials. The results revealed that most of the pupils were able to follow every stage of experimentation. However, some of them misinterpreted results and conclusions. One implication of the study is that this type of outdoor activity is extremely important to promote meaningful science learning in children, but more care should be taken in practical science activities so that children can overcome some common difficulties when performing scientific inquiry.  相似文献   

Reflecting on Scientists’ Activity Based on Science Fiction Stories Written by Secondary Students     

Pedro Reis  Cecília Galvão 《International Journal of Science Education》2013,35(10):1245-1260

In this article the authors resort to a qualitative analysis of the plot of science fiction stories about a group of scientists, written by two 11th‐grade Earth and Life Science students (aged 17), and to semi‐structured interviews, with the double purpose of diagnosing their conceptions of the nature of science (namely, as regards scientists’ activity), and discussing the potentialities of this methodology in terms of research and education in science. The adopted methodology proved particularly effective in diagnosing the students’ conceptions of scientists’ characteristics, scientific activity, and science–technology–society interactions. The limited content of certain conceptions and a certain lack of knowledge on the part of the students concerning the processes and the epistemology of science highlight the need to pay explicit attention in science classes to the nature of scientific activity. Some of the ideas brought up by the students clearly show the influence of stereotypes and catastrophic scenarios depicted in films, television programs, and books, revealing media’s limitations when divulging scientific and technological themes to the general public and stressing the need for the school to promote a critical debate about science and technology images conveyed by the media.  相似文献   

Yeast of Change     

Stella Craft Tremble 《The Educational forum》2013,77(4)

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Software Takes Command,by Lev Manovich     

Brock Craft 《Popular Communication》2014,12(3):194-197

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The tension in pre-service teachers’ explorations of tablet technology for literacy purposes: positive beliefs and practical shortcomings     

Tami Craft Al-Hazza 《Teacher Development》2017,21(5):704-721

Abstract

This mixed-method study sought to examine the experiences of a group of 21 pre-service teachers in a collegiate literacy education class which required a semester-long exploration of the potential of tablets to enhance the reading skills of youngsters. The quantitative portions of the study identified the participants’ daily use habits of electronic devices as well as their views on what is known as the new literacies. In the qualitative portions of the study, interviews and journal entries of the pre-service teachers were gathered relative to their experiences in devising literacy learning experiences using tablets. While these prospective teachers were avid users of electronic devises and confident in their abilities to use technology, they found considerable difficulty in preparing literacy-enhancing instruction which used tablet devices, which clearly points to the need for attention in teacher training programs to the use of tablet technology infused throughout teacher education courses.  相似文献   

Have You Heard?     

Stephanie Craft  Tim P. Vos 《Journalism Practice》2018,12(8):966-975

This study seeks to understand “listening” as a practice and norm of journalism in the context of an eruption of journalistic discourse about listening surrounding the 2016 US election. An examination of US journalists’ own discourse about listening pointed to an understanding of the need to listen more, better, and to a more diverse set of voices. The widespread criticism of journalism’s performance frequently pointed to failures of listening as a root cause of the more general failure to adequately cover the campaign. Thus, listening involved a set of skills, but was also sometimes construed as a moral obligation. Overall, however, the discourse showed an anemic understanding of listening, often pointing to the public’s inability to listen to journalists.  相似文献