Emergent pedagogy: learning to enjoy the uncontrollable—and make it productive   总被引：1，自引：0，他引：1  

Anne French Dalke  Kim Cassidy  Paul Grobstein  Doug Blank 《Journal of Educational Change》2007,8(2):111-130

This essay reflects the shared experiences of four college faculty members (a biologist, a psychologist, a computer scientist, and a feminist literary scholar) working together with K-12 teachers to explore a new perspective on educational practice. It offers a novel rationale for independent thinking and learning, one that derives from rapidly developing interdisciplinary and transdisciplinary inquiries in the sciences and social sciences into what are known as “complex” or “emergent” systems. Using emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking bout teaching, in three very different dimensions. It invites us into an awareness that the brains of individual students and teachers operate as emergent systems that are neither possible nor desirable to control fully. It invites us to appreciate as well that the activities and benefits of a classroom are not all individual interactions between teacher and student. Interactions among students and teachers are collectively contributing to a somewhat unpredictable project with an insistently social dimension, which is in turn crucial to the individual achievements of all involved. Finally, emergent pedagogy encourages us to consider more carefully the relations between the individual classroom and the larger educational community of which it is a component, including a challenge to rethink the matter of assessment.  相似文献   

Comparisons as Cognitive Process,and the Conceptual Framework of the Comparativist     

Doug White 《比较教育学》1978,14(2):93-108

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The evolution of local production systems: the emergence of the “invisible mind” and the evolutionary pressures towards more visible “minds”     

Mauro Lombardi 《Research Policy》2003,32(8):1443-1462

The aim of this paper is to propose an explanation of the changes of dynamic matching between systemic properties of local production systems (LPS) and characteristics of the competitive environment. An evolutionary sequence travelled during the last three decades by Italian LPS is identified and an explanation of long-term dynamics is based on how information flows and knowledge are structured within a local environment. The “traditional” pattern of interlocking behaviours of different agents is defined as cognitive architecture, which evolutionarily emerges as invisible mind. Evolutionary pressures lead new patterns of relationships and interlocking behaviours, which we define as a tendency for more visible “minds” to assert themselves.  相似文献   

The shuffling of mathematics problems improves learning     

Doug Rohrer  Kelli Taylor 《Instructional Science》2007,35(6):481-498

In most mathematics textbooks, each set of practice problems is comprised almost entirely of problems corresponding to the immediately previous lesson. By contrast, in a small number of textbooks, the practice problems are systematically shuffled so that each practice set includes a variety of problems drawn from many previous lessons. The standard and shuffled formats differ in two critical ways, and each was the focus of an experiment reported here. In Experiment 1, college students learned to solve one kind of problem, and subsequent practice problems were either massed in a single session (as in the standard format) or spaced across multiple sessions (as in the shuffled format). When tested 1 week later, performance was much greater after spaced practice. In Experiment 2, students first learned to solve multiple types of problems, and practice problems were either blocked by type (as in the standard format) or randomly mixed (as in the shuffled format). When tested 1 week later, performance was vastly superior after mixed practice. Thus, the results of both experiments favored the shuffled format over the standard format.  相似文献   

An analysis of the relationship between the linear hammer speed and the thrower applied forces during the hammer throw for male and female throwers     

Sara M. Brice  Kevin F. Ness  Doug Rosemond 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):174-184

The purpose of this study was to investigate the relationship between the cable force and linear hammer speed in the hammer throw and to identify how the magnitude and direction of the cable force affects the fluctuations in linear hammer speed. Five male (height: 1.88 ± 0.06 m; body mass: 106.23 ± 4.83 kg) and five female (height: 1.69 ± 0.05 m; body mass: 101.60 ± 20.92 kg) throwers participated and were required to perform 10 throws each. The hammer's linear velocity and the cable force and its tangential component were calculated via hammer head positional data. As expected, a strong correlation was observed between decreases in the linear hammer speed and decreases in the cable force (normalised for hammer weight). A strong correlation was also found to exist between the angle by which the cable force lags the radius of rotation at its maximum (when tangential force is at its most negative) and the size of the decreases in hammer speed. These findings indicate that the most effective way to minimise the effect of the negative tangential force is to reduce the size of the lag angle.  相似文献   

Interleaving Helps Students Distinguish among Similar Concepts     

Doug Rohrer 《Educational Psychology Review》2012,24(3):355-367

When students encounter a set of concepts (or terms or principles) that are similar in some way, they often confuse one with another. For instance, they might mistake one word for another word with a similar spelling (e.g., allusion instead of illusion) or choose the wrong strategy for a mathematics problem because it resembles a different kind of problem. By one proposition explored in this review, these kinds of errors occur more frequently when all exposures to one of the concepts are grouped together. For instance, in most middle school science texts, the questions in each assignment are devoted to the same concept, and this blocking of exposures ensures that students need not learn to distinguish between two similar concepts. In an alternative approach described in this review, exposures to each concept are interleaved with exposures to other concepts, so that a question on one concept is followed by a question on a different concept. In a number of experiments that have compared interleaving and blocking, interleaving produced better scores on final tests of learning. The evidence is limited, though, and ecologically valid studies are needed. Still, a prudent reading of the data suggests that at least a portion of the exposures should be interleaved.  相似文献   

The issue at a glance     

Tom Mullin  Doug Satchwell  Yorinobu Toya 《Academic Questions》1994,7(2):3-4

The issue at a glance  相似文献   

Apparent disinhibition of successive but not of simultaneous negative contrast     

Bruce R. Lombardi  Charles F. Flaherty 《Learning & behavior》1978,6(1):30-42

In a series of three experiments, rats shifted from a 32% to a 4% sucrose solution, after 10 days’ exposure to the 32% solution, exhibited a negative contrast effect in lick rate. In each experiment, shifted rats that received a novel stimulus (tone) during the postshift period exhibited a higher lick rate (smaller contrast effect) than shifted subjects not receiving the tone. This increase in lick rate resembles Pavlovian disinhibition and is interpreted as supporting an inhibitory view of successive negative contrast effects. Control conditions included in Experiments 2 and 3 favored the disinhibition interpretation of the effect of the tone, as opposed to a rate-dependency hypothesis or to the nonspecific energization of behavior. In Experiments 4–6, the tone was introduced coincident with the occurrence of a simultaneous negative contrast effect. Rather than disinhibition, a decrease in licking occurred. These results were discussed in terms of differences between successive and simultaneous contrast.  相似文献   

Axiology,the Subject and the Chair     

Melville  Wayne  Campbell  Todd  Jones  Doug 《Research in Science Education》2019,49(3):679-696

Research in Science Education - This article addresses two gaps in the literature related to science department chairs: the axiological relationship between the chair and science, the subject, and...  相似文献   

New Media     

William H. Dutton  Gary H. Arlen  Paul Hurly  Doug Widner  Lon McQuillin 《Communication Booknotes Quarterly》2013,44(5-6):55-56

WIRED CITIES: SHAPING THE FUTURE OF COMMUNICATIONS edited by William H. Dutton, et al. (Boston: G.K. Hall, 1987—$45.00, with a paperback also available)

TOMORROW'S TVs: A REVIEW OF NEW TV SET TECHNOLOGY, RELATED VIDEO EQUIPMENT AND POTENTIAL MARKET IMPACTS, 1987–1995 by Gary H. Arlen (National Association of Broadcasters, 1771 N. St NW, Washington, DC 20036—$49.95 but $24.95 to NAB and BEA members, paper)

THE VIDEOTEX AND TELETEXT HANDBOOK: HOME AND OFFICE COMMUNICATIONS USING MICROCOMPUTERS AND TERMINALS by Paul Hurly, et al . (New York: Harper & Row, 1985—$21.95, paper)

TELEGUIDE: A HANDBOOK ON VIDEO-TELECONFERENCING by Doug Widner (Public Service Satellite Consortium, 600 Maryland Ave. SW, Suite 220, Washington, DC 20024—$49.95, paper; half that to PSSC members)

COMPUTERS IN VIDEO PRODUCTION by Lon McQuillin (White Plains, NY: Knowledge Industry Publications, 1986—$39.95)  相似文献