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The goal of this article is threefold: First, the theoretical background for a model-based framework of argumentation to describe
and evaluate argumentative processes in science education is presented. Based on the general model-based perspective in cognitive
science and the philosophy of science, it is proposed to understand arguments as reasons for the appropriateness of a theoretical
model which explains a certain phenomenon. Argumentation is considered to be the process of the critical evaluation of such
a model if necessary in relation to alternative models. Secondly, some methodological details are exemplified for the use
of a model-based analysis in the concrete classroom context. Third, the application of the approach in comparison with other
analytical models will be presented to demonstrate the explicatory power and depth of the model-based perspective. Primarily,
the framework of Toulmin to structurally analyse arguments is contrasted with the approach presented here. It will be demonstrated
how common methodological and theoretical problems in the context of Toulmin’s framework can be overcome through a model-based
perspective. Additionally, a second more complex argumentative sequence will also be analysed according to the invented analytical
scheme to give a broader impression of its potential in practical use. 相似文献
105.
Whilst recent decades have seen significant progress in research on inclusive education, many teachers still feel that the research literature does not fully address their professional concerns about how to enact a policy of inclusion in their classrooms. To help to bridge this gap, we drew on the concept of craft knowledge to undertake a detailed study in two Scottish primary schools of the practice of class teachers who are committed to meet the needs of all learners. This paper describes the processes involved, and considers how these helped us to develop a greater understanding of what constitutes inclusive practice, whilst also contributing to a more robustly theorised knowledge of what we have termed inclusive pedagogy, or the inclusive pedagogical approach. Methodological complexities arising from the use of the concept of craft knowledge are also explored. 相似文献
106.
Florian Kiuppis 《International Journal of Inclusive Education》2013,17(7):746-761
This article reflects on changes in the disability-related educational approach of United Nations Educational, Scientific and Cultural Organization (UNESCO), specifically investigating the context UNESCO's Special Needs Education unit was embedded in while following up the ‘World Conference on Special Needs Education’ that was held in Salamanca 20 years ago. The paper starts with the observations that first education for all and inclusive education are currently as education themes of UNESCO quite similar in terms of their scope and rationale. Second, although debates on inclusive education have been fuelled in context with the UN-‘Convention on the Rights of Persons with Disabilities’, disability plays a less important role in UNESCO's programme spectrum, compared to some decades ago. Drawing from a study on institutions and knowledge analysing shifts in meanings of inclusive education, the recent tautology of themes is interpreted in connection with changes of UNESCO's approach to special needs education after 1994 and as consequence of shifts occurring back then in perceptions about the goals of UNESCO programmes. Borrowing from Organisation Studies, the article highlights conceptual changes in UNESCO's programmes, from traditional special (needs) education to inclusive education. Data used have been collected in the archives of the UNESCO headquarters in Paris. Method of the interpretive inquiry is in-depth content analysis. 相似文献
107.
The current study examines how a politician's “active” or “passive” nonverbal behavior can influence recipients' perception of his/her image in TV talk shows. In addition, the effects of different host and studio audience reaction shots towards the politician were analyzed. To do so, an experiment with a 2 × 3 × 3 factorial design was conducted (n = 356). The stimulus material was produced in a TV studio. The results indicate a clear influence of a politician's nonverbal behavior style and the TV host's nonverbal reactions on the recipients' image-perception. 相似文献
108.
Abstract Even though e‐commerce almost disappeared from public discussion, it still assumes a vital role in the strategic management of most enterprises. New entry in e‐commerce, whether as a new business segment of an established company or as a new enterprise, is likely to deal with the liabilities of size and newness. The aim of this paper it to discuss if those factors have an impact on the implementation and success of B2C e‐commerce. We chose the online book market as our reference market and drew a random sample of retailers and publishers with an online shop. The quality of the web presence, indirect success (number of links to a particular site) and direct success (turnover of the web shop) were compared in subsamples constructed by the use of median splits according to age and size. Younger companies and larger companies were found to have a web presence of higher quality and were more successful than older or smaller companies. We conclude that the liabilities of newness do not seem to have an adverse performance impact in e‐commerce. However, when a market entry is considered, new players must ensure that they can commit enough resources to build a high quality web presence. 相似文献
109.
Lani Florian Martyn Rouse Kristine Black-Hawkins Stephen Jull 《British Journal of Special Education》2004,31(3):115-121
Recent developments in the Department for Education and Skills (DfES) have produced a national pupil database (NPD) that contains information about the attainments of individual pupils. Every child in the country has been allocated a unique pupil number (UPN), which means that the academic progress of individuals can be tracked over time. It is possible to combine data on attainment with the demographic information which is obtained from the pupil level annual schools census (PLASC). These innovations make it possible to combine 'value added' information about pupil progress from one key stage of education to the next with data from the PLASC, which contains pupil background information, to produce a single matched data set. Thus the NPD and the PLASC are able to provide much of the necessary information to explore issues of individual pupil performance over their school careers. Notably, more specific information about the academic achievement of pupils who are described as having 'special educational needs' is now available. Lani Florian, lecturer in inclusion and special educational needs, Martyn Rouse, senior lecturer in inclusion and special educational needs, Kristine Black-Hawkins, senior research associate, and Stephen Jull, research associate, are all based at the University of Cambridge Faculty of Education. In this article, drawing on their work in the 'Inclusion and Achievement Project', they explore the problems and possibilities for researching issues of pupil achievement and inclusion through the use of these new national data sets. 相似文献