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61.
Glen A. Jones 《Higher Education in Europe》2006,31(3):317-325
The objective in this paper is to provide an overview of the key themes that can be identified by looking across the contributions to this special issue, and highlight a number of the important observations that emerged during the seminar in which these papers were originally presented. The seminar, which took place in Berlin in October of 2005, was organized by UNESCO‐CEPES in collaboration with the Observatory of the Magna Charta Universitatum and the German Commission for UNESCO. 相似文献
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This article outlines a path analytic interpretation of data collected in light of a theoretical formulation of a dynamic model of memory, which provides a perspective on the human information processing system as a whole. The model of memory represents an attempt to integrate the relatively static models of memory structures with the more dynamic concepts underlying research on control and processing mechanisms. The outcomes of the study emphasise the role of relational knowledge (taxotomic subject matter structures), strategic knowledge (procedural algorithms) and empirical knowledge (based on first hand experience) in cognitive skill performance. 相似文献
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This is a reply to an article authored by Enslin and Horsthemke (2014) published in Educational Philosophy and Theory (EPAT). Enslin and Horsthemke argue that those who they refer to as ‘friends of the subaltern’ pit themselves against a straw-person that is swiftly dismissed in pointing out blindness of the Western tradition. They point out that in doing so ‘friends of the subaltern’ pursue a ‘politics of resentment’. In their reply, Le Grange and Aikenhead argue that Enslin and Horsthemke mischaracterise their work by cherry picking from their selected works and by taking their words out of context. They suggest that Enslin and Horsthemke produce their own straw-person arguments that they accuse others of doing. Le Grange and Aikenhead argue that their research programmes seek cognitive justice which is not tantamount to engaging in a politics of resentment. 相似文献
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The concept of cognitive holding power is synthesized from theories of settings and of cognitive structures and is conceptualized as a characteristic of a learning setting that presses students into different kinds of cognitive activity. Settings which press students into using first- or second-order cognitive procedures are regarded as having first- or second-order cognitive holding power. The development of an instrument to measure these two dimensions of cognitive holding power is outlined. The independence of the dimensions, their reliabilities and validity, and factor structures are examined. Each dimension was found to have high reliability across vocational education and high school settings, and each was correlated as predicted with other classroom variables. The potential contribution of this research to understanding the relationship between different approaches to the teaching of problem solving and the ability to undertake problem-solving transfer tasks is outlined. 相似文献