Comments on “the effect of experimental science on development of logical thinking in children”     

Ronald G. Good  Lehman Barnes  Tanner Girard  Phillip Horton  Guy Morin 《科学教学研究杂志》1978,15(1):91-94

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E‐mail me your thoughts: digital communication and narrative writing     

Guy Merchant 《Literacy》2003,37(3):104-110

The use of ICT for communicating with those not physically present in the classroom can add a new dimension to literacy work. This study illustrates how the interactive nature of e‐mail opens new possibilities for young writers, enriching the curricular emphasis on genres and forms, and expanding children's horizons by encouraging them to write in new ways for new audiences. The paper reports on a study into the use of e‐mail as a means of providing support for classroom writing projects at Key Stage 2. These projects, with pupils in the 7–10 age range, focused on two popular narrative genres: sword and sorcery adventures, and sci‐fi stories. The research shows how digital communication can be used to enrich print‐based literacy whilst at the same time providing a creative exploration of new forms of interactive written discourse on screen.  相似文献   

Reading with technology: the new normal     

Guy Merchant 《Education 3-13》2021,49(1):96-106

ABSTRACT

Widespread changes in communication associated with new technologies have led to a growing interest in digital literacy. Although the concept of digital literacy suffers from a lack of agreed definition, this paper suggests that reading and writing with technology remains a key point of concern. The written word, a central feature of evolving patterns of communication, is now used in new ways and often in combination with different media as new devices and physical practices are recruited to the task of meaning making. The influence of different ways of thinking about these new communicative practices has led to the development of the diverse body of research outlined here. Tracing these strands in current research and writing about digital practice is used in order to identify how literacy has both expanded and diversified. Because it is now a significant aspect of full participation in social and cultural life, reading with technology raises important questions for education. This paper suggests that in England policy in this area is poorly articulated and argues that there is a pressing need for more focused classroom research to develop practices that support digital literacy.  相似文献   

Teenagers in cyberspace: an investigation of language use and language change in internet chatrooms     

Guy Merchant 《Journal of Research in Reading》2001,24(3):293-306

This article reports on a small‐scale investigation into the use of Internet chatrooms by teenage girls. Based on interview and observational data, it illustrates how the use of popular electronic communication is resulting in linguistic innovation within new, virtual social networks in a way that reflects more wide‐reaching changes in the communication landscape. The paper suggests that teenagers and young people are in the vanguard of these processes of change as they fluently exploit the possibilities of digital technology, radically changing the face of literacy. The study looks at teenagers’ perceptions of chatroom encounters and their learning about new ways of social and linguistic interaction. Observations of teenagers online show how rapid written conversations which combine features of face‐to‐face talk with explorations in interactive writing and the exchange of additional digital information, such as image files and web addresses, are enabling these young people to develop sophisticated and marketable skills. These innovations are contrasted with recent media and educational criticism of the language use associated with new technology. This tension between change and conservatism is explored by applying Bourdieu’s concept of ‘linguistic capital’.  相似文献   

On courtiers, panders and other bodies intermediary     

Guy Neave 《Tertiary Education and Management》1997,3(3):189-197

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MEDIA RESEARCH AND ETV POLICY     

Dennis Howitt  Guy Gumberbatch 《Learning, Media and Technology》1976,2(2):49-52

One of the most curious features of television research is that there exist two quite distinct and independent traditions: that of mass communications and that of educational technology. The two types of research have different aims and motives, are conducted by different kinds of researcher and usually employ different methodologies. Whatever the reason for these two distinct traditions it represents a highly undesirable state of affairs since it unduly restricts all aspects of television research. The restriction occurs at a number of levels but perhaps the most important is at the level of the programming policy implications of the research. At first sight it might seem that educational technolgists have a much more intimate relationship with programming policy makers than do mass communications researchers but such a view neglects the broader political implications of research which we should like to consider.  相似文献   

A framework for teaching learning: the dynamics of disposition     

Guy Claxton  Margaret Carr 《Early Years: An International Journal of Research and Development》2004,24(1):87-97

This paper draws on examples from New Zealand early childhood settings to illustrate a dynamic approach to learning dispositions. It sets out three dimensions along which a ‘learning curriculum’ can strengthen valued responses to learning opportunities: increasing their frequency and robustness, widening their domain, and deepening their complexity and competence. It is suggested that learning environments can be variously affording, inviting or potentiating (powerful) and that in potentiating learning environments teachers explain, orchestrate, commentate on, model and reify learning responses, and frequently the families and children participate in these processes as well. Although the question of ‘what’ learning dispositions is set aside, the paper argues that it is better for teachers in early childhood settings and classrooms to be explicit about valued responses and their trajectories than to leave them implicit, and therefore often unacknowledged and unattended.  相似文献   

Didactical Handling of Students’ Reasoning Processes in Problem Solving Situations     

Guy Brousseau  Patrick Gibel 《Educational Studies in Mathematics》2005,59(1-3):13-58

In this paper, we analyze an investigative situation proposed to a class of 5th graders in a primary school. The situation is based on the following task: In a sale with group rates on a sliding scale, the students must find the lowest possible purchase price for a given number of tickets. A study of students’ arguments made it possible to identify a large number of rhetorical forms. However, it turned out that one of the intrinsic features of the situation restricted the teacher’s possibilities of making didactical use of the students’ forms of reasoning and led him to try to support students’ learning with “didactical reasons” rather than with “reasons for knowing”. RéSUMé. L’article analyse une situation de recherche proposée dans une classe de 5^ième année de primaire. Dans une vente par lots à tarif dégressif, les élèves doivent minimiser le prix d’achat pour une quantité donnée. L’étude des arguments des uns et des autres fait apparaêtre de nombreuses formes rhétoriques, mais une propriété intrinsèque de la situation va limiter les possibilités du professeur dans l’utilisation didactique des raisonnements des élèves et va dissocier les raisons de savoir et les raisons didactiques utilisées.  相似文献   

Developing an Effective Lifelong Learning Inventory: the ELLI Project   总被引：1，自引：0，他引：1  

Ruth Deakin Crick  Patricia Broadfoot  Guy Claxton 《Assessment in Education: Principles, Policy & Practice》2004,11(3):247-272

This paper reports the initial results of a study that was designed to develop and test an instrument that could identify the elements of an individual's capacity for lifelong learning. We anticipated that the components of this capacity would include a complex mix of dispositions, lived experiences, social relations, values, attitudes and beliefs and that these various factors would coalesce to shape the nature of an individual's engagement with any particular learning opportunity. The instrument that was developed—the Evaluating Lifelong Learning Inventory—was trialled with pupils across a range of ages and subject to factor analytic study. The data have proved robust over successive factor analytic studies, allowing the identification of seven dimensions of learning power and reliable scales to assess these. These dimensions appear to be capable of differentiating between efficacious, engaged and energized learners and passive, dependent and fragile learners. Whilst further, larger scale field trials will be necessary to confirm these early results, the findings would appear to have significant implications for conventional models of curriculum design and classroom practice.  相似文献   

Is plagiarism changing over time? A 10-year time-lag study with three points of measurement     

Guy J. Curtis  Lucia Vardanega 《高等教育研究与发展》2016,35(6):1167-1179

Are more students cheating on assessment tasks in higher education? Despite ongoing media speculation concerning increased ‘copying and pasting’ and ghostwritten assignments produced by ‘paper mills’, few studies have charted historical trends in rates and types of plagiarism. Additionally, there has been little comment from researchers as to the best way to assess changes in plagiarism over time. In this paper, we discuss the relative strengths and weaknesses of research designs for assessing changes in plagiarism over time, namely cross-sectional, longitudinal, and time-lag. We also report the results of our own time-lag study of plagiarism. We assessed self-reported engagement in, awareness of, and attitudes towards plagiarism in three comparable groups of students at the same university on three occasions, each separated by five years (2004, 2009, and 2014). The data from our study paint an encouraging picture of increased understanding and reduced occurrence of several forms of plagiarism, with no upward trend in verbatim copying or ghostwriting. We suggest that technological and educational initiatives are counteracting the potential for increased plagiarism from online sources.  相似文献