A research framework for creative and imitative reasoning   总被引：1，自引：0，他引：1  

Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276

This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.

Johan LithnerEmail:

  相似文献   

Factors Affecting Academic Performance in Anatomical Sciences at a South African University: Students’ Perspectives     

Gerhard van Zyl  Johan Bezuidenhout 《Africa Education Review》2020,17(3):52-73

  相似文献   

Understanding concepts needed for semiconductor physics     

Johan Wettergren 《European Journal of Engineering Education》2002,27(1):105-111

Electrical engineering students were interviewed in order to reveal their understanding of important physics concepts needed for a semiconductor physics course. In particular, the concepts of diffusion, holes and doping were studied. We found that a hierarchy of understanding existed for all these concepts, where different students had grasped the concepts to different levels. Particular student conceptions are given. We think it is important for teachers in both the physics and the semiconductor physics courses to know about the existing student conceptions, in order to meet them in the education.  相似文献   

Mothers’ search for infant child care: The dynamic relationship between availability and desirability in a continental European welfare state     

Michel Vandenbroeck  Sven De Visscher  Karen Van Nuffel  Johan Ferla 《Early childhood research quarterly》2008,23(2):245-258

The availability, affordability, and desirability of quality child care are matters of concern, especially for children raised in poverty, given the literature showing that young children raised in poverty can benefit from early access to quality care. The unique features of the Brussels context enable us to look at the connection between availability and parental preferences, while ‘controlling’ environmental constraints on costs and quality. We looked at access policies in 83 funded providers, and examined 100 mothers’ search for child care. The results show that quality child care was distributed unequally, favoring higher-income groups. Moreover, the access policies of individual providers furthered the exclusion of lower educated and ethnic minority parents. All parents took into account both quality and pragmatic criteria when looking for early child care, although the value of these criteria may vary according to ethnic background and education. The study also shows that access to and use of good quality care is an interactional process in which the mothers’ preferences and decisions are affected by the availability of care which, in turn, is determined by external conditions.  相似文献   

On Engineering Education Environment     

Edlwald F.Crawley  Johan Malmquist  Doris R.Brodeur  Edlwald F.Crawley  Zha Jianzhong  Johan Malmquist  Doris R.Brodeur 《高等工程教育研究》2008,(4)

  相似文献   

Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students          下载免费PDF全文

Ulrika Ekstam  Johan Korhonen  Karin Linnanmäki  Pirjo Aunio 《Journal of Research in Special Educational Needs》2018,18(1):59-69

Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge.  相似文献   

Curricula and the use of ICT in education: Two worlds apart?   总被引：2，自引：0，他引：2  

Jo Tondeur  Johan van Braak  Martin Valcke 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(6):962-976

  相似文献   

Preface     

Johan C. van Bruggen 《Studies in Educational Evaluation》1987,13(3)

  相似文献   

The Growth of Knowledge and the Discursive Gap     

Rob Moore  Johan Muller 《British Journal of Sociology of Education》2002,23(4):627-637

This article raises the question of the character of Bernstein's theory. It draws upon a set of key concepts elaborated in some of his later papers, although we suggest that it is possible to discern the origins of these ideas in much earlier work. In the first section, Bernstein's diagnosis of the sociology of education as a horizontal knowledge structure with a weak grammar is discussed and an apparent paradox identified: if the sociology of education has this form, how can we account for Bernstein's own theory? The remainder of the paper uses the case of Bernstein's own work as a way of exploring the conditions for knowledge growth in sociology as a vertical knowledge structure with a strong grammar.  相似文献   

Educating for Immortality: Spinoza and the Pedagogy of Gradual Existence          下载免费PDF全文

Johan Dahlbeck 《Journal of Philosophy of Education》2015,49(3):347-365

This article begins with the question: What is it to live? It is argued that, from a Spinozistic perspective, to live is not an either/or kind of matter. Rather, it is something that inevitably comes in degrees. The idea is that through good education and proper training a person can learn to increase his or her degree of existence by acquiring more adequate (as opposed to confused) ideas. This gradual qualitative enhancement of existence is an operationalization of Spinoza's quest for immortality of the mind. While Spinoza's idea of immortality differs from the traditional Christian account of the immortality of the soul in some key respects, it nevertheless concerns a form of immortality of the mind albeit grasped from a strictly naturalistic standpoint. And as such it is clear that we are faced with not only a philosophical and metaphysical problem of some magnitude but that we have come up against an educational problem that is rarely addressed. The educational problem, emanating from this, concerns the tension between Spinoza's necessitarianism and the overall goal of education. Why educate people at all if their lives are already predetermined? In addressing these problems, this article marks an attempt to present a pedagogization of the degrees of existence in Spinoza. To this end, it is argued that (1) the imitation of affects is key to understanding Spinoza in an educational setting and; (2) that teaching, in a Spinozistic context, involves the act of offering the right amount of resistance.  相似文献