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Lene Tanggaard 《欧洲师范教育杂志》2011,34(2):219-232
The article is based on an empirical, interview‐based research project investigating resources and barriers to creative teaching within three Danish primary and secondary schools. The analysis shows how project‐oriented teaching does seem to represent a creativity oasis for both teachers and pupils. Furthermore, the work identifies a distinction between an art‐based and a problem‐solving approach to creativity, and it is suggested that teachers help pupils to work with the various different opportunities for creative learning represented by different subjects in school. Furthermore, a dilemma is pinpointed between the demand that teachers conform to centrally defined test systems, and the challenges facing our societies in relation to bringing up pupils and students who dare to take risks, challenge the existing order and create something new. 相似文献
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Cognitive–behavioral therapy (CBT) has been documented to be effective in treating depression in adolescence, but there is great variability in the clinical outcome of CBT trials. This may in part be due to variations in the content of, and emphasis on different CBT components. Moreover, little is known about adolescents' subjective experiences of CBT interventions, which also might be related to outcome. In this qualitative study, nine adolescents were interviewed about their experiences of the specific components in a CBT group intervention. The results showed that the adolescents experienced the cognitive component of the course as most useful, but somewhat difficult to use. Psycho-education, behavioral activation and the social relationships component were also experienced as beneficial. Their experiences regarding the relaxation training and the homework assignments were mixed. Negative aspects of the intervention included the experience of guilt related to being depressed. 相似文献
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Abstract: Svenson, O. & Hedenborg, M. L. 1980. Counting processes in simple addition. Scandinavian Journal of Education Research 24,93‐104. Verbal protocols and response latencies were used in this study to investigate the thought processes used by children solving simple arithmetic problems (I + J = , where 0≤I≤13 and 0< J ≤13). To specify, the verbal reports were used to classify the solutions into one of two main groups: (a) answers retrieved from long term memory and (b) answers involving active manipulation of the problem in working memory (reconstructive solutions). The response latencies in each of these groups were analyzed separately for each child. As expected, latencies for retrieved answers were shorter than for reconstructed solutions. The retrieval from long term memory of the answer to a problem with the smaller number first (e.g., 3+4) required about 0.1 sec longer time than when the numbers were in the reverse order (4 + 3). Grouping latencies according to verbal protocols made it possible to refine the analysis of the response latencies. To exemplify, counting strategies with greater units than one (e.g., 6 + 4: 6, 8, 10) were identified and parameters describing the cognitive processes listed. 相似文献
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In this article we analyze a project that used facilitation techniques, which are known from training in industry, to improve the study environment at a public research university in Denmark. In 2009, the project was initiated in one graduate program; and it has subsequently been modified and institutionalized. The project did not change the teaching format, but introduced facilitated study-groups using peer learning. It was successful in increasing students’ well-being. While peer learning and study groups are well-known in higher education, facilitation is a different and novel tool. We argue that facilitation makes study groups more inclusive, and they provide the potential for deep learning by structuring the learning situation. 相似文献
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Henriette Tolstrup Holmegaard Lene Møller Madsen Lars Ulriksen 《International Journal of Science Education》2013,35(2):186-215
In the literature, there is a general concern that a less number of students choose to study science, technology, engineering or mathematics (STEM). This paper presents results from a Danish longitudinal study which examines students’ choice of whether or not to continue studying STEM after upper-secondary school. In particular, this study focuses on students who held an STEM subject as one of their favourite subjects at secondary educational level, but who chose not to study STEM at the tertiary level. This paper explores how students’ perceptions of STEM relate to their identity work. The data used, primarily consist of interviews with 38 students at the end of upper-secondary school. The analysis explores the students’ expectations of what higher education STEM might be like. These expectations are contrasted with the first-year experiences of 18 of the 38 students who eventually entered a higher education STEM programme. The results show that the students who did not choose STEM, perceived STEM as stable, rigid and fixed, and, hence, too narrow a platform for developing and constructing desirable identities. The experiences of those students who actually entered a STEM programme turned out to be similar to these expectations. However, many choosers would also prefer their studies as less rigid and fixed. If the institutions could adjust to the form and content of the courses, it might both meet the interests of choosers and non-choosers and thereby both increase recruitment and retention at STEM higher education programmes. 相似文献
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Henriette Tolstrup Holmegaard Lene Møller Madsen Lars Ulriksen 《Cultural Studies of Science Education》2014,9(3):755-786
The paper presents results from a longitudinal study of students’ decisions to enrol on a higher education science programme and their experiences of it. The aim is to give insights into students’ transition process and negotiation of identity. This is done by following a cohort of 38 students in a series of qualitative interviews during a 3-year period starting as they were about to finish upper secondary school. We find that the students’ choice of study is an ongoing process of meaning-making, which continues when the students enter higher education and continuously work on their identities to gain a sense of belonging to their science or engineering programme. The use of a narrative methodology provides understanding of choice of study as involving changes in future perspectives and in the interpretation of past experiences. Further, we gain access into how this meaning-making process over time reflects the students’ negotiations in terms of belonging to higher education and their coping strategies when their expectations of their new programme interact with their first-year experiences. 相似文献
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