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81.
Roussel De Carvalho 《Cultural Studies of Science Education》2016,11(2):253-272
Steven Vertovec (2006, 2007) has recently offered a re-interpretation of population diversity in large urban centres due to a considerable increase in immigration patterns in the UK. This complex scenario called superdiversity has been conceptualised to help illuminate significant interactions of variables such as religion, language, gender, age, nationality, labour market and population distribution on a larger scale. The interrelationships of these themes have fundamental implications in a variety of community environments, but especially within our schools. Today, London schools have over 300 languages being spoken by students, all of whom have diverse backgrounds, bringing with them a wealth of experience and, most critically, their own set of religious beliefs. At the same time, Science is a compulsory subject in England’s national curriculum, where it requires teachers to deal with important scientific frameworks about the world; teaching about the origins of the universe, life on Earth, human evolution and other topics, which are often in conflict with students’ religious views. In order to cope with this dynamic and thought-provoking environment, science initial teacher education (SITE)—especially those catering large urban centres—must evolve to equip science teachers with a meaningful understanding of how to handle a superdiverse science classroom, taking the discourse of inclusion beyond its formal boundaries. Thus, this original position paper addresses how the role of SITE may be re-conceptualised and re-framed in light of the immense challenges of superdiversity as well as how science teachers, as enactors of the science curriculum, must adapt to cater to these changes. This is also the first in a series of papers emerging from an empirical research project trying to capture science teacher educators’ own views on religio-scientific issues and their positions on the place of these issues within science teacher education and the science classroom. 相似文献
82.
Gil-Pérez Daniel Guisasola Jenaro Moreno Antonio Cachapuz Antonio Pessoa De Carvalho Anna M. Martínez Torregrosa Joaquín Salinas Julia Valdés Pablo González Eduardo Gené Duch Anna Dumas-Carré Andrée Tricárico Hugo Gallego Rómulo 《Science & Education》2002,11(6):557-571
After an impressive development throughout the last two decades, supported by a greatamount of research and innovation, science education seemed to be becoming a newscientific domain. This transformation of Science Education into a specific field of researchand knowledge is usually associated with the establishment of what has been called anemergent consensus about constructivist positions. However, some voices have begunto question these constructivist positions and therefore the idea of an advancementtowards a coherent body of knowledge in the field of science education. The goalof this work is to analyse some of the current criticisms of the so-called constructivistorientations and to study their implications for the development of science education asa coherent body of knowledge. 相似文献
83.
Bruno Andrade Pinto Monteiro Isabel Martins Aline de Souza Janerine Fabiana Cristina de Carvalho 《Cultural Studies of Science Education》2016,11(2):419-437
We present, in this article, an investigation about the potential of the relationship between formal and non-formal educational environments. Therefore it is not an empirical research, but an essay on the topic. This paper demonstrates the concept that science education and science outreach can be privileged by actions that are developed by closer relations between formal and non-formal places. Currently, non-formal environments such as museums and science and technology centres are considered potential educational resources within the reach of schools. Educators from museums have conducted studies which demonstrate a predominant model of the utilization of these institutions by teachers, which consists of illustrative visits during the exhibitions, but does not feature a collaborative relationship or partnership between schools and these institutions. In Brazil, the main examples of approaches to collaboration between these places and schools have been taking place through the initiatives of teachers or through projects developed by the educational sector, aiming to broaden the dialogue between their institutions and the school community. Another approach mechanism relates to research and extension projects developed by university researchers, sponsored by state and federal funding agencies. In this case, the universities and university museums appear as new social actors that stand in the way of the schools and the cultural environments, complicating the relationship and, at the same time, bringing new questions to the field of educational research. We believe that the discourse in this paper should bring about further discussions in the initial teacher training courses to contribute to the understanding of practices related to the extension of the field of activity of the school. 相似文献
84.
Marco Antonio de Carvalho Filho Frederic W. Hafferty Wojciech Pawlina 《Anatomical sciences education》2021,14(5):528-535
The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0). In this studio, anatomists are web-performers who not only collaborate with other foundational science educators to devise meaningful and interactive content but who also partner with actors, directors, web-designers, computer engineers, information technologists, and visual artists to master online interactions and processes in order to optimize students' engagement and learning. This anatomy studio also offers students opportunities to create their own online content and thus reposition themselves digitally, a step into developing a new competency of stage presence within medical education. So restructured, Anatomy 3.0 will prepare students with the skills to navigate an emergent era of tele and digital medicine as well as help to foreshadow forthcoming changes in medical education. 相似文献
85.
The current study experimentally investigated the impact of causal-explanatory information on weight bias over development. Participants (n = 395, children ages 4–11 years and adults) received either a biological or behavioral explanation for body size, or neither, in three between-subjects conditions. Participants then made preference judgments for characters with smaller versus larger body sizes. Results showed that both behavioral and biological explanations impacted children’s preferences. Relative to children’s baseline preferences, behavioral explanations enhanced preferences for smaller characters, and biological explanations reduced these preferences—unlike the typical facilitative impact of biological-essentialist explanations on other biases. The explanations did not affect adults’ preferences. In contrast to previous findings, we demonstrate that causal knowledge can impact weight bias early in development. 相似文献
86.
Heloisa Chalmers Sisla Cinquetti Luiz Marcelo de Carvalho 《Environmental Education Research》2007,13(5):565-577
This paper investigates aspects of content knowledge related to teaching and learning about solid waste, focusing on the processes of learning and teaching by Elementary School teachers in Brazil, in two modalities of continuing education: courses and school‐based meetings. We analyse elements of teachers' reflections whilst referring to three dimensions of environmental education: knowledge, values (ethic and aesthetic), and political participation. We identify which dimensions are predominant, or absent, and the aspects included and developed in projects elaborated by teachers. The results raise issues we consider important to support teacher education and curriculum programmes and help teachers develop more substantial, critical and effective projects about the subject. 相似文献
87.
The role of trust in creating value and student loyalty in relational exchanges between higher education institutions and their students 总被引：3，自引：3，他引：0
Sergio W. Carvalho Márcio de Oliveira Mota 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):145-165
The globalization of educational services and the increasing competition coming from the private sector have forced higher education institutions to market their programs more aggressively and to look at student loyalty as the key for future success. Student loyalty to higher education institutions represents not only a more stable financial basis for such institutions but also continuing support for them after graduation. The present research examines the relational exchange process between higher education institutions and their students. Specifically, it explores the process by which trust is first developed and then translated into students' perceived value of the higher education institutions, ultimately leading to the development of student loyalty toward those institutions. The identification of the components and the outcomes of student trust are presented on the basis of Sirdeshmukh, Singh, and Sabol's trust–value–loyalty framework. 相似文献
88.
The Effects of Social Cues on Confidence Judgments Mediated by Knowledge and Regulation of Cognition
The relationships between knowledge of cognition and regulation of cognition and how they interact to mediate the effects of social cues on confidence judgments were investigated. The participants were asked to read 6 literature texts, answer corresponding multiple-choice comprehension questions, and rate the accuracy of their test performances. Subsequently, they were assigned to 4 different ability groups according to their knowledge and their regulation of cognition, assessed by means of a metacognitive checklist and by accuracy results on the tests, respectively. Knowledge and regulation of cognition conjointly played an important role in predicting performance and the magnitude and accuracy of confidence judgments. However, social cues affected confidence judgments of the participants as a function of their regulatory ability only. Results and educational implications are discussed. 相似文献
89.
Manuel J. Coelho-E-Silva Vasco Vaz Filipe Simões Humberto M. Carvalho João Valente-Dos-Santos António J. Figueiredo 《Journal of sports sciences》2013,31(16):1793-1802
Abstract Characteristics of 32 international and 41 local under-17 (U-17) (14.5–16.5 years) roller hockey players were considered in the context of discrimination by competitive level using training history, anthropometry, skeletal maturation, and several laboratory and field performance tests. More international (42%) than local (22%) players were advanced in maturity status. International players had slightly less hockey experience (years), but had more practice sessions and match time (minutes) during the season. Local players were shorter and attained better performance in the 25-m dash, while international players performed better in sit-ups, ball throw and 20-m shuttle run. The fatigue index derived from the Wingate anaerobic test was higher among local players, while peak torques of knee extension and flexion were greater in international players. Stepwise discriminant function correctly classified 85% of players by competitive level based on grip strength, ratio of eccentric and concentric knee extension, number of training sessions, playing time and fatigue index. The results suggested an interaction among strength, anaerobic fitness and training plus game time as factors in discriminating international from local level players and by inference in the selection and development of youth roller hockey players. 相似文献
90.
Acute responses of biomechanical parameters to different sizes of hand paddles in front-crawl stroke
Augusto Carvalho Barbosa Flávio De Souza Castro Milivoj Dopsaj Sérgio Augusto Cunha Orival Andries Júnior 《Journal of sports sciences》2013,31(9):1015-1023
Abstract This study investigated the acute effects of different sizes of paddles on the force-time curve during tethered swimming and swimming velocity in front-crawl stroke. Fourteen male swimmers (20.0 ± 3.7 years; 100-m best time: 53.70 ± 0.87 s) performed two 10-s maximal efforts in tethered swimming to obtain peak force, average force, impulse, rate of force development, stroke duration and time to peak force. Swimming velocity, stroke rate and stroke length were obtained from two 25-m maximal swims. Both tests were repeated in five conditions: free swimming, wearing small (280 cm 2 ), medium (352 cm 2 ), large (462 cm 2 ) and extra-large (552 cm 2 ) hand paddles. Compared to free swimming, paddles provided significant increases of peak force (medium: 11.5%, large: 16.7%, extra-large: 21.7%), impulse (medium: 15.2%, large: 22.4%, extra-large: 30.9%), average force (medium: 5.1%, large: 7.5%), rate of force development (extra-large: 11.3%), stroke duration (medium: 9.3%, large: 11.8%, extra-large: 18.5%), time to peak force (medium: 11.1%, large: 15.9%, extra-large: 22.1%), swimming velocity (medium: 2.2%, large: 3.2%, extra-large: 3.7%) and stroke length (medium: 9.0%, large: 9.0%, extra-large: 14.8%), while stroke rate decreased (medium: –6.2%, large: –5.5%, extra-large: –9.5%). It is concluded that medium, large and extra-large paddles influence the force-time curve and change swimming velocity, suggesting these sizes may be useful for force development in water. 相似文献