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31.
J. Bryan Henderson Anna MacPherson Jonathan Osborne Andrew Wild 《International Journal of Science Education》2013,35(10):1668-1697
This paper argues that science education has overemphasized the importance of construction at the expense of critique. In doing so, it draws on two key premises—Ford's argument that the construction of knowledge requires a dialectic between construction and critique and Mercier and Sperber's theory of argumentative reasoning that critique is essential for epistemic vigilance. Five separate cases are presented which argue that the absence of critique within school science limits the opportunities for students to engage in scientific reasoning making the learning of science less effective. These five arguments incorporate research literature surrounding the nature of science, epistemology, literacy, pedagogy, and motivation. Furthermore, we draw on data collected from cognitive think-aloud interviews to show that students can, with the appropriate prompts, engage in the important epistemic activity of critique. We conclude by examining the implications for the teaching and learning of science. In essence, we argue that the undervaluing of critique within the curriculum and pedagogy of school science results in a failure to develop the analytical faculties which are the valued hall mark of the practicing scientist; a misrepresentation of the nature of science; and, more importantly, a less effective learning experience. Critique, therefore, needs to play a central role in the teaching and learning of science. 相似文献
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Editorial 总被引：1，自引：0，他引：1
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The teaching of probability theory has been steadily declining in introductory statistics courses as students have difficulty with handling the rules of probability. In this article, we give a data‐driven approach, based on two‐way tables, which helps students to become familiar with using the usual rules but without the formal structure. 相似文献
34.
Martyn Wild 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(2):134-143
Research findings in the area of information technology in teacher education (ITTE) appear to be consistent, suggesting that information technology (IT) is still significantly under-used by pre-service teachers, particularly on teaching practice, and by beginning teachers. Investigations that have attempted to attribute the reasons for this have largely addressed students' development of attitudes to IT and their relative success in acquiring IT skills and knowledge. This paper takes a different approach and attempts to rationalise the apparent failure of IT education in pre-service courses in terms of the individual. More particularly, it offers a conceptual framework for investigating and analysing the failure of IT education, particularly at pre-service level, suggesting that IT outcomes are likely to be diverse and variable for any one student-teacher population: and that these outcomes need to be considered in the context of individual students' constructions of IT meaning. 相似文献
35.
Two studies investigated the relationship between, parental support, students’ motivational orientations, and students’ emotions
during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning
autonomy, while extrinsically motivated students would experience more positive affect when directive parental support was
given. In study I, students (N=181) reported their emotions after having read two vignettes (autonomy-supportive vs. directive
parental support). In study II, 38 students reported their motivation, the perceived quality of parental support, and their
emotions after each of 21 homework sessions. Results of extreme group comparisons (intrinsic vs. extrinsic motivation) partly
supported the assumed Aptitude-Treatment-Interaction: Even when students’ academic self-concept was controlled, extrinsically
motivated students tended to report more negative affect than intrinsically motivated students under autonomy-supportive conditions;
for directive parental support, the reverse trend was discovered. Consequences for homework interventions are discussed. 相似文献
36.
Mary Wild Carolyn Silberfeld Beverley Nightingale 《International Journal of Early Years Education》2015,23(3):230-244
This paper considers the overt and covert discourses in two contemporary policy documents in England and Wales, The Nutbrown Review: Foundations for Quality ([DfE] Department for Education Department for Education. 2012. ‘The Nutbrown Review: Foundations for Quality: The Independent Review of Early Education and Childcare Qualifications.' DFE-00068 2012. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175463/Nutbrown-Review.pdf.) and More Great Childcare (MGC) ([DfE] Department for Education. 2013. ‘More Great Childcare: Raising Quality and Giving Parents More Choice.' DFE-00002-2013. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/219660/More_20Great_20Childcare_20v2.pdf.), which advocated a number of significant changes to Early Years provision. It employs Critical Discourse Analysis (CDA) to ask questions about relationships between language and society, specifically how these are managed in policy documents. Drawing on Foucauldian analysis on the power behind the words and utilising [Fairclough, N. 2010. Critical Discourse Analysis: The Critical Study of Language. Harlow: Pearson Education Ltd.] CDA, indications of underlying values and assumptions, overt and covert agendas were explored. Findings suggest a significant shift in concepts of quality, professionalism and childcare that positions the child as an investment in the future as a strong feature of the discourse within MGC as well as an increase in top-down frameworks. Both documents assert that quality and professionalism will only occur with top-down regulation and inspection. They propose a consumer market based model of practice that has implications for professionalism of the workforce and quality of children's experiences. 相似文献
37.
Nickie Michaud Wild 《广播与电子媒介杂志》2015,59(3):494-508
Political comedy on television has become an increasingly relevant and informative source which voters, and commentators in the official journalistic public sphere, draw upon. Saturday Night Live has long been a cultural forum of representation of American Presidential Candidates. Two parodies of candidates in particular stand out in the 21st century: Will Ferrell's impression of George W. Bush in 2000 and Tina Fey's of Sarah Palin in 2008. Journalists in the New York Times and Washington Post tended to reject the Ferrell impression as meaningless, while using the Fey parody to represent their own opinions. Why was the satirical portrayal of Palin more salient? The Fey impression resonated with writers in the public sphere in a much more substantive manner than the Ferrell impression, which focused mostly in personal characteristics. This period marks a transition of personality-based humor to more substantive satire. 相似文献
38.
Laura H. Wild 《Religious education (Chicago, Ill.)》2013,108(6):505-513
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Carol Wild 《The International Journal of Art & Design Education》2011,30(3):423-432
Rather than taking a transformational role in schools, new art and design teachers quickly become subject to ‘school art’ orthodoxy. Theories of subjectivity and the development of professional identity within communities of practice can feel far removed from the classroom. This article seeks to make clearer the processes by which teacher identity and practice becomes normalised and proposes ways that such processes may be resisted. With reference to Foucault, Lyotard, Bruner, Wenger and Bey, the classroom as a site of performativity is contrasted with alternative heterotopia‐like sites away from the spectre of observation, where different identities and behaviours can be explored. These temporary sites of difference are an antidote to the orthodoxy of the ‘school art’ condition and open up the possibility for teachers, both new and experienced, to implement a more hospitable, participatory pedagogy. 相似文献
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