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The paper argues that what is left behind in the current era of accountability is the educational content. The authors present shedding the content as the great challenge of teaching and learning in today’s schools. They turn to the tradition of Bildung and outline the theoretical background for the content-focused approach to (research on) teaching and learning. Their approach is based on analyses of authentic (real-life) teaching and learning situations. The paper highlights how didactic case studies can be used to generalize the findings across individual cases. Within the multiple case studies, 44 didactic case studies were reanalysed to identify didactic formalisms, i.e. problems in the semantic and logical structure of educational content, which corrupt the quality of instruction. Two specific types of didactic formalism are described in detail; stolen cognition and concealed cognition. Stolen cognition prevents cognitive activation of students when the teacher over-reduces the space allowed for the students’ cognitive work with the content, concealed cognition are instances of purposeless cognitive activation of students due to their being disconnected from the content. 相似文献
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Virginia Montoro Marcela Cifuentes Natalia Salva María-Jesús Bianchi 《Infancia y Aprendizaje》2017,40(2):302-342
We studied the conceptions of students coming from secondary education and university regarding the number line as a representation of real numbers. In the context of a wider questionnaire, 307 students were presented with a task consisting of two verbal items and one graphic item related to the number line. The students were all at different levels in their study of mathematics (in the third, fourth or fifth year of secondary education, or at the beginning or advanced stage of a university degree in mathematics, biology or physical education). A gradient in the depth of the students’ conceptions, associated with the level of their studies in mathematics, was found. This gradient extends from the estrangement of facing the problem or a conception of a drawn or physical matter line, which was associated with students with a lower level of mathematical studies, passing through a vision centred around potential numeric density or a line containing points (discrete), up to an instrumental conception of the line as supportive of magnitudes in advanced students of biology and focusing on continuity sustained by advanced students of mathematics. 相似文献
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Andrea Paula Goldin Cecilia Inés Calero Marcela Peña Sidarta Ribeiro Mariano Sigman 《Mind, Brain, and Education》2013,7(2):101-103
In March 2012, 30 faculty and 49 students from all over the world met in El Calafate, Argentina, during two intense weeks. It was the second Latin American School for Education, Cognitive, and Neural Sciences (LASchool), sponsored by the James S. McDonnell Foundation. The LA School seeks to critically examine research findings potentially relevant to the development, design, and implementation of effective educational practices, and to foster a new generation of researchers able to operate at the interface between education and science. Here we introduce a special issue which brings together theory, experiments, and educational interventions which emerged from ideas presented and discussed during the 2012 LASchool. 相似文献
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The paper explores two pathways that are crucial for making knowledge economically useful – knowledge systematisation and knowledge reconfiguration – and analyses how their interplay enables the emergence of a new business function or activity. Knowledge systematisation is the abstraction and diffusion of operative principles to the effect of expanding to broader remits practices that had been initially conceived for a narrow purpose. Knowledge reconfiguration involves the conversion and formalisation of these novel practices within existing firm and industry organisation. Using the design activity as a lens, and drawing on primary and secondary interviews and archival data on the home furnishing sectors in Italy, our case study articulates the processes that facilitate the abstraction of general rules from novel practices and the changes that are necessary, both within firm and industry organisation, to foster their diffusion. 相似文献
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Marcela Pozas Verena Letzel-Alt 《Journal of Research in Special Educational Needs》2023,23(4):354-364
Given the almost 2-year COVID-19 school-related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well-being. Although international research has shown that distant learning as a response to the COVID-19 school-related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t-tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self-efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed. 相似文献
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Borge Marcela Aldemir Tugce Xia Yu 《Educational technology research and development : ETR & D》2022,70(3):661-690
We examined the utility of a technologically enhanced collective regulation system for improving students’ collaborative sense-making processes, i.e., discussion quality, over time. Participants were 27 online undergraduate students enrolled in an introductory information science course. Students were divided into teams tasked with carrying out five online synchronous discussions and collective reflection activities in the system focusing on improving their processes over a ten-week period. Discussion quality was evaluated by a trained graduate student, using the same assessment rubric used by teams. Both qualitative and quantitative analysis techniques were used to examine teams’ collaborative discussion quality and socio-metacognitive processes over time. Findings suggest teams significantly improved discussion quality and used the features in the system to do so. The results also suggested that while individuals were generally inaccurate in assessing their team’s discussion quality, group assessment accuracy and identification of team’s weaknesses improved over time in select areas.
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We propose a conceptual framework to analyze technology adoption in mega infrastructure projects, and assess their potential to innovating large socio-technical systems. Drawing on an in-depth empirical analysis of Heathrow airport's Terminal 5 project, we find that innovation hinges on technology adoption decisions that are governed systematically by two intertwined determinants - assessment of expected profitability and development of absorptive capacity, both of which are distributed across various interdependent actors. On an ad hoc basis, technological decisions are also affected by other factors, namely attitudes toward risk, politics, and (lack of) established standards. We reveal how a schedule-driven project framing creates an underlying boundary condition that constrains the longitudinal process of building a ‘whole collective’ with capacity to absorb new technologies. The innovation potential of mega projects is thus subjected to a fundamental, unifying tension: on the one hand, they offer a one-off opportunity to invest in cutting-edge technologies and innovate socio-technical systems; on the other hand, project stakeholders have limited time to develop capacity to absorb novel technologies and negotiate differences on assessments of profitability and risk. Stakeholders may therefore be compelled to agree to adopt proven technologies upfront to reduce uncertainty and mitigate risks, thus limiting the innovation potential of new infrastructure development. 相似文献