The Tailored Practice of Hobbies and Its Implication for the Design of Interest-Driven Learning Environments     

Flávio S. Azevedo 《学习科学杂志》2013,22(3):462-510

This article seeks to sharpen current conceptualizations of interests and engaged participation, and to derive lessons for the design of interest-driven science learning environments (formal and informal). The empirical basis of the research is a set of ethnographic records of two communities of amateur astronomers, as well as the details of astronomers' instantiations of the hobby. Hobbies are paradigmatic examples of interest-driven practices and thus they offer an excellent window into truly interest-related phenomena and processes. The analysis and data collection followed a grounded theoretical process, which I describe in two parts. First, I comb through the data iteratively and present a theory of persistent engagement in a hobby practice. Based on this theoretical sketch, I then explain how individuals' persistent, interest-based pursuit of amateur astronomy is made possible by 4 structural and process features of the practice, which together afford individuals the ability to continuously tailor the hobby: (a) an extensive and varied material infrastructure; (b) participating simultaneously across multiple communities/sites of astronomy practice; (c) activity structural resources that function as templates for short- and long-term activities; and (d) processes of collaboration and idea sharing. Lessons for the design of science learning environments that are truly interest-driven follow.  相似文献   

现代火葬的出现与亡者的作业     

美托马斯·拉奎尔  刘擎  殷莹 《华东师范大学学报(哲学社会科学版)》2009,41(3):56-65

欧洲在19世纪末才开始实行火葬,在技术先进的焚化炉中,通过燃烧使尸体迅速地化为灰烬。但当时火葬的出现很难被解释为科学发展的结果或经济上的必要,也无法归因于对死亡的新观念。只有将现代火葬置于和其他文化实践或政治主张的各种同构关系中,才能将其中的多重意义在一组组关系中展现开来。  相似文献   

‘Where do I go from here?’: learning to become activist teachers through a community of practice     

Kimberly L. Oliver  Carla Luguetti  Raquel Aranda  Oscar Nuñez Enriquez  Ana-Alycia Rodriguez 《Physical Education & Sport Pedagogy》2018,23(2):150-165

Background: Student-Centered Inquiry as Curriculum (SCIC) is an activist approach [Oliver, K. L., and H. A. Oesterreich. 2013. Student-Centered Inquiry as Curriculum as a Model for Field-Based Teacher Education. Journal of Curriculum Studies 45 (3): 394–417. doi:10.1080/00220272.2012.719550] inspired by years of research with youth. It was designed as a means of listening and responding to youth in order to better facilitate students’ interest, motivation, and learning in physical education settings. While we have a strong and growing body of activist research with youth in physical education, SCIC as a specific approach to working with youth is in its infancy; thus, there is a need to further explore the challenges teachers/researchers face learning to use this approach to teaching.

Purpose: This study explores how educators, in different contexts, learn to use an activist approach called SCIC, in order to better facilitate students’ interest, motivation, and learning in physical education and physical activity settings.

Research setting and participants: Participants included a university professor, a college instructor, a postdoctoral student, a doctoral student, and a pre-service teacher. Data were collected between January and May 2016.

Data collection and analysis: Data collection included weekly field notes and debriefings following observations, teacher artifacts, weekly collaborative group meetings, and two individual interviews per teaching participant.

Discussion and conclusions: The main challenge that emerged was learning how to move from a theoretical understanding of student-centered pedagogy to the practice of student-centered pedagogy. Specifically, the amount of time that was necessary to build a foundation that allowed for student and teacher understanding, respect, and comfort, negotiating teacher and student assumptions that were embedded in the status quo of physical education (PE), and the struggle to gather and use meaningful data to guide pedagogical decisions. We negotiated these challenges through our professional learning community whereby we worked to all be able to see and name what was happening in our individual classes and collectively planned what was needed to move forward through these challenges.  相似文献   

Exploring fourth graders’ sourcing skills / Un análisis de la capacidad de escrutinio sobre las fuentes de información de los estudiantes de cuarto grado     

Johanna Paul  Raquel Cerdán  Jean-François Rouet  Marc Stadtler 《Infancia y Aprendizaje》2018,41(3):536-580

Acquiring information from the Web creates new educational demands even in elementary school. Children need to scrutinize source information (‘sourcing’) to choose trustworthy information. So far, few studies have documented young readers’ abilities to identify and evaluate source information. With two studies, we seek to gather more evidence on elementary students’ sourcing skills and use. In study 1, we investigate to what extent fourth graders can identify source information and evaluate informants’ expertise and intentions in simplistic, age-appropriate reading tasks. In study 2, we explore whether fourth graders spontaneously apply their sourcing skills when reading simplified multiple documents. Results suggest that fourth graders can successfully identify source information and evaluate informants’ expertise and intentions in simple and direct tasks but fail to apply this ability to more complex and implicit tasks. Implications for information literacy education are discussed.  相似文献   

Teaching writing in Brazilian public high schools     

Coelho  Raquel 《Reading and writing》2020,33(6):1477-1529

Reading and Writing - Writing skills are crucial for high school students’ academic, social, and professional success in Brazil. Developing the ability to write, however, is a demanding...  相似文献   

Attitude of students in exemplary programs toward their science teachers     

Raquel G. Vargas-Gomez  Robert E. Yager 《科学教学研究杂志》1987,24(1):87-91

Student attitudes concerning their science teachers at third, seventh, and eleventh grade are compared. Samples of students were drawn from those enrolled in NSTA's exemplary programs and other students drawn from classrooms of a random selection of teachers who are also NSTA members. Some of the affective items from the Third Assessment of Science, National Assessment of Educational Progress, were used for the study. Results indicate significantly more positive attitudes of students from the exemplary programs in the following ways:

• (1) pleasure with student questions;
• (2) desire for students to explore their own ideas;
• (3) “liking” of science (at the elementary school level);
• (4) ability and “knowledge” of it to make science study exciting.

  相似文献   

Understanding the complex nature of self-regulatory processes in learning with computer-based learning environments: an introduction   总被引：1，自引：0，他引：1  

Roger Azevedo 《Metacognition and Learning》2007,2(2-3):57-65

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Self-report of reading comprehension strategies: What are we measuring?     

Jennifer G. Cromley  Roger Azevedo 《Metacognition and Learning》2006,1(3):229-247

Proficient readers engage in a wide range of cognitive and metacognitive strategies, and both developmental and classroom intervention researchers are in need of high-quality measures of strategy use. Several researchers have recently called into question the validity of the most common type of measures of strategy use in reading, self-report or introspective measures (i.e., the participant must report on his or her cognitive activity while not actually engaged in the activity). We administered three parallel strategy use measures to a sample of 30 ninth-grade students: a prospective self-report measure, a concurrent multiple-choice measure which required students to apply the strategies to specific passages, and a text on which we asked students to think aloud. We also collected two measures of reading comprehension—a standardized measure and free recall scores. Consistent with Veenman’s (2005) conclusions based on a literature review, the concurrent multiple-choice and think-aloud data were both significantly correlated with both of the comprehension scores and with each other, whereas the prospective self-report data had non-significant correlations with all of the other measures. We conclude by recommending concurrent measures for researchers who wish to study strategy use in reading comprehension.  相似文献   

Exploring Latino/a college students’ transition experiences: An ethnography of social preparedness and familial support     

Raquel Michel  Nathan Durdella 《Journal of Latinos & Education》2019,18(1):53-67

This ethnographic case study examined first-year, first-generation, low-income Latino/a college students’ social experiences and familial support during their transition from a charter high school to four-year universities. Through interviews and observations, we found that maintaining communication and building relationships among high school and college peers, high school faculty and staff, and college professors were essential to navigating the educational system; also, having a family that supported their academic work to allow students to only focus on their coursework was important.  相似文献   

Assessment of emotional intelligence in a sample of prospective Secondary Education Teachers     

Margarita Gutiérrez-Moret  Raquel Ibáñez-Martinez  Remedios Aguilar-Moya 《师资教育杂志》2016,42(2):123-134

In the past few years, skills related to emotional intelligence (EI) have acquired special relevance in the educational domain. This study assesses EI in a sample of 155 students of 5 different specialities of a Master’s degree in Teacher Training for Secondary Education. Data collection was conducted through the administration of the Trait Meta Mood Scale-24 (TMMS-24) and the Mayer, Salovey & Caruso Emotional Intelligence Test (MSCEIT). Results show adequate levels of EI, especially in the strategic area, as well as some speciality-based differences among students. There is a need to develop specific training geared towards the development of emotional skills in the Master’s in Secondary Education capacitation programmes according to the trainee’s background.  相似文献