School visits to zoos and museums: a missed educational opportunity?     

Sue Dale Tunnicliffe  A. M. Lucas  Jonathan Osborne 《International Journal of Science Education》2013,35(9):1039-1056

Recent studies in exhibitions have begun to consider the cognitive content of the ‘dialogue’ between visitor and exhibit designer. Such studies have focused on the leisure visitor and not on organised school visits. The study reported here compares the conversational content of primary school and family visitors at the London Zoo and the Natural History Museum, London. The data show that there are common features to the children's interactions with animal exhibits and that the content of the conversations varies little between family groups and school groups both within an institution and between institutions. The lack of any marked distinction between school and family visitors strongly suggests that schools are failing to make effective use of the educational potential of zoos. Secondly, the findings of this study are important in pointing to the features of animal exhibits to which children, and their accompanying adults, attend. The data suggest that there is a gulf between the level of knowledge and understanding visitors bring to the exhibits and the message that the museums and zoos may wish to communicate. It is suggested that more successful education will only be achieved when museums and zoos give more credence to understanding what the visitor already does, or does not, know.  相似文献   

Looking for ideas: observation,interpretation and hypothesis-making by 12-year-old pupils undertaking science investigations     

Stephen P. Tomkins  Sue Dale Tunnicliffe 《International Journal of Science Education》2013,35(8):791-813

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Performance differences when using 26- and 29-inch-wheel bikes in Swiss National Team cross-country mountain bikers     

Thomas Steiner  Beat Müller  Thomas Maier  Jon Peter Wehrlin 《Journal of sports sciences》2016,34(15):1438-1444

The purpose of this study was to analyse the effect of bike type – the 26-inch-wheel bike (26“ bike) and the 29-inch-wheel bike (29“ bike) – on performance in elite mountain bikers. Ten Swiss National Team athletes (seven males, three females) completed six trials with individual start on a simulated cross-country course with 35 min of active recovery between trials (three trials on a 26“ bike and three trials on a 29“ bike, alternate order, randomised start-bike). The course consisted of two separate sections expected to favour either the 29“ bike (section A) or the 26“ bike (section B). For each trial performance, power output, cadence and heart rate were recorded and athletes’ experiences were documented. Mean overall performance (time: 304 ± 27 s vs. 311 ± 29 s; P < 0.01) and performance in sections A (P < 0.001) and B (P < 0.05) were better when using the 29“ bike. No significant differences were observed for power output, cadence or heart rate. Athletes rated the 29“ bike as better for performance in general, passing obstacles and traction. The 29“ bike supports superior performance for elite mountain bikers, even on sections supposed to favour the 26“ bike.  相似文献   

Multimedia and Online Video Case Studies for Preservice Teacher Preparation   总被引：2，自引：0，他引：2  

Terence R. Cannings  Sue Talley 《Education and Information Technologies》2002,7(4):359-367

Case studies have been used successfully as a part of teacher education. There are many possibilities in extending the impact of case studies through the use of technology. Video and the Internet could enable demonstration of more examples, dissemination beyond the walls of the classroom, and discussion between geographically dispersed preservice teachers. Several projects are now investigating the possible ways that technology might enhance or extend text case studies. After exploring four existing products, four essential elements for video case studies are proposed. As video case studies move to the Internet, additional issues arise and these are also explored.  相似文献   

‘We do not wish to be sofa cushions,or even props to men,but we wish to work by their side’: celebrating women as popular educators at the Anglican Church congresses 1881–1913     

Sue Anderson-Faithful  Catherine Holloway 《History of education》2019,48(2):180-196

ABSTRACT

The Anglican Church congresses sought to foster relations between clergy and lay people. They promoted the Church as part of the social fabric of the nation with parades, civic receptions, services and public talks. Women were a presence at the congresses as platform speakers, organisers, hostesses and members of the audience. Congresses provided opportunities for informal collaborations and networking between organisations including the National Union of Women Workers, Mothers’ Union and Girls’ Friendly Society. Dedicated women’s sections from 1881 provided a space that was exploited by women activists seeking a voice in the public sphere. The congresses reflected a context of increasing professionalisation amongst women. This article celebrates the contribution made by women in the role of popular educators via congress platforms between 1882 and 1913. In addition, the article seeks to commemorate the unvoiced presence of working class women who engaged with the congresses as members of the audience.  相似文献   

Developing identity and agency as an early career academic: lessons from Alice     

Sue Monk  Loraine McKay 《International Journal for Academic Development》2017,22(3):223-230

This paper draws on Lewis Carroll’s character of Alice as a metaphor for interrogating identity construction and agency amongst early career academics, a process which can seem like Alice’s pursuit of the White Rabbit in a strange land. Keeping in mind the effects of neoliberalism on the tertiary sector, we recognise the centrality of personal lives in decision-making about academic careers and the shaping of professional identities. We also foreground how communities of practice not only build agency amongst ECAs but can also be supported by academic developers.  相似文献   

Are computers an important learning resource?     

Sue Haugland 《Early Childhood Education Journal》1993,20(3):30-31

Sue Haugland is Professor at Southeast Missouri State University, Cape Girardeau, MO.  相似文献   

Discovering Readers     

Sue Hartland  Keith Harcourt 《Literacy》1995,29(1):38-46

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Maintaining an anti-bias curriculum     

Sue Haugland 《Early Childhood Education Journal》1992,20(2):44-45

Sue Haugland is with Southeast Missouri State University, Cape Girardeau, MO.  相似文献   

Academic journals and the politics of publication in adult,continuing and lifelong education     

Marcella Milana  Steven Hodge  John Holford  Richard Waller  Sue Webb 《International Journal of Lifelong Education》2016,35(6):587-589

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