General system theory: Toward a conceptual framework for science and technology education for all   总被引：2，自引：0，他引：2  

David Chen  Walter Stroup 《Journal of Science Education and Technology》1993,2(3):447-459

In this paper we suggest using general system theory (GST) as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics and change, the ability to represent the relationship between the micro-level and macro-level of analysis, and the ability to bring together the natural and human worlds. The historical origins of system ideas are described, and the major concepts of system theory are mapped; including the mathematical, technological, and philosophical constructs. The various efforts to implement system thinking in educational contexts are reviewed, and three kinds of learning environments are defined: expert presentation, simulation, and real-world. A broad research agenda for exploring and drawing-out the educational implications of system thinking and learning is outlined. The study of both real-world and simulated learning environments is advocated.  相似文献   

Special Issue Echoes,Reverberations, Silences,and Noise: Sonic Possibilities in Education     

Walter S. Gershon  Peter Appelbaum 《Educational Studies A Journal of the American Educational Studies Association》2016,52(4):390-393

  相似文献   

Universities and the production of knowledge – Introduction     

Ivar Bleiklie  Walter W. Powell 《Higher Education》2005,49(1-2):1-8

  相似文献   

Effect of women science career role models on early adolescents' attitudes toward scientists and women in science     

Walter S. Smith  Thomas Owen Erb 《科学教学研究杂志》1986,23(8):667-676

In order to change the attitude of early adolescent female and male students toward scientists and women in science, students in the middle school/junior high grades were exposed over a two months' period to women science career role models as part of their science instruction. This treatment positively affected the students' attitude toward scientists and toward women in science. It is suggested that teachers of science in the middle school/junior high should periodically bring community resource people who use science in their careers to the classroom to act as role models and that women should be included among this group so that the attitudes of both male and female students toward scientists and women in science might be improved.  相似文献   

MEASURING ARTISTIC CREATIVITY AND FLEXIBILITY1     

Stephen Klein  Rodney Skager  Walter Erlebacher 《Journal of Educational Measurement》1966,3(4):277-286

  相似文献   

EDUCATIONAL THEORY IN THE FIFTIES: THE BEGINNING OF A CONVERSATION     

Walter Feinberg  Jason Odeshoo 《Educational theory》2000,50(3):289-306

  相似文献   

Native american related materials in elementary science instruction     

Catherine E. Matthews  Walter S. Smith 《科学教学研究杂志》1994,31(4):363-380

The low achievement of Native American students, as measured by standardized tests, results from a number of factors, including the lack of cultural relevance of curriculum materials used in their instruction. Using a pretest–posttest control group design, Native American students in Bureau of Indian Affairs schools in Grades 4–8 who were taught science using culturally relevant materials achieved significantly higher and displayed a significantly more positive attitude toward Native Americans and science than comparable students who were taught science without the culturally relevant materials. It is suggested that when educators of Native Americans teach science, they should use materials that incorporate frequent reference to Native Americans and science.  相似文献   

Response to Francis Schrag     

Walter Feinberg 《Educational theory》1990,40(2):219-219

  相似文献   

Community leadership development: Observations about the past and future     

Walter A. Denero 《Innovative Higher Education》1992,17(1):79-90

Walter A. Denero is currently the Fanning Leadership Fellow in the Fanning Leadership Center at the University of Georgia. He formerly served as director of the Model Cities Program in Athens and has done extensive community leadership development throughout the southeast.  相似文献   

Evaluating deaf students' readiness to meet the English language and literacy demands of postsecondary educational programs     

Bochner JH  Walter GG 《Journal of deaf studies and deaf education》2005,10(3):232-243

The purpose of this study was to investigate alternative methods for evaluating deaf students' readiness to meet the English language and literacy demands of postsecondary educational programs. In the first part of the study, scores obtained by a large sample of deaf students on the ACT Assessment (ACT Composite score and scores on the ACT English and Reading tests) were compared to their scores on various measures of English language and literacy skills. In the second part of the study, the performance of a smaller sample of deaf students on the ESL Reading and ESL Grammar/Usage components of COMPASS/ESL was compared to their performance on a set of concurrent measures of English skills. The results of this investigation demonstrate that neither the ACT Assessment nor COMPASS/ESL are appropriate for the full range of deaf students seeking admission to postsecondary educational programs. However, the ACT Assessment is appropriate for deaf students seeking admission to transferable (BS and AAS) degree programs, and the ESL Reading and Grammar/Usage tests appear to be appropriate for deaf students seeking admission to nontransferable (AOS) degree programs. Taken together, the combination of the ACT Assessment and COMPASS/ESL appear able to provide a valid, reliable, and coherent approach to admissions screening assessment for the full range of deaf students seeking admission to postsecondary programs.  相似文献