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Leif Lybeck 《International Journal of Science Education》2013,35(1):119-124
This paper discusses preservice science teachers’ conceptualizations of learning. The data for this study were obtained from eight Canadian science graduates enrolled in a teacher education programme. All students participated in a series of three interviews, consisting of a variety of questions about how learning occurs. The interviews were conducted every four months, beginning at the start of the academic year. The data were analysed using a phenomenographic perspective and the conceptualizations are illustrated using excerpts from the interviews. Implications for science teacher education programmes are discussed. 相似文献
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This article tries to contribute to the critical debate on the ideological and globalising potential of education for sustainable development (ESD), which exists in the research field of environmental education, by highlighting potential contradictions in the argumentation for ESD’s ideological and globalising tendency. Further, the authors of this article argue for an alternative perspective on how education policy on ESD can be seen to contribute to globalisation and homogenisation by merging two conceptualisations of ‘globalisation as connection' and the role of ‘empty signifiers' in political discourse. The ambition with the merger is not to provide a universal explanation of globalisation and ideology, instead, the intention is to outline an alternative theoretical outlook that allows for an empirical study of the processes that can be seen to feed into or interrupt the preservation of hegemony in a global setting. 相似文献
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The aim of this paper is to develop an approach that can be used in addressing the issue of the use of information technology and its importance in human meaning making. By using a combination of Wittgenstein’s work method, a sociocultural perspective on learning, and a sociotechnical perspective on artifacts a specific focus for analyses was discerned: the relation between the use-of-technology in meaning-making on one hand and the circumstances for this meaning-making on the other hand. The conversations of six groups of children, who worked with an assignment, that required that they doubted information they encountered, were video recorded and analyzed. The analyses were done in three interrelated steps. (a) The students use-of-technology in meaning making, (b) the meaning patterns that the students encounter on the web, and (c) students’ intentions and habits. Our findings show that, while the mode of reinforcement of the texts used by the students may have provided little opportunity for doubt or learning how to doubt, the students’ habits and intentions with their work determined the result of the interaction, namely copying information from the web. Taking our point of departure in this empirical illustration we discuss theoretical and methodological questions concerning the understanding of the use of information technology in educational settings. 相似文献
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The article explores education for sustainable development (ESD) as a policy concept in different spaces and how it is re-articulated as part of a process of globalisation. The objective is to explore empirically an alternative set of logics in order to conceive of this process of globalisation. With this objective in mind, the article investigates articulations of ESD and sustainable development in Vietnamese and Thai policy-making, and reflects upon how these articulations can be seen to relate to globalisation. In so doing, it addresses concerns about the globalising potential of ESD within the field of environmental education research, and aims to open up for an alternative understanding of the processes associated with the rearticulation of ESD in different national education policy settings. The alternative conception that is put forward promotes an understanding of these re-articulations of ESD as contingent, opening up a space for contestation and counter-hegemonic articulations. 相似文献
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Women are underrepresented in advanced positions in higher education in Europe. This study takes a horizontal perspective and focuses on the relationship between gender and discipline in order to combine research on gender in higher education with theories of disciplinary differences in academic cultures. The study points out substantial differences between disciplines in gender composition, specifically, the probability of a person leaving academia after earning a doctor’s degree and various attitudes towards gender equality work. Our approach, which is based on quantitative longitudinal as well as qualitative research methods, has yielded a more complex and contradictory picture of gender equality in higher education than have vertical cross-sectional studies. 相似文献
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AbstractA player’s ability to score low is critical to the tournament outcome in golf. The relationships of round scores to fairways hit in regulation or striking distance on two holes per round have been investigated before with some disagreement. The purpose is therefore to examine the relationships of par-4 and par-5 hole scores to tee shot functional accuracy and distance, measured as lie of the ball and penalty, and striking distance or distance to the pin for the second shot. Such information is possible to collect without interviewing players. The best US Professional Golfers’ Association Tour players’ statistics during a season are used, provided by the Professional Golfers’ Association Tour and ShotLink. Distance was measured with laser equipment. The results include significant (P < 0.05) correlations between score and striking distance or distance to pin, when hitting rough but not fairway on par-4s and when hitting fairway and rough on par-5s. It is therefore relevant, for performance, to consider the type of fairway miss as well as the striking distance in relation to the par and length of the hole. The findings can be considered when making gap and needs profiles, and when making tactical decisions for tee shots on different types of holes. 相似文献
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Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge
about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence
affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the
impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow
experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was
correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense
of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but
their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did
students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the
two different learning situations. 相似文献