Dialogic education as an approach to multiculturalism for social cohesion in Namibia     

Olga Bialostocka 《Globalisation, Societies & Education》2017,15(2):271-281

The paper explores approaches to cultural diversity and its relation to the concept of social cohesion in the context of a multicultural school community. It uses insights from an empirical research on multicultural education conducted in Namibia as context for a discussion on tools in educational practice that would support diversity while working towards a greater integration of a pluralistic society. Looking into the African concept of Ubuntu and the corresponding teachings of the philosophers of dialogue, this theoretical paper suggests dialogic learning as an approach to multiculturalism that can enhance tolerance among peoples and produce a society united through understanding.  相似文献   

Development and differentiation of force and energy concepts for animate and inanimate objects in children and adolescents     

Olga Megalakaki  Jean Pierre Thibaut 《Research in Science Education》2016,46(4):457-480

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Early Childhood Education in Societal Context: Teachers in Three Countries Speak About Early Childhood Education     

Helen L. Carlson  Olga Zvagina  Lena Stenmalm Sj  lom 《Early education and development》1997,8(2):169-186

Building on the cross-cultural patterns and systems research as well as social constructivism, in-depth interviews were conducted with key informant early childhood teachers in three regions with similar characteristics in Sweden, Russia, and in the United States. Inductive analyses revealed differences in responses among Swedish, Russian and American informants related to the macro-, meso-, and micro-levels of societal system. United States teacher informants had a great number of separate topic comments and distributed them more evenly across all levels than did Russian and Swedish teacher informants who had more emphasis at the meso level. United States and Russian teacher informants discussed the lack of societal support for young children and their families, while Swedish teacher informants seemed to almost take this support for ranted. United States teacher informants suggested that early childhood programs were important in developing support networks among parents, while Russian teacher informants often gave information to parents and Swedish teachers spoke about mutually sharing information. United States teacher informants desired both strict rules with strong academic content and extension of the child's initiations through play; they emphasized activities and materials. Swedish teachers discussed a child- centered approach to social learning and creativity and desired to be with children rather than do activities with them. Russian teacher informants emphasized the importance of obedience, aesthetic education, and preparation for school and the labor of the larger society. These study outcomes deepen understanding about the multidemensional relationships between early childhood programs and societal contexts in which they are embedded, and they suggest alternative approaches to working with young children and their families.  相似文献   

Children learning a concept with a book and an e-book: a comparison with matched instruction     

Raynaudo  Gabriela  Peralta  Olga 《European Journal of Psychology of Education - EJPE》2019,34(1):87-99

European Journal of Psychology of Education - Children are exposed to symbolic media, such as printed or electronic pictures. The purpose of this research was to compare children’s learning...  相似文献   

What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs     

Daniel Sommerhoff  Andrea Szameitat  Freydis Vogel  Olga Chernikova  Kristina Loderer  Frank Fischer 《学习科学杂志》2018,27(2):319-351

The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their disciplinary backgrounds and the topics and research methods they address. In this document analysis of the websites of 75 international graduate learning sciences programs, we examine central concepts and research methods across institutions, compare the programs, and assess the homogeneity of different subgroups. Results reveal that the concepts addressed most frequently were real-world learning in formal and informal contexts, designing learning environments, cognition and metacognition, and using technology to support learning. Among research methods, design-based research (DBR), discourse and dialog analyses, and basic statistics stand out. Results show substantial differences between programs, yet programs focusing on DBR show the greatest similarity regarding the other concepts and methods they teach. Interpreting the similarity of the graduate programs using a community of practice perspective, there is a set of relatively coherent programs at the core of the learning sciences, pointing to the emergence of a discipline, and a variety of multidisciplinary and more heterogeneous programs “orbiting” the core in the periphery, shaping and innovating the field.  相似文献   

Multiple-pair training enhances transposition in pigeons     

Lazareva OF  Miner M  Wasserman EA  Young ME 《Learning & behavior》2008,36(3):174-187

We studied transposition in pigeons by training them to select the smaller (or the larger) of a pair of circles. In training, different groups of pigeons were given one pair, two pairs, or three pairs of circles along the size dimension. Testing included two stimulus pairs for which, according to theoretical postdiscrimination generalization gradients, transposition should decrease from one-pair to two-pair to three-pair training. On the basis of the results of our earlier study (Lazareva, Wasserman, & Young, 2005) and contrary to these predictions, we expected that transposition should increase from one-pair to two-pair to three-pair training. We found that multiple-pair discrimination training enhanced transposition, which, on average, rose from 47% (one-pair training) to 52% (two-pair training) to 64% (three-pair training). In addition, we found that the overall similarity of the testing pair to the training pair(s) modulated the strength of relational responding. These results demonstrate that encountering multiple instances of a rule leads to stronger relational learning, even when reinforcement history predicts the opposite trend. These results also provide strong evidence against stimulus generalization as the sole determinant of relational responding in transposition.  相似文献   

Arts‐Based Educational Research in Museums: ‘Art for Learning Art’, an A/r/tographic Mediation     

Paloma Palau‐Pellicer  Jaime Mena  Olga Egas 《The International Journal of Art & Design Education》2019,38(3):670-680

This article discusses forms of arts‐based mediation in museums that use creation as the primary tool in the learning process. We present four mediation experiences based on the arts‐based teaching methodologies promoted by the project ‘Art for Learning Art’. These experiences have been developed in four museums: the Centre Pompidou Málaga, the State Russian Museum in Málaga and the Espai d'Art Contemponeo [Center of contemporary art] in Castellón in Spain and the Modern Art Murilo Mendes Museum of Minas Gerais in Brazil. Four experiences in three cities of two countries that work in a methodology which involves participative and collaborative visitor connections with the works exhibited using arts‐based strategies. In all cases, the artistic works of the exhibitions are the conceptual basis for mediation proposals that are offered to the public in order to encourage participation. We link the aesthetic experience as the origin of the mediation process in two fundamental aspects: creation and appreciation. In the act of creative appreciation, most art education objectives are met. The actions and processes are directed by collaborative and contemporary creation strategies around two axes: museum educator‐artists in training and visitors‐artists as learners. In the four experiences that we present here, this confluence takes place. The four events have been adapted to the conditions of the place, public and art exhibitions, contributing new approaches to the model that has been promoted from the University of Granada since 2013.  相似文献   

A study regarding the spontaneous use of geometric shapes in young children’s drawings     

José Domingo Villarroel  Olga Sanz Ortega 《Educational Studies in Mathematics》2017,94(1):85-95

The studies regarding how the comprehension of geometric shapes evolves in childhood are largely based on the assessment of children's responses during the course of tasks linked to the recognition, classification or explanation of prototypes and models. Little attention has been granted to the issue as to what extent the geometric shape turns out to be an expressive tool that young children spontaneously use in their pictorial productions and also, whether or not methodological research approaches aimed at the examination of unprompted usage of geometric shapes in childhood may be useful regarding the study of the development of geometric thinking. This evidence provided by this study is coherent with the assumption that before starting primary education, internal representation of closed curves, quadrilaterals and triangles should have been developed by a significant number of children and, more interestingly, that young children’s graphical expressivity appears liaised to their skill to depict two-dimensional geometric shapes.  相似文献   

‘They want more of everything’: what university middle managers’ attitudes reveal about support for off-campus doctoral students     

Olga Kozar  Juliet F. Lum 《高等教育研究与发展》2017,36(7):1448-1462

Advances in technology and a shifting demographic of post-graduate students have resulted in a larger than ever number of off-campus PhD students. These students tend to be less satisfied than their on-campus counterparts with their candidature experience. Improving the current situation requires effort from multiple university stakeholders, including academic middle managers, who play a role in allocating resources and setting research training agenda. However, with the intensification of academic workload, academic managers might not view the support of off-campus PhD students as a high priority. This study investigates the attitudes of middle managers in a large Australian university concerning the provision of training and support to off-campus PhD students. The findings reveal that a complex interplay of discourses hinder the provision of support to off-campus PhD students. Implications for practice are discussed.  相似文献   

Collaborative pedagogy: 3-year-olds bring pedagogical cues into alignment with analogical reasoning to extract generic knowledge     

Taverna  Andrea S.  Padilla  Migdalia I.  Baiocchi  María C.  Peralta  Olga A. 《European Journal of Psychology of Education - EJPE》2021,36(2):423-438

European Journal of Psychology of Education - Although there is wide evidence on young children’s category learning, questions concerning how cognitive mechanisms and social mediation work...  相似文献