Learning science in an era of globalization: a phenomenology of the foreign/strange     

SungWon Hwang  Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(4):937-958

In this study, we propose a set of concepts for conceptualizing issues of learning science related to globalization, the encounter with the (radically) foreign/strange—as this occurs as part of migration and even as part of the encounter of a learner with the unknown content that science lessons are to impart—from the perspective of the experiencing person and the experience. We take an approach to the question of the foreign/strange that is grounded in philosophies of difference, which have emerged in continental Europe, and which make use of advances in phenomenology, dialectics, and materialism. We draw on ethnographic work in one undergraduate physics course at a Canadian university, where we followed in particular one female Japanese student, who had come to this country for the purpose of getting a degree. As an entry point and as source of empirical materials, we draw on our own auto/ethnographic experience that brings particular advantages to ally pathos to the experience of the foreign/strange, something is happening to (affecting) us that is beyond all experience, understanding, and anticipation. We articulate three phenomenological aspects that pathos (empathy) allows us to understand concerning the experience of the foreign/strange and then provide an exemplary and exemplifying analysis.

SungWon HwangEmail:

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SungWon Hwang   is postdoctoral fellow at the University of Victoria, Canada, in which she has conducted interdisciplinary research projects that focus on cultural-historical perspectives of learning and identity and the role of the body in the context of science and mathematics. She taught middle school students in Korea and obtained her Ph.D in Seoul National University. Through her postdoctoral studies, she has developed her research interests in cultural studies and video-based qualitative research. Wolff-Michael Roth   is the Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural-historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer, 2003), Rethinking Scientific Literacy (Routledge, 2004, with A. C. Barton), Talking Science (Rowman & Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005).  相似文献   

Development of a personalized educational computer game based on students’ learning styles   总被引：1，自引：0，他引：1  

Gwo-Jen Hwang  Han-Yu Sung  Chun-Ming Hung  Iwen Huang  Chin-Chung Tsai 《Educational technology research and development : ETR & D》2012,60(4):623-638

In recent years, many researchers have been engaged in the development of educational computer games; however, previous studies have indicated that, without supportive models that take individual students?? learning needs or difficulties into consideration, students might only show temporary interest during the learning process, and their learning performance is often not as good as expected. Learning styles have been recognized as being an important human factor affecting students?? learning performance. Previous studies have shown that, by taking learning styles into account, learning systems can be of greater benefit to students owing to the provision of personalized learning content presentation that matches the information perceiving and processing styles of individuals. In this paper, a personalized game-based learning approach is proposed based on the sequential/global dimension of the learning style proposed by Felder and Silverman. To evaluate the effectiveness of the proposed approach, a role-playing game has been implemented based on the approach; moreover, an experiment has been conducted on an elementary school natural science course. From the experimental results, it is found that the personalized educational computer game not only promotes learning motivation, but also improves the learning achievements of the students.  相似文献   

亚里士多德实践哲学中的公民德育概念     

黄藿 《教育学报》2013,9(1):3-12,20

在21世纪的今日,民主化成为世界潮流,尽管世界各国在民主化的实施方式、内容与进程上有很大的差异,但不可否认公民德育在推动并建构民主化社会的目标上有其关键的重要性。透过对亚里士多德伦理学与政治学文献的探讨,可以厘清原始公民德育的概念。亚里士多德在其所著《政治学》一书中对公民的定义与城邦的构成要素、公民教育与政体的关系、公民德育实践的必要性及其实施的内容与方法进行了阐述。尽管亚里士多德有关公民的概念与公民德育的理论太过粗略与朴素,还没有碰触到现代民主社会中复杂的权利与义务理念,但他把公民德育的培育当做政治哲学的理论核心却是充满超越时代的先知卓见。  相似文献   

Predicting Employee Turnover from Friendship Networks     

Thomas Hugh Feeley  Jennie Hwang  George A. Barnett 《Journal of Applied Communication Research》2013,41(1):56-73

Employees (n=40) at a fast-food restaurant were surveyed about characteristics of their position and their level of satisfaction. Employees were then asked to report with whom they regularly communicated inside and outside the workplace and to indicate how close they were to employees with whom they were linked. Employee turnover was measured after three months had elapsed. A goal of the research was to replicate a model of employee turnover that predicts employees more central in their social network to be less likely to leave, and to test a social support explanation of the centrality model. The results indicated that employees who reported a greater number of out-degree links with friends were less likely to leave. The number of in-degree links with friends did not significantly predict turnover, and neither did network links with peers. Friendship prestige, measured by the number of in-degree links, was strongly correlated with relational closeness and amount of time spent with employees outside the workplace.  相似文献   

Mathematical problem posing as a measure of curricular effect on students' learning     

Jinfa Cai  John C. Moyer  Ning Wang  Stephen Hwang  Bikai Nie  Tammy Garber 《Educational Studies in Mathematics》2013,83(1):57-69

In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students who had used a standards-based curriculum in middle school performed equally well or better in high school than students who had used more traditional curricula. The findings from this study not only show evidence of strengths one might expect of students who used the standards-based reform curriculum but also bolster the feasibility and validity of problem posing as a measure of curriculum effect on student learning. In addition, the findings of this study demonstrate the usefulness of employing a qualitative rubric to assess different characteristics of students' responses to the posing tasks. Instructional and methodological implications of this study, as well as future directions for research, are discussed.  相似文献   

A Toy Clinic Shop: Innovation Management in a Shin-Tai Elementary School     

Jon-Chao Hong  Ming-Yueh Hwang  Hwey-Wen Liang  Hsin-Wu Chang 《Educational gerontology》2013,39(11):1018-1033

In Taiwan there is a declining birth rate and a dramatic increase in the elderly population. There is also the trend of using school space that would otherwise be left unused. The experimental project “Toy Clinic Shop in Elementary School” offers an innovative management model for elementary schools to address these developments. The following are included in the project goals: lifelong learning, service learning, and intergenerational interaction. The Toy Clinic Shop is not only a place offering the opportunity for intergenerational contact, but also for sharing and learning from each other. When the elderly contribute to the shop, they enjoy being with children, and they can experience the so called Ta Tung world of utopia where they enjoy being with young people. Furthermore, schools can benefit from the project because it promotes a school's many functions, collects more resources, creates social value among retired people, and develops the human resource of the elderly.  相似文献   

From reflective thinking to learning engagement awareness: A reflective thinking promoting approach to improve students’ dance performance,self-efficacy and task load in flipped learning     

Lu-Ho Hsia  Gwo-Jen Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2461-2477

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Positivist and constructivist persuasions in instructional development   总被引：1，自引：0，他引：1  

Ahn-Sook Hwang 《Instructional Science》1996,24(5):343-356

Constructivism has been an influential theoretical persuasion in recent years in the field of instructional design and development. Yet the theoretical tenets and applications of constructivism in instructional development (ID) have been often discussed outside the context of the long-standing paradigmatic pursuits from which constructivism stems. Efforts to continue an intellectual journey, exploring how different theoretical bases lead to different implications for ID, must be based on a clear understanding of different paradigms. Hence, constructivism is discussed here in the context of the underlying paradigm debate involving the old positivist paradigm and the new constructivist paradigm. This article explores how these different paradigms have shaped different theories and practices in ID. Specifically, three versions of constructivism and how they have influenced ID are critically examined. Finally, it is recommended that the two paradigms, positivism and constructivism, can be applied in a complementary way in ID.  相似文献   

Enhancing Mathematical Problem Solving for Secondary Students with or at Risk of Learning Disabilities: A Literature Review     

Jiwon Hwang  Paul J. Riccomini 《Learning disabilities research & practice》2016,31(3):169-181

Requirements for reasoning, explaining, and generalizing mathematical concepts increase as students advance through the educational system; hence, improving overall mathematical proficiency is critical. Mathematical proficiency requires students to interpret quantities and their corresponding relationships during problem‐solving tasks as well as generalizing to different contexts; both requirements are particularly challenging for many students with learning disabilities. An in‐depth review of research was completed to (1) demonstrate how interventions targeting mathematical problem solving are categorized into heuristic, semantic, or authentic approaches; (2) explore the degree to which generalization is presented in each approach; and (3) determine the efficacy of each intervention approach. Experimental studies (n = 17) demonstrating the effects of interventions designed to enhance mathematical problem solving for secondary students with or at risk of learning disabilities were analyzed. Findings indicate that the efficacy of the three intervention approaches varies, and that the real‐world connections differ. Implications for research and practice are discussed.  相似文献   

Effectiveness of Supervised Intergenerational Service Learning in Long-term Care Facilities on the Attitudes,Self-transcendence,and Caring Behaviors Among Nursing Students: A Quasiexperimental Study     

Huei-Lih Hwang  Huey-Shyan Lin 《Educational gerontology》2013,39(9):655-668

The beneficial effects of service learning on students' attitudes have been well documented; however, few studies have focused on the long-term effect as well as on the caring behaviors and self-transcendence of students. Additionally, few studies have compared the effects of the service learning in different types of facilities. To compare the effectiveness of intergenerational service learning in different types of facilities for nursing college students, this quasiexperimental study performed a questionnaire survey before the intervention and two surveys after the intervention to comprehensively evaluate outcomes. A convenient sample of three groups with 126 students completed the questionnaire (assisted living facilities = 43, nursing homes = 43, veterans' homes = 40). The intervention was administered in one 60-minute session per week for six weeks. The outcome variables were measured before the intervention and after two weeks and 16 months of the intervention. All three groups showed significantly higher caring scores after the intervention. After 16 months of the intervention, scores of nursing students' caring behavior and attitudes toward elders were significantly higher in assisted living facilities than in the veterans' homes. Different facilities do have different effects on nursing students. Students assigned to assisted living facilities were more likely to change their attitudes and behaviors positively. The findings of this study provide a foundation for service learning projects as an educational activity in long-term care courses for enhancing nursing students' caring practices, attitudes towards elders, and self-transcendence.  相似文献