Privileging and Artifacts: On the Use of Information Technology in Science Education     

Jonas Almqvist  Leif Östman 《Interchange》2006,37(3):225-250

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   

An education policy paradigm that fails upper secondary school pupils     

Jonas Olofsson 《Journal of Vocational Education & Training》2017,69(4):495-516

In this article, we illustrate the creation of the education policy paradigm that constitutes the framework of vocational education and training (VET) programmes, and analyse local school representatives’ perception of VET in upper secondary schools in Sweden. The education policy paradigm, established through three periods of reform during the twentieth century, undervalues VET as being less worthy than general/academic education. This paradigm generates the rhetoric used by interviewed school representatives that encourages school pupils to choose the ‘right’ (academic) programmes in order to foster a specific citizenship competence, even if this competence is not fully compatible with labour market demands. Young people who cannot, or will not, attain the ‘right’ education, and thus the advocated citizenship competence, lose out in a school system where general/academic education and higher education preparatory programmes are consistently prioritised over VET. An educational system that advocates discrimination and suspicion of VET limits career options and restricts entry into the labour market, as well as risk stigmatising pupils undertaking VET; this paradigm is neither justified nor democratic.  相似文献   

Identifying science students at risk in the first year of higher education: the incremental value of non-cognitive variables in predicting early academic achievement     

Willems  Jonas  Coertjens  Liesje  Tambuyzer  Bart  Donche  Vincent 《European Journal of Psychology of Education - EJPE》2019,34(4):847-872

European Journal of Psychology of Education - Science students’ study success rates in the first year of higher education (FYHE) are problematic. Although a considerable amount of previous...  相似文献   

The significance of ‘participation’ as an educational ideal in education for sustainable development and health education in schools     

Jonas Andreasen Lysgaard  Venka Simovska 《Environmental Education Research》2016,22(5):613-630

This article examines the significance of the concept of participation for teacher meaning-making processes in education for sustainable development and health education. In Scandinavian public schools, education for sustainable development and health education focus on a wide palette of societal problems rather than on narrow curricula. Drawing on selected reviews of research literature on education for sustainable development and health education, Lacanian psychoanalysis provides inspiration for our analysis of the concept of participation, and how it is positioned and enacted in these fields of practice. Essentially, we argue that the concept of participation has a dual nature: it serves both as an educational ideal and as a teaching strategy. We also explore how the failure to achieve the ideal of ‘true’ participation may serve a positive purpose for the teacher; the acknowledgement that participation is not always as genuine as desired establishes a pedagogical situation where ideals of engaging pupils through true participation can continue to exist side by side with clear signs of a less consequential participation.  相似文献   

Sports activity patterns and cardio-metabolic health over time among adults in Germany: Results of a nationwide 12-year follow-up study     

Lars Gabrys  Jens Baumert  Christin Heidemann  Markus Busch  Jonas David Finger 《运动与健康科学(英文)》2021,10(4):439-446

BackgroundPhysical activity is favorable for health, and vigorous sports activity is particularly beneficial. This study investigates the association between changes in sports participation patterns over time and cardio-metabolic and self-perceived health outcomes.MethodsData from 3752 adults (18–79 years of age) who participated in 2 national health interview and examination surveys in 1997–1999 and 2008–2011 were included, with a mean follow-up time of about 12 years. A change in self-reported sports activity was analyzed with respect to the incidence of type 2 diabetes, coronary heart disease (CHD), hypertension, obesity, dyslipidemia, metabolic syndrome, and poor self-perceived health. Participants with pre-existing disease or risk factor of interest at baseline were excluded from the analysis. Being sufficiently active in sports was specified as doing sports for at least 1–2 h per week, and 4 activity categories were defined: 1) inactive at both time points (inactive–inactive), 2) inactive at baseline and active at follow-up (inactive–active), 3) active at baseline and inactive at follow-up (active–inactive), and 4) active at both time points (active–active). Associations between sports activity engagement and health outcomes were estimated by logistic regression models with different stages of adjustments.ResultsNot engaging in any regular sports activity at both time points (inactive–inactive) was associated with higher rates of type 2 diabetes (odds ratio (OR) = 1.82, 95% confidence interval (95%CI): 1.08–3.08), CHD (OR = 1.82, 95%CI: 1.16–2.84), hypertension (OR = 1.36, 95%CI: 1.03–1.81), metabolic syndrome (OR = 1.58, 95%CI: 1.08–2.32), and poor self-perceived health (OR = 2.54, 95%CI: 1.83–3.53) compared to doing regular sports for a minimum of 1–2 h per week over time (active–active). In case of change from inactivity to any regular sports activity (inactive–active), the rate of risk factor occurrence was not statistically different from the active–active reference group except for poor self-perceived health, but it was higher for type 2 diabetes (OR = 2.15, 95%CI: 1.12–4.14) and CHD (OR = 1.77, 95%CI: 1.03–3.03). Being active at baseline but inactive at follow-up (active–inactive) was not associated with higher disease incidence of type 2 diabetes (OR = 0.70, 95%CI: 0.25–1.97) or CHD (OR = 1.20, 95%CI: 0.49–2.99), but was associated with higher rates of hypertension (OR = 1.61, 95%CI: 1.11–2.34), obesity (OR = 2.34, 95%CI: 1.53–3.57), metabolic syndrome (OR = 1.70, 95%CI: 1.11–2.63), and poor self-perceived health (OR = 2.16, 95%CI: 1.53–3.07) at follow-up.ConclusionEven a low weekly quantity (1–2 h) of regular sports activity is partly associated with health benefits. Being formerly but not currently active was not associated with an increased disease incidence, but was associated with a higher risk-factor development compared to the reference group (active–active). Becoming active was preventive for risk-factor development but was not preventive for disease incidence, which probably means that the health benefits from sports activity are not sustainable and disease incidence is only shifted to a later period in life. For this reason, the promotion of and commitment to regular sports activity should be addressed as early as possible over the lifespan to achieve the best health benefits.  相似文献   

Program II—Eight years after     

Jonas O. Rosenthal 《Innovative Higher Education》1982,6(4):214-228

As freshmen in 1966, 26 students at a liberal arts college entered Program II, and experiment in individualized education which relieved them from usual collegiate requirements for all four years. Twelve years later, 22 of these participants, plus 19 nonparticipating classmates of 1970, were interviewed. Except for their evaluation of their college experience (Program II participants were more negative about it), participants and nonparticipants are indistinguishable on comparisons of post-graduate education, occupational history, family and residential patterns, leisure activities, and attitudes toward self.This research was supported by a grant from the Mellon Foundation.  相似文献   

Philosophy of Education: Retrospect and Prospect*     

Jonas F. Soltis 《Educational theory》1975,25(3):211-222

  相似文献   

数字黑洞   总被引：2，自引：0，他引：2  

Jonas Palm  葛秋妍 《图书馆杂志》2006,25(11):50-53

本文分析了数字化项目的投资陷阱，从成本构成上阐述了容易被人忽视的持续性投入，提醒人们，如果预算中无法保障维护性费用的话，先期进行数字化的高昂投入也将前功尽弃。  相似文献   

Using matrix norms to estimate the direction of arrival of planar waves on an ULA     

Rodrigo P. Lemos  Jonas A. Kunzler  Diego F. Burgos B.  Mário J. de Souza  Hugo V.L. e Silva  Yroá R. Ferreira  Edna L. Flôres  Oliver Sander 《Journal of The Franklin Institute》2019,356(9):4949-4969

SEAD method estimates the direction-of-arrival angles on an uniform linear array based on the difference between the two largest singular values, what is called differential spectrum. Although it presented an outstanding performance, the ability to indicate the source positions was not elucidated yet. Inspired by the differential spectrum formulation we derived a total differential spectrum and found out that the matrix norm induced by the vector 2-norm of a modified spatial covariance matrix can be used to estimate the direction-of-arrival of multiple plane waves. Indeed we show that matrix norms are estimators and we propose their use instead of the singular value decomposition in SEAD-based methods. We present a general mathematical expression in order to explicit the operating principles of the proposed methods. Consequently, we were able to explain how the relation between the arriving and the search angles produces the larger peaks on the differential spectrum. To evaluate the important role played by matrix norms, a thousand experiments were carried out. They showed that the proposed approach proved to be as accurate as the previous SEAD-based methods, while providing a significant reduction on runtime. It also outperformed well-established methods like MODEX regarding the estimation error.  相似文献   

When neighboring disciplines fail to learn from each other: The case of innovation and project management research     

Andrew Davies  Stephan Manning  Jonas Söderlund 《Research Policy》2018,47(5):965-979

As knowledge production becomes more specialized, studying complex and multi-faceted empirical realities becomes more difficult. This has created a growing need for cross-fertilization and collaboration between research disciplines. According to prior studies, the sharing of concepts, ideas and empirical domains with other disciplines may promote cross-fertilization. We challenge this one-sided view. Based on an analysis of the parallel development of the neighboring disciplines of innovation studies and project management, we show that the sharing of concepts and empirical domains can have ambivalent effects. Under conditions of ideological distancing, shared concepts and domains will be narrowly assimilated ? an effect we call ‘encapsulation’ – which creates an illusion of sharing, while promoting further self-containment. By comparison, reflexive meta-theories and cross-disciplinary community-building will enable a form of sharing that promotes cross-fertilization. Our findings inform research on research specialization, cross-fertilization and effectiveness of interdisciplinary collaboration.  相似文献