Toward a “thoughtful lightness”: Education in viral times     

Phelan  Anne M.  Hansen  Dion Rüsselbæk 《Prospects》2021,51(1-3):15-27

PROSPECTS - The Covid-19 pandemic has changed our way of life temporarily and perhaps forever. As such, how educators respond to the contemporary situation is not without consequence. Inspired by...  相似文献   

Diversity,Privilege, and Us: Collaborative Curriculum Transformation Among Educational Leadership Faculty     

Elizabeth?J.?AllanEmail author  Suzanne?E.?EstlerEmail author 《Innovative Higher Education》2005,29(3):209-232

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Developmental and Educational Perspectives on Theory Change: To Have and Hold,or To Have and Hone?     

Duschl  Richard A.  Deaák  Gedeon O.  Ellenbogen  Kirsten M.  Holton  Douglas L. 《Science & Education》1999,8(5):525-542

Eric Schwitzgebel presents an attractive argument for the use of affective indicators to both assess and extend the 'theory theory' research agenda. A key component of his argument is an account of explanation that can be applied to both children and adults, few of whom possess the attributes and behaviors that warrant being called scientists. The core features of his account include 1) regarding a set of propositions as a theory and 2) subscribing to a theory by accepting and employing this set of propositions to explain events within the theory's domain. We will argue that this account, while potentially helpful for guiding research on the affective content of explanations, requires elaboration because it (1) does not fully characterize what is distinctive and important about theoretical and scientific thinking, (2) raises questions about different kinds of explanations, such as seen in transitions from common-sense explanations to theoretical explanations; (3) favors individual theorizing to the exclusion of socially mediated theorizing, and (4) raises developmental questions about the nature of explanation-seeking and the capacity to apply evidence to evaluate theories.  相似文献   

Young children's adaptive partner choice in cooperation and competition contexts     

Sebastian Grueneisen  Georgina Török  Anushari Wathiyage Don  Azzurra Ruggeri 《Child development》2024,95(3):1023-1031

Choosing adequate partners is essential for cooperation, but how children calibrate their partner choice to specific social challenges is unknown. In two experiments, 4- to 7-year-olds (N = 189, 49% girls, mostly White, data collection: 03.2021–09.2022) were presented with partners in possession of different positive qualities. Children then recruited partners for hypothetical tasks that differed with respect to the quality necessary for success. Children and the selected partner either worked together toward a common goal or competed against each other. From age 5, children selectively chose individuals in possession of task-relevant qualities as cooperative partners while avoiding them as competitors. Younger children chose partners indiscriminately. Children thus learn to strategically adjust their partner choice depending on context-specific task demands and different social goals.  相似文献   

Dynamics of GeoGebra ecosystem in mathematics education     

Gökçe  Semirhan  Güner  Pınar 《Education and Information Technologies》2022,27(4):5301-5323

Education and Information Technologies - The purpose of this study was to investigate the trends of GeoGebra related studies. We focused on the articles published between 2009 and 2021 and existed...  相似文献