Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education     

Madeleine Abrandt Dahlgren  Gunilla Öberg 《Higher Education》2001,41(3):263-282

In problem-based learning, scenarios relating to real life areused as a point of departure for the learning process. Eventhough the importance of suitable cases or scenarios in bringingabout a fruitful learning process is emphasised in theliterature, few studies focus on how they actually function inthe learning process. This study focuses on how the scenariosused in a ten-week introductory course of a new four-yearundergraduate programme in environmental science functioned interms of the structure and content of the questions they evoked.Data were gathered through diary notes from nine groups ofstudents, comprising 5–8 students per group. The data weresubjected to a qualitative analysis aimed at describing thestructure and content of the questions generated by the groups.Five different kinds of questions were identified and labelled;encyclopaedic, meaning-oriented, relational,value-oriented and solution-oriented. All scenarios generated questions pertaining to all five categories in all groups, butthe emphasis varied. The results are discussed in relation to thedesign of scenarios, and in relation to students' approaches tolearning.  相似文献   

PBL from the teachers' perspective   总被引：1，自引：0，他引：1  

Madeleine Abrandt Dahlgren  Reinhold Castensson  Lars Owe Dahlgren 《Higher Education》1998,36(4):437-447

The background of the project Problem Based Learning in Environmental Sciences' was a dissatisfaction with the lack of inspiring connections between current research and undergraduate education. The PBL approach was adopted in order to raise the level of activity in undergraduate learning. Another reason was the emphasis on problem orientation in PBL which includes an important proportion of interdisciplinarity in finding appropriate solutions to environmental problems. The aim of this study was to evaluate the implementation of PBL in environmental education from the teachers' perspective. Seven teachers were interviewed. The interviews were transcribed and subject to a qualitative analysis. The teachers were in general positive to continue to work with the PBL program. They appreciated the closer contact with the students. Difficulties experienced comprise a lack of consensus amongst the teachers and lack of time for discussion and planning during the project. The teachers conceived of the essence of PBL either from a learning perspective or a teaching perspective. Characteristic of the learning perspective is a focus on the students' learning process, while in the teaching perspective focus is on the methodological teaching aspects of PBL. There were also two different perspectives on the teacher's role as a tutor in PBL, that are categorised either as a supportive role or a directive role. Characteristic of the supportive role is an integrated view of the tutors' role. The students' activity, responsibility and influence on the education was emphasised. The supportive tutor's role was mainly focusing the group process. The directive tutor's role were characterised by a restricted view or uncertainty of the teacher's role in PBL. The different ways of conceiving PBL may explain some of the experienced difficulties amongst the teachers.  相似文献   

Making the Difference to Sociology of Education: Reflections on family-school and gender relations   总被引：1，自引：0，他引：1  

Madeleine Arnot 《Discourse: Studies in the Cultural Politics of Education》2002,23(3):347-355

In the context of the 1970s, the focus of critical theorists was on education and cultural and social reproduction. Emphasis had shifted from a family-education link to a school-economy link, placing the family as a subsidiary institution in the framing of social inequality. Published in the early 1980s, Making the Difference (Connell et al ., 1982) was a timely and much needed intervention in bringing back into focus the realities of the lived experience of young people, and providing sophisticated theorizing around class and gender relations within and between the family and the school. Social class and gender relations, Connell et al . argued, could be found within the dynamics of family, school, and industrial life simultaneously. Twenty years later, we are reaping the benefits of their analysis in terms of understanding the hegemonizing influences of the school--the many subtle and indirect ways that schools produce (rather than reproduce) class and gendered identities, at the same time recognising the increasing dissonance of gender values within class formations.  相似文献   

A study of leaving certificate students’ perceptions of teachers’ attitudes to leaving certificate     

Madeleine O'Shea 《Irish Educational Studies》2013,32(2):256-272

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Pedagogy for patriarchy: The feminization of teaching     

Madeleine Grumet 《Interchange》1981,12(2-3):165-184

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Labouring to Learn: Students'Debt and Term Time Employment in Belfast     

Dr  Madeleine Leonard 《Higher Education Quarterly》1995,49(3):229-247

This paper presents the results of a survey into the labour market experiences of 363 undergraduate students in the Department of Sociology and Social Policy at Queen's University, Belfast. The first pan of the paper will look at the debate surrounding the introduction of the Student Loans Scheme and the associated abolition of welfare benefit entitlements. The second pan of the paper will present the findings of the survey. Particular reference will be made to the financial situation facing undergraduate students and the extent to which term-time employment presents a solution to their monetary problems.  相似文献   

Current Developments in the Sociology of Women's Education     

Madeleine Arnot 《British Journal of Sociology of Education》1985,6(1):123-130

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The 2011 Benjamin Franklin Medal in Chemistry Presented to Kyriacos C. Nicolaou     

Madeleine M. Joullié  Amos B. Smith III 《Journal of The Franklin Institute》2014

The Franklin Institute, Philadelphia, Pennsylvania, awards the 2011 Benjamin Franklin Medal in Chemistry to Professor Kyriacos C. Nicolaou for his extraordinary contributions to chemistry, biology, and medicine through the advancement of the art of synthesis as exemplified by the elegant total syntheses of some of nature's most complex biologically active molecules. Nicolaou is recognized as a world leader in the field of total synthesis for his work in chemical synthesis and chemical biology. His total syntheses are legendary, distinguished for their elegance and practicality. Among his most celebrated achievements are the total syntheses of calicheamicin γ₁^I, Taxol^®, brevetoxin B, vancomycin, and thiostrepton. The impact of his work transcends total synthesis, for it often leads to the discovery and invention of new synthetic strategies and technologies as well as biological tools and drug candidates, thereby facilitating discoveries in biology and medicine. Nicolaou's influence on science and society extends beyond his research discoveries. Through his didactic lectures and writings, he motivates and inspires students into the sciences and informs the public about the importance of science and education to society.  相似文献   

Equality and Democracy: a decade of struggle over education     

Madeleine Arnot 《British Journal of Sociology of Education》1991,12(4):447-466

According to the Conservative Party, the ‘age of egalitarianism is now over’. This article explores the development of egalitarianism in the United Kingdom in the last decade and the threat represented by the Education Reform Act 1988. It focuses on the political struggles over gender and ‘race’ equality in education since the significance of these struggles appears to have been neglected in current reassessments of social democracy. Teacher autonomy, child‐centred learning and freedom of curriculum choice, as defined by social democracy, have been challenged by campaigns for social equality. Yet calls for increased state intervention and more coercive strategies of reform were not conducive to a participatory democratic order. The analysis, therefore, demonstrates the tensions between equality and democracy as political goals within advanced capitalist societies, and suggests that not only liberal, but also the egalitarian approaches of the 1980s require critical re‐evaluation.  相似文献   

Freedom’s Children: A Gender Perspective on the Education of the Learner-Citizen     

Madeleine Arnot 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(1):67-87

Drawing on Ulrich Beck’s theory of “freedom’s children”, the present contribution examines contemporary concerns about educating young people for citizenship as well as educating them about citizenship. Under the first theme, the author focuses on the citizen as learner, highlighting some of the gender- and class-related inequalities that are typically associated with individualisation. Under the second theme, she looks at the learner as citizen in view of the fact that citizenship education courses often prepare learners for a gender-divided world – even though the processes of individualisation have themselves significantly reshaped contemporary gender relations. In light of current challenges facing citizenship education, the study concludes by reflecting on gender-related dimensions of individualisation and their implications for democracy and the learner-citizen.

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Zusammenfassung DIE KINDER DER FREIHEIT: EINE GESCHLECHTSBEZOGENE PERSPEKTIVE AUF DIE BILDUNG DES LERNENDEN BüRGERS – Indem er sich auf Ulrich Becks Theorie der ,,Kinder der Freiheit“ stützt, untersucht der vorliegende Beitrag zeitgen?ssische Bemühungen, junge Menschen sowohl zur Staatsbürgerschaft hin zu erziehen als auch sie über die Staatsbürgerschaft zu belehren. Unter der ersten überschrift konzentriert sich die Autorin auf den Bürger als Lernenden, indem sie einige der geschlechts- und klassenspezifischen Ungleichheiten betont, die typischerweise mit der Individualisierung verbunden werden. Unter der zweiten überschrift wirft sie einen Blick auf den Lernenden als Bürger, und zwar unter Berücksichtigung der Tatsache, dass Lernende in Kursen für staatsbürgerliche Erziehung h?ufig auf eine Welt vorbereitet werden, die nach Geschlechtern getrennt ist – auch wenn die Prozesse der Individualisierung ihrerseits die gegenw?rtigen Beziehungen zwischen den Geschlechtern in bedeutender Weise umgeformt haben. Im Licht aktueller Herausforderungen, mit denen die staatsbürgerliche Erziehung konfrontiert ist, schlie?t die Untersuchung, indem sie über die geschlechtspezifischen Ausma?e der Individualisierung und ihre Implikationen für die Demokratie sowie den Bürger als Lernenden reflektiert.

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Resumen HIJOS DE LA LIBERTAD: LA PERSPECTIVA DE GéNERO EN LA EDUCACIóN DE LOS CIUDADANOS – Haciendo referencia a la teoría de Ulrich Beck contenida en su libro Hijos de la libertad, esta contribución examina asuntos de relevancia actual relacionados con la educación de las personas jóvenes para la ciudadanía y sobre la ciudadanía. Bajo el primer aspecto, la autora se concentra en el ciudadano como alumno, realzando algunas de las desigualdades de género y de clases, típicamente relacionadas con la individualización. Bajo el segundo aspecto, la autora enfoca al alumno como ciudadano, en vista del hecho de que los cursos sobre ciudadanía muchas veces preparan a los educandos para un mundo dividido en géneros, pese a que los procesos de individualización les hayan deparado unas relaciones entre los géneros sustancialmente remodeladas. A la luz de los retos que actualmente debe afrontar la educación ciudadana, el estudio termina con una reflexión sobre las dimensiones de la individualización en cuanto a su relación con los géneros y a los efectos que pueden tener para la democracia y los ciudadanos en formación.

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Résumé LES ENFANTS DE LA LIBERTé : UNE PERSPECTIVE SEXUELLE SUR L’éDUCATION DE L’ APPRENANT-CITOYEN – Partant de la théorie d’Ulrich Beck sur les ? enfants de la liberté ?, la présente contribution examine les préoccupations contemporaines à propos de l’éducation des jeunes gens à la citoyenneté et autour de la citoyenneté. Quant au premier thème, l’auteur se concentre sur le citoyen en tant qu’apprenant, mettant sur le devant de la scène certaines des inégalités relatives aux différences de sexe et de classes sociales qui sont associées de fa?on typique à l’individualisation. Avec le deuxième thème, elle se tourne vers l’apprenant en tant que citoyen eu égard au fait que les cours d’éducation à la citoyenneté préparent souvent les apprenants à un monde divisé en sexes différents – même si les processus d’individualisation ont eux-mêmes refa?onné significativement les relations contemporaines en matière de différences sexuelles. Au vu des défis actuels face à l’éducation à la citoyenneté, l’étude conclut sur une réflexion sur les dimensions relatives à la différence de sexe de l’individualisation et leurs implications pour la démocratie et l’apprenant citoyen.

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The author: Madeleine Arnot received her MA from Edinburgh University and PhD from the Open University. She is Professor in Sociology of Education and is Professorial Fellow at Jesus College at Cambridge University. She has acted as a gender expert for the Council of Europe, an international consultant for the UNESCO Education for All: Gender Monitoring Project and on equal opportunities policies. Her work has involved projects on women and citizenship, pupil consultation, gender-education policy and refugee and asylum-seeker children’s education. Contact address: Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 2PQ, UK. E-mail: mma1000@cam.ac.uk.  相似文献