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61.
While researchers are examining the role of playing games to learn, others are looking at using game design as an instructional tool. However, game-design software may require additional time to train both teachers and students. In this article, the authors discuss the use of Microsoft PowerPoint as a tool for game-design instruction and the philosophical justifications for its use. They examine the research that has been conducted using homemade PowerPoint games in the classroom and detail how the implementation of the games has evolved in a manner that reflects the Technological Pedagogical Content Knowledge framework. 相似文献
62.
Damian Spiteri 《Emotional and Behavioural Difficulties》2013,18(3):239-249
Using a social constructionist approach, this study explores the self-perceptions of young men who, when at school, were classed as boys with social, emotional and behavioural difficulties (SEBD). The aim is to understand how these perceptions were forged throughout the young men's life-courses resulting in changing self-identities. The study also explores how, through the language that the participants employed, they made it possible for different aspects of their socialization to influence their ability to influence the development of their lives, especially when making decisions such as choosing a particular partner or deciding to stop taking drugs. This study indicates participants acting on their own appraisals of their identity in forging opportunities and highlights their perceptions of the influence of different agents of socialization on how they turned out as adults. 相似文献
63.
范红凤 《深圳信息职业技术学院学报》2014,(2):74-77
建构主义以“学”为主的教学设计理念强调学生是认知的主体,是意义的主动建构者,教师是学生意义建构的帮助者、促进者,强调学习的主动性、社会性和情境性。本文从建构主义理论出发,提出了在思政课多媒体教学设计过程中,如何贯彻以“学”为主的教学理念。 相似文献
64.
Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of students in one classroom created a computer game designed to teach peers about climate science, while drawing on scientific knowledge, principles of game design, and computational thinking practices. Data sources were student design sheets, computer video, and audio screen capture while students created their game, and interviews after completing the curriculum unit. A theme-driven framework was used to code the data. A curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. This embedded case study provides a rich example of what a collaborative game design task in a constructionist context looks like in a middle school science classroom, and how it supports student learning. Game design in a constructionist learning environment that emphasized learning through building a game allowed students to choose their pathways through the learning experience and resulted in learning for all despite various levels of programming experience. Our findings suggest that game design may be a promising context for supporting student learning in STEM disciplines. 相似文献
65.
《Journal of International and Intercultural Communication》2013,6(3):202-220
Abstract This study illustrates the narrative construction of diasporic refugee identities in times of sociopolitical tensions. Specifically, this paper is concerned with how Iraqi refugees living in the United States constituted their identities through narrating in times of the War in Iraq. Gergen's social constructionist approach towards narrating and current theorizing in diaspora studies build the theoretical bases for the analysis. Narratives were collected through participant observations, interviews, and group discussion in the Pacific Northwest of the United States before, during, and after combat operations in Iraq were declared to be over by President Bush. The paper answers three questions. First, which events triggered the construction of Iraqi refugee identities in the United States? Second, what is the role of narrating in constituting Iraqi identities? Third, do the Iraqi narrators construct diasporic imaginations and if so, how? The findings show that the narrative construction of being Iraqi and a refugee was a relational achievement and situated response. The respondents constructed imaginations of transnational communities that included Iraqis in Iraq, Iraqis in refugee camps, and Iraqis in the United States. By integrating their emerging political voices in the United States with their political resistor identities in Iraq, the narrators made salient transnational links between being Iraqi, a displaced person, and a member of U.S. society, disrupted political discourses about Iraqis in the United States, and affirmed moral values. 相似文献
66.
Rebekah Willett 《Learning, Media and Technology》2018,43(3):250-262
This article investigates learning and teaching in library makerspace programs. Given the recent trend for libraries and makerspaces to define themselves in terms of learning, the findings of this article are particularly relevant to current initiatives. The article first reviews pedagogical theories which are referenced in literature connected with makerspaces. Second, the article analyzes interview and observational data from a system-wide public library makerspace program. The analysis compares the pedagogical theories with the realities of teaching and learning in public library makerspaces and indicates tensions emerging from these comparisons. The conclusion highlights ways librarians in makerspaces might consider the affordances of these spaces and ways goals, facilitation strategies, and assessments might draw on a range of pedagogical theories. Rather than approaching makerspaces with a ‘one-size-fits’ all model, librarians can design makerspace learning and teaching to align with a range of structures, styles, and content. 相似文献
67.
李亚玲 《河南职业技术师范学院学报(职业教育版)》2009,(3):73-75
详细阐述社会比较是如何体现社会建构主义,以便说明社会比较研究的历史境遇,并对中国本土化的社会比较研究进行展望。 相似文献
68.
文章根据高职高专教育的要求,以市场营销专业学生能力素质教育要求为出发点,作者从分析教育对象的认知特征入手,结合从事市场营销学教学和研究工作的体会,探索了建构主义教学理论及教学模式,并将＂调研性案例教学法＂、＂辩论教学法＂、＂角色扮演法＂、＂企业模拟经营学习法＂和＂项目驱动式教学法＂等一系列行动导向教学方法具体应用于市场营销专业教学中,以期真正打破传统教学方法对教师教学思想的束缚。 相似文献
69.
闫长红 《河南职业技术师范学院学报(职业教育版)》2011,(1)
二语习得过程就是学习者形成自己中介语的过程。学习者利用补缺法,不断对自己的中介语进行修正、补充、建构,使其接近于目标语者的母语水平。这一过程分为注意、选择、补充三个阶段。该方法的意义在于能解决部分二语习得理论中的难题,能弥补克拉申输入理论的不足,能提高输入转化为吸收的效率。 相似文献
70.
高秋萍 《课程.教材.教法》2011,(11)
迄今为止,英语写作教学与研究经历了两次范式转换,即从成品教学法向过程教学法、从过程教学法向体裁教学法的转换。体裁教学法的目的是提高写作的教学效能,其动因是写作的社会文化理论,主包括对比修辞理论、社会建构和实践社区理论、新文化研究等。本文将对这三种理论做一系统梳理,并在此基础上对写作教学提出建议。 相似文献