Metacognitive activity in the physics student laboratory: is increased metacognition necessarily better?     

Rebecca Lippmann Kung  Cedric Linder 《Metacognition and Learning》2007,2(1):41-56

In this study natural-in-action metacognitive activity during the student laboratory in university physics is explored, with an aim towards quantifying the amount of metacognition used by the students. The study investigates whether quantifying natural-in-action metacognition is possible and valuable for examining teaching and learning in these contexts. Video recordings of student groups working during three types of introductory physics laboratories were transcribed and then coded using a coding scheme developed from related research on mathematical problem solving. This scheme identifies a group’s general behaviour and metacognitive activity. The study recognizes that reliably identifying metacognition is challenging, and steps are taken to improve reliability. Results suggest that a greater amount of metacognition does not appear to improve students’ success in the laboratory—what appears to matter is whether the metacognition causes students to change behaviour. This study indicates that it is important to consider the outcome of metacognition, not just the amount.

Rebecca Lippmann KungEmail:

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ISM-CMAP-Combine (ICMC) for hierarchical knowledge scenario in quality engineering education     

R. K. Upadhyay  S. K. Gaur  V. P. Agrawal  K. C. Arora 《European Journal of Engineering Education》2007,32(1):21-33

Quality assurance in engineering education is a multifaceted problem further augmented by the stakeholders of engineering education. Students, parents and employers are rightfully questioning the quality of the curriculum, the instructional delivery, the learning environment, accessibility to learning technologies and equipment, employability as well as the possibilities of lifelong learning and the improvement of knowledge (Karapetrovic 2002 Karapetrovic, S. 2002. Why and how to develop a meaningful quality assurance system in engineering schools. Int. J. Engg. Educ, 18(3): 285–294. [Web of Science ®] [Google Scholar]). The purpose of the study is, therefore, to identify the parameters that influence the quality of an engineering education system and develop an integrated model of hierarchical structuring and a concept map for pre-identified concept elements through a process of iterative-interactive consensus-driven methodology, as advocated by second-generation system design paradigm for evolving knowledge scenario of concepts related to quality engineering education.  相似文献   

“文化转向”中译者角色的再思考     

吴菽蓉 《宜春学院学报》2011,33(10):111-112,132

翻译研究中的"文化转向"体现了对翻译更深层次的理解,同时也促进了研究领域对跨文化翻译中译者角色的再思考。忠实与叛逆、归化与异化、缺省与补偿是跨文化翻译研究中的重要组成部分,也是译者在处理原文化与异文化中应考量的三个主要关系。促进各文化之间平等交流、和谐共生是新时期译者应承担的重要使命。  相似文献   

高职“异质分组合作”教学的反思研究──以南华工商学院大学英语大班授课教学实验为例     

彭晓春 《山东商业职业技术学院学报》2011,11(5):63-66,73

高职大学英语大班授课教学质量堪忧,合作学习理论的引人似乎为此带来了契机。该文所示的＂异质分组合作＂教学实验结果显示,该教学方法能推动班级成绩提高,尤其是对低分段学生有一定促进作用。但是,实验班成绩的提高幅度不及其中一个控制班的事实也表明,该教学方法可能有其缺陷和适用范围,还需要做出反思和深入研究。  相似文献   

Emotions involved in encountering classroom diversity: Beginning teachers’ stories     

Eeva Kaisa Hyry-Beihammer  Katri Jokikokko  Minna Uitto 《British Educational Research Journal》2019,45(6):1124-1139

This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes.  相似文献   

Cross-cultural academic mentoring dyads: a case study     

Amber Daniel  Suzanne Franco  Noah L. Schroeder  Ada T. Cenkci 《Mentoring & Tutoring: Partnership in Learning》2019,27(2):164-189

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Queering the Art Classroom: Queering Matters     

Tabitha Verity Patience Millett 《The International Journal of Art & Design Education》2019,38(4):809-822

Since 2003, successive British governments have taken steps to develop legislation supporting lesbian, gay, bisexual, transgender, questioning / queer, intersex, asexual and those who are gender / sexuality non‐conforming more generally (LGBTQIA+). In doing so, they have foregrounded the need for educational institutions to respond proactively to this legislation. There is evidence to suggest that homophobia is prominent in UK schools, yet measures to address the issue have largely rested on schools and LGBTQIA+ charities, reducing discussions of homosexuality to anti‐bullying discourses and introducing curriculum modifications that are overwhelmingly homonormative. The limitations of these current approaches ignore the societal and institutional power structures that help to produce homophobia, which is often referred to as heteronormativity. Drawing on aspects of new materialist and queer theoretical perspectives, this article follows the findings of a research project that focused on developing an intervention at GCSE level, exploring non‐normative genders and sexualities in the art curriculum. The research project was based on a class in a secondary school in North London from 2017 to 2018. Through the application of a pedagogy rooted in queer theory, the study explores the possibilities of disrupting heteronormativity and didactic learning by investigating student responses to the interventions. For this article, I focus on one student’s artwork and her reactions to the process of making her artworks during the project. As such, the study is an exploration of an attempt at moving beyond the homonormative inclusion of LGBTQIA+ content, towards a deeper exploration of gender and sexuality within the curriculum cultivated through making.  相似文献   

The school parade as a text: the management of diversity on national commemorations in Greece     

Luciana Benincasa 《Ethnography and Education》2019,14(2):170-191

The paper approaches school parades on national commemorations in Greece as a ‘text’ for storing and transmitting cultural meanings and value hierarchies. The study is based on policy documents and participant observation. The detailed Ministry instructions on how schools should select students for the parade may be viewed as instructions on how to manage dimensions of diversity. Two such dimensions are tallness and achievement, established by law as selection criteria. The latter could point to both intellectual abilities and effort. However, because of the dominance of effort in Greek educational rhetoric, achievement comes to be perceived mainly as an indicator of moral qualities, e.g. hard work. The selected students are distributed along the body of the parade according to ‘syntactic’ rules, i.e. mainly ‘firstness’. Skilful management of bodily and moral ‘diversity’ makes underlying value hierarchies explicit, thus producing cultural meanings and turning the parade into a text about the nation.  相似文献   

推动书籍形态演变的核心因素探究     

张容容 《南昌教育学院学报》2011,26(3):193-194

本文主要探讨了书籍的形态是如何顺应人们阅读需求的变化而发展的。文章将书的装帧形态概括为卷筒装、折页装、册页装三大类,分析了由一类向另一类形态转变过程中,阅读需求所起的决定性作用,并且以此为思路,展望未来书籍形态的发展方向。  相似文献   

生态视角下网络教学资源的开发     

蔡会霞 《江苏广播电视大学学报》2011,(6):29-32

面对网络教学资源相对陈旧、种类单调,资源的重复建设现象严重的情况,可以将网络教学资源、网络环境、开发人员、学习者作为一个生态系统,从生态学的视角出发,运用生态理论来研究网络教学资源建设过程中的问题,指导开发优质网络教学资源,创建远程学习的生态学习环境。  相似文献