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11.
Since the early 1980s there has been increasing debate about research ethics and a gradual increase in the institutionalisation of ethics approval and monitoring. Initially this occurred in areas of biomedical research, but more recently all areas of research which involve human beings as sources of data have been included. Australia, along with other nations, has been intimately involved in these developments and now has a firmly established structure of Institutional Ethics Committees (IECS) topped by the Australian Health Ethics Committee (AHEC) for the approval and monitoring of human research ethics. Although there are guidelines and codes of practice, many issues remain still to be resolved as the panoply of research methods and practices is extended and encountered. Australian research in open and distance education is being caught in the embrace of IECs and their guidelines, and the Open and Distance Learning Association of Australia is preparing its own code of research ethics. This article outlines the context and discusses the major ethical issues and implications for research in open and distance education. It considers issues of both principle and practice, and points to some of the special circumstances which researchers in open and distance education face. 相似文献
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Recent scholarship around teaching elementary mathematics supports the learning of early algebra with 5- to 12-year olds. However, in spite of the recognition of the affordances of early algebra, issues about how to introduce it remain open. Within this context, Davydov’s work is often cited as a source of impressive demonstration of young learners’ capacity for algebraic thinking. This work requires further exploration in order to yield a clearer picture of a very particular teaching approach, which focuses on early abstractions and symbolic language. We argue that in order to fully understand how Davydov’s work contributes to current conversations and what Davydov was trying to do, we need to shed light on the context- and time-specific discourse of the 1960 Soviet educational reforms that made it possible for Davydov to develop his vision about algebraic thinking and to set in motion appropriate teaching approaches for young learners. In this paper, we look back to the Soviet debates that unfolded in Russia on the integration of early algebra in elementary school word-problem solving. Drawing on these debates and the results of Davydov’s school experiments, we lay out the developmental axes of capacity building. This can be done by emphasizing ascent from the abstract to the concrete using a variety of representational modeling tools to support the emergence of algebraic thinking while targeting particular habits of mind within carefully designed learning activities. We conclude with some insights about current arithmetic-algebra debates, and how these could be enriched and deepened by Davydov’s work, which yet remains open to future discussion and reflection.
相似文献13.
Viktor Ergert Hans Heinz Fabris Herta Kreuzhuber Hans Fellinger Juergen Prott Winfried B. Lerg 《Communication Booknotes Quarterly》2013,44(7):109-111
Viktor Ergert, 50 Jahre Rundfunk in Osterreich [50 Years of Broadcasting in Austria], Volume III: 1955-1967 (Residenz Verlag-Publishing House, Imbergstrasse 9, A-5020 Salzburg, Austria—250 Austrian schillings) Hans Heinz Fabris and Herta Kreuzhuber. Das Internationale Jahr Der Frau 1975 Und die Darstellung von Frauenthemen in den Osterreichischen Massenmedien International Women Year and Its Effects on Austrian Mas s Media (Prof. Dorothea Gaudart, Federal Ministry of Social Administration, Stubenring 1, A-1010 Vienna, Austria—apparently free on request) Hans Fellinger, Medien Und Gewerkschaften [Media and the Trade Unions] (Verlag des OeGB, Raffaelgasse 12-14, A-1200 Vienna, Austria—75 Austrian schillings) Juergen Prott, Bewusstsein von Journalisten [Consciousness of Journalists] (Europaische Verlagsanstalt, Deutz-Kalker-Strasse 46, Box 210 140, D-5000, Cologne 21, Federal Republic of Germany—about $10.00 (U.S. funds) but check with the publisher) Winfried B. Lerg and Rolf Steininger, Rundfunk und Politik[Broadcastinq and Politics], 1923-1973 (Verlag Volker Spiess, Grossgorschenstrasse 6, D-1 Berlin 32, Federal Republic of Germany—about $14.00 in U.S. funds) Verbizh Rainer and Peter Hueber, Lokales Fernsehen [Local Television]. (Videoinitiative Graz, Videostudio, Paulustorgasse 4, A-8010 Graz, Austria— 80 Austrian schillings) Klaus-Detlef Funke and Ernst Theilen, Pressefreiheit und Mitbestimmung EPress Freedom and Participation] (Verlag Neue Gesellschaft, Koelner Str. 143, D-5300 Bonn-Bad Godesberg, Federal Republic of Germany—DM 16.00) Marlene Stein-Hilbers, Kriminalitaet im Fernsehen [The Portrayal of Crime on TV] (Ferdinand Enke Verlag, Herdweg 63, D-7000, Stuttgart 1, Federal Republic of Germany— about $13.00 in U.S. funds) Pierre Albert, Histoire de la Presse Politique Nationale au Début de la IIIène République (1871-1879) (to be published in fall of 1978: Librairie Champion, 7 rue Malaquais, 75007 Paris—apply for price) Pierce Albert, La France, Les Etats-Unis et Leurs Presses (Centre National d'Art de la Culture Georges Pompidou, 1977—140 French francs) Renge Bgdarida Les Armes de L'Esprit: Témoignage Chrétien (Paris: Editions Ouvrieres, 1977—60 FF) Proscop Media: Le Marché des Media en France, 1977/1978 (Institut Proscop, 25 rue Marbeuf, 75008 Paris—300 FF) 相似文献
14.
Designing collaborative multiplayer serious games 总被引：1，自引：0，他引：1
Viktor Wendel Michael Gutjahr Stefan Göbel Ralf Steinmetz 《Education and Information Technologies》2013,18(2):287-308
The idea of Computer Supported Collaborative Learning (CSCL) is being investigated for more than twenty years. Since a few years, game-based approaches like video games for learning (Serious Games) offer new fields of application. The combination of game-based learning concepts and collaborative learning may enable new, game-based application areas of CSCL, like collaborative multiplayer Serious Games. Designing such games, however, is very challenging as it requires to take into account traditional single player game design concepts, concepts for multiplayer game design, and concepts for Serious Game design simultaneously. Only very few examples of such games exist today. In this paper we describe an approach for the design of game-based collaborative learning scenarios using multiplayer Serious Games. Our approach aims at combining design concepts from the fields of collaborative learning and (multiplayer) game design. Our approach takes into account the requirements of traditional single player games (fun, narration, immersion, graphics, sound), challenges of multiplayer games (concurrent gaming, interaction) and Serious Game design (seamless inclusion of learning content, adaptation and personalization). Furthermore, requirements of collaborative learning are considered, like group goals, positive interdependence, and individual accountability. Our design concept was used to create a collaborative 3D multiplayer game fostering collaborative behavior as a foundation for game-based collaborative learning in small teams. We performed a user study with eight gaming sessions and a total of 23 participants. Results showed that the game enables a collaborative gameplay and fosters collaborative behavior. This may allow us to use a game-based CSCL approach to combine the advantages of game-based learning with those of collaborative learning in future. 相似文献
15.
Sabine Weiß Markus Kollmannsberger Thomas Lerche Viktor Oubaid Ewald Kiel 《欧洲特需教育杂志》2013,28(2):200-219
The goal of the following study is to identify a pedagogic signature, according to LS Shulman, for working with students who have special educational needs. Special educational needs are defined as significant limitations in personal development and learning which require particular educational measures beyond regular education. The development of a pedagogic signature should create an identity and provide guidance, particularly for teachers who are working in the context of inclusive schools with no prior knowledge or training in this regard. The study is carried out against the background of the structural uncertainty of the teaching profession and takes into consideration existing normative, theoretical and empirical approaches in education. Existing research regarding demands is largely theoretical, while empirical research is rudimentary. The present study used a multi-method approach to identify demands for working with students with special educational needs. Experts in the areas of learning disabilities and emotional/behavioural disorders completed an instrument from the field of industrial and organisational psychology, quantifying and weighting professional demands on teachers according to their importance. The results were added and validated through group discussions, creating a demand profile. By combining the results with the dimensions of a signature pedagogy, according to Shulman, it is apparent that surface structure and deep structure play a minor role in the perceptions of special needs teachers. The central importance of the implicit structure is characteristic of the pedagogic signature. This importance is represented by the target group’s emphasis on demands such as having an appreciative leadership or authenticity. An even greater emphasis is placed on the aspect of attitude – this is having a humanistic ethos. The demand profile and the resulting consequences for the practice of teaching will be considered with a view towards current problems and questions in research and practice, and particularly with regard to inclusion. 相似文献
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Franz Thaller Karl Stickler Viktor Lenhart Christoph Wenisch 《Wiener klinische Wochenschrift Education》2006,1(2):93-108
Ohne Zusammenfassung 相似文献
18.
Elena Polotskaia Annie Savard Viktor Freiman 《European Journal of Psychology of Education - EJPE》2016,31(2):135-153
According to numerous studies (Barrouillet & Camos 2002; Brousseau 1988; Chevallard 1988; Riley et al. 1984; Schubauer-Leoni & Ntamakiliro, Revue Des Sciences de L’éducation, 20(1): 87–113, 1994; Vergnaud 1982; Xin, The Journal of Educational Research, 100(6):347–360, 2007), a combination of many factors, including curriculum, didactic contract and task design, can potentially lead to students experiencing difficulties in developing of a full understanding of addition and subtraction and their relationship in problem solving. Few studies (Conne, Recheche En Didactique Des Mathématiques, 5, 269–332, 1985; DeBlois, Éducation et Francophonie, 25(1), 102–120, 1997; Giroux & Ste-Marie, European Jornal of Psychology of Education, 16(2), 141–161, 2001) describe the misinterpretations of problems as a factor related to learning difficulties. We have studied how and why elementary school students misinterpret the mathematical structure of a simple additive word problem and what kind of possible (hidden) misinterpretation may occur. We analysed possible mechanisms of misinterpretations in word problem solving, discussing various examples of correct and incorrect solutions resulting from the misinterpretation of a problem. We gave the elementary school students a word problem, which could potentially be misinterpreted, and observed their solving strategies. Our results show how the particular form of mathematical misinterpretation—structure substitution—may help students obtain a correct answer and thereby hinder the development of their mathematical reasoning. We further discuss different ways of addressing this phenomenon in teaching practice. 相似文献
19.
Viktor Johansson 《Educational theory》2010,60(4):469-486
Education is often understood as a process whereby children come to conform to the norms teachers believe should govern our practices. This picture problematically presumes that educators know in advance what it means for children to go on the way that is expected of them. In this essay Viktor Johansson suggests a revision of education, through the philosophy of Stanley Cavell, that can account for both the attunement in our practices and the possible dissonance that follows when the teacher and child do not go on together. There is an anxiety generated by the threat of disharmony in our educational undertakings that may drive teachers toward philosophy in educational contexts. Here Johansson offers a philosophical treatment of this intellectual anxiety that teachers may experience when they, upon meeting dissonant children, search for epistemic justifications of their practices—a treatment whereby dissonant children can support teachers in dissolving their intellectual frustrations. 相似文献
20.
Shurygin Viktor Ryskaliyeva Roza Dolzhich Elena Dmitrichenkova Svetlana Ilyin Alexander 《Education and Information Technologies》2022,27(3):3361-3380
Education and Information Technologies - Today the increasing level of technology in education requires corresponding skills from the teachers. However, they often do not have them. The purpose of... 相似文献