Supermarket USA: Food and Power in the Cold War Farms Race     

Canay Özden-Schilling 《Journal of Cultural Economy》2020,13(1):135-138

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Young Children’s Representations of Spatial and Functional Relations Between Objects     

Kristin Shutts  Helena Örnkloo  Claes Von Hofsten  Rachel Keen  Elizabeth S. Spelke 《Child development》2009,80(6):1612-1627

Three experiments investigated changes from 15 to 30 months of age in children’s (N = 114) mastery of relations between an object and an aperture, supporting surface, or form. When choosing between objects to insert into an aperture, older children selected objects of an appropriate size and shape, but younger children showed little selectivity. Further experiments probed the sources of younger children’s difficulty by comparing children’s performance placing a target object in a hole, on a 2‐dimensional form, or atop another solid object. Together, the findings suggest that some factors limiting adults’ object representations, including the difficulty of comparing the shapes of positive and negative spaces and of representing shapes in 3 dimensions, contribute to young children’s errors in manipulating objects.  相似文献   

Drawing digital pictures: An investigation of primary pupils’ representations of ICT and schools     

Neil Selwyn  Daniela Boraschi  Suay Melisa Özkula 《British Educational Research Journal》2009,35(6):909-928

The relatively restricted nature of children's use of information and communications technologies (ICTs) inside the school setting has long been noted by researchers. With this in mind, this article offers a grounded analysis of drawings collected from 355 primary pupils (years three to six) from five English primary schools depicting desired future forms of school ICT provision. The article contends that the nature and content of these future orientated pictures reflect many of the tensions underlying children's current engagements with ICTs in school. Specifically the article discusses how the drawings offer valuable insights into the issues underlying pupils’ understandings of ICT and schools, not least: the restrictions of the school as organisation; the oppositional relationship between the ‘work’ of learning in school and the ‘play’ of using digital media at home; the unequal power relations that exist between pupils, schools and teachers. The article concludes that rather than accede to demands for free and unfettered use of game consoles and portable devices in the classroom, schools should instead concentrate on fostering informed dialogues with young people about the potential educational benefits of school ICT use.  相似文献   

Predicting teacher emotional labour based on multi-frame leadership orientations: a case from Turkey     

Murat Özdemir 《Irish Educational Studies》2018,37(1):69-87

Human behaviours in organisations are closely associated with leadership styles. The main purpose of this study is to find out the relationship between teachers’ perception about multi-frame leadership orientations of principals and teachers’ emotional labour. The study is based on Bolman and Deal’s Four Frames Model, and, therefore, the Leadership Orientation Scale and Emotional Labour Scale are used. The participants of this research are 570 teachers. The teachers’ perceptions showed that school principals tend to mostly use political and structural frames. In addition, teachers consider themselves as having a high level of genuine emotions. It was also found that school principals’ leadership orientations are significant predictors of emotional labour.  相似文献   

Ethnic Harassment and Immigrant Youth's Engagement in Violent Behaviors: Understanding the Risk Factors     

Sevgi Bayram Özdemir  Metin Özdemir  Håkan Stattin 《Child development》2019,90(3):808-824

The present study aimed to examine whether ethnic harassment was related to violent behaviors among immigrant youth over time and to identify the risk factors. The sample comprised immigrant adolescents living in Sweden (N = 365; M_age = 13.93, SD = 0.80). Results showed that the more youth were ethnically harassed, the more they engaged in violent acts over time. A separated identity significantly moderated the effect of ethnic harassment on youth's engagement in violent behaviors. Specifically, ethnic harassment positively predicted engagement in violent behaviors only at high levels of separated identity. Impulsivity and school ethnic composition did not act as moderators. The findings suggest that preventing violent behaviors among immigrant youth requires a focus on promoting positive interethnic relationships, and multicultural identity among immigrant youth.  相似文献   

Young people’s conversations about environmental and sustainability issues in social media     

Erik Andersson  Johan Öhman 《Environmental Education Research》2017,23(4):465-485

Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.  相似文献   

Searching for the political dimension in education for sustainable development: socially critical,social learning and radical democratic approaches     

Michael Håkansson  David O. Olof Kronlid  Leif Östman 《Environmental Education Research》2019,25(1):6-32

By means of a narrative research synthesis, the aim of this article is to explore how the political dimension can or should be staged as a teaching and learning content in education for sustainable development (ESD). The study is limited to research literature dealing with the political dimension in relation to the phenomenon of conflict. Three approaches to the topic are identified: a socially critical approach (SCA), a social learning approach (SLA) and a radical democratic approach (RDA). Notably, SCA and SLA are already established in the research field, whereas RDA is a result of our synthesis. The scope of the synthesis is limited to these three approaches. We follow up the narrative research synthesis by comparing the three approaches to discern how the political dimension emerges as an educational content by using conflict as part of the teaching and learning activities. The main results are that all three approaches tend to downplay the political and produce political sameness. The article ends by suggesting possible directions for further research that would fruitfully translate the idea of the political dimension into educational settings and enrich the political dimension as a concept in ESD in both practice and research.  相似文献   

Application of experiential learning to improve student engagement and experience in a mechanical engineering course     

Huaizhong Li  Andreas Öchsner  Wayne Hall 《European Journal of Engineering Education》2019,44(3):283-293

ABSTRACT

This paper introduced how a mechanical engineering course was redesigned by applying experiential learning theory to improve student engagement and learning experience. Design of machine elements has been considered by students to be a difficult course. Traditional teaching methods tend not to be effective in engaging students. Experiential learning is a philosophy of learning by doing. In applying an experiential learning approach to the course, the design project and workshop activities were restructured in such a way that students were engaged in direct experience and focused reflection to construct knowledge. By exploring a physical gearbox model, working on subtasks for the design project, having group discussions, raising questions, getting feedback, and moving forward for next subtasks, students experienced the learning cycles of ‘DO, OBSERVE, THINK, and PLAN’ many times. Course survey results showed that application of experiential learning helped to improve student engagement and learning experience significantly.  相似文献   

Some Student Misconceptions in Chemistry: A Literature Review of Chemical Bonding     

Haluk Özmen 《Journal of Science Education and Technology》2004,13(2):147-159

Students' misconceptions before or after formal instruction have become a major concern among researchers in science education because they influence how students learn new scientific knowledge, play an essential role in subsequent learning and become a hindrance in acquiring the correct body of knowledge. In this paper some students' misconceptions on chemical bonding reported in the literature were investigated and presented. With this aim, a detailed literature review of chemical bonding was carried out and the collected data was presented from past to day historically. On the basis of the results some suggestions for teaching were made.  相似文献   

The Impact of STEM Attitude and Thinking Style on Computational Thinking Determined via Structural Equation Modeling     

Sırakaya  Mustafa  Alsancak Sırakaya  Didem  Korkmaz  Özgen 《Journal of Science Education and Technology》2020,29(4):561-572

Journal of Science Education and Technology - This study aimed to investigate the relationships among computational thinking (CT) skills, science, technology, engineering and mathematics (STEM)...  相似文献