Objects prompt authentic scientific activities among learners in a museum programme     

Marianne Achiam  Leonora Simony  Bent Erik Kramer Lindow 《International Journal of Science Education》2016,38(6):1012-1035

Although the scientific disciplines conduct practical work in different ways, all consider practical work as the essential way of connecting objects and phenomena with ideas and the abstract. Accordingly, practical work is regarded as central to science education as well. We investigate a practical, object-based palaeontology programme at a natural history museum to identify how palaeontological objects prompt scientific activity among upper secondary school students. We first construct a theoretical framework based on an analysis of the programme’s palaeontological content. From this, we build our reference model, which considers the specimens used in the programme, possible palaeontological interpretations of these specimens, and the conditions inherent in the programme. We use the reference model to analyse the activities of programme participants, and illustrate how these activities are palaeontologically authentic. Finally, we discuss our findings, examining the mechanism by which the specimens prompt scientific activities. We also discuss our discipline-based approach, and how it allows us to positively identify participants’ activities as authentic. We conclude by discussing the implications of our findings.  相似文献   

2003年奥斯卡之最     

Erik Pedersen 《海外英语》2003,(7):13

“Writers.directors,actors-if we’re stuck here tonightand we run out of food,that’s the order of whom we eat.-Steve Martin,cracking a joke so funny even Harrison FordsmiledBiggest Rationalization(合理化):The producers ofche OscarS decided that the telecast should still go on despite thewar in Iraq.Okay,but we’re warning you:If the producers ofAccording to Jim try to use that excuse,we’re not buying It.Least True Rumor:That Miramax dropped fliers overBeverly Hills urging Academy members to surrender and voteMartin Scorsese for Best Director.Even Less True:Although Saddam Hussein remainsunaccounted for,there is absolutely no truth to the rumor thathis moustache was last seen trying to escape by passing itselt offas Salma Hayek’s Frida-brow.  相似文献   

Education of deaf children and the politics of recognition     

Erik Ohna S 《Journal of deaf studies and deaf education》2003,8(1):5-10

The ideological basis for education of deaf children has changed during the last few decades. In Norway, the new curriculum is emphasizing bilingual and bicultural ideas. In many ways, this can be regarded as an example of what Charles Taylor calls the "politics of recognition." Taking an excerpt of an interview with a deaf student as a point of departure, this article discusses problems when heavily emphasizing a cultural approach.  相似文献   

Educational Technology and a Civics Curriculum     

Erik Wallin 《British journal of educational technology : journal of the Council for Educational Technology》1971,2(1):38-47

  相似文献   

The demand for higher education in The Netherlands, 1950–1999     

Erik Canton  Frank de Jong 《Economics of Education Review》2005,24(6):382

This paper investigates the role of economic factors in the university enrollment decision for the post-war period in The Netherlands. We include those factors standing at the heart of the idea that education is an investment. The econometric results suggest that students are not responsive to tuition fees, but financial support (the sum of loans and grants), the college premium on future labor market earnings, and the alternative wage are important in the enrollment decision.  相似文献   

Strategic aspects of children’s numerosity judgement     

Koen Luwel  Lieven Verschaffel  Patrick Onghena  Erik De Corte 《European Journal of Psychology of Education - EJPE》2001,16(2):233-255

A previous study (Luwel, Verschaffel, Onghena, & De Corte, 2000) revealed that 2^nd and 6^th graders use at least 3 different kinds of strategies for determining different numerosities of blocks presented in square grids: (a) an addition strategy by means of which (groups of) blocks are counted (and added), (b) a subtraction strategy in which the number of empty squares is subtracted from the total number of blocks in the grid (i.e. the anchor), and (c) an estimation strategy, whereby the number of blocks is determined in a quick but imprecise way. Although 6^th as well as 2^nd graders used the clever subtraction strategy, the majority of 2^nd graders had serious trouble with the correct determination of the anchor, resulting in huge numerosity judgement errors. Since this finding seriously complicated the testing of a number of hypotheses in that study, we replicated the above study but presented the children information about the grid size. This manipulation led to a substantial increase in the proportion of appropriate subtraction strategy users and made it possible to investigate the effect of several subject and task variables on the frequency, accuracy, and adaptiveness with which the different strategies were applied. Results are discussed in terms of the conceptual framework of Lemaire and Siegler (1995) regarding strategic change.  相似文献   

Beginning readers' reading performance and reading habits     

Ulla Leppnen  Kaisa Aunola  Jari‐Erik Nurmi 《Journal of Research in Reading》2005,28(4):383-399

This study investigated the prospective relationships between reading performance and reading habits among Finnish children during the first and second grades of primary school. One hundred and ninety‐five children were examined twice during their first primary school year and once during the spring term of Grade 2. The results showed, first, that children's reading skills predicted their reading habits: the more competent in reading children were at the end of Grade 1, the more likely they were to engage in out‐of‐school reading one year later. Second, reading habits also predicted reading skills: the amount of out‐of‐school reading at the end of Grade 1 contributed to the development of word recognition skills.  相似文献   

ACADEMIC ATTITUDES TOWARDS BASIC HIGHER EDUCATION     

Jan‐Erik Lane 《Higher Education in Europe》1982,7(2):25-39

  相似文献   

Performance and perception in the flipped classroom     

Erik Blair  Chris Maharaj  Simone Primus 《Education and Information Technologies》2016,21(6):1465-1482

Changes in the conceptualisation of higher education have led to instructional methods that embrace technology as a teaching medium. These changes have led to the flipped classroom phenomenon - where content is delivered outside class, through media such as video and podcast, and engagement with the content, through problem-solving and/or group work, occurs in class. Studies investigating the impact of the flipped classroom have mainly looked at the student experience with little focus on whether exam outcomes are enhanced by flipping. An undergraduate Material Technology course at The University of the West Indies was taught in two formats over two successive years. The course was taught during the 2012/13 academic year in a ‘traditional’ format but, after reflecting on student feedback and personal pedagogy, the lecturer restructured the class and taught it in a flipped format during the 2013/14 academic year. This research examines whether the flipped format improved the learning experience in relation to exam performance and student perception. Data was gathered through analysis of course grades and student evaluation questionnaires. The lecturer’s reflective comments were also reviewed before and after the study. Analysis of the qualitative data shows that the flipped format led to a slight improvement in how students perceived the course and the lecturer’s reflection shows that they are keen to continue with the flipped format as it allowed more time for them to work with students at an individual level. While no significant change in relation to average cohort exam performance was found, fewer students in the flipped classroom achieved marks at the highest level. It is therefore recommended that practitioners who intend to flip their classroom pay as much attention to student performance as they do to student perception.  相似文献   

Chat as Media in Exams     

Claus Witfelt  Poul Erik Philipsen  Birte Kaiser 《Education and Information Technologies》2002,7(4):343-349

The paper reportsdocuments our experiences using chat as a medium for exams in a so-called flexible education. The type of education is adult learning and planning of education. The experiences show some interesting results. It is a very different way of communicating, which leaves a new level of initiative and control to the student. A new way of assessment has qualified the study process, and this work has examined one way to do virtual assessment.  相似文献