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61.
Contemporary science standards stress the importance of highlighting inquiry in the science classroom as one way of learning key concepts. One critical question that needs to be addressed for a range of instructional practices is how opportunities to learn are conceptualized so that students can engage and learn the critical ideas and practices necessary to become scientifically literate. Here I position the ethically‐contested practice of dissection as one instructional practice that needs to be examined in order to see if the learning environment that is created when teachers and students engage in dissection is one that allows students to practice a meaningful science. I argue that the pedagogical value in dissection may not be worth the ethical compromises that surround it. 相似文献
62.
League Bilong Laif (LBL) is a sport-for-development (SFD) programme that was established in 2013 as a three-way partnership between the Australian Government, the Papua New Guinea (PNG) Government (Department of Education) and the Australian Rugby League Commission (National Rugby League). As a contribution to addressing low rates of school attendance and significant problems with anti-social behaviour within PNG communities, LBL was designed to contribute to (1) improvements in student engagement with education in and out of the classroom; and (2) communication of positive social messages, with a focus on respect generally, and gender equity in particular. This paper discusses the qualitative review of the pilot phase of the LBL project, and the implications for programme design and delivery for education outcomes through a SFD programme. Data were collected through a combination of 23 interviews and focus groups with 33 individual representatives from relevant organisations and government departments in the areas of sport, education and community development. Preliminary findings indicate that despite a challenging beginning, the LBL programme has made some progress in terms of the initial development of programme aims and stakeholder engagement, largely because of the rigorous design process that kept desired programme outcomes at the forefront. 相似文献
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64.
Liesbeth De Donder Nico De Witte Sofie Van Regenmortel Sarah Dury Eva Dierckx Dominique Verté 《Educational gerontology》2018,44(2-3):108-118
Prevalence data of elder abuse from social and health services only present a tip of the iceberg. A large amount of situations of abuse is left undetected. Professionals often lack knowledge and skills on the topic of abuse. Consequently, this paper focuses on supporting professionals to prevent and assess elder abuse by developing and testing the Risk on Elder Abuse and Mistreatment Instrument (REAMI), using a mixed method design. Quantitative data from a widespread screening among 1920 older clients of home care are analysed with exploratory and confirmatory analysis. In addition, 24 professionals who have used the REAMI have been qualitatively interviewed about their practical experience and critical reflection on the instrument and its use. These interviews were transcribed and content analysed. Findings provide evidence of good internal reliability and internal validity of the REAMI and its three dimensions: 1) risk factors of the older person, 2) risk factors of the environment, 3) signals of abuse and mistreatment. Users report an increase of knowledge and awareness among staff, satisfaction with the possibilities for prevention and the user-friendliness and brevity of the REAMI. However, some users are missing a follow-up protocol: what to do when risks are assessed? In the discussion, the argument is developed that the REAMI can be used to examine risk at elder abuse, although an overarching protocol to support prevention and intervention which embeds the detection instrument is needed. 相似文献
65.
As teachers' knowledge determines to a large extent how they respond to educational innovation, it is necessary for innovators
to take this knowledge into account when implementing educational changes. This study aimed at identifying patterns in the
content and the structure of science teachers' knowledge, at a point in time when they still had little experience in teaching
a new subject, that is, Public Understanding of Science. We investigated three domains of teacher knowledge: Teachers' pedagogical
content knowledge (PCK), subject-matter knowledge, and general pedagogical knowledge. A semi-structured interview and a questionnaire
were used. From the analysis of the data, two types of teacher knowledge emerged. One of the types was more integrated and
more extended in terms of PCK. Teachers who represented this type of knowledge had developed PCK that connected the various
programme domains of the new science subject. In both types, PCK was found to be consistent with general pedagogical knowledge.
In both types, however, subject-matter knowledge was similar, and not directly related to the other knowledge domains. Implications
for the implementation of the new subject are discussed. 相似文献
66.
Participatory research in sport-for-development: Complexities,experiences and (missed) opportunities
In this paper, the authors examine how participatory research can be conceptualized and fostered in sport-for-development (SfD). The authors offer a conceptualization of participatory research that centers on the interplay between three dimensions: participation, power, and reflexivity. Drawing on variegated experiences with SfD research across different geographical locations, the authors scrutinize the conceptual and empirical linkages between these dimensions, and how these linkages are influenced by structures of authority. Findings suggest that most SfD research falls short with regard to the critical challenge of embracing and delivering high degrees of participation, power shifting, and reflexivity. More specifically, SfD researchers typically fail to relinquish power and control over the research process. The SfD research community would likely benefit from greater inclusivity and collaboration when designing creative ways to improve this state of affairs. The authors conclude by reflecting on the implications and by suggesting ways to promote participatory and activist research in SfD contexts. 相似文献
67.
This article discusses the concept of pedagogical content knowledge (PCK) within the context of science teaching. First, an attempt is made to define this concept within the tradition of research on teachers' craft knowledge and to identify possible purposes of research on PCK. From this point of view, recent research on science teaching is investigated. This investigation identifies teaching experience as the major source of PCK, whereas adequate subject-matter knowledge appears to be a prerequisite. Finally, an empirical study is presented which focuses on PCK with respect to a specific topic—that is, chemical equilibrium. The effects on teachers' PCK of participation in an in-service workshop and conducting an experimental course in classroom practice are reported. This leads to the identification of elements of PCK teachers can use to promote student understanding. It is concluded that research on topic-related PCK may complement research on student learning of specific topics. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 673–695, 1998. 相似文献
68.
Gerda J. Visser‐Wijnveen Jan H. Van Driel Roeland M. Van der Rijst Nico Verloop Anthonya Visser 《高等教育研究与发展》2010,29(2):195-210
Research and teaching are supposed to be closely related in universities. Among academics the belief in a symbiotic relationship is strong. However, it is unclear what form this relationship can take. Several authors have presented categories and dimensions to clarify this relationship and the aim of this project was to contribute to this discussion by understanding what academics’ ideal research‐teaching nexus would look like. The ideal images of 30 academics were investigated using a mental visualisation assignment. Respondents were encouraged to describe in detail what for them the linkage between research and teaching would look like in the ideal situation. Five profiles of the research‐teaching nexus could be distinguished: teach research results; make research known; show what it means to be a researcher; help to conduct research; and provide research experience. These profiles are related to dimensions proposed earlier in the literature on the research‐teaching nexus. 相似文献
69.
Homsy A van der Wal PD Doll W Schaller R Korsatko S Ratzer M Ellmerer M Pieber TR Nicol A de Rooij NF 《Biomicrofluidics》2012,6(1):12804-128049
Clinical point of care testing often needs plasma instead of whole blood. As centrifugation is labor intensive and not always accessible, filtration is a more appropriate separation technique. The complexity of whole blood is such that there is still no commercially available filtration system capable of separating small sample volumes (10-100 μl) at the point of care. The microfluidics research in blood filtration is very active but to date nobody has validated a low cost device that simultaneously filtrates small samples of whole blood and reproducibly recovers clinically relevant biomarkers, and all this in a limited amount of time with undiluted raw samples. In this paper, we show first that plasma filtration from undiluted whole blood is feasible and reproducible in a low-cost microfluidic device. This novel microfluidic blood filtration element (BFE) extracts 12 μl of plasma from 100 μl of whole blood in less than 10 min. Then, we demonstrate that our device is valid for clinical studies by measuring the adsorption of interleukins through our system. This adsorption is reproducible for interleukins IL6, IL8, and IL10 but not for TNFα. Hence, our BFE is valid for clinical diagnostics with simple calibration prior to performing any measurement. 相似文献
70.
Christine Wekerle Eman Leung Anne-Marie Wall Harriet MacMillan Michael Boyle Nico Trocme Randall Waechter 《Child abuse & neglect》2009,33(1):45-58
ObjectiveFor child protective services (CPS) youth who may have experienced more than one form of maltreatment, the unique contribution of emotional abuse may be over-looked when other forms are more salient and more clearly outside of accepted social norms for parenting. This study considers the unique predictive value of childhood emotional abuse for understanding adolescent post-traumatic stress disorder (PTSD) symptomatology and dating violence. Further, PTSD symptomatology is assessed as an explanatory bridge in the emotional abuse—teen dating violence link.MethodsA random sample of 402 youth from the active caseload of a large urban CPS catchment area participated as part of a larger longitudinal study on adolescent health behaviors. Mid-adolescent youth across types of CPS status were targeted. CPS youth reported on lifetime maltreatment experiences, PTSD symptomatology, and past year dating experiences, using published scales.ResultsOver 85% of CPS youth had begun dating. For dating youth, some level of dating violence was common: over half of females (63–67%) and nearly half of males (44–49%). Taking into account other forms of maltreatment, emotional abuse emerged as a significant predictor of both PTSD symptomatology and dating violence among males and females. PTSD symptomatology was a significant mediator of the male emotional abuse-perpetration and the female emotional/physical abuse-victimization links, indicating a gendered patterning to findings.ConclusionsThese results indicate that: (1) CPS youth are a high priority group for dating violence and PTSD-linked intervention; and (2) CPS youth continue to experience the unique negative impact of childhood emotional abuse in their adolescent adjustment. All CPS children should be evaluated for emotional abuse incurred, and appropriate intervention attention be given as to how it specifically impacts on the child's approach to relating to themselves and to others.Practice implicationsThe present study directs practice implications in regards to: (1) the problem of teen dating violence, (2) the salience of childhood emotional abuse; and (3) the importance of targeting PTSD symptomatolgy among CPS youth. A substantial number of CPS youth report early engagement in violent romantic relationships and require support towards attaining the non-coercive relationship experiences of their non-CPS-involved age mates. The topic of dating, healthy dating relationships, and dating violence may need to be part of the regular casework, with a view towards supporting youths’ conceptualization of and skill set for healthy, close relationships. Further, this knowledge needs to be translated to foster parents and group home staff. With regard to the impact of childhood emotional abuse, CPS workers need to be sensitive to its potential for long-term, unique impact impairing relationship development. Emotional abuse is (a) unique among genders (i.e., for females, it clusters with physical abuse) and (b) uniquely predictive of PTSD symptoms and dating violence. Finally, as is consistent with theory and biopsychosocial evidence, PTSD symptomatology is a key causal candidate for understanding maltreatment-related impairment. Attention to targeting PTSD symptoms may be preventative for dating violence; attention to targeting emotional abuse experiences may be preventative for PTSD symptoms. CPS youth are an important population to involve in research, as their inclusion adds to the evidence-base to achieve evidence-informed practice and policy within child welfare. 相似文献