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81.
Abstract An increasing number of researchers are investigating the effect of students’ prior knowledge and beliefs on their development of scientific concepts. Much of this research is taking place within the framework of constructivism, and is attracting the attention of science educators in non‐western countries. This integrative research review has been undertaken to help researchers and practitioners to identify issues for further investigation and reflection. The results suggest that ‘cosmetic’ attempts to nationalize western science curricula in non‐western countries are likely to prove ineffective because the problem, from the students’ perspective, is one of poor ‘fit’ between their world‐views, language meanings and prior beliefs and those inherent in the subject. A constructivist paradigm seems to offer good prospects for both understanding the problem and formulating learning strategies in science education which are better suited to non‐western cultures. Nevertheless, constructivist pedagogies imported from the West should be examined for their cultural appropriateness. 相似文献
82.
Following up on an earlier issue of The Curriculum Journal (Vol. 16, No. 1), this article focuses on learning outcomes in the context of video games. Learning outcomes are viewed from two theoretical frameworks: Kirkpatrick's levels of evaluation and the CRESST model of learning. These are used to analyse the outcomes claimed in journal articles that report empirical work, indicating the usefulness of the frameworks, and the necessity to consider the role of affective learning. The article ends with some comments on the relationship of instructional design to effective games and learning outcomes. 相似文献
83.
A stress management program was evaluated in sixth-grade classes of an urban public and a suburban parochial school. Sample 1, from the urban public school, and Sample 2, from the suburban parochial school, received pre- and posttests. Sample 3, from the suburban parochial school, was divided into pretest-only and posttest-only groups. Six self-esteem and 1 each stress and social-skills children's self-ratings and 1 each teachers' ratings of children's overall stress management and stress measures were used. All 10 measures showed improvement in the Samples 1 and 2 independently. Findings in Sample 2 replicated the positive effects in Sample 1. In both sixth-grade classes, children's stress level (self- and teachers' ratings), children's social skills and self-esteem self-ratings, and teachers' ratings of children's stress management skills improved significantly. Sample 3 posttest-only group scores did not differ significantly from the posttest scores of Sample 1 and 2 children. Rival hypotheses (e.g., history, maturation, testing) appeared implausible. Results support using skills-oriented stress management programs in regular grade school classes. 相似文献
84.
Virgil L. Baker 《Quarterly Journal of Speech》2013,99(1):133-141
An Essay on Elocution. By Samuel Kirkham. New York 1833. Elements of Beading and Oratory. By Henry Mandeville, D. D. New York 1849. 相似文献
85.
Dori Grinenko Baker 《Religious education (Chicago, Ill.)》2013,108(3):320-339
Abstract Girlfriend Theology is a method of religious education by which women who have found power, voice, and authority might nurture resilience in adolescent girls within faith communities. This essay relates one portion of a larger project involving ethnographic research with fifteen females. These females gathered in small groups and followed a four‐part method that began with one person telling a story from her life. This paper shares one of these ninety‐minute story sessions in which a religiously diverse group engages in God‐talk. From four such Girlfriend Theology sessions arose seven theological assertions—statements about God, humanity, and communities of faith—that sometimes affirmed and sometimes challenged traditional interpretations. These assertions reflect emancipatory theological motifs when analyzed through the lens of womanist, mujerista, and Asian‐feminist theology. This essay draws connections between the story session reported and two of the seven theological assertions of Girlfriend Theology. What would it mean for a girl—against the stories read, chanted, or murmured to her—to choose to tell the truth of her life aloud to another person at the very point at when she is invited into the larger cultural story of womanhood—that is, at . . . adolescence? —Lyn Mikel Brown, Telling a Girl's Life 相似文献
86.
Archibald G. Baker 《Religious education (Chicago, Ill.)》2013,108(10):1025-1030
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