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81.
June Pierce Youatt, Wyl McCully, and Sue A. Blanshan describe an innovative, collaborative approach to making on‐campus life more accessible to students at Michigan State University. 相似文献
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Journal of Science Teacher Education - 相似文献
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The ontologies of complexity and learning about complex systems 总被引：1，自引：0，他引：1
This paper discusses a study of students learning core conceptual perspectives from recent scientific research on complexity
using a hypermedia learning environment in which different types of scaffolding were provided. Three comparison groups used
a hypermedia system with agent-based models and scaffolds for problem-based learning activities that varied in terms of the
types of text based scaffolds that were provided related to a set of complex systems concepts. Although significant declarative
knowledge gains were found for the main experimental treatment in which the students received the most scaffolding, there
were no significant differences amongst the three groups in terms of the more cognitively demanding performance on problem
solving tasks. However, it was found across all groups that the students who enriched their ontologies about how complex systems
function performed at a significantly higher level on transfer problem solving tasks in the posttest. It is proposed that
the combination of interactive representational scaffolds associated with NetLogo agent-based models in complex systems cases
and problem solving scaffolding allowed participants to abstract ontological dimensions about how systems of this type function
that, in turn, was associated with the higher performance on the problem solving transfer tasks. Theoretical and design implications
for learning about complex systems are discussed. 相似文献
84.
June Bianchi 《The International Journal of Art & Design Education》2011,30(2):279-292
Recent educational policy and practice have established an extended role for all subjects in addressing children and young peoples' academic and interpersonal development, with strategies facilitating key skills and wider learning across areas of Citizenship and Personal, Social and Health education providing an integrated approach to education and welfare. The significance of global development education within a holistic curriculum acknowledges the increased awareness of the interconnected nature of our relationship with each other and with the planet we share as world citizens. The arts have a strong track‐record in addressing such key issues – challenging hierarchical paradigms which reinforce prejudice and stereotyping, the arts encourage reflexive processes and critical engagement with diversity and pluralist perspectives. This article investigates curricular approaches to the global dimension within education in relation to theoretical perspectives and policies, presenting an intercultural art case study as a model of practice in engaging diverse participants in reflection on their own and others' experiences across a range of socio‐cultural contexts. Current political shifts reaffirming the centrality of the discrete disciplines over cross‐curricular practice could potentially undermine a more holistic approach to education. The article argues that policy and practice, implemented in response to changing political and philosophical ideology, must nevertheless maintain a commitment to fostering interdisciplinary values of cultural awareness. Such practice must form part of an inclusive internationalist educational vision, impacting on social cohesion. 相似文献
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