排序方式： 共有13条查询结果，搜索用时 31 毫秒
1.
Gloria Dall'Alba Eleanor Walsh John Bowden Elaine Martin Geofferey Masters Paul Ramsden Andrew Stephanou 《科学教学研究杂志》1993,30(7):621-635
A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of acceleration were found to include: lack of attempts to make explicit relationships with other concepts, failure to point out when it is appropriate to use particular definitions or that an alternative definition might be more appropriate in specific situations, inclusion of operational definitions without conceptual explanations, and a focus on quantitative treatments while overlooking the development of qualitative understanding. Two principal aspects that distinguished the ways in which the students understood acceleration were identified: (a) the relation between acceleration and velocity; and (b) the relation between acceleration and force(s). The results of the study have implications for teaching and, in particular, for the use of textbooks in teaching. These implications are discussed in the article. 相似文献
2.
3.
4.
5.
Gloria Dall'Alba 《Research in Science Education》1988,18(1):123-133
Conclusion The relation between the strategy application and the learning outcomes from the experiment displayed a similar pattern to
that of other tasks performed by the same group of learners (Dall'Alba, 1987). The quality of strategy application was found
to be a significant factor in determining the degree of success in the experiment. The most successful learners were consistent
in maintaining a high quality of strategy application. In contrast, the less successful learners failed to apply the necessary
strategies or their stragegy application was of low quality. 相似文献
6.
Embodied Knowing in Online Environments 总被引：4，自引：0，他引：4
7.
Learning Professional Ways of Being: Ambiguities of becoming 总被引：1，自引：0，他引：1
The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It involves integration of knowing, acting, and being in the form of professional ways of being that unfold over time. When a professional education program focuses on the acquisition and application of knowledge and skills, it falls short of facilitating their integration into professional ways of being. In addition, through such a focus on epistemology (or theory of knowing), ontology (or theory of being) is overlooked. This paper explores what it means to develop professional ways of being where the focus is becoming, not simply knowing as an end in itself. 相似文献
8.
Competence in intercultural communication has become a necessity for functioning effectively in our increasingly globalised and multicultural society. This study reports the use of a group project to enhance students’ learning of intercultural communication. Participants were from a large undergraduate class in an Australian university. The aim of the course is to encourage students to develop knowledge of intercultural communication by orienting themselves to the world beyond the classroom, and by learning from each other’s experiences and perspectives. In a group project assignment, students used the knowledge and skills gained in class to resolve practical problems that they encountered in intercultural interactions outside the classroom. This paper focused on students’ experience of working in groups, and links between this experience and performance on the group project. Our study confirms previous research that demonstrates active engagement in group work can enhance learning outcomes. It also goes further in showing that groups that more highly rated their learning of intercultural communication through the group work experience obtained higher grades on the project. 相似文献
9.
Gloria Dall'Alba Eleanor Walsh John Bowden Elaine Martin Geofferey Masters Paul Ramsden Andrew Stephanou 《Research in Science Education》1992,22(1):409-409
This paper has been accepted for publication in theJournal of Research in Science Teaching. Copies are available from Gloria Dall'Alba, ERADU, RMIT, GPO Box 2476V, Melbourne. Vic. 3001. 相似文献
10.
Gloria Dall'Alba 《Research in Science Education》1986,16(1):11-20
Summary In this paper data were presented about the differences in performance of several learners on a problem solving task. The
nature of these differences was explored in terms of the learners' strategies and approach to the task. It was argued that
the pattern of strategy application should be interpreted in relation to the way in which the learner engaged in the task.
Furthermore, the pattern of strategy application was found to be most meaningful when interpreted within the framework of
the learners' approach to the task. Success on the task appeared to be more strongly linked to the learners' approach than
to the strategiesper se.
This paper has provided further insight into what is meant by a deep and surface approach to a task. Evidence has been presented
which shows that the learners' approach may be implemented in practice in different ways. It is hoped that the paper will
stimulate many questions relating to learning on other tasks and in different contexts. For example, do learners have a characteristic
learning approach? Does their approach vary according to the task or context? What factors influence the learning approach
which is adopted? What implications does the notion of approach to learning have for classroom teaching? 相似文献