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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
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ABSTRACT Consumers have described retargeted ads as “creepy,” possibly because these ads cue consumers that marketers are collecting personal data. Participants (N = 280) were either exposed to an ad that was targeted to past online behaviors or a general product ad. Behavioral targeting had a positive direct effect on purchase intent, but it also set off a negative indirect effect. Those exposed to behavioral targeting experienced increased perceived marketing surveillance, which led to increased threat, increased psychological reactance, negative attitudes toward the ad, and negative purchase intention. The indirect cost of perceived marketing surveillance on purchase intent was 4.5 percent. 相似文献
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Leonora Ritter 《Assessment & Evaluation in Higher Education》2000,25(4):307-320
The paper describes and evaluates the application of a 'controlled assessment procedure' as a holistic approach to avoiding the problems perceived in administering and evaluating traditional exams. It is analysed in terms of its key characteristics, which are that: the question is known well in advance and is broad and open ended; students are encouraged to respond in any self-selected written format; the rationale and assessment criteria are transparent and explicit; the procedure is conducted in the usual classroom supervised by the familiar lecturer, but under controlled and supervised conditions with neither books nor notes allowed. It is evaluated from both a summative and a formative perspective. 相似文献
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ABSTRACTThis article examines a particular type of public–private partnership (PPP) that is rarely studied in comparative educational policy studies: one in which a government funds privately run international schools. The aim of this PPP is to enrich and thereby improve the regular curriculum or to the quality of education in public schools. As the exponential growth of International Baccalaureate (IB) illustrates, such forms of PPP have increased significantly over the past few years. The authors show that transnational accreditation holds a special appeal for the middle class that is committed to cosmopolitanism, international mobility, and global citizenship. However, international standards schools such as IB are not alone with advancing a transnational accreditation of their educational programmes. Symbolically, Programme in International Student Assessment also provides a transnational accreditation, albeit not on individual education programmes but rather on entire educational systems. The article examines the reasons for the popularity of this type of PPP, analyses the interaction between the private and public education sectors, and investigates how governments explain, and what they expect from, the close cooperation with private education providers. 相似文献
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Leonora Dugonjić 《Paedagogica Historica: International Journal of the History of Education》2014,50(1-2):138-150
Today, the International School of Geneva is known as the world’s oldest and largest private international school, having opened in 1924 under the name “International School”. Many schools have attempted to foster an international environment in a general sense; this school is the first to claim an inter-national identity with reference to a specific political ideology. In this article, I argue that neither student statistics, nor official discourse, nor the individual experience of consecrated School founders can account for this claim. After careful analysis of different forms of capital invested in the School, its founding no longer appears to be a simple response to a "need" or a "demand" but a complex process of social distinction. 相似文献
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ABSTRACTThe Community of Inquiry (CoI) framework, a research-based seminal work, provides a structure for integrating a collaborative constructivist approach in course design, implementation, and evaluation. The CoI framework suggests that by fostering three essential elements – social presence, cognitive presence, and teaching presence – a community of inquiry can be created to promote student engagement and learning. This paper will present the concepts of the CoI framework for social work educators to consider for distance education course design, implementation, and evaluation. 相似文献
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Gail Richmond Joyce M. Parker Leonora Kaldaras 《Journal of Science Teacher Education》2016,27(5):477-493
The Next-Generation Science Standards (NGSS) call for a different approach to learning science. They promote three-dimensional (3D) learning that blends disciplinary core ideas, crosscutting concepts and scientific practices. In this study, we examined explanations constructed by secondary science teacher candidates (TCs) as a scientific practice outlined in the NGSS necessary for supporting students’ learning of science in this 3D way. We examined TCs’ ability to give explanations that include explicit statements of underlying reasons for natural phenomena, as opposed to simply describing patterns or laws. In their methods courses, TCs were taught to organize explanations into a what/how/why framework, where what refers to what happens in specific cases (data or observations); how refers to how things usually happen and is equivalent to patterns or laws; and why refers to causal explanations or models. We examined TCs’ ability to do this spontaneously and in a resource-rich environment as a first step in gauging their preparedness for NGSS-aligned teaching. We found that (1) the ability of TCs to articulate complete and accurate causal scientific explanations for phenomena exists along a continuum; (2) TCs in our sample whose explanations fell on the upper end of this continuum were more likely to provide complete and accurate explanations even in the absence of support from explicit standards; and (3) teacher candidate’s ability to construct complete and accurate explanations did not correlate with cross-course performance or academic major. The implications of these findings for the preparation of teachers for NGSS-based science instruction are discussed. 相似文献
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Interchange - This study seeks to understand opportunities for teaching and learning the target culture for intercultural awareness. Utilizing Moran’s Knowing Framework (2001) and its five... 相似文献
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Leonora Macy 《The Educational forum》2013,77(3):310-323
This article examines how one educator embraced Vygotsky's concept of the zone of proximal development (ZPD) while using drama to scaffold learning about Dr. Seuss's The Lorax for first-grade students. This learning event is interpreted with reference to the ZPD and the New London Group's pedagogy of -multiliteracies. The author asserts the importance of considering both old and new pedagogical -theories when approaching present practice. 相似文献
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