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This article identifies recent, mainly Nordic, research approaches to visual arts education. A concept map was developed as a heuristic tool in order to highlight salient traits and blind spots. Contemporary research typically has its origin either in education or in the art world, with an emphasis either on art as language or on art as text. These two dimensions were used to organise the studies and to select representative exemplars in different domains. The framework helped to chart the knowledge base of, and research approaches to, visual arts education. However, the result of blending subject matter and pedagogy tended to be a ‘mixture’ of viewpoints rather than emerging domains of subject‐specific pedagogical knowledge (Lee Shulman: an ‘amalgam’). 相似文献
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Chiara Andrá Paulina Lindström Ferdinando Arzarello Kenneth Holmqvist Ornella Robutti Cristina Sabena 《International Journal of Science and Mathematics Education》2015,13(2):237-259
We use eye tracking as a method to examine how different mathematical representations of the same mathematical object are attended to by students. The results of this study show that there is a meaningful difference in the eye movements between formulas and graphs. This difference can be understood in terms of the cultural and social shaping of human perception, as well as in terms of differences between the symbolic and graphical registers. 相似文献
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Lars Lindström 《The International Journal of Art & Design Education》2012,31(2):166-179
Aesthetic learning is a major issue in arts education. The ‘method of art’ is often expected to facilitate in‐depth learning not only in the arts but across the curriculum. This article defines aesthetic learning in terms of a conceptual framework based on two dimensions, one representing the goal and the other the means of aesthetic learning. The goal is described as convergent or divergent. Convergent learning is goal‐directed, focused and rational, while divergent learning is explorative, open‐ended and intuitive. The means are described as medium‐specific or medium‐neutral. Medium‐specific learning emphasises the forms of representation, for example words, pictures, algebra, dance. Medium‐neutral learning emphasises instrumental aspects of learning, such as academic achievement or personal development. Combining these dimensions two‐by‐two, the author arrives at a suggested definition of what is meant by learning about, learning in, learning with and learning through the arts. The rest of the article investigates the potential utility of this framework in various contexts and for different purposes. First, the author presents two temporary ‘Culture‐in‐School’ projects. Secondly, the framework is used to study aesthetic learning processes in sloyd (art & craft), based on student teachers’ portfolios in metalwork. Thirdly, the four modes of learning are compared to equivalent modes of teaching: the instructor, the facilitator, the advisor and the educator. Fourthly, there is a discussion on the role of aesthetics in a ‘balanced’ curriculum. Finally, there is an argument on the need for a variety of assessment tools based on the four modes of learning and teaching, such as copying, portfolios, projects and the repertory grid technique. 相似文献
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Lena Pareto Magnus Haake Paulina Lindstr?m Bj?rn Sj?dén Agneta Gulz 《Educational technology research and development : ETR & D》2012,60(5):723-751
This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition, we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during math lessons for 7?weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group (p?<?0.05). However, there was no significant difference in attitude change between the two groups. Post hoc analyses indicated that game-playing primarily affected students?? confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game. 相似文献
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This paper presents an analysis of the scientific reasoning of a dyad of secondary school students about the phenomenon of dissolution of gases in water as they work on this in a simulated laboratory experiment. A web-based virtual laboratory was developed to provide learners with the opportunity to examine the influence of physical factors on gas solubility in water. An evaluation process involving 180 students revealed that the concepts connected to the dissolution of gas in water caused problems for the students even after having experimented with the virtual laboratory. To investigate the nature of learners’ reasoning about the visualised events, 13 video-recorded groups of learners were analysed. This study follows the reasoning of one group that displayed a possibly productive way of solving the problem. The results address the students’ general difficulty of discovering something that they are conceptually unprepared for within the virtual laboratory. The analysis shows how the students eventually found a way out of their dilemma by making an analogy with other dissolving processes. In effect, the analysis elucidates some of the analytical work that had to be done by the participants when collaboratively negotiating a shared meaning of a scientific concept in concord with a given task and set of instructional materials. Implications for design might be to provide the learning material with explicit hints that enable students to connect to specific phenomena related to the one investigated concept. The findings show the usefulness of video analytic research, informed by CA and ethnomethodology. This analytical framework can support design processes and provide useful information, which might identify hurdles to learning a scientific concept by simulated events and pathways to overcome these hurdles. 相似文献
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Mixed‐aged (MA) classes are a common phenomenon around the world. In Sweden, these types of classes increased rapidly during the 1980s and 1990s, despite the fact that existing empirical support for MA classes is weak. In this paper, the effect of attending an MA class during grades 4–6 on students' cognitive skills is estimated. Using a unique survey with information on students, parents, and teachers, it is possible to control for many factors that could otherwise bias the results. A negative effect on short‐run cognitive skills, as measured by grade 6 cognitive tests, was found. This effect is relatively large—almost 5 percentile points—and robust to a rigorous sensitivity analysis. On grade 9 credits the effect is still negative but smaller in size and not statistically significant. 相似文献
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