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1.
An indigenous and migrant critique of principles and innovation in education in Aotearoa/New Zealand
Mere K��pa Linit�� Manu��atu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(5-6):617-630
This paper questions notions of individualism underpinning technocratic approaches to education that marginalise indigenous and migrant peoples?? knowledges in tertiary education. Focusing on New Zealand (Aotearoa) with its colonial and immigrant history, its M??ori and Pacific Islander citizens, the authors ask whether education, as its process is being communicated there, leaves indigenous and migrant people vulnerable and marginalised in the dominant, English-speaking, New Zealand European (P??keh??) mainstream society. The question is whether education refers to capacity-building and strengthening the potential of marginalised students?? language and culture; or whether it is only geared towards sustaining English-language ascendancy and technical virtuosity. Taking on board the cultural heritage of Pacific Islanders (Pasifika) resident in New Zealand, a new teacher training diploma was introduced by the Auckland University of Technology in 2004. Both authors are involved in the panel meetings (Fono) where the papers presented during the diploma course are evaluated. 相似文献
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A further study of productive failure in mathematical problem solving: unpacking the design components 总被引：1，自引：0，他引：1
Manu Kapur 《Instructional Science》2011,39(4):561-579
This paper replicates and extends my earlier work on productive failure in mathematical problem solving (Kapur, doi:, 2009). One hundred and nine, seventh-grade mathematics students taught by the same teacher from a Singapore school experienced
one of three learning designs: (a) traditional lecture and practice (LP), (b) productive failure (PF), where they solved complex
problems in small groups without any instructional facilitation up until a teacher-led consolidation, or (c) facilitated complex
problem solving (FCPS), which was the same as the PF condition except that students received instructional facilitation throughout
their lessons. Despite seemingly failing in their collective and individual problem-solving efforts, PF students significantly
outperformed their counterparts in the other two conditions on both the well-structured and higher-order application problems
on the post-test, and demonstrated greater representation flexibility in working with graphical representations. The differences
between the FCPS and LP conditions did not reach significance. Findings and implications of productive failure for theory,
design of learning, and future research are discussed. 相似文献
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Instructional Science - Productive failure has shown positive effects on conceptual and transfer measures, but no clear effects on procedural measures. It is therefore an open question whether, and... 相似文献
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A critical assumption made in Kapur’s (Instr Sci 40:651–672, 2012) productive failure design is that students have the necessary prerequisite knowledge resources to generate and explore solutions to problems before learning the targeted concept. Through two quasi-experimental studies, we interrogated this assumption in the context of learning a multilevel biological concept of monohybrid inheritance. In the first study, students were either provided or not provided with prerequisite micro-level knowledge prior to the generation phase. Findings suggested that students do not necessarily have adequate prior knowledge resources, especially those at the micro-level, to generate representations and solution methods for a multilevel concept such as monohybrid inheritance. The second study examined how this prerequisite knowledge provision influenced how much students learned from the subsequent instruction. Although the prerequisite knowledge provision helped students generate and explore the biological phenomenon at the micro- and macro-levels, the provision seemingly did not confer further learning advantage to these students. Instead, they had learning gains similar to those without the provision, and further reported lower lesson engagement and greater mental effort during the subsequent instruction. 相似文献
6.
Productive failure in mathematical problem solving 总被引：1，自引：0，他引：1
Manu Kapur 《Instructional Science》2010,38(6):523-550
This paper reports on a quasi-experimental study comparing a “productive failure” instructional design (Kapur in Cognition
and Instruction 26(3):379–424, 2008) with a traditional “lecture and practice” instructional design for a 2-week curricular unit on rate and speed. Seventy-five,
7th-grade mathematics students from a mainstream secondary school in Singapore participated in the study. Students experienced
either a traditional lecture and practice teaching cycle or a productive failure cycle, where they solved complex problems
in small groups without the provision of any support or scaffolds up until a consolidation lecture by their teacher during
the last lesson for the unit. Findings suggest that students from the productive failure condition produced a diversity of
linked problem representations and methods for solving the problems but were ultimately unsuccessful in their efforts, be
it in groups or individually. Expectedly, they reported low confidence in their solutions. Despite seemingly failing in their
collective and individual problem-solving efforts, students from the productive failure condition significantly outperformed
their counterparts from the lecture and practice condition on both well-structured and higher-order application problems on
the post-tests. After the post-test, they also demonstrated significantly better performance in using structured-response
scaffolds to solve problems on relative speed—a higher-level concept not even covered during instruction. Findings and implications
of productive failure for instructional design and future research are discussed. 相似文献
7.
Manu Kapur 《Instructional Science》2018,46(1):61-76
The goal of this paper is to isolate the preparatory effects of problem-generation from solution generation in problem-posing contexts, and their underlying mechanisms on learning from instruction. Using a randomized-controlled design, students were assigned to one of two conditions: (a) problem-posing with solution generation, where they generated problems and solutions to a novel situation, or (b) problem-posing without solution generation, where they generated only problems. All students then received instruction on a novel math concept. Findings revealed that problem-posing with solution generation prior to instruction resulted in significantly better conceptual knowledge, without any significant difference in procedural knowledge and transfer. Although solution generation prior to instruction plays a critical role in the development of conceptual understanding, which is necessary for transfer, generating problems plays an equally critical role in transfer. Implications for learning and instruction are discussed. 相似文献
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Manu Sudhakar Santhi Silambanan Athira A. Prabhakaran Ramya Ramakrishnan 《Indian journal of clinical biochemistry : IJCB》2021,36(1):43
Altered vascular function and pathological angiogenesis are important factors common to the development of obesity and obesity-associated diseases. Most human studies relating obesity and angiogenesis have compared levels of angiogenic factors in obesity without looking at the serum angiogenic capacity which reflects the balance between the effects of angiogenic and angiostatic factors. Therefore, in this cross-sectional study, the serum angiogenic potential and levels of angiogenic factors in serum of obese (BMI > 25 kg/m2) and lean subjects (BMI < 23 kg/m2), with no history of obesity associated co-morbidities, were assessed. Serum angiogenic potential was significantly higher (p < 0.0001) in both male (n = 67) and female (n = 35) obese subjects and showed a positive correlation (r = 0.4, p < 0.0001) with BMI. Serum levels of the angiogenic factors, vascular endothelial growth factor (VEGF) and angiopoietin were significantly higher in obese subjects. Levels of angiostatic factors such as angiostatin, endostatin were not altered in obese male subjects but were elevated in female obese subjects. Angiogenic potential and levels of VEGF did not vary in obese subjects with high HOMA-IR compared to obese subjects with low HOMA-IR. These results suggest that the angiogenic potential of serum was elevated in obesity and that insulin resistance may not contribute to the increased angiogenic potential in obesity. 相似文献
10.
Florence R. Sullivan Manu Kapur Sandra Madden Stefanie Shipe 《International Journal of Science Education》2013,35(3):484-504
In this study, we examined whether gendered discourse styles were evidenced in online, synchronous, physics collaborative learning group discussions, and the extent to which such discourse patterns were related to the uptake of ideas within the group. We defined two discourse styles: the oppositional/direct style, theorized to be the socialized discourse pattern typically used by males, and the aligned/indirect style, theorized to be the socialized discourse pattern typically used by females. Our analysis indicates the presence of both styles in these chats and the styles were generally utilized along theorized, gendered lines. However, we also observed male use of the stereotypically ‘feminine' discourse style and female use of the stereotypically ‘masculine' discourse style. Moreover, we found no main effect for discourse style on the uptake of ideas. The findings indicate that, contrary to prior research in both face-to-face science classroom settings and online physics settings, ideas were taken up at relatively similar rates regardless of the gendered discourse style employed. Design implications of this study are discussed and suggestions for future research are made. 相似文献