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Judy Dunn 《European Journal of Psychology of Education - EJPE》1993,8(4):391-401
Links between the development of social understanding and social processes are considered, in the context of data on the development of causal reasoning and argument in conflict, drawn from a longitudinal study of 50 children observed in conversation with their mothers, siblings, and friends at 33 and 47 months of age. Children showed powers of causal reasoning before they were 3 years, capabilities that showed rapid developmental change; their interest in cause was particularly focussed on psychological causality and social action. The contexts of disputes were especially important. Differences were found in children’s arguments with their mothers, siblings, and friends, with more ‘other-oriented’ reasoning shown with friends. It is argued that the data support Vygotskyan ideas on the significance of social interaction in developmental advance, that the pragmatics of what children and their partners are trying to do must be taken into account in considering what children may be learning in interactions, and that ‘social competence’ should not be treated as an individual within-child trait, but that we should move towards a ‘relationships’ approach to the development of social understanding. 相似文献
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Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N?=?19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching) deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms. 相似文献
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Sonja Haug 《Zeitschrift für Erziehungswissenschaft》2005,8(2):263-284
Zusammenfassung Die Entwicklung der mündlichen und schriftlichen Kenntnisse in Deutsch und der Sprache des Herkunftslandes bei Angeh?rigen
der ersten und zweiten Einwanderergeneration aus den Gastarbeiter-Anwerbel?ndern, bei Aussiedlern und neuen Zuwanderergruppen
wird beschrieben und Erkl?rungsfaktoren für Unterschiede werden mit Hilfe bivariater und multivariater Verfahren untersucht.
Die Deutschkenntnisse der ersten Generation steigen zwischen 1984 und 2001 kaum an, wohingegen Aussiedler und Zuwanderer in
kurzer Zeit relativ gute Fortschritte aufweisen. Die meisten Befragten sind bilingual. Defizite bei Deutschkenntnissen variieren
nach Herkunftsland. Der Zweitspracherwerb erfolgt im Generationenverlauf, d.h. in Deutschland geborene Personen mit Migrationshintergrund
haben in der Regel bessere Deutschkenntnisse als die erste Generation. Die Aufenthaltsdauer hat per se keinen Einfluss auf
den Spracherwerb, ebenso wie das Geschlecht, w?hrend das Einwanderungsalter und die Schulbildung entscheidende Faktoren sind.
Personen mit niedrigem Einwanderungsalter, Personen, die eine weiterführende Schule im Herkunftsland oder eine h?here Schule
in Deutschland abgeschlossen haben, haben eine h?here relative Chance, gute mündliche und schriftliche Deutschkenntnisse zu
erwerben.
相似文献
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Bojan Tomić Jelena Jovanović Nikola Milikić Vladan Devedžić Sonja Dimitrijević Dragan Đurić Zoran Ševarac 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):518-530
Well-developed programming (technical) skills are very important for software engineers, information systems engineers and programmers in general. However, they must also possess relevant personal skills (soft skills) to be successful at the workplace (eg, collaboration, solving real-world problems and communication). The latter, however, are rarely assessed and acknowledged in regular software engineering courses. This paper describes the results of a small case study involving an extracurricular Java programming course in which, in addition to knowledge and skills in relevant technologies, students' soft skills were also assessed. As part of the assessment, students have been awarded Open Badges. The study was exploratory in nature, aimed at examining Open Badges as a motivational mechanism, students' engagement in attaining soft skills and students' perception of soft skills and Open Badges. The results suggest that Open Badges may not be so effective in motivating students to complete the assignments nor attend the course, although students' perception of Open Badges is generally positive. Soft skills were generally perceived as important as hard skills. Students' engagement in attaining soft skills could be affected by assignment announcement time and its level of difficulty. 相似文献
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Michael Dunn 《Exceptionality》2013,21(4):224-237
Many students struggle with writing skills. This study focuses on three students (second and fourth grades) who were classified with a learning disability by their school. These children had writing goals and objectives (i.e., characteristics of having dysgraphia) included in their Individual Education Plan. In a single case design format, each student was taught the Ask, Reflect, Text (ART) mnemonic strategy to help improve story content and quality. The components of ART include students Ask themselves a series of seven questions; the students then Reflect on their answers and illustrate their story-content responses with art media (e.g., paints, colored markers, play dough); and from this prewrite illustration, students generate their Text. All participants improved greatly in story content. They also improved in story quality but to a lesser extent. 相似文献