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Ken Kawasaki 《Science & Education》1996,5(1):1-20
Using structural linguistics, the present article offers an impartial frame of reference to analyze science education in the non-Western world. In Japan, science education has been free from epistemological reflection because Japan regards science only as effective technology for modernization. By not taking account of the world-view aspect of science, Japan can treat science as not self-referential. Issues of science education are then rather simple; they are only concerned with the question of how to, and answers to this question are judged according to the efficiency achieved for modernization.Science, however, is a way of seeing nature. This word is generally translated into Japanese as shizen which has a totally different connotation and therefore does not lead to an understanding of the Western scientific spirit. Saussure's approach to language is used to expose the consequences of the misinterpretations that spring from this situation. In order to minimize or prevent these misinterpretations, it is emphasized that science education should be identified with foreign language education in the non-Western world. 相似文献
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To present three-directional forces at ten human fingertips, we previously developed a bimanual multi-fingered haptic interface consisting of two five-fingered haptic hands and two interface arms. However, there is a risk that the component parts of the haptic interface will collide while an operator is manipulating the interface. A collision could be hazardous for the operator, and thus collision avoidance is essential. To solve this problem, we propose a collision avoidance controller for the bimanual multi-fingered haptic interface. The proposed controller prevents collisions while reducing the collision-induced effects on the haptic display. We carried out several experiments, the results of which show the validity of the proposed collision avoidance controller for the bimanual multi-fingered haptic interface. 相似文献
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Research in Science Education - 相似文献
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Toshiaki Shirai Hideo Shimomura Tomotsugu Kawasaki Tomoko Adachi Yosuke Wakamatsu 《International Journal for Educational and Vocational Guidance》2013,13(2):95-114
We clarify how individuals actively interact with socio-cultural contexts to attain regular employment in Japan. Based on a large sample (N = 3,512) of part-time employed and unemployed college graduates (23–39 years old), we found that: Career decision making self-efficacy predicted job search; a lack of both hope and fulfillment motivated job search, while having hope promoted it; wishing for perfect vocation and being free from both inclination towards personal interests and passivity motivated job search. Clients’ desire for “a perfect vocation,” should not necessarily be considered as a career barrier but, perhaps, rather as an asset for motivating job search. Counselors should seek to better understand the influence of clients’ socio-cultural contexts on their career attitudes. 相似文献
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Heather F. Clark William A. Sandoval Jarod N. Kawasaki 《Environmental Education Research》2020,26(8):1177-1192
AbstractThis case study presents the efforts of three high school teachers to design and implement climate change lessons in alignment with the Next Generation Science Standards (NGSS). Using three conceptual frameworks that organize the assumptions of the environment in the NGSS we examine how those assumptions influence teacher practice when teachers strive to align with the standards. Video recorded instruction of eight climate change-anchored lessons spanning three consecutive years were thematically coded. Results indicate that the problematic aspects of the NGSS’s characterization of climate change can help explain the framing of environmental issues and the compartmentalization of humans relative to the climate science in teachers’ lesson plans and instruction. The NGSS promulgate disconnected agency which appears in teacher and student talk in classrooms. Our analysis reveals opportunities to use standards to design interventions for classroom practice to support diverse students in countering the assumptions about the human-environment relationship embodied in the NGSS. 相似文献
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This article presents an axiomatic expression of science education: [SCIENCE EDUCATION] is a system of teaching [SCIENCE].
The axiom includes two indefinable terms, [SCIENCE EDUCATION] and [SCIENCE]. In the same way that axiomatics of geometry distinguishes
among axioms, postulates and theorems, the axiom presupposes a distinction among the three stages of cognition: axiom, postulate
and theorem. This distinction, which is properly called the axiomatics model, will draw science educators' attention to how
scientific concepts are distorted, and will develop science education towards worldview education. In the context of science
education, worldview education has the potential to enable science educators and pupils to liberate themselves from their
language-culture prejudices. On the basis of the axiomatics model, mutual understanding of different language-culture communities
will be greatly promoted in the science classroom. 相似文献
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Luiz Marcelo de Carvalho Jorge Megid Neto Clarice Sumi Kawasaki Dalva Maria Bianchini Bonotto Ivan Amorosino do Amaral José Artur Barroso Fernandes 《Environmental Education Research》2018,24(10):1447-1463
AbstractThis article discusses an analysis of abstracts of Brazilian theses and dissertations on environmental education from a database organised and maintained by a group of researchers in the EArt Project (www.earte.net). In presenting extracts of key trends in this dataset, our aim is to provide a snapshot of the many possible approaches to, and histories of, Brazilian environmental education research. The data also allow us to raise some questions that explore possible ‘blank spots’, ‘blind spots’ and ‘bald spots’ in Brazilian research on environmental education. Given the temporal development of the research field since the 1980s, we illustrate these ‘spots’ by exploring data related to epistemological and methodological diversity, from the viewpoint of knowledge areas as well as the graduate programmes that have been developing research on environmental education. Finally, we draw a picture of the methodological trends that have been privileged by Brazilian researchers, and pose questions as to what is needed in shaping an agenda for research on environmental education in Brazil into the future. 相似文献
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Allan B. de Guzman Marnie Yvette G. Imperial Rianne Rae L. Javier Arisa M. Kawasaki 《Educational gerontology》2017,43(1):1-10
The impact of prison upon incarcerated individuals is considerably destructive and may lead to low mental health resiliency. Despite a large body of literature on resiliency, little is known about the process that the elderly go through in developing resiliency in the penal setting—hence, this grounded theory investigation. The overall intent of this investigation is to describe the process by which older male adults develop resiliency while in prison. The study used a grounded theory design. To gather the needed data, a two-part research instrument that included a robotfoto and a semistructured interview was employed. A total of 25 incarcerated Filipino elderly in New Bilibid Prison in Muntinlupa City, Philippines were purposively selected. Field text was subjected to thematic analysis following Corbin and Strauss coding procedure. Interestingly, this study yielded the Maze Theory of Resiliency, which describes the Filipino elderly’s road to achieving resiliency. Initially, they go through the sending up phase in which they feel condemnation and uncertainty. The sending off phase captures the moments in which prisoners show signs of optimism and readiness to experience life in their new environment. Lastly, the sending in phase, prisoners became accustomed to the dynamics of penal environment—thus, achieving their sense of resiliency. The emerged theory from this study could help nurses in the early recognition of psychological deterioration and in providing counseling services to the incarcerated elderly without any prejudice. And at the same time, the theory could help implement nursing interventions appropriate for each stage of resiliency. 相似文献
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Karen Hunter Quartz Jarod Kawasaki Daniel Sotelo Kimberly Merino 《Journal of Educational Change》2014,15(2):125-152
This paper reports the results of an 18-month integrated, problem-solving research study of one new school’s efforts to create a K-12 system of student assessment data that reflects their innovative vision for personalized and student-centered instruction. Based on interview, observational, and documentary data, the authors report how teachers articulate, measure, and assess student core competencies, aligned with a common vision and supported by a technology interface designed to promote data use. Findings from this study add to the research literature on assessment and data use by articulating the necessary knowledge and supports teachers in new autonomous schools need to develop and formatively use student assessment data. 相似文献
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