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Students have been largely ignored in discussions about how best to teach science, and many students feel the curriculum is
detached from their lives and interests. This article presents a strategy for incorporating students’ interests into the formal
Biology curriculum, by drawing on the political meaning of “shadow government” as alternative policies developed by parties
not in office. A “shadow curriculum” thus reflects the interests and information needs of those who have no voice in deciding
what the formal curriculum should include, although they are the ones who are most influenced by it. High school students’
interests in three Biology topics were identified (n = 343) and retested on another student sample (n = 375), based on their solicited questions as indicators for interests. The results of this exploratory case study showed
that half of the questions asked by students in the areas of genetics, the cardiovascular system and the reproductive system
are not addressed by the national curriculum. Students’ questions were then expressed in the curricular language of principles,
phenomena and concepts in order to create a shadow curriculum. A procedure that could be used by other researchers and practitioners
to guide the development of a curriculum that is more aligned with student interests is suggested. 相似文献
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The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each experiment was conducted with and without performance feedback. While both groups showed significantly improved learning in the feedback-based explicit artificial grammar learning task, only the typically developed adults demonstrated higher levels of conscious structural knowledge. The present study demonstrates that the basis for the grammaticality judgment of adults with dyslexia differs from that of typically developed adults, regardless of increase in the level of explicitness. 相似文献
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Nimrod Aloni 《Educational Philosophy and Theory》2013,45(1):98-105
In this article, I am suggesting that one effective strategy for revitalizing moral education consists in incorporating classical traditions of care ethics, East and West, which are very much alive in contemporary culture, into sentiments, insights and practices of contemporary care ethics. In so doing we might make moral education much more accessible, natural and friendly to both teachers and students. First, it is associated with down to earth affective and relational elements rather than with highly theoretical philosophical reasoning; second, it is grounded in local cultural traditions that are very much alive in the ‘cultural DNA’ of millions of people in their traditional communities; third, in terms of its moral tenets it is humanistic and universally binding. The desirable outcome, if this model proves tenable, is moral education oriented by care ethics, locally grounded and universally binding. 相似文献
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Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue (1) that Spinoza's ethics is eudaimonistic , aiming at self-affirmation, full humanity and wellbeing; (2) that the flourishing of individuals depends on their personal resources, namely, their conatus , power, vitality or capacity to act from their own inner natures; and (3) that the combination of the Spinozian conceptions of humanism, liberal democracy, eudaimonistic ethics, and the enlightened and sovereign individual constitute together the grounds for a comprehensive empowering and liberating pedagogy. 相似文献
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Levin Nimrod Lipshits-Braziler Yuliya 《International Journal for Educational and Vocational Guidance》2022,22(3):535-556
International Journal for Educational and Vocational Guidance - We investigated the conceptual similarity and empirical overlap between the Career Adapt-Abilities Scale (CAAS) and the career... 相似文献
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Simon McGrath Salim Akoojee Anthony Gewer Mahlubi Mabizela Nimrod Mbele Jennifer Roberts 《Compare》2006,36(1):85-103
This paper explores the role that vocational education and training (VET) can play in Southern African responses to major socio‐economic challenges. It argues that this role will be most pronounced if it is articulated within a broader educational and economic vision that is shared by a range of stakeholders in society and supported by an adequate funding base, effective information systems and qualified and motivated planners and implementers. However, it cautions that it is also important to remember that VET reform will not in itself transform economies or societies. The paper argues that there is considerable convergence within Southern Africa around 10 themes of VET reform. It argues that there is much that is of merit in the current broad package for VET transformation but that it is essential that it is carefully critiqued and that elements are adapted to national circumstances and visions. 相似文献
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Using a qualitative research method of life stories, this article examines perceptions among families from Switzerland, Italy, and Israel regarding the media’s role in their process of coping with the murder of close relatives. The findings reveal a duality of attitudes regarding the media found in all three countries examined. The media logic predominant in the experience of victims’ families has a very similar effect, clearly leading to a mediatization of victimhood. 相似文献