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In this article, we examine the disposition for critical thinking (CT) from three perspectives and analyse the underlying
constructs of the disposition for CT, such as one’s ability, sensitivity and inclination to engage in critical, mindful thought.
Environmental factors that enhance or inhibit the development of a generalisable disposition for critical thought are discussed.
Finally, we present a set of empirically-verified classroom practices that can help to foster a disposition for CT. 相似文献
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Julie Mathews 《Higher Education》2007,53(5):645-673
In 1993, Turkey’s Higher Education Council (YOK) launched a program to sponsor thousands of students for graduate study abroad,
in the hopes of building up a base of highly qualified, foreign educated faculty for 24 newly established universities nationwide.
With an incoming new YOK administration in 1995, dramatic changes were made in the program’s selection procedures. One of
the key elements of these changes was the inclusion of a high foreign language proficiency requirement, which served both
to meet certain ideological goals of the new administration as well as presuming to reduce the high degree of student failure
abroad. In addition to assessing the overall success of the scholarship program in light of the changes made, this study provides
another look at the connection between language proficiency and academic success, with both qualitative and quantitative data
collected from 23 ‘YOK scholars’. Although finding a positive relation between language proficiency and academic success,
the study suggests that rather than having solved the scholarship program’s problems by imposing high language proficiency
requirements, the new YOK administration actually reduced even further the program’s ability to successfully supply faculty
to the new universities. Recommendations are made for the Turkish and similar foreign study programs. 相似文献
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Patricia Patrick Cathy Mathews Sue Dale Tunnicliffe 《International Journal of Science Education》2013,35(15):2645-2669
This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control during the zoo visit, and control of student learning. The results of the investigation showed that (a) the dominant topic in conversations among elementary school groups at the zoo was management, (b) procedural components were mentioned least often, (c) preservice teachers described during-visit activities more often than any other characteristic central to field trip design, (d) seven of the nine characteristics listed in the FTI were noted more frequently in the preservice teachers' field trip designs after they listened to students' conversations at the zoo, and (e) preservice teachers thought that students were not learning and that planning was important. 相似文献
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Expert systems (ESs) were introduced more than two decades ago, but their effectiveness and success are still in debate. This paper attempts to make a contribution to the better understanding of ES applications from a knowledge transfer perspective. This paper argues that an ES application is knowledge transfer that uses Information and Communication Technologies (ICT). Underpinned by knowledge transfer theories and through a series of empirical investigations of ES projects in agriculture, this study recognises the importance of human interactions in the ESs implementation process. Based on the evidence collected, a number of key players are examined. They are knowledge provider/sender, knowledge engineer, knowledge extensionist and knowledge recipient. This paper represents a first attempt to acknowledge the role of a knowledge extensionist in the ICT-based knowledge transfer process. The name ‘extensionist’ is borrowed from earlier literature and describes an actor whose role is an intermediary in supporting transferring knowledge towards the knowledge user. Findings demonstrate the significant contributions made by extensionists towards the success of ESs applications. It is argued that the rigidity and limitations of ESs in ICT-based knowledge transfer can be significantly reduced with the involvement of close human interactions with the knowledge recipient. 相似文献
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