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Desde una perspectiva socio-cultural los autores ven las “concepciones ingénuas” en física no como simples entidades o representaciones mentales, sino como construcciones de un sistema interactivo entre el mundo real y los dispositivos cognitivo-culturales de una determinada cultura. En esta perspectiva el cambio conceptual desde una concepción “ingenua” a una científica sería sólo y más bien un cambio de meta-contexto cultural e implica más un proceso de recontextualización que la simple transición de una estructura conceptual a otra. 相似文献
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Masahiro Arimoto 《School Effectiveness & School Improvement》2013,24(4):380-388
The characteristics of the Japanese educational system are described. Japanese schools provide a prescribed curriculum and pupils spend much of the day at the desk. Teachers identify with their schools and are committed to service. Behind the Japanese school culture is “a view of improvement” to make schools better by working harder, which is a different view from those in Western and many other Asian nations. To understand effectiveness in schools, frameworks are needed which are deeply rooted in Japanese culture, Buddhism and Confucianism. To improve schools, strategies are needed with new diagnostic instruments deeply rooted in the unique characteristics or school culture that each school possesses. 相似文献
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Akira Arimoto 《高等教育研究》2008,(9)
为了理解高等教育质量,我们需要关注作为其前提的知识的作用。因为知识是大学学术工作的基础,它直接或间接地关系到高等教育文化的多样性。换句话说,知识形成了认知、诊断和处理高等教育质量问题的基础。本论文从知识的作用及知识重建的视角,分别就以下五个方面以日本为案例来研究质量保障的方法:知识的作用;知识社会和高等教育的关系;打造学习中心:日本文化和西方文化的冲突;多样化的知识:分裂、分化和冲突;探索新的大学模式。 相似文献
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Akira Arimoto 《Asia Pacific Education Review》2016,17(3):427-438
The Japanese academics have high recognition of themselves as the researchers rather than the teachers. This kind of climate developed in the national research universities including Teikoku Daigaku in the prewar time and even in the postwar time; it has extended to almost all academics not only in the research universities but also in the non-research universities. This fact was testified clearly in the CAP survey conducted in 2007, in which the Japanese academics’ research orientation belonged to the German type. A climate of academics in Japan is different from the counterparts in the USA as shown in the CAP survey, in which the American academics are oriented to research and teaching with a weight of half and half. Given the Japanese academic climate involved in research orientation, the national government offers in recent years the research grants to academics as the category of researcher on the basis of “selection and concentration principle” to the extent that only distinguished researchers in research productivity can be selected. Accordingly, Kakusa Shakai, or the social difference between the institutions with high productivity and those with low productivity, seems to be increasingly extending recently. The question that how the Japanese government disseminates research outputs to make these outputs be more socially utilized is likely to be not answered adequately for many years because there are few meta-evaluations to assess policy’s usefulness. However, such meta-evaluation of policy is expected to be done strictly since 2002 when it was introduced in the context that government policy’s contribution to society was functioned substantially. 相似文献
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Akira Arimoto 《Asia Pacific Education Review》2009,10(1):29-46
This article deals with the various problems related to the given title from four sections. Section “Social function of the
academic research enterprise (ARE)” focuses on three problems: Framework of the research on the ARE; Functions of the graduate
school in the ARE; and Centers of learning and Japanese ARE. Section “Structure of ARE” discusses two problems: Structure
of social stratification and the structure of ARE in the policy framework for the current ARE. Section “Social condition
of ARE” argues over three problems: Social condition of the ARE; The effects of change of national policy on the ARE; and
National government policy for the ARE in the postwar period. Section “The impacts of the national government policies on
ARE” treats three problems: Trend of the recent national government policy on the ARE; Some unintended effects of the policies;
and Discussion of proposals for reform. These discussions lead to concluding remarks. 相似文献
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International assessment studies have shown since decades that Japanese students score highly on math and science tests. As
a consequence, many scholars, education policy officials and journalists outside Japan share the opinion that quality of education
is ensured and turn to the Japanese educational system to identify educational effectiveness enhancing factors. Simultaneously,
a sense of educational crisis exists within Japan, which resulted into numerous education reforms. In this paper, we describe
how quality in education has been ensured in Japan, what changes in the assurance of quality are brought forth by the most
recent wave of reform measures as well as the reaction of scholars toward these measures. 相似文献
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