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1.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
2.
Integrating History of Science in Science Education through Historical Microworlds to Promote Conceptual Change 总被引:1,自引:0,他引:1
This paper proposes a new way to integrate history of science in science education to promote conceptual change by introducing the notion of historical microworld, which is a computer-based interactive learning environment respecting historic conceptions. In this definition, “interactive” means that the user can act upon the virtual environment by changing some parameters to see what ensues. “Environment respecting historic conceptions” means that the “world” has been programmed to respect the conceptions of past scientists or philosophers. Three historical microworlds in the field of mechanics are presented in this article: an Aristotelian microworld respecting Aristotle’s conceptions about movement, a Buridanian microworld respecting the theory of impetus and, finally, a Newtonian microworld respecting Galileo’s conceptions and Newton’s laws of movement. 相似文献
3.
Manzoor Ahmed 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,19(4):179-195
Increasing recognition of a broadened concept of literacy challenges policy-makers and practitioners to re-define literacy
operationally, develop and apply appropriate methods of assessing literacy and consider and act upon the consequent policy
implications. This task is given a new urgency by the call of the Belém Framework for Action to “recognise literacy as a continuum”
in the framework of lifelong learning; and to develop “appropriate assessment methods and instruments” in surveys and collection
of data. This paper reviews the evolution of the concept of literacy and the emerging new consensus about it. It examines
the initial experience of the Literacy Assessment and Monitoring Programme (LAMP) of the UNESCO Institute for Statistics as
a methodology in assessing literacy and the potential of “simpler” alternatives, taking the Education Watch survey in Bangladesh
as an example. The policy implications for literacy programmes of the broadened definition and a new assessment approach are
noted. 相似文献
4.
Wisdom has been a topic of religion and philosophy since the dawning of human civilization. But only during the last two or
three decades wisdom has become a topic of empirical research in developmental psychology, adult and old age education, as
well as in management and leadership studies. The aim of this paper is to elaborate a new definition of “wisdom,” in order
to provide a more adequate foundation for empirical wisdom research. To reach this goal, two empirical wisdom theories (Baltes
and Ardelt) and two philosophical wisdom approaches (Ryan and Whitehead) are presented, discussed, compared, and synthesized.
The results show that despite the fact that Baltes’ definition of “wisdom” is somewhat wider than Ardelt’s, their approaches
have many aspects in common. Additionally, also Whitehead’s ideas on wisdom are quite similar to Baltes’ core criteria concerning
wisdom-related knowledge, but Whitehead mentions two additional aspects which go beyond Baltes’ approach. Further, according
to Ryan, wise persons must have very few unjustified beliefs; this necessary condition for a wise person is neither mentioned
by Baltes, nor by Ardelt or Whitehead. Based on the ideas of these four approaches, a new definition of “wisdom” is presented,
in which wisdom is relativised to time indices and moral systems. This definition consists of a cognitive, an ethical, and
a reflective component. Further it is shown that Fischer’s and Dawson’s Lectical Assessment System is a major candidate for measuring wisdom on the basis of our new definition. 相似文献
5.
Conclusion The United States and Japan are at the forefront of technological innovation, telecommunications and information management
in the Pacific. This new era of “information” and “communication” raises disturbing questions: Whose information will be disseminated
and heard? Can diversity be respected in a world driven by CNN World News and MTV world music? We do not have answers to these
questions, but those of us who disseminate innovation and technology into the Pacific must engage in these dialogues with
indigenous peoples.
Pacific Island cultures must be taken into account as educators and others move toward international dialogue about educational
technology, learning and “voice.” We hope this essay stimulates further thought and discussion in this area, as well as an
impetus for developing partnerships between Pacific Island communities and institutions of higher education.
Her research interests include learning and teaching with multimedia and web-based materials.
His research interests include technologies for self-determination and voice. 相似文献
6.
7.
Gregory P. Thomas 《Research in Science Education》1999,29(1):89-109
Considerable research has been published on students' alternative conceptions of science concepts and the means of addressing
those alternative conceptions. However, few studies have been reported on students' conceptions of learning and consequent
learning processes and attempts to change such conceptions and processes. Recent research has shown that students' beliefs
can act as barriers to the implementation of educational reforms that aim to alter students' learning processes. In this study
an interpretive methodology was employed by a teacher participant-observer to investigate barriers to students' adoption of
an alternative referent for learning and its consequent learning strategies in a Grade 11 chemistry class. Student narratives
suggest that both “cold” and “hot” contextual factors influenced students' willingness to adopt an alternative referent. The
consideration of “hot” factors, including students' beliefs, trust of the teacher, and ownership of the change process, is
necessary if such change is to be understood more fully. The value and difficulties of a teacher adopting this researcher's
perspective are also explored. 相似文献
8.
Chih-Hsiung Tu Laura Sujo-Montes Cherng-Jyh Yen Junn-Yih Chan Michael Blocher 《TechTrends》2012,56(3):13-19
Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web
2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments;
and allows learners to engage in social networking and collaborating activities. Advanced networking mechanisms, UGC, flat-structured
architectures, RSS, and social tagging, permit online learners to define their own learning structures. This article reports
an online course built within multiple Web 2.0 technologies designed to empower learners to construct their own personal learning
environments within open network learning environments. Lessons learned, examples, and critical issues are discussed. This
paper concludes that effective instructions should prepare “online” learners to become “network” or “open network” learners. 相似文献
9.
Michael H. G. Hoffmann 《Educational Studies in Mathematics》2006,61(1-2):279-291
This comment attempts to identify different “semiotic perspectives” proposed by the authors of this special issue according
to the problems they discuss. These problems can be distinguished as problems concerning the representation of mathematical
knowledge, the definition and objectivity of meaning, epistemological questions of learning and activity in mathematics, and
the social dimension of sign processes. The contributions are discussed so as to make visible further research perspectives
with regard to “semiotics in mathematics education”. 相似文献
10.
Dr. Manuela Welzel 《Research in Science Education》1997,27(3):383-394
During the 1970s, student-centred instruction—that is, “play orientation in physics education” (Spielorientierter Unterricht)—was
at the centre of curriculum development at the Institute of Physics Education in Bremen. During the past decade, we investigated
this kind of instruction with a particular focus on students' learning processes using a situated cognition perspective. Our
research group at the Institute conducted several empirical studies of physics learning for different age groups. The aim
of these case studies was to construct detailed understandings of how individual learning processes unfold. On the basis of
these studies, we attempt to design physics lessons more effectively than they have been in the past. This paper exemplifies
our approach providing information about the theoretical and methodological frameworks, the main outcomes of our studies;
and reflections about the possibilities for “more effective” student-centred instruction. 相似文献
11.
To introduce the special issue on collaborative learning in postsecondary and professional education, the editors describe
their reasons for assembling it. First, most of the existing collaborative learning research focuses on K-12 settings; second,
some forms of collaborative learning are used predominantly or exclusively in postsecondary or professional education; and
finally, increasing numbers of adults are getting some or all of their college education online. The introduction concludes
with the editors explaining their decision not to take a position on the nomenclature question (“collaborative” vs. “cooperative”
vs. “peer” vs. “small group” learning) which pervades the literature. 相似文献
12.
Mark Brown 《Research in Science Education》1992,22(1):63-71
This paper presents an “ecological perspective” on research with computers in science education. It is proposed that current
and past research within the computer education field has been characterised by an over-emphasis on technical applications
of the machinery, rather than a deeper consideration of the teaching and learning process. This tendency toward “technocentric
thinking” has usually failed to take into account the important social and cognitive interactions within the computer learning
environment. The view advanced here, is that an understanding of the effects of computers on students' learning can be achieved
only through an analysis of the dynamic interactions between students and teachers as they work with computers in a particular
environment. A theoretical framework for understanding this range of interactions is presented. Finally, an ecological model
is proposed for conducting future research on the application of computers in science education.
Specializations: information technology in education, science education, technology education, environmental education, and media education 相似文献
13.
Angela Calabrese-Barton 《Research in Science Education》1998,28(1):133-151
I have been drawn to the construct of “invention” and “inventive acts” because in my research involving how homeless children
construct science and the self-in-science, an overwhelming theme has been the multiple ways in which self-identity in science
has been described by the children through a language of invention. Using post-modern feminism and science and technologies
studies, I examine the multiple uses and definitions of “invention” in science in order to develop a theory of invention and
inventive acts around the themes: invention as a social act, invention as a recursive and socially linked process, and embodied
agency. I use this framework to examine the construct of “invention” in two different case studies involving the science education
of urban homeless children. Finally, I link this discussion of invention and inventive acts with current international reform
initiatives revolving around constructivist science teaching and learning. 相似文献
14.
Barbara Spector Ruth S. Burkett Cyndy Leard 《Journal of Science Teacher Education》2007,18(2):185-208
This is the report of a qualitative emergent-design study of 2 different Web-enhanced science methods courses for preservice
elementary teachers in which an experiential learning strategy, labeled “using yourself as a learning laboratory,” was implemented.
Emergent grounded theory indicated this strategy, when embedded in a course organized as an inquiry with specified action
foci, contributed to mitigating participants’ resistance to learning and teaching through inquiry. Enroute to embracing inquiry,
learners experienced stages resembling the stages of grief one experiences after a major loss. Data sources included participant
observation, electronic artifacts in WebCT, and interviews. Findings are reported in 3 major sections: “Action Foci Common
to Both Courses,” “Participants’ Growth and Change,” and “Challenges and Tradeoffs.” 相似文献
15.
In this article we analyze the dialogic learning of one pair of students in order to investigate how these students cope with a collaborative learning situation in the classroom. Our aim is to substantiate the claims that not only are young students (8 year olds) capable of solving mathematical problems collaboratively, but that they also take an active role in regulating their collaborative learning activities. More specifically, our claim is that children appear to apply constructs of “mathematical level raising”, “social interaction” and “division of time” to steer their own collaborative learning and that they are rather successful in balancing these three aspects. The analysis is exploratory, but this new perspective on collaborative learning is relevant theoretically and consequential for classroom practice. 相似文献
16.
17.
Inés Aguerrondo 《Prospects》2008,38(1):47-63
Besides “inclusion” meaning incorporation within the education system, there is also “inclusion” signifying the incorporation
of knowledge, two distinct processes which went hand-in-hand to start with but which, as education systems expanded, have
begun to drift apart. While the population as a whole, including the more deprived sectors, has improved its educational level
over past decades, in more recent times there has been little to show for the considerable efforts made. It is as if the process
had reached a ceiling, owing to practices of educational marginalization that are so embedded that they perpetually recreate
themselves. The education system has lost its bearings because a new approach is needed with the emergence of the information
and communication society, which implies a new definition of knowledge, cut off from its origins. The idea of “including”
must also be a key notion in relation to the search for a fairer, more democratic society. This implies developing a number
of viewpoints or fundamental attitudes when we consider inclusive education. There is the ideological/political point of view—which
means developing the ideal of justice and democracy within the framework of education as a right; the epistemological aspect—which
entails supporting the new educational approach in the very latest developments of the theory of complexity; the pedagogical
aspect—which entails adopting the advances made in the new learning sciences in order to develop a new “technology of educational
production” (didactics) that will guarantee the entire population’s ability to reason; and the institutional point of view—which
requires reviewing the notion of a “school system” and incorporating other institutional spaces by considering the whole of
society as offering potential “learning environments”.
Inés Aguerrondo (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires. 相似文献
Inés AguerrondoEmail: |
Inés Aguerrondo (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires. 相似文献
18.
The purpose of this mixed methods sequential explanatory study was to identify factors contributing to students’ persistence
in the University of Nebraska-Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education by obtaining
quantitative results from surveying 278 current and former students and then following up with four purposefully selected
typical respondents to explore those results in more depth. In the first, quantitative, phase, five external and internal
to the program factors were found to be predictors to students’ persistence in the program: “program”, “online learning environment”,
“student support services”, “faculty”, and “self-motivation”. In the qualitative follow up multiple case study analysis four
major themes emerged: (1) quality of academic experiences; (2) online learning environment; (3) support and assistance; and
(4) student self-motivation. The quantitative and qualitative findings from the two phases of the study are discussed with
reference to prior research. Implications and recommendations for policy makers are provided. 相似文献
19.
Knowledge of derivational suffix meanings was investigated in 10- to 12-year-old students with language learning disabilities
and individually matched chronological- and language-age peers. Students produced derived forms from nonce bases in an elicitation
task and selected derived forms in a forced choice task. For instance, students produced a word to label the baby of an invented
animal called a TEM (TEMlet, TEMette, TEMkin, etc.) and chose an appropriate label from four options (TEMlet, TEMkin, TEMship,
TEMhood). Twenty-eight suffixes (e.g., less, y, ize) conveying seven derivational meanings (e.g., “without X,” “approximately
X,” “to make X”) were studied. All groups showed higher accuracy on the forced choice task than on the elicitation task. However,
elicitation task accuracy of students with language learning disabilities fell substantially below that of typically achieving
students. Suffixes for “agent X,” “character of X,” and “to make X” were produced in the elicitation task with higher accuracy
than suffixes for “approximately X,” “diminutive X,” and “state of X.” In both tasks, suffix use was associated with productivity
(i.e., regularity of suffix attachment). All groups chose highly productive suffixes (e.g., TEMlet) over less productive suffixes
(e.g., TEMkin) to convey each meaning. 相似文献
20.
Effects of consistency and adequacy of language information on understanding elementary mathematics word problems 总被引:3,自引:0,他引:3
Two types of elementary mathematics word problems involving different linguistic structures were devised to examine the understanding
and solution of these problems by 91 Grade 3, 4, and 5 children divided into “more able” and “less able” subgroups. One task
consisted of 12 consistent and 12 inconsistent language problems on the basic processes of addition, subtraction, multiplication
and division. Another task consisted of a total of 36 word problems with 12 items each containing adequate, inadequate, and
redundant information, respectively, for problem solution. Subsidiary tasks of general ability, vocabulary, reading comprehension,
mathematics concepts, reflection on mathematics learning, and working memory were also administered to provide estimates of
the contribution of these “nonmathematics” tasks to the solution of elementary mathematics problems. Analyses of variance
and covariance of group data showed significant main effects of grade, consistency, and adequacy of linguistic information
in problem solution. Word problems containing inconsistent information were more difficult than those with consistent information.
Further, word problems containing inadequate and redundant information were more difficult to classify, and for the children
to explain, than those items with just enough information. Interviews with 12 individual children provided further insight
into their strategies for problem solutions. Both cognitive and developmental perspectives are important for mathematics learning
and teaching for children with or without learning disabilities. 相似文献