The catcher in the lie: The role of emotions and epistemic judgments in changing students’ misconceptions and attitudes in a post-truth era

We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed.     

Sociocultural frameworks of conceptual change: implications for teaching and learning in museums

This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.

Exploring the antecedents of boredom: Do teachers know why students are bored?

In the current study, researchers explored if teachers can identify antecedents of students' boredom. First, an open-ended questionnaire was administered to 111 9th-grade students to explore their self-reported causes of boredom. Next, semi-structured interviews with 117 9th-grade teachers were used to examine the factors that teachers think make their students bored. Also, quantitative questions gauged teachers' agreement with students' responses. Our results revealed a high congruency as teachers identified most of the antecedents of boredom named by students. One notable incongruity, however, was that teachers did not mention themselves as antecedents of boredom unless they were explicitly asked about it.     

Understanding conceptual change: connecting and questioning

We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual change research for the teachers and students with whom we work.

Teachers’ spaces for coping with change in the context of a reform effort

In this paper, we are interested in the emotional responses of teachers in the context of a reform effort, and our study is oriented toward describing the significance of these responses with respect to the space teachers create to deal with reform in their school. Our interest for educational reform incorporates and builds on the work of spatial theories and theories of emotions in education, and most notably the work of Andy Hargreaves whose conceptualization of “emotional geographies” provides an insightful link between emotion and space. This is done through a 2-year ethnographic study with six teachers that were involved in science program restructuring in their school. In this study, we explore three aspects of the spaces for coping with change that were created by this group of elementary teachers: (1) time and space as sources of social and emotional support; (2) teacher collegiality and trust; and (3) teachers’ moral values and concerns. Finally, this paper explores the implications for practice and policy from the development of spaces for teachers to process their feelings about change.

教育中信息技术用途及限度的伊德技术现象学分析

信息技术在教育中的应用弥漫着一种盲目乐观的情绪,缺乏对其应用方式与限度的理性分析。以当前技术哲学主流的技术现象学,特别是美国著名技术哲学家伊德的“人一技术”关系现象学作为分析框架,来理性分析教育中的信息技术应用是必要的。技术现象学中最基础的问题就是人与技术的关系问题。伊德指出人与技术存在4种关系,即具身关系、解释关系、它异关系与背景关系,这4种关系形成了“人一技术”关系的连续统,具有较好的理论自洽性与普适性。用这一框架来分析信息技术在教育中的应用,则分别对应于教育传播技术、教育数据挖掘、教育游戏技术和默会教学法。作为“双刃剑”的另一面,信息技术在教育中的应用限度应重点考虑技术对人的知觉的片面转化、人工智能的局限和技术的文化适应问题。     

高职师资队伍建设刍议

随着人们对高职教育思想观念的转变,在人才培养模式探索上的不断深入,建立一支适应高职教育的师资队伍已是迫在眉睫,要加强高职师资队伍建设应力争做到：一要拓宽师资来源渠道,塑造“双师型”队伍,二要改革高职院校教师职称评审制度;三要制定科学的师资培训计划;四要引入竞争和激励机制,促进教师素质提高。     

新手—专家型教师的差异比较

首先介绍了新手型和专家型教师的界定标准,接下来从四方面比较了新手型教师和专家型教师的差异,最后提出计算机专家型教师应该具备的素质。     

信息技术教师专业发展中的教师信念重建

在教师专业发展的研究中,教师信念、教师知识和教师能力是三个主要的维度。其中,教师信念在教师专业结构中位于较高层次,它统摄着教师专业结构中的其他方面。所以,研究信息技术教师信念对促进信息技术教师专业发展具有重要意义。文章通过对教师专业发展与教师信念相关理论的论述,结合信息技术教师信念状况,提出重建信息技术教师信念的策略,即应试教育的学校文化向素质教育的学校文化的变革、将促进信息技术教师信念生成与转变作为教师教育的重要目标和信息技术教师应积极在实践中进行教学反思。     

危机公关应对策略的研究

在危机的不同时期,危机公关的应对策略是各有侧重的。危机公关,首先应该以科学、积极的态度对危机的不同时期进行可利用的应对机制的分析,然后辅之以有效策略的实施,使危机的负面影响降低到最小限度。甚至化危机为契机。     

培养健康成熟的教育心态——着眼于教师成长深处的思考

对于教师成长,大部分人总是对教师教材处理、教法运用、教学设备应用和教学技巧的选择等方面感兴趣,作者着眼于教师成长更深层次上的教育心态问题,阐述在教学过程中,教师的教育心态对其教学态度、教学行为的选择和教学心境的调控所具有的重要影响。具体从对教师职业的心态、对教师角色的心态、对自我的心态、对学生的心态、对教材的心态、对挫折的心态六方面展开阐述如何培养健康成熟的教育心态。     

论教师教育的内涵及必然性

教师教育就是对从事教师工作的人进行职责、职位的综合教育,它有特定的内涵,这就是促进教师专业化发展。教师教育与其他教育相比较,它是教育事业的重中之重,是教育系统工程的基础。世界上发达国家都把教师教育放在重要战略地位。在我国加强教师教育的研究与改革,尽快构建适应21世纪中国教育事业发展的教师教育体系,势在必行。     

概念隐喻在日常话语与推理中的认知功能

在传统隐喻理论中,隐喻被看作一种语言现象。在新的隐喻理论框架内,概念隐喻至少具有三种认知功能:建构概念系统;通过相对熟知的经验使抽象概念概念化;提供理解经验的新视角。     

教师知识研究的进展和趋势

教师知识是教师专业发展的重要基础。我国研究者在借鉴国外研究成果的基础上,对教师知识的结构、教师的学科教学知识、教师的实践性知识、教师的本土知识、教师知识与教师专业发展等问题展开研究,这一系列的研究促进了国内教师知识研究的繁荣,并且呈现出三大趋势:研究方法趋于实证化、研究视角更加多样化以及研究日渐本土化。     

我国中小学教师工资增长的多角度透视

在各级政府的共同努力下,我国教师工资水平不断提高。统计表明,2006年与1990年相比,我国普通高校、普通中学、小学教师工资分别增长了13．7倍、8．8倍、7．7倍。但我国教师工资增长速度仍落后于GDP、财政支出、财政收入等国民经济指标的增长速度;教师工资与其它行业相比,仍处于较低的水平;部分省（市）教师工资与城镇居民可支配收入不匹配。     

Internal and external factors shaping educational beliefs of high school teachers of “sacred” subjects to girls

This research investigated pedagogical beliefs of teachers of “sacred” school subjects, curricular topics that the school community deems culturally valued, unassailable and inviolate. Two hundred and fifty-five teachers of girls only who taught sacred or secular subjects in Jewish modern religious high schools responded to questionnaires focusing on the discipline, on students and their learning and on the teacher role and 15 were interviewed. Results reflected systematic differences between teachers of sacred and secular subjects caused by multiple factors, some internal and some external to the underlying discipline. Variation among different sacred subjects was contingent mainly on external factors.     

“晒”词义演变的概念隐喻和概念整合

词义的动态建构过程是多种认知因素互动的结果,词义的变迁和新义项的产生是社会的、认知的、语用的和心理的等综合作用的结果。对“晒”词义构建过程的概念隐喻和概念整合进行研究,力图解释词义变化和词的新义产生的动态过程和认知推理机制。     

企业实践:EGP教师向复合型教师转变的途径

随着高职高专英语教学推广实用型教学,EGP教师难以满足高职高专英语教学的需要,必须向复合型教师转变.本文通过对EGP教师和ESP教师的特点进行分析,并结合笔者在南沙大酒店实践的体会,强调企业实践是EGP教师向复合型教师过渡的转变途径.