Rethinking the natural capital metaphor: implications for education and learning

One way in which the concept of sustainable development has been understood is through the metaphor of natural capital. This sees that the natural world has performing functions similar to those of economic capital. This metaphor is usually developed by applying to Nature standard economic techniques for capital valuation. However, where valuation of economic capital is complex, additional techniques are often used. One such technique is ‘real options’ analysis. Applying this technique to the concept of natural capital tends to lead to its revaluation, and has particular implications for the role of learning. Learning opportunities arising from the real options metaphor are explored through a number of examples.     

Behind the acquisition metaphor: conceptions of learning and learning outcomes in TLRP school-based projects

Using Sfard's distinction between acquisition and participation metaphors as an organizing principle, the twelve school-based projects within the TLRP programme were overwhelmingly judged by the Learning Outcomes Thematic Group as belonging to the acquisition metaphor. In essence, this article advances the initial analyses in two directions: (1) it reconsiders the projects from the point of view of conceptions of learning rather than metaphor and (2) it analyses outcomes from the point of view of a distinction that is particularly pertinent to notions of acquisition and participation—knowing that v. knowing how. The reason is simple—to keep the spotlight on the widest range of learning and learning outcomes that is being researched in the programme and to avoid blurring differences that might be important for curriculum planners, for teachers and for assessment. In the final section, some general implications for assessment in classrooms are briefly discussed.     

Increasing access to learning for the adult basic education learner with learning disabilities: evidence-based accommodation research

Accommodating adult basic education (ABE) learners with learning disabilities (LD) is common practice across many instructional, testing, and work settings. However, the results from this literature search indicate that very few empirically based studies are available to support or reject the effectiveness of a great deal of accommodation implementation. In addition, in light of the profound changes to literacy taking place in today's digital, networked, and multimodal world, technology is redefining traditional concepts of accessibility and accommodation.     

从认知视角看英汉隐喻

隐喻不仅是一种语言修辞现象,也是一种认知方式。隐喻性思维模式是人脑认知能力发展完善的产物,是认知发展的更高阶段和重要方式。从认知的视角对英、汉语隐喻现象作比较性分析旨在验证其跨文化存在性,增加人们对英、汉隐喻的进一步认识和理解,促进双语学习和跨文化交流的顺利进行。     

Increasing student participation in the learning process

This paper is about increasing student participation in the teaching and learning process. It describes a methodology designed and implemented by the author for an Industrial Analysis unit in 1990–91 and emphasises the underlying educational philosophy. Industrial Analysis is a second year subject within the course Industrial and Business Systems, Department of Mechanical and Production Engineering in De Montfort University (former Leicester Polytechnic).The test of educational quality is assumed to be — What students are able to do on their own after exams. The programme aimed to train second year engineering undergraduates for industrial placement in the third year and, more generally, to bridge the gap between Institutes of Technology and industries.The subject — Industrial Analysis — is compared to the rest of the course — Industrial and Business Systems. The purpose is to assess how second year students perceive learning. With such knowledge a teaching approach could be devised to improve learning outcomes.The student-centred teaching approach is based on three pillars: explanation of theory, instruction on research methods, industrial applications. A total of 111 students form 25 teams and research 18 industries. The focus is on Research capability and Group interaction.Helpful guidelines emerge from student performance — how to avoid common pitfalls in research, such as unclear objectives, wide scope, vague approach, excessive data, superfluous technicalities and digressions. Advantages of early focusing are illustrated. Factor analysis is applied in order to find out how concepts are integrated by students.Sharing of experiences and team-working routines in class is used to bring down psychological barriers to learning. Individual and team levels of learning are examined through successive exposures and cycles.     

Visual literacy: A failed metaphor?

Has the visual literacy construct led to useful research and defensible practice? The authors draw on psycholinguistics, pathology, and developmental, cognitive, and cross-cultural social psychology to argue that it has not. A reconceptualization of the inherent assumptions and implications is proposed.     

Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis

This study investigated the metaphors that prospective teachers in Turkey (N = 1,142) formulated to describe the concept of “teacher”. Participants completed the prompt “A teacher is like… because…” by focusing on only one metaphor to indicate their conceptualization of teaching and learning. Altogether 64 valid personal metaphors were analyzed and 10 main conceptual themes were identified. Significant associations were detected between participants' gender and study program type and six of the conceptual themes. Metaphors seem to provide a powerful cognitive tool in gaining insight into prospective teachers' professional thinking.     

浅论交流的增值服务在教学中的实现

面对纷繁复杂的教学形势和培养新型社会人才的艰巨任务,如何充分发挥交流的作用,如何实现教学中的交流增值服务,如何重塑交流价值,以进一步推动当前学科教学,是目前课堂教学的一个重点。     

信息技术环境下提高学生课堂参与性的策略探究

长期以来学生的课堂参与性存在着若干问题,信息技术以其强大的多媒体性与交互性在提高学生课堂参与性方面存在着独特的优势,给传统的课堂教学提供了新的发展空间.利用信息技术可以创设教学情境,引发学习动机;可以化抽象为形象,促进学生理解;可以实施新的教学方式,培养学生的自主学习能力等等.     

《孟子》篇章类比喻研究

《孟子》比喻运用在先秦时期,独树一帜。《孟子》的篇章类比喻有多种形式,主要有以经典诗句喻志、选取生活小事作喻体、讽喻、故事喻等;这类比喻的特色是：爱憎分明,词锋犀利,通俗亲切,循循善诱。     

论环境法的价值预设与规范构造

当代环境法的价值定位于可持续发展。可持续发展视野下的环境法的主要价值目标应包括整体利益、环境公平与和谐。要实现环境法的价值目标,可通过确立预防为主的原则,设置更多的义务性规范和健全公众参与机制,等等。     

基于语料库的汉语中“棋”的概念隐喻研究

汉语中"棋"的概念隐喻具有系统性,概念隐喻的隐喻映射是以人们对棋的意象及其体验认识为基础,植根于中国传统的"棋"文化。借助CCL语料库,采用定性和定量研究方法分析语料中"棋"的隐喻表达,探究"棋"的特征如何被映射到目标域"人生"的特征上,发现"棋"在汉语中有着丰富的隐喻表达,并且"棋"框架中的概念是系统地映射到"人生"这一目标域中的,而汉语中"棋"丰富的隐喻表达也体现了文化对语言的影响。     

A framework for teaching learning: the dynamics of disposition

This paper draws on examples from New Zealand early childhood settings to illustrate a dynamic approach to learning dispositions. It sets out three dimensions along which a ‘learning curriculum’ can strengthen valued responses to learning opportunities: increasing their frequency and robustness, widening their domain, and deepening their complexity and competence. It is suggested that learning environments can be variously affording, inviting or potentiating (powerful) and that in potentiating learning environments teachers explain, orchestrate, commentate on, model and reify learning responses, and frequently the families and children participate in these processes as well. Although the question of ‘what’ learning dispositions is set aside, the paper argues that it is better for teachers in early childhood settings and classrooms to be explicit about valued responses and their trajectories than to leave them implicit, and therefore often unacknowledged and unattended.     

Active learning for postsecondary educators: A study of two learning designs

Research and theory related to experiential learning hold important implications for designers and teachers in postsecondary educational organizations. Three current approaches to the investigation of active learning are discussed. A research study of two designs of a field-based graduate course is reported. Participants in both versions of the course responded to two questionnaires measuring their perceptions of their learning experiences. Twenty-three participants (55%) from the earlier version and twenty (95%) from the redesigned course responded. The findings, while not always consistent with conceptual expectations, revealed provocative relationships between theories of active learning. Effort to apply concepts of experiential learning to course design resulted in measurable differences in perceived quality of learning. Key questions for further investigation are highlighted.An earlier version of this paper was presented at the American Educational Research Association National Conference, Los Angeles, April, 1981.The authors wish to acknowledge the contributions of Millicent Nuver in the collection, processing, and analysis of the data reported in this study.     

教师工作环境权价值的实现诉求

教师工作环境权是指在教师工作环境中,通过改善并保障教师在生命安全、身心健康、人格尊严和知情参与的环境中进行教育教学,实现其体面劳动价值的权利。现实中教师工作环境权普遍存在着缺失现象,同时教师又具有实现其工作环境权价值的诉求,其具体路径包括:提升教师劳动的尊严,形成尊师的良好校园氛围;提醒教师工作环境权的权利意识,发挥教师组织的维权援助作用;共同推进教师享有工作环境权的工作机制,社会、政府和学校联动保护;奠基教师工作环境权利的基石,提升教师体面劳动的法律保障。