Feminist Epistemology and Qualitative Research

Abstract

This paper presents and evaluates an approach to teaching practicing social workers in Hong Kong qualitative research from a feminist perspective. Using a problem-based format, graduate social workers in Hong Kong were taught critical appraisal skills while learning to do qualitative interview research in their practices. While the problem-based design supports models of adult learning and is a successful method for teaching new research skills to a diverse student body, linking epistemology with methodology and practice was a challenge in the cross-cultural context for both students and instructor.     

Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education

In problem-based learning, scenarios relating to real life areused as a point of departure for the learning process. Eventhough the importance of suitable cases or scenarios in bringingabout a fruitful learning process is emphasised in theliterature, few studies focus on how they actually function inthe learning process. This study focuses on how the scenariosused in a ten-week introductory course of a new four-yearundergraduate programme in environmental science functioned interms of the structure and content of the questions they evoked.Data were gathered through diary notes from nine groups ofstudents, comprising 5–8 students per group. The data weresubjected to a qualitative analysis aimed at describing thestructure and content of the questions generated by the groups.Five different kinds of questions were identified and labelled;encyclopaedic, meaning-oriented, relational,value-oriented and solution-oriented. All scenarios generated questions pertaining to all five categories in all groups, butthe emphasis varied. The results are discussed in relation to thedesign of scenarios, and in relation to students' approaches tolearning.     

Portraits of PBL: Course objectives and students' study strategies in computer engineering,psychology and physiotherapy

The central theme of the investigation concerns therole of course objectives in relation to students'study strategies in problem-based learning (PBL). Theresults comprise data from three different PBLprogrammes at Linköpings Universitet; a Bachelor'sprogramme in physiotherapy, a Master's programme inpsychology, and a Master's programme in ComputerEngineering, respectively. In all three programmes,the faculty provides course objectives with theintention that these should function as a supportivestructure and guide for the students' independentstudies. The results show that the objectives wereused differently in the different programmes; as anintegrated tool in the learning process, as anadministrative schedule or as aretroactive checklist, respectively. Thestudents' use of the course objectives in the learningprocess varied according to how the objectives wereformulated and conceived. The relationship between theformat of objectives provided by the faculty and howstudents deal with them in the learning process couldalso denote fragments of the different educationalcultures within the three programmes and how themeaning of problem-based learning is interpreted.     

基于社会化语义网的虚拟学习社区的构建研究

目前,虚拟学习社区虽然在一定程度上满足了人们对非正式学习的需要,但是还存在各种各样的缺陷.社会化语义网对解决虚拟学习社区存在的缺陷具有技术优势.基于此,文章提出了虚拟学习社区构建的基本原理与设计方案,并以“数据结构课程虚拟学习社区”为例,对其中的关键技术做了简要阐述.该研究为虚拟学习社区等网络学习资源的建设与应用提供了新的思路,具有一定的实践意义和参考价值.     

基于问题的学习对大班幼儿元认知发展的影响

本研究以深圳市某幼儿园76名大班幼儿为被试,采用等组前后测实验设计,实验班实施PBL教学,对照班实施传统教学,探讨基于问题的学习对幼儿元认知能力发展的影响。结果表明实验班幼儿后测元认知得分与对照班存在显著差异,即PBL教学有效促进了幼儿元认知能力的发展;实验前后,实验班幼儿在元认知总分以及元认知知识、元认知体验、元认知监控上的得分均存在显著差异,可以说PBL教学促进了幼儿元认知的全面发展。这可能是因为PBL教学通过创设问题情境、对问题进行分析讨论以及自主学习和小组合作等方式,促进了幼儿元认知能力的全面发展。     

基于网络的问题式学习模式应用研究

本文介绍了问题式学习模式的含义及其在网络环境下的优势,论述了问题式学习模式的过程设计,并以FLASH课程教学为例,对网络环境下的问题式学习模式进行了初步探讨。     

基于问题的学习模式在教育心理学课程教学中的应用

“基于问题的学习”（PBL）以情境性的、结构不良问题为核心,以描述与定义问题为导向,构成自己独特的学习过程模型,其问题对学习者的学习发挥导向、监控和评价功能。PBL模式在教育心理学课程中的应用需分析外部情境条件、学习者内部条件和问题特征等因素,与传统教学相比,PBL尤其关注师生关系的定位,重视学生之间的交流与合作,强调学生对知识生成过程的体验。     

基于问题的学习评价研究进展

基于问题的学习(problem-based learning,PBL)在医学教育领域已广泛应用。但是,目前为止还没有统一有效的PBL评价方法。发展与PBL教育理念相适应的评价体系是PBL有效实施的关键。本文旨在通过对近年来国内外PBL评价现状的梳理,为进一步研制系统的、科学的PBL评价体系提供借鉴。     

基于双PBL模式的有机化学实验教学探索

针对传统有机化学实验教学中存在的问题和不足,将基于问题的学习和基于项目的学习模式交叉融合,进行基于双PBL模式的有机化学实验教学探索与实践。以对溴乙酰苯胺的合成为例,从问题设计、项目设计、教学过程和教学方法等多方面探讨了基于双PBL模式在有机化学实验教学中的可行性。教学实践表明,基于双PBL模式的有机化学实验教学能够激发学生的学习热情,有效地提高实验课程的教学质量。     

关于医学教育中的自导学习

为了促进学习者有效适应未来发展的需要,帮助教师对自导学习(SDL)予以更多思考和关注,文章简要介绍了SDL的含义与所需的能力;重点讨论了PBL模式对SDL的支持关系,师生对SDL的认识．以及教师应在学生SDL中发挥的作用。SDL的实现是循序渐进的过程,SDL的能力通过解决问题逐步得到发展,并需要教师的必要引导。