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1.
Egon Brunswik (1903–1955) first made an interesting distinction between perception and explicit reasoning, arguing that perception
included quick estimates of an object’s size, nearly always resulting in good approximations in uncertain environments, whereas
explicit reasoning, while better at achieving exact estimates, could often fail by wide margins. An experiment conducted by
Brunswik to investigate these ideas was never published and the only available information is a figure of the results presented
in a posthumous book in 1956. We replicated and extended his study to gain insight into the procedures Brunswik used in obtaining
his results. Explicit reasoning resulted in fewer errors, yet more extreme ones than perception. Brunswik’s graphical analysis
of the results led to different conclusions, however, than did a modern statistically-based analysis.
Jeremy Athy is a graduate student in cognitive psychology at Bowling Green State University, where he received his M.A. His research centers on problems of object recognition. Jeff Friedrich was a graduate student at Bowling Green State University. He received his BS in psychology and human development at the University of Wisconsin-Green Bay and his MA from Bowling Green State University. His major research interests are in human judgment and decision making. Eileen Delany is a graduate student in clinical psychology at Bowling Green State University. She specializes in Health Psychology and is interested in conducting research and working in clinical settings. 相似文献
Eileen DelanyEmail: |
Jeremy Athy is a graduate student in cognitive psychology at Bowling Green State University, where he received his M.A. His research centers on problems of object recognition. Jeff Friedrich was a graduate student at Bowling Green State University. He received his BS in psychology and human development at the University of Wisconsin-Green Bay and his MA from Bowling Green State University. His major research interests are in human judgment and decision making. Eileen Delany is a graduate student in clinical psychology at Bowling Green State University. She specializes in Health Psychology and is interested in conducting research and working in clinical settings. 相似文献
2.
This article introduces a research study on student model formation and development in introductory mechanics. As a point
of entry, I present a detailed analysis of the Long Decay Model of one-dimensional projectile motion. This model has been
articulated by Galileo (in De Motu) and by contemporary students. Implications for instruction are discussed.
Mark Lattery is an Associate Professor of Physics at the University of Wisconsin Oshkosh. He holds a Ph.D. in experimental high-energy physics from the University of Minnesota. His current research interests include physics education and the history of physics. 相似文献
Mark Joseph LatteryEmail: |
Mark Lattery is an Associate Professor of Physics at the University of Wisconsin Oshkosh. He holds a Ph.D. in experimental high-energy physics from the University of Minnesota. His current research interests include physics education and the history of physics. 相似文献
3.
We report an attempted replication of G. T. W. Patrick and J. A. Gilbert’s pioneering sleep deprivation experiment ‘Studies
from the psychological laboratory of the University of Iowa. On the effects of loss of sleep’, conducted in 1895/96. Patrick
and Gilbert’s study was the first sleep deprivation experiment of its kind, performed by some of the first formally trained
psychologists. We attempted to recreate the original experience in two subjects, using similar apparatus and methodology,
and drawing direct comparisons to the original study whenever possible. We argue for a strong influence of an ‘Americanized’
Wundtian psychology on Patrick and Gilbert, a claim supported biographically by their education and by their experimental
methods. The replication thus opens interesting new perspectives, which are unlikely to be generated by any other historical
approach.
Thomas Fuchs earned his PhD in experimental psychology at Bowling Green State University. In his dissertation he conducted research on nocturnally migranting birds, investigating their potential as an animal model of sleep deprivation. Thomas is currently a postdoctoral fellow at Washington State University studying positive affect and social attachment in infant rodents. Jeffrey Burgdorf received his Ph.D. in psychology at Bowling Green State University, and he is now Research Assistant Professor in the Department of Biomedical Engineering at Northwestern University. His research involves using animal models of human emotionality to uncover the biochemicals that control emotion in humans and animals. 相似文献
Thomas FuchsEmail: |
Thomas Fuchs earned his PhD in experimental psychology at Bowling Green State University. In his dissertation he conducted research on nocturnally migranting birds, investigating their potential as an animal model of sleep deprivation. Thomas is currently a postdoctoral fellow at Washington State University studying positive affect and social attachment in infant rodents. Jeffrey Burgdorf received his Ph.D. in psychology at Bowling Green State University, and he is now Research Assistant Professor in the Department of Biomedical Engineering at Northwestern University. His research involves using animal models of human emotionality to uncover the biochemicals that control emotion in humans and animals. 相似文献
4.
The Durkheimian concept of the density of social relationships may prove more fruitful than the historical materialist notion
of a social hierarchy for thinking about the social location of epistemic agents in science. To define a scientist’s social
location in terms of the density of her professional relationships with other scientists permits us to give a more precise
characterization of marginalization and thus to formulate more testable hypotheses about marginalized groups in science. The
notion of social density helps to explain not only how some individual scientists are more likely than others to get a hearing
for their ideas, but also how scientific inquiry flourishes more in some societies than in others.
Warren Schmaus is Professor of Philosophy at Illinois Institute of Technology. His research focuses on the history and philosophy of the social sciences, and he is the author of Rethinking Durkheim and His Tradition (Cambridge, 2004) and Durkheim’s Philosophy of Science and the Sociology of Knowledge (Chicago, 1994). He received his Ph.D. in History and Philosophy of Science from the University of Pittsburgh. 相似文献
Warren SchmausEmail: |
Warren Schmaus is Professor of Philosophy at Illinois Institute of Technology. His research focuses on the history and philosophy of the social sciences, and he is the author of Rethinking Durkheim and His Tradition (Cambridge, 2004) and Durkheim’s Philosophy of Science and the Sociology of Knowledge (Chicago, 1994). He received his Ph.D. in History and Philosophy of Science from the University of Pittsburgh. 相似文献
5.
Thomas Uebel 《Science & Education》2009,18(2):161-168
This paper comments on Reisch’s book How the Cold War Transformed Philosophy of Science. Overall supportive of Reisch’s project and perspective, it raises certain points where the data appear inconclusive and
either provides additional support or briefly explores some interpretative alternatives.
Thomas Uebel is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007). 相似文献
Thomas UebelEmail: |
Thomas Uebel is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007). 相似文献
6.
7.
Peer Coaching: Professional Development for Experienced Faculty 总被引:1,自引:0,他引:1
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development
needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching
project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their
immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer
coaching program emerge from the literature and the authors’ experience.
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
Therese HustonEmail: |
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
8.
Phrenologists believed that specific brain regions corresponded to certain character traits. In addition, the size of each
brain region was believed to determine the strength of the respective trait. Phrenology originated in Austria with Franz Josef
Gall and was popularized and commercialized in America at the end of the 19th century by Orson Squire Fowler. In this project,
we conducted a replication of Fowler’s phrenology in order to better understand the specificity of the manualized methodology,
the extent to which the methodology allowed for positive versus negative analyses, and the implications for the scientific
rejection and public acceptance of phrenology. The results of our replication revealed that the subjective judgments and biases
of the examiner strongly influence the results of phrenological analyses.
This project originated as a class assignment in the Spring of 2003 (Tweney, this issue). See Tweney (2004) for general information on historical replication.
Kelly Trevino received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders. 相似文献
Kelly M. TrevinoEmail: |
Kelly Trevino received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders. 相似文献
9.
David J. Siegel 《Innovative Higher Education》2008,32(4):195-207
Results are reported from an empirical study of an interorganizational collaboration to prepare underrepresented students
for elite postsecondary education and beyond. The LEAD (Leadership Education and Development) Program in Business is an initiative
involving twelve U.S. universities, nearly forty multinational corporations, a federal government agency, and a nonprofit
organization working together to introduce students to business education and careers in business. This article analyzes the
conditions that give rise to the collaboration, its essential structural characteristics, and the consequences that flow from
it.
David J. Siegel is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change. 相似文献
David J. SiegelEmail: |
David J. Siegel is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change. 相似文献
10.
Bryan McKinley Jones Brayboy Angelina E. Castagno 《Cultural Studies of Science Education》2008,3(3):731-750
This article examines the literature on Native science in order to address the presumed binaries between formal and informal
science learning and between Western and Native science. We situate this discussion within a larger discussion of culturally
responsive schooling for Indigenous youth and the importance of Indigenous epistemologies and contextualized knowledges within
Indigenous communities.
Bryan McKinley Jones Brayboy (Lumbee) is Borderland’s associate professor of educational leadership and policy studies at Arizona State University and President’s professor of education at the University of Alaska Fairbanks. His research focuses on Indigenous ways of knowing and being, Indigenous teacher education, and Indigenous students in higher education. He can be contacted at bryan.brayboy@asu.edu or ffbb@uaf.edu. Angelina E. Castagno is an assistant professor in educational leadership and foundations at Northern Arizona University. Her research centers on Indigenous education, multicultural education, and critical race and whiteness theories. She can be contacted at angelina.castagno@nau.edu. 相似文献
Bryan McKinley Jones BrayboyEmail: Email: |
Bryan McKinley Jones Brayboy (Lumbee) is Borderland’s associate professor of educational leadership and policy studies at Arizona State University and President’s professor of education at the University of Alaska Fairbanks. His research focuses on Indigenous ways of knowing and being, Indigenous teacher education, and Indigenous students in higher education. He can be contacted at bryan.brayboy@asu.edu or ffbb@uaf.edu. Angelina E. Castagno is an assistant professor in educational leadership and foundations at Northern Arizona University. Her research centers on Indigenous education, multicultural education, and critical race and whiteness theories. She can be contacted at angelina.castagno@nau.edu. 相似文献
11.
Don Howard 《Science & Education》2009,18(2):199-220
This paper asks what is necessary in a theory of science adequate to the task of empowering philosophers of science to participate
in public debate about science in a social context. It is argued that an adequate theory of science must be capable of theorizing
the role of values and motives in science and that it must take seriously the irreducibly social nature of scientific knowledge.
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
Don HowardEmail: |
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
12.
Gianna Katsiampoura 《Science & Education》2008,17(6):663-668
There is thus nothing paradoxical about the inclusion of alchemy in the ensemble of the physical sciences nor in the preoccupation
with it on the part of learned men engaged in scientific study. In the context of the Medieval model, where discourse on the
physical world was ambiguous, often unclear, and lacking the support of experimental verification, the transmutation of matter,
which was the subject of alchemy, even if not attended by a host of occult features, was a process that was thought to have
a probable basis in reality. What is interesting in this connection is the utilization of the scientific categories of the
day for discussion of transmutation of matter and the attempt to avoid, in most instances in the texts that survive, of methods
reminiscent of magic.
Gianna Katsiampoura is researcher of History and History of Science in the Byzantine Era and she has taught at the University of Crete, Greece. Her Ph.D. Dissertation is about Perception, Transmission and Function of Science in Middle Byzantine Era and the Quadrivium of 1008, Department of Sociology, Panteion University of Social and Political Science, Athens 2004. She has published papers in referred journals on History and Philosophy of Science in Byzantium. Her research interests include history and philosophy of science, history of education and the relation between history of science and political and economic history of Byzantium. 相似文献
Gianna KatsiampouraEmail: |
Gianna Katsiampoura is researcher of History and History of Science in the Byzantine Era and she has taught at the University of Crete, Greece. Her Ph.D. Dissertation is about Perception, Transmission and Function of Science in Middle Byzantine Era and the Quadrivium of 1008, Department of Sociology, Panteion University of Social and Political Science, Athens 2004. She has published papers in referred journals on History and Philosophy of Science in Byzantium. Her research interests include history and philosophy of science, history of education and the relation between history of science and political and economic history of Byzantium. 相似文献
13.
Nondeterminism is a fundamental concept in computer science that appears in various contexts such as automata theory, algorithms
and concurrent computation. We present a taxonomy of the different ways that nondeterminism can be defined and used; the categories
of the taxonomy are domain, nature, implementation, consistency, execution and semantics. An historical survey shows how the
concept was developed from its inception by Rabin & Scott, Floyd and Dijkstra, as well as the interplay between nondeterminism
and concurrency. Computer science textbooks and pedagogical software are surveyed to determine how they present the concept;
the results show that the treatment of nondeterminism is generally fragmentary and unsystematic. We conclude that the teaching
of nondeterminism must be integrated through the computer science curriculum so that students learn to see nondeterminism
both in terms of abstract mathematical entities and in terms of machines whose execution is unpredictable.
Michal Armoni is a postdoctoral fellow at the Department of Science Teaching of the Weizmann Institute of Science. She received her PhD in science teaching from the Tel Aviv University, and her BA and MSc in computer science from the Technion. Her research interests are in the teaching and learning processes in computer science, in particular of fundamental concepts such as reduction and nondeterminism. She is currently on leave from the computer science department of the Open University of Israel. She has extensive experience in developing learning materials in computer science and in teaching the subjects at all levels from high school through graduate students. Mordechai Ben-Ari is an associate professor in the Department of Science Teaching of the Weizmann Institute of Science. He holds a PhD in mathematics and computer science from the Tel Aviv University. In 2004, he received the ACM/SIGCSE Award for Outstanding Contributions to Computer Science Education. He is the author of numerous computer science textbooks and of Just a Theory: Exploring the Nature of Science (Prometheus 2005). His research interests include the use of visualization in teaching computer science, the pedagogy of concurrent and distributed computation, the application of theories of education to computer science education and the nature of science. 相似文献
Michal Armoni (Corresponding author)Email: |
Mordechai Ben-AriEmail: |
Michal Armoni is a postdoctoral fellow at the Department of Science Teaching of the Weizmann Institute of Science. She received her PhD in science teaching from the Tel Aviv University, and her BA and MSc in computer science from the Technion. Her research interests are in the teaching and learning processes in computer science, in particular of fundamental concepts such as reduction and nondeterminism. She is currently on leave from the computer science department of the Open University of Israel. She has extensive experience in developing learning materials in computer science and in teaching the subjects at all levels from high school through graduate students. Mordechai Ben-Ari is an associate professor in the Department of Science Teaching of the Weizmann Institute of Science. He holds a PhD in mathematics and computer science from the Tel Aviv University. In 2004, he received the ACM/SIGCSE Award for Outstanding Contributions to Computer Science Education. He is the author of numerous computer science textbooks and of Just a Theory: Exploring the Nature of Science (Prometheus 2005). His research interests include the use of visualization in teaching computer science, the pedagogy of concurrent and distributed computation, the application of theories of education to computer science education and the nature of science. 相似文献
14.
Veronica S. Flodin 《Science & Education》2009,18(1):73-94
The purpose of this study is to analyze variations in how the gene concept is used and conceived in different sub-disciplines
in biology. An examination of the development of subject matter and the use of the gene concept in a common college biology
textbook shows that the gene concept is far from presented in a consistent way. The study describes and categorizes five different
gene concepts used in the textbook; the gene as a trait, an information-structure, an actor, a regulator and a marker. These
conceptual differences are not dealt with in an explicit manner. This constitutes one of the sources for confusion when learning
about genes and genetics.
Veronica S. Flodin is currently a Ph D student in science education at Stockholm University, Sweden .She received her BS in Biology 1986 complemented with studies in science of philosophy, language, and PhD-studies in microbiology. She has been involved in teaching university courses in microbiology both at undergraduate and graduate level, worked as course leader and also project leader of a problem based learning education in Biology. Her research interest include different aspects of scientific knowledge in general and in particular the transformation of knowledge from research to education. 相似文献
Veronica S. FlodinEmail: |
Veronica S. Flodin is currently a Ph D student in science education at Stockholm University, Sweden .She received her BS in Biology 1986 complemented with studies in science of philosophy, language, and PhD-studies in microbiology. She has been involved in teaching university courses in microbiology both at undergraduate and graduate level, worked as course leader and also project leader of a problem based learning education in Biology. Her research interest include different aspects of scientific knowledge in general and in particular the transformation of knowledge from research to education. 相似文献
15.
Calvin Kalman 《Science & Education》2009,18(1):25-31
The whole mode of Galileo’s discovery of the Law of Inertia is an excellent exemplar of the Nature of Science. The law can,
moreover be shown to be a direct consequence of the hypothesis that space is homogeneous and isotropic and time is homogeneous
相似文献
Calvin KalmanEmail: |
16.
Steve Kogan 《Academic Questions》2007,20(3):219-234
In our summer 2006 issue, we ran a comprehensive overview of how postmodernism has degraded composition on our campuses. Steve
Kogan enlarges that indictment and charges that the movement has deliberately corrupted every area of English instruction—from
the acquisition of skills and knowledge to the more fundamental mission of developing in students the habits of disciplined
learning.
Steve Kogan is a retired professor of English at the Borough of Manhattan Community College of the City University of New York. He continues to write and publish on literary and academic subjects. 相似文献
Steve KoganEmail: |
Steve Kogan is a retired professor of English at the Borough of Manhattan Community College of the City University of New York. He continues to write and publish on literary and academic subjects. 相似文献
17.
John K. Gilbert 《Cultural Studies of Science Education》2009,4(2):315-322
This short paper outlines the emergence and achievements of the Science Education Research Unit at the University of Waikato
over the period 1979–1985 under the leadership of the late Dr. Roger Osborne. Following his attendance at the ASERA meeting
in Wagga Wagga in 1977, Roger Osborne rapidly built up a very productive team, which he led until his death in 1985. His legacy
is tentatively evaluated. In conclusion, the cultural context in which this work took place is sketched.
相似文献
John K. GilbertEmail: |
18.
In this paper I examine the particular question of the meaning of the distinction between epistemic and non-epistemic values
in the natural sciences and, if this would make sense, the possibility to transcend this distinction. I claim that the distinction
between epistemic and non-epistemic values maintains its necessity as long as a certain sort of unity between the theoretical
and the practical sides of the scientific endeavour has not been achieved. The distinction in question would cease to have
meaning only from the perspective of such a unity, since in this manner the normative dimension of science would become an
internal term for its historical construction.
Maria Pournari Assistant Professor of Philosophy, Department of Primary Education, School of Education, University of Ioannina. Ph.D. from Department of Philosophy, B.A. from Department of Mathematics and from Department of Philosophy, University of Ioannina. Field of Expertise: Epistemology, Metaphysics, Philosophy of Science, Cognitive science, Epistemology of Education, Modern Philosophy. Books: David Hume: Critique of Causation as an Attempt towards a “True Metaphysics”, Ph. D. Thesis, University of Ioannina, 1994. (in Greek), David Hume, A Treatise of Human Nature, Of The Understanding, Introduction-Translation in Greek, Patakis Publication, Athens 2005 相似文献
Maria PournariEmail: |
Maria Pournari Assistant Professor of Philosophy, Department of Primary Education, School of Education, University of Ioannina. Ph.D. from Department of Philosophy, B.A. from Department of Mathematics and from Department of Philosophy, University of Ioannina. Field of Expertise: Epistemology, Metaphysics, Philosophy of Science, Cognitive science, Epistemology of Education, Modern Philosophy. Books: David Hume: Critique of Causation as an Attempt towards a “True Metaphysics”, Ph. D. Thesis, University of Ioannina, 1994. (in Greek), David Hume, A Treatise of Human Nature, Of The Understanding, Introduction-Translation in Greek, Patakis Publication, Athens 2005 相似文献
19.
This article discusses the Priority Education Zones project (ZEP) in Mauritius. The original and innovative dimensions of
the project are described, together with the difficulties encountered during the setting-up of the ZEP schools. The article
covers five main issues: the status of the ZEP project; the minimal conditions for success; the implications concerning the
teachers; the obstacles faced; and the strategy devised to implement the ZEP project, while overcoming the obstacles.
相似文献
Mahomed Aniff GurribEmail: |
20.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |