Highlights of the New Orleans convention (August 29 ‐ Sept. 3, 1974)

This paper discusses the importance of developing the knowledge base (both scientific and technological) that is needed for improving our present‐day methods of instruction. It proposes seven steps as being necessary to develop that knowledge base: (1) definition of concepts of instruction, (2) derivation of principles of instruction, (3) validation of those principles, (4) development of theories or models, (5) testing of those theories or models, (6) development of application procedures, and (7) testing of those application procedures. Related work done by M.D. Merrill's instructional research laboratory is outlined. Attention is drawn to some important areas that need much greater expenditure of effort and resources to develop the kind of scientific and technological knowledge base that can help us to improve our methods of instruction.     

Highlights of the montreal convention. (August 27–31, 1973)

This article reviews classroom research on cooperative‐learning techniques. These are instructional methods in which students work in 4–6 member, heterogeneous teams to master prescribed academic material or to carry out a group project or discussion. The review is focused on the four cooperative‐learning techniques in widest use in classrooms, although less widely used methods are also discussed. Only studies which took place over a period of at least two weeks are reviewed. It is concluded that: (a) Cooperative learning methods are generally more effective than control methods in increasing student achievement, but the effects arc not consistent. Some evidence suggests that highly structured cooperative methods are best for basic skills, while more open‐ended methods are best for higher‐order skills. (b) Cooperative learning methods have generally positive effects on student inter‐ethnic relations, mutual concern, self‐esteem, liking of school, and other variables.     

3 Course extension in the B.Ed,degree ‐ a case study

The paper discusses the connection between the structuring of pre‐service teacher education courses and the students’ understanding of the working relationship between educational theory and the practice of teaching. It describes the introduction of an inquiry‐based framework into a one‐year (honours) extension of an already functioning three‐year B.Ed, course which did not employ this approach. It lays stress upon recent work in psychopedagogy for the attainment of a working solution of problems related to the relevance of compulsory core courses for students concerned with teaching widely different age‐ranges and subject areas. The paper concludes with comment on the operation of the extension course during the past two years. It suggests that the students’ working understanding of an inquiry orientation in teaching depends not only on their ability to analyse and appraise teaching, but also on the ability to analyse the institutional qualities of school life. The possibilities of extending an inquiry‐oriented approach into the early stages of pre‐service teaching are also discussed.     

Generalversammlung der Internationalen Vereinigung für Jugendhilfe,Bonn, 30. Juli bis 3. August 1956

Ohne Zusammenfassung     

Highlights of 41st IATEFL Conference (I)

For this year's 41st International Annual IATEFL Conference in Aberdeen , IATEFL and the British Council worked together to enable teacher audiences worldwide to participate in this year's IATEFL Conference via the internet and get a taste of exactly what happens over four exciting days each year around Easter. The following are from the roving reporters who report on conference sessions using web logs on 2007 IATEFL Conference.     

Viewpoint on distance education ‐ towards a focus and a future. ICDE World Conference, 11 August 1988. Oslo,Norway

Professor Charles Wedemeyer has appropriately been called the father of American distance education; he could also be termed an uncle of the British Open University, having acted as a consultant before the University opened to students.

As William Lighty Professor of Education at the University of Wisconsin at Madison he broke the ground for much subsequent research in the field of distance education. His most familiar published work is his book Learning at the Back Door (University of Wisconsin Press, 1981).

His long and distinguished career has included the Presidency of the International Council for Distance Education (ICDE), and the award of an Honorary Doctorate from the Open University in 1975.

He has attended many ICDE World conferences over the years, and in Oslo in the summer of 1988 gave a viewpoint on distance education for the future. Professor Wedemeyer has indicated that perhaps this paper will be the last he writes in this area; “This does not indicate a lack of interest... but at 77 years... I find it difficult to keep up with the volume of reading alone that must be maintained if I want to write among the best in our burgeoning field’.     

Pupils’ (II ‐ 12 year olds) conceptions of combustion

This study relates to the teaching of combustion in the first year of French secondary education (11‐12 years of age). The area of particular interest was to investigate to what extent a study of combustion makes it possible to introduce concepts relative to chemical reactions.

Data were collected before teaching and during teaching sessions by means of written replies to questionnaires, interviews, and tape‐recording of the sessions. Over 400 pupils were questioned. The results show that the observations made by the students lead them to interpretations which are far removed from concepts of a chemical reaction between a combustible and oxygen. The modification of properties of an object during a combustion results from separate transformations of each of the substances composing the object. Permanent nature of some substances is asserted, made good by the conservation of some properties (colour, smell, for example).

These results have immediate pedagogical implications and indicate the necessity of redefining the objectives of such teaching.