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1.
Yi-Chun Hong Ikseon Choi 《Educational technology research and development : ETR & D》2011,59(5):687-710
Design tasks are omnipresent in our everyday lives. Previous research shows that reflective thinking is one of the critical
factors in solving design problems. Related research has attempted to capture designers’ reflective thinking process. Yet
a close inspection of designers’ reflective thinking taking place during their design process demands further effort. To understand
designer’s reflective practice and to find better ways to promote novices’ reflective thinking in solving real-world design
problems, a comprehensive model was developed. This model identified three dimensions to guide the understanding of designers’
reflective thinking during a design process: (1) the timing of reflection, indicating the points in the process where reflective
thinking occurs, (2) the objects of reflection, showing the different types of objects that designers may reflect upon, and
(3) the levels of reflection, referring to the different levels of designers’ reflection. This model provides for meaningful
aspects of reflective thinking to be situated in a design process, which can guide educators and instructional designers in
developing appropriate learning environments for facilitating novice and practicing designers’ reflective thinking. Moreover,
the model can serve as a stepping stone for further research. 相似文献
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Reflective learning can assist a learner’s purposeful and conscious manipulation of ideas toward meaningful learning and knowledge
integration. Blogs have been used to support reflection, but Blogs usually do not provide overt mechanisms for students to
make connections between different parts of an experience, which is integral to reflective activity. A blogging-mapping tool
was designed to support the reflective learning process. The tool allowed students to write blog posts, attach up to five
keywords to each post, and link the keywords on a concept map. This study aimed to seek patterns of participants’ use of the
tool, including evidence of reflective learning, identified as integration between concept maps and blogs. Nine graduate students
participated in the study for a semester. Data analysis included examining concept maps for knowledge integration over time.
Participants’ various mapping activities implied different levels of thinking. Some participants’ final concept maps showed
signs that they tried to integrate knowledge around the content area. Yet, the inconsistent and inconclusive patterns of participants’
concept mapping activities signaled that more strategies were needed to sustain their commitment. 相似文献
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5.
Ian Mitchell 《Research in Science Education》2010,40(2):171-186
This paper distils 24 years of classroom research into promoting quality learning in science classrooms to develop an overall
framework for better understanding and describing both the learning and the teaching approaches that stimulate and support
it. For me, quality learning is characterised by adjectives such as informed, purposeful, reflective, intellectually active,
metacognitive and independent. Central to quality learning is the role of talk, and central to promoting talk which promotes
quality learning are certain teacher behaviours. I first focus on the ways that teachers behave in the classroom in order
to promote, react to and use student talk. These behaviours are summed up in a list of twelve principles for quality teaching.
Each of these principles requires, as well as appropriate teacher behaviours, the use of effective teaching procedures. I
then focus on four kinds of student talk that exemplify informed, purposeful, reflective and intellectually active thinking.
These variously involve students’ existing ideas and explanations; increasing student ownership of practical activities; constructive
challenges to the teacher (or text’s) idea, and lateral, reflective ‘thinking’ questions. 相似文献
6.
This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio
Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how
social interaction plays a role in young children’s learning processes. Drawing on social constructivist views of children’s
learning and socialization, children’s discussions and interactions within a preschool learning group were examined. Examination
of children’s discourse is valuable not only for understanding individual and group learning experiences but also for illuminating
children’s agency and their active roles in their own learning. The study focused on the in-depth study of six children’s
activities during a ‘Shades of Pink’ project. As the project, ‘Shades of Pink’ unfolded, the children faced cognitive conflict while they were talking about the details of Monet’s painting, but worked
toward building common understandings. In this study, children are considered to be meaning makers and active participants
in their own learning processes. In addition, the relationships between children became a context in which the co-construction
of theories, interpretations and various understandings of reality took place. Small group work became a basis for creating
unity, a space in which thoughts took shape as well as a way to compare interpretations; with the result that new thoughts
and meanings were produced. 相似文献
7.
Learning within the worlds of reifications, selves, and phenomena: expanding on the thinking of Vygotsky and Popper 总被引:1,自引:1,他引:0
A framework, termed the RSP, is proposed. It is mainly for analyzing and explaining how learning occurs. This framework is
grounded in the social-cultural perspective, in particular, in the thinking of both Vygotsky and Popper. Although the thinking
of Popper is generally not referred to as having a social-cultural orientation, mostly due to misunderstanding, he and Vygotsky
are defensibly complementary. In a nutshell, Vygotsky’s social-cultural (inter-psychological) plane is enriched by Popper’s
distinction between physical and conceptual-abstract worlds, while Popper’s mental world is enhanced by Vygotskian and post-Vygotskian
work emphasizing personality, that is, the whole self. Integrating and expanding on both Vygotsky and Popper, the RSP framework
further unpacks how learning occurs as dialectical interactions between the Worlds of reifications (R), selves (S), and phenomena
(P). The World of Reifications (R) extends Popper’s World 3 by emphasizing the developmental nature of conjectures to theories.
The World of Selves (S) now extends Popper’s World 2 from cognitive dimensions to the whole individual. And the World of Phenomena
(P) extends Popper’s World 1 to include the relationships between objects forming phenomena, including the physical, social,
and spiritual dimensions. The interactions among the three Worlds result in five learning outcomes: cognition, metacognition,
action, reflective action, and epistemic cognition. It is contended that these five outcomes are necessary criteria for holistic
learning. The framework is then applied to analyzing various issues such as resolving lethal mutations, identity, and learning
as becoming. 相似文献
8.
The interaction between dyslexia and its secondary emotional problems, especially those arising from unproductive defenses,
is illustrated in the history and successful treatment of an adult dyslexic male. At the start of treatment, the 33-year-old
subject was illiterate, despite an average IQ and a history of many previous educational and therapeutic interventions. Psychological
problems, including low self-esteem, alcohol abuse, temper outbursts, and poor relationships with women were seen as largely
secondary to the subject’s learning problem. A review of the treatment, consisting of remediation concurrent with psychodynamic
psychotherapy, reveals specific ways in which these emotional problems hindered educational efforts, as well as ways in which
their exploration and resolution in psychotherapy helped the remediation. Similarly, ways in which the subject’s learning
problem contributed to the development of his emotional problems are discussed. Finally, with reference to the psychoanalytic
concept of sublimation, the relationship between improvement in the subject’s reading skill and improvement in his impulse
control is described. 相似文献
9.
Takashi Fuji Takeshi Tanigawa Masahiro Inui Takeo Saegusa 《Education and Information Technologies》1996,1(3-4):203-226
In the business-systems-design learning environment, there may be more than one solution to any given problem. For instance,
the data model will be different depending on each learner’s perspective. Accordingly, group learning systems are very effective
in this domain. We have developed a collaborative and multimedia environment for learners on teams (CAMELOT) using the ‘nominal
group technique’ for group problem solving. In this paper, the basic framework of the collaborative learning system and the
effectiveness of collaborative learning in designing the data model are described. By using CAMELOT, each learner learns how
to analyse through case studies and how to collaborate with his or her group in problem solving. Learners come to a deeper
understanding from using CAMELOT than from studying independently because they can reach better solutions through discussion,
tips from other learners and examination of one another’s individual works. 相似文献
10.
Danielle B. Harlow 《Journal of Science Teacher Education》2012,23(2):199-220
In this study, pre-service teachers facilitated stations at a family science night as a context to learn to identify, assess,
and use children’s science ideas. Assessment is already difficult in K-12 classrooms. Assessing learning in informal learning
environments adds the complication that participation is largely voluntary. As such, controlling the learners’ participation
to systematically assess learning is counter to the intents of informal environments. The pre-service teachers in this study
experienced success at teaching science and developed understandings about children’s science ideas. Data included reflective
postings, class discussions, observations, artifacts, and photographs. The findings contribute to understanding the value
of multiple learning contexts in teacher preparation and lead to implications about leveraging informal science contexts for
educating teachers. 相似文献
11.
Today’s experts must continuously reconstruct their expertise and be able to apply their theoretical knowledge in actual work.
The development of expertise is a long process, during which theoretical, practical and metacognitive elements of expert knowledge
are integrated into a coherent whole. It is important to foster student’s learning and integration of theoretical knowledge
in practice during tertiary education. One tool for this is to pay more attention to practical knowledge in the theoretical
part of the curriculum. The aim of this study was to evaluate the significance of early practical training as a part of the
pharmacy curriculum and to find out to what extent the students felt their practical training fostered their learning. A total
of 47 pharmacy students were interviewed during the three-month practice period. Content analyses of the interviews showed
that the practical training increased students’ understanding of theoretical knowledge and their motivation to study. The
students acquired practical skills and knowledge in a working community of professionals. The results also showed that the
students should be able to rehearse their reflective skills during the theoretical studies as well, because the practice period
was too short to permit adequate development of reflective skills. 相似文献
12.
Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some
teachers effectively improve students’ scientific learning, others struggle to achieve desirable student outcomes. This study
explores a Taiwanese science teacher’s ability to effectively enhance her students’ science learning. The authors visited
a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total
of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective
interviews with the instructor, eliciting the teacher’s reflection upon both her pedagogical choices and the perceived results
of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated
educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically
to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide. 相似文献
13.
This study attempts to examine Confucius’ ideas about learning and seeks also to elucidate notions of lifelong learning. The
examination will be focused on Confucius’ ideas concerning learning as revealed in the Analects. Confucius’ notion of learning
offers an alternative perspective to overcome the idea of competition-directed lifelong learning. According to Confucius,
learners should be oriented to learn for the sake of the “self” not “others.” Confucius’ notion of “self-realizing” learning
holds that the self, being a part of interdependent relationships with others in society, attempts to utilize reflective learning
to realize a unity of self and the society. However, if learners are oriented to learn ‘for the sake of others, ’ their learning
efforts are rooted in selfishness-based competition, which threatens the interdependent nature of the human world. Confucius’
perspective of learning makes it clear that learning should be directed toward attaining a unity of self and the world. This
unity is possible when a learner makes the effort of will to sincerely learn for the sake of the self and learns to attain
an insightful understanding about interdependent life. 相似文献
14.
Anne Berit Emstad 《Educational Assessment, Evaluation and Accountability》2011,23(4):271-288
This article refers to a study on how the school principal engaged in the process after a school self-evaluation. The study
examined how two primary schools followed up the evaluation. Although they both used the same evaluation tool, the schools’
understanding and application of results differed greatly. This paper describes and discusses the post evaluation process
based on Erik Johnsen’s ideal leadership model (2002). It argues that formal leadership makes a difference in the use of the
school evaluation for development by providing a proper context for knowledge sharing and reflection. This involves the prioritization
and facilitation of individual and organisational reflection for learning, as well as transformation of knowledge through
interaction across the whole school. 相似文献
15.
This paper presents a reflective account of a science teacher’s endeavours to use the referent of critical constructivism
to transform her pedagogical practices. The context of her action research was a Year 10 Bioethics unit taught at an independent
girls’ school in Perth, Western Australia. Students were provided with opportunities to engage in open and critical discourses;
many did, but a few were unwilling to participate in accordance with the teacher’s intentions. We illustrate the disruptive
influence of these “dissident” students and explore the reasons for their unwillingness to suspend their disbelief in a new
way of knowing (and of being) that involves a radical change in the role of language in the classroom. We conclude with recommendations
for epistemological pluralism and the careful use of critical discourse for re-negotiating teaching and learning roles and
creating conditions for open discourse to flourish. 相似文献
16.
Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline
within the study of matter. This paper examines how third grade students’ materials science performance changes over the course
of instruction based on an engineering design challenge. We conducted a case study of nine students who participated in engineering
design-based science instruction with the goal of constructing a stable, quiet, thermally comfortable model house. The learning
outcome of materials science practices was assessed by clinical interviews conducted before and after the instruction, and
the learning process was assessed by students’ workbooks completed during the instruction. The interviews included two materials
selection tasks for designing a sturdy stepstool and an insulated pet habitat. Results indicate that: (1) students significantly
improved on both materials selection tasks, (2) their gains were significantly positively associated with the degree of completion
of their workbooks, and (3) students who were highly engaged with the workbook’s reflective record-keeping tasks showed the
greatest improvement on the interviews. These findings suggest the important role workbooks can play in facilitating elementary
students’ learning of science through authentic activity such as engineering design. 相似文献
17.
In this article, we have analysed whether graduates from activating learning environments assess themselves as having more
generic and reflective competences than graduates who studied in conventional learning environments. We have also investigated
whether graduates from different learning environments look back differently on their training for the workplace. Contrary
to earlier research we have used data from a large-scale survey among higher education graduates, the ‘Higher education and
Graduate Employment in Europe’ project (CHEERS). The CHEERS-data distinguishes different kind of learning environments and
36 different kind of competencies among more than 1,200 graduates from 12 universities in the Netherlands. Results show that
graduates from activating learning environments attribute more generic and reflective competences to themselves than graduates
from conventional learning environments. In addition, results indicate that the quality of contents of majors and of curriculum
design are significantly related to the presence of generic and reflective competences according to the perception of graduates.
Finally, results demonstrate that the competences learning ability, analytic competences, working independently and working
in a team positively contribute to the development of competences in the later careers of graduates. 相似文献
18.
A questionnaire measuring nine different aspects of teachers’ beliefs and intentions concerning teaching in higher education
was distributed to teachers at four institutions in the United Kingdom, yielding 638 complete sets of responses. There was
a high degree of overlap between the participants’ scores on the subscales measuring beliefs and intentions, and analyses
of both sets of scores yielded two factors reflecting an orientation towards learning facilitation and an orientation towards
knowledge transmission. However, teachers’ intentions were more orientated towards knowledge transmission than were their
beliefs, and problem solving was associated with beliefs based on learning facilitation but with intentions based on knowledge
transmission. Differences in teachers’ intentions across different disciplines and between men and women seemed to result
from different conceptions of teaching, whereas differences in teachers’ intentions across different institutions and between
teachers with different levels of teaching experience seemed to result from contextual factors. Teaching intentions thus reflect
a compromise between teachers’ conceptions of teaching and their academic and social contexts 相似文献
19.
This article attempts to describe students’ process of learning physics using the notion of experiencing variation as the
basic mechanism for learning, and thus explores what variation, with respect to a particular object of learning, that students
experience in their process of constituting understanding. Theoretically, the analysis relies on analytic tools from the phenomenographic
research tradition, and the recent group of studies colloquially known as the variation theory of learning, having the notion
of experiencing variation as a key for learning at its core. Empirically, the study relies on video and audio recordings of
seven pairs of students interacting in a computer-simulation learning environment featuring Bohr’s model of the atom. The
data was analysed on a micro-level for the emergence of student-recognised variation, depicted in terms of ‘threads of learning’.
This was done by linking variation around aspects of the object of learning present in the situation, and attended to by the
students, to new ways of seeing—characterised as an expanding anatomy of awareness, and hence as learning. The students’ threads
of learning are characterised in terms of two stages of learning progress: (1) discerning variation, and (2) constituting
meaning from this experience of variation (experienced as holistically relevant in the students’ conceptual domain of physics
and the Bohr model). Two groups of threads of learning were identified: one where the variation experienced by students was
within an aspect of the object of learning, and one where variation was across several aspects. 相似文献
20.
Facilitating Preschool Learning and Movement through Dance 总被引:1,自引:0,他引:1
Riolama Lorenzo-Lasa Roger I Ideishi Siobhan K Ideishi 《Early Childhood Education Journal》2007,35(1):25-31
A preschool movement through dance program is a way to open the door to numerous cultural benefits and opportunities, and
preschool skill facilitation. Creating new contexts for learning enrich young children and offer them different opportunities
to understand and negotiate the world. Inclusive curricular integration and parent and community participation are important
components of a cultural arts experience that deepen the children’s repertoire of behavior and responses to the world. Early
childhood education practitioners are encouraged to creatively explore their community and develop rich cultural learning
experiences for children. 相似文献