Physics students' understanding of relative speed: A phenomenographic study

It is important that students of physics develop both quantitative and qualitative understanding of physical concepts and principles. Although accuracy and reliability in solving quantitative problems is necessary, a qualitative understanding is required in applying concepts and principles to new problems and in real-life situations. If students are not able to understand what underlies quantitative problem-solving procedures nor interpret the solution in physical terms, it is questionable whether they have developed an adequate understanding of physics. The research reported here is part of a larger phenomenographic study that is concerned with the assessment of physics students' understanding of some basic concepts and principles in kinematics. In this article students' understanding of the concept of relative speed is described. A variety of ways of understanding relative speed and of viewing a problem that dealt with this concept were uncovered. The results are used to suggest ways for teachers to proceed in assisting students to enhance their understanding of this concept. The teaching principles outlined concern both teaching relative speed, in particular, and teaching scientific concepts and principles, more generally.     

The lesson as a pedagogic text: A case study of lesson designs

In the 19th century, a shift in classroom technology from monitoring to recitation was staged in several European countries. The analysis draws on late 19th- and early 20th century lesson plans that were produced as part of the final teacher examination by students at two Swedish teacher training colleges, in order to explore how the lesson was restructured as a pedagogic text in the course of this transformation. The argument focuses upon the structure and transformation of the lesson designs, the discursive pattern of the text, the narrative involved, and the message or moral reflected in the text. The inquiry demonstrates that a classroom technology originally advocated in order to enhance the teacher's control of pupils and to influence children's minds, thoughts and morality became one instrument in the creation of a school for symbolic representation and meaning-making in a rapidly changing world of modernity.     

Affordances of computers in teacher-student interactions: The case of interactive physics™

The study reported here is part of a larger project designed to understand student learning during conversations with their teacher over and about a computer-based Newtonian microworld (Interactive Physics?). At the focus of this report are affordances of the microworld to a teacher who engaged his students in conversations about representations of phenomenal objects and conceptual entities that constitute the microworld. The study shows how the teacher used the context of Interactive Physics? to identify students' ways of seeing and talking science. He then implemented a series of strategies to make forces “visible” to students. Data are provided to illustrate that students' learning was not local but persistent, so that they used appropriate canonical science talk without teacher support. The conclusion focuses on Interactive Physics? as a tool that does not embed meaning as such, but takes on meaning as part of the specific (scientific) practices in the context of which it was used. This view of science as a discourse helps us to see scientific literacy not as the acquisition of specific facts and procedures or even as the refinement of a mental model, but as a socially and culturally produced way to thinking and knowing, with its own ways of talking, reasoning, and acting; its own norms, beliefs, and values; its own institutions; its shared history; and even its shared mythologies (Roseberry, Warren, & Conant, 1992, p. 65).     

试论和谐师生关系的特点

师生关系是教育领域中最基本、最重要的关系之一.师生关系状况直接影响到教育质量的高低和学生的健康发展.和谐社会背景下师生关系呈现出了不同于传统的特点,责任意识是和谐师生关系的基础;共享意识是和谐师生关系的保证;模糊性是和谐师生关系的时代特征;发展意识是和谐师生关系的旨归.     

试析师生互动的形式化--对语文课堂师生互动的观察与反思

新一轮基础教育课程改革非常重视学科教学中的师生互动。然而 ,现有课堂教学中 ,师生互动往往华而不实 ,出现了师生互动形式化的现象。本文结合语文阅读教学课堂中的观察与实践 ,对师生互动形式化的现象进行分析 ,并试着提出一些有效的建议。     

Developing and articulating pedagogic principles: A case study of early childhood teacher trainees learning to use pedagogic documentation techniques

ABSTRACT

This research examines the development and articulation of pedagogic principles and the process of using pedagogic documentation techniques by early childhood teacher trainees in a university teacher training program (BA Primary Education leading to Qualified Teacher Status) in London, England. The study draws on the perspectives of students in the second year of the teacher training program, and the tutor for the module, as well as documentary analysis of 14 pedagogic documentation panels that were produced by the teacher trainees. The research demonstrates how the development and articulation of pedagogic principles is enabled by the reflective and collaborative practice of photography, dialogue, narrative, and metaphor. Findings can be used to better understand how teacher trainees engage with pedagogic principles while they learn how to use the techniques of pedagogic documentation.     

教学原则研究的反思与展望

改革开放以来的二十年,我国教学原则研究大体经历了引进与反思、批判与整合和体系的新建构与研究的多样化三个阶段。研究的方法论方面的局限主要表现在认识方法上的经验主义、研究范式上的科学主义和目的趋向上的功利主义。今后的研究应处理好科学与人文、继承与发展和引进与吸收的关系,并预测了教学原则研究的新趋势。     

Student connections with academic texts: a phenomenographic study of reading

Concerns about the ability of post-secondary students to read scholarly materials are well documented in the literature. A key aspect of reading at the deeper level expected of these students is connecting new information to prior knowledge. This study is based on an activity where students were explicitly required to make such connections as part of an in-class workshop on reading. Phenomenographic analysis of these connections showed that students could establish links between the scholarly article and their personal and academic knowledge. It also showed that students read at both surface and deep levels, making connections to the words in the text or on a deeper level, to the meaning of the text. These insights suggest ways of encouraging students to deepen their engagement with academic texts.     

Young People's Conceptions of Environment: A phenomenographic analysis

Environmental education in schools is an important strategy in achieving environmental improvement. However, it needs to be based on children's understandings of environment rather than on assumptions of what children know and believe. This paper reports on a research project where school children's answers to a question 'I think the term/word environment means ' were analysed using the qualitative research method of phenomenography. Six distinct conceptions were isolated, ranging from the least sophisticated--environment as a place--to the most inclusive and expansive--environment and people in a relationship of mutual sustainability. An important qualitative difference was found between conceptions that treat the environment as an object and relational conceptions. The implications of these findings for environmental education are discussed.     

试论传统文化背景下的师生关系

师生关系是学校中最基本的人际关系。在中国几千年根深蒂固的传统文化影响下,形成了师道尊严、教学相长、相互为师、尊师爱生的传统师生关系。只有准确把握师生关系发展的来龙去脉,才能取其精华,去其糟粕,创建具有中国特色的新型师生关系。     

主体间性:师生关系的新视角

主体间性是当代哲学一个重要的范畴,可以为师生关系的认识提供新的视角.反思当下教育界关于师生关系的认识,存在着"主客二元对立"的误区.从主体间哲学的视角看,师生关系的本真是主体间关系,主体间关系的建构要求实现从对象化活动向交往活动的转变.师生主体间交往具有平等性、双向主体性、相互合作性和精神情感性的特点.     

Referential perspective and instruction: A study on teacher-student interaction and text remembering

The aim of this paper is to study the role ofteacher-student interaction, in the acquisitionof text comprehension and memory skills from asocio-cultural approach. In our view, one ofthe most important areas of neglect in cognitive research in this field is the interactional nature of that development. We intend to establish the way in which teacher-student interaction and, specially, the use of some specific semiotic means mayfacilitate the acquisition and internalizationof general strategies for understanding andremembering expository texts. The role ofreferential perspective (Wertsch, 1989) in theinternalization of complex text study actionsis analysed.The task was to study three expository textsthat were similar in their structure. Thecontent of the texts was analysed in terms ofidea-units (Meyer, 1984). Each text was formedby idea-units from three different levels: mainideas, secondary ideas and details. A categorysystem for the analysis of study and recall ofthe text is developed. In the study phase theanalysis proceeded in two steps: study actionsand text ideas. In the recall phase, two types ofindexes (number of ideas and degree ofclustering) were considered. For the analysisof instructional actions, both the nature ofinstruction and referential perspective wasrecorded.     

The epistemological role of language use in learning: A phenomenographic intentional-expressive approach

In research on learning, one of the fundamental questions concerns issues of language and thought. A number of empirical studies have revealed the interplay between understanding of subject matter and meanings of language expressions to be more dynamic and ambiguous than is commonly acknowledged. The aim of this article is to outline an alternative intentional-expressive approach to the interplay between use of language and understanding of subject matter as a contribution to the theoretical development in research on learning. The approach is based on a conception of language that focuses on the function of learners’ language use in relation to subject matter in developing and expressing understanding. The learner is seen as an agent, and the focus is on the use of language from the learner's perspective. Four aspects of the relation between learners and subject matter are described and discussed. Conclusions concern the value of this approach as a complement and alternative to the dominant communicative and cognitive approaches to the role of language in learning.     

现代课堂教学设计案例及解析 --以"压力和压强"课为例

现代课堂教学设计应把"以学生的学习为本、以学生的发展为本"作为基本理念,注重教学方案的动态设计,关注学生学习过程和学习方式的优化.     

Early learning and awareness of division: A phenomenographic approach

Interviews with 72 pupils in grade 2–6 were used to investigate awareness of the relation between situation and computation in simple quotitive and partitive division problems as informally and formally experienced. The research approach was phenomenographic. Most second graders counted or made drawings, and related these methods to the situation described in the problems. Several of the older children, on the contrary, experienced a conflict between computation and situation in partitive division. Most second graders, but also some third, fourth and sixth graders, could still not carry out repeated addition, the precursor of multiplication. The data are finally viewed from two theoretical perspectives other than phenomenography. It was concluded that formal division, understood as related to everyday situations, only develops in interplay with informal knowledge.This revised version was published online in September 2005 with corrections to the Cover Date.     

New models of teacher-student interaction: A critical review

The two instructional models, cognitive apprenticeship and reciprocal teaching, introduced in this article, have attracted wide attention among researchers. Although many empirical experiments using these models have been carried out in different settings with good results, there is still no evidence about the situational conditions or the ability of the individual students to benefit from different methods. In this article empirical experiments based on these two models are reviewed and critically evaluated in an attempt to determine whether the main principles of the models applied to the practice fulfill the general theoretical expectations upon which they are based.     

Knowing your students in large diverse classes: a phenomenographic case study

The problem which this paper addresses is the difficulty of knowing students in large diverse classes in pedagogically useful ways. The paper discusses how the phenomenographic methodology can be employed to address this problem. It describes how phenomenographic studies and their results can enable teachers to ‘know their students’ at a collective level in terms of a set of qualitatively distinct idealised types rather than at a personal level of individuals with their particular characteristics, and demonstrates the pedagogical utility of this kind of knowing. The means used to describe the approach and to demonstrate its utility when teaching large classes is to present, as a case study, a phenomenographic investigation into the learning practices among students in a large, diverse cohort of entrants to an engineering programme in South Africa. General principles are drawn from the case study and are discussed as they apply to the teaching of large classes.