Developing argumentation ability as a way to promote technological literacy

The main purpose of this study is to investigate the effects of three instructional methods on students’ technological literacy (TL) and argumentation ability. Participants were 285 seventh grade Israeli boys and girls (12–13-year-old) who studied in 18 technology classes in four junior high schools. The three teaching methods were: (a) teaching technology by exposing students to structured argumentation (SA); (b) teaching technology by encouraging students to explain their reasoning in an unstructured way (UA), without explicit guidance regarding “what is a good argument” and “how to construct it”; (c) teaching technology in a “traditional” way, with no emphasis on argumentation (NA). Results indicate that the SA group significantly outperformed the other two groups regarding knowledge of technology, but no significant differences were found between the three groups on knowledge about technology. The SA group also outperformed the other two groups in argumentation.     

What stands and develops between creative and critical thinking? Argumentation?

Creative and critical thinking have been traditionally considered as involving independent skills and dispositions. However the definition of critical thinking has been gradually reconsidered to include skills and dispositions through which one opens new links instead of scrutinizing existing links in a closed analysis. Experimental studies have rarely focused on bonds between creative and critical thinking. The present study concerns the antilogos ability, the ability to critically evaluate whether specific information may support different claims. This ability pertains to critical thinking. One hundred and eight male adolescents from Grades 8, 10 and 12 participated in antilogos evaluation and answered tests measuring creative thinking and dispositions to critical reasoning. The study shows rich bonds between creative thinking and antilogos evaluation and between their developments. Analytical skills involved in antilogos evaluation were shown to develop, so that older adolescents could uncover unexpected aspects for interpreting given information, or could challenge the credibility of the given information. In contrast, heuristic biases may hamper older adolescents to free themselves from holding one meaning to given information, the meaning to which their heuristics is directed. We found that in order to free themselves from holding one meaning, adolescents need a high level of a particular aspect of creative thinking which does not develop during adolescence. The study shows then that effective antilogos evaluation involves both critical and creative thinking. We conclude that antilogos evaluation is archetypical in the sense that tasks involving both critical and creative thinking must be of argumentative nature.     

也谈高等职业教育学的学科研究

本文探讨了高等职业教育学研究的主要任务,分析了高等职业教育学研究亟待解决的四个问题,提出了改善高等职业教育学研究的三个策略。     

英语议论文阅读策略和技巧

阅读理解是一个复杂的认知过程。它是以语篇为基础获取信息的交互交际活动。英语议论文作为一种常用的文体是英语阅读实践中重要的组成部份．它其有其内在鲜明的特性。本文结合议论文特性，就议论文阅读理解的相关策略、技巧及其运用“任务型”教学理念提出的三个阅读步骤做了探讨。     

Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past

This article explores historical reasoning, an important activity in history learning. Based upon an extensive review of empirical literature on students’ thinking and reasoning about history, a theoretical framework of historical reasoning is proposed. The framework consists of six components: asking historical questions, using sources, contextualization, argumentation, using substantive concepts, and using meta-concepts. Each component is discussed and illustrated by examples from our own research. The article concludes with suggestions on how to use the framework both in future research and in educational practice.     

Disciplinary Text-Dependent Questions: Questioning for Learning in the Disciplines. The Challenge of Literacy in the Disciplines

The challenge of reading across disciplines is often not a matter of word recognition or general comprehension instruction; it is a matter of understanding how ideas are represented in the language and conventions of that discipline. In this article we describe a strategy for foregrounding the disciplines in the design and implementation of text-dependent questions in content area courses in order to accomplish a dual focus on content and discourse when using discipline-specific texts.     

History Writing That’s “Good to Think With”: <Emphasis Type=Italic>The Great Fire,Blizzard!</Emphasis> and <Emphasis Type=Italic>An American Plague</Emphasis>

In this article I argue that history books that are “good to think with” narrate history and, at the same time, provide insight into how it is constructed. These books are much more than collections of facts. Specifically, they provide information about historical context, multiple perspectives, sources of information, and original interpretation. This is crucial information for anyone attempting to understand history. As examples, I show how three books by Jim Murphy—The Great Fire, Blizzard! and An American Plague—address each of these essential topics. Myra Zarnowski is a professor in the Department of Elementary and Early Childhood Education at Queens College, CUNY. She is the author of History Makers (Heinemann, 2006) and Making Sense of History (Scholastic, 2006).     

典型科研场景下生成式人工智能使用的差异性分析——学科背景与人工智能素养的影响

以生成式人工智能（GenAI）为代表的智能技术推动了科研范式的转型,有助于复杂科研问题的解决。分析GenAI在科研场景中的使用差异及其影响因素,有利于高校智能化科研建设。基于对浙江大学1226位研究生的问卷调查发现：在科研中使用GenAI占比最多的前四个场景为文献翻译、信息检索、文献综述和润色降重;学科背景在信息检索、头脑风暴和代码生成三个场景中显著影响研究生使用GenAI;而人工智能素养在文献翻译、头脑风暴、文献综述、选择研究问题、实验设计、数据处理、代码生成和润色降重8个场景中显著影响研究生使用GenAI。此外,针对其中部分研究生的访谈分析发现：研究生认为能评估GenAI生成内容质量高低是合理使用GenAI的前提;GenAI应用技巧决定了GenAI辅助科研的效率;除学科背景和人工智能素养水平外,导师对GenAI的态度与使用水平以及高校GenAI资源开发与集成情况同样影响其在科研中使用GenAI。为促进研究生更好地利用GenAI赋能高质量科研创新,建议高校开发适配各专业教科研所需的垂直领域大模型,面向不同学科背景研究生设计融入GenAI使用的课程,全面提升高校师生人工智能素养。     

教师网络教学素养的构成及培养

在以计算机网络为代表的信息技术飞速发展的信息时代,教师不但需要具有利用网络充实自我、提升自我的网络学习能力,更需要具备利用网络辅助或实施教学的能力。本文讨论教师网络教学素养的基本构成与培养。