Understanding Conceptual Change and Science Learning through Educational Neuroscience

Although the field of educational neuroscience has grown in recent years, little research has been conducted on conceptual change and science learning through an educational neuroscience framework. Educational neuroscience is frequently used to study processes of language and mathematics cognition, but is not extensively applied to conceptual change and science learning. This review integrates insights from extant conceptual change educational neuroscience studies to inform the fields of educational psychology and science education. These new insights shed light on the persistence of misconceptions and the roles of error detection, inhibition, executive function, and memory in conceptual change. Future directions for the study of conceptual change and educational neuroscience are discussed.     

Constants and Contexts in Pupil Experience of Learning and Schooling: Comparing learners in England,France and Denmark

The article reports on some key findings of a major research project which examines the relationship between national educational values as these are mediated by the school context, teacher beliefs and classroom processes, and eventually translated into pupil perspectives on learning and schooling. These findings are drawn from questionnaires to 1,800 secondary school pupils in England, France and Denmark, and from individual and group interviews with a smaller sample of pupils in each country. Through an examination of pupil perspectives on the purposes of schooling and on themselves as learners, the article explores the significance of the cultural context in which learning occurs. It considers the extent to which there are significant differences related to the national context, or whether pupils' experience of schooling is becoming more similar as they try to construct their identities as learners and as adolescents and to negotiate pathways which lead to success on the dimensions of academic achievement, peer status and social conformity. 'Constants' and 'contexts' of pupil experience in the three countries are identified, together with some of the factors which influence the development of a learner identity.     

丹麦教师教育的制度变迁与政策取向

20世纪初以来,丹麦传统教师教育体系一直强调教师和学生个人的发展观以及社会和民主的价值观。1997年,丹麦国会颁布教师教育法律,强烈推进教师教育专业化运动,提高教师地位,其根本宗旨在于:在今     

真实境脉中的学习研究与教育变革——学习科学研究回顾、反思与展望

学习科学新进展系列文章分别从学习科学的发展史、主要的八个研究领域、研究的方法与方法论等方面,系统地报道了国外学习科学创新研究的最新成果。文章首先对已发表的系列文章研究内容进行总结与回顾,并对近年来学习科学研究的项目与成就进行反思,总结学习科学研究的典型特色以及面临的问题,最后,文章提出了学习科学研究的未来发展趋势及其对教育变革的影响。     

Education governance and standardised tests in Denmark and England

In this study we identify and compare the impact of standardised student assessment in England, an established neoliberal context, and in Denmark where a neoliberal education reform agenda is emerging in response to both national concerns and international governance. National reading tests for students aged 11–12 years, long established in England, were introduced in Denmark in 2010. The form they take differs considerably, being primarily formative in Denmark and largely summative in England. Culturally sensitive extended semi-structured interviews are conducted with both teachers and students and analysed to identify the extent to which neoliberal reform is mobilised through testing in each context and how testing shapes curriculum and pedagogy. Significantly, we find that in Denmark, where professional judgement still dominates, teachers often deploy pedagogical approaches to service what they believe to be their students’ best interests. In England, however, teachers try to accommodate a concern for both their students’ and their own interests, and the pedagogy they enact is more often controlling, instrumental and reductionist; their wish to be proactive is compromised by their need to be responsive. Hence we show how policy technologies shape practice to undermine a deliberate pedagogy rooted in ideas legitimated though scholarship and experience.     

从教育部名称的变更看英国教育政策的走向

成立于1944年的英国教育部在其发展历史上多次更名,如1964年改为教育与科学部,1995年又更名为教育与就业部,2001年更名为教育与技能部,而2007年布朗首相上台后将教育部划分为两个部门则是史上最大的一次名称变更.纵观英国教育部历次更名,其内在原因是社会政治、经济的变化要求教育政策不断调整的结果.     

英国教育现代化的文化透视

文化传统是教育现代化的基础,其合理内核能促进教育现代化的进程.英国是一个历史悠久.文化传统十分深厚的国家,其教育现代化与文化传统之间存在着复杂的、潜在的、深层次的本质联系.通过对英国民族文化传统的解读,考察英国教育现代化的路径,从而阐明其教育现代化与文化传统之间的内在逻辑关系.     

美、英、法三国教师教育评估及其启示

美、英、法三国的历史和文化传统不尽相同,不同的教师教育管理体制形成了不同的教师教育评估模式,但却有着共同的特点：评估机构的独立性、评估程序的科学性和民主性、评估结果运用的科学合理性。针对我国的具体情况,提出了值得我国借鉴的地方和有益的启示。     

International Students and Transformative Learning in a Multicultural Formal Educational Context

This article reports the results of a qualitative study of 12 graduate international students’ struggles to adapt to new multicultural and academic environments. The focus is on how they dealt with diversity while struggling to succeed academically and how, although experiencing numerous disorienting dilemmas, students did not critically reflect on their meaning-making processes.     

Metacognition as a Basis for Learning Support Software

In order to understand the task of instructional designers who produce learning support software, this paper reviews the influence of learning theory on instructional design, recent developments in computer technology, and the evolving role of the instructor as a facilitator of higher-order thinking. Constructivist principles of learning and an appreciation for the fact that the learner must become more independent and skilled in metacognitive self-assessment and self-management are fundamental to this changing role. Two cognitive tools that provide learner/user support for personal construction of knowledge systems are “MindMap” and “Learning FourMat Processor.” These tools are examined in the light of current learning theory and a recent study comparing the work of novice and expert writers using different forms of performance support. Recommendations are made for the development of a more complete set of cognitive tools that enables users to construct their own multimedia knowledge systems based on higher-order thinking and problem solving.     

Teachers as Change‐agents in Special Educational Needs: experience in England

Parallel developments in England, Wales and in Scotland have led to the establishment of posts for teachers which enable them to be effective agents of change. Research, publications and initiatives sponsored by national government, local education authorities and voluntary organisations have led to the identification of ways in which educational provision for pupils with special needs can best be made, and to the enunciation of criteria for evaluating such provision. Teacher trainers have responded with innovative approaches to course development; two case studies are offered.     

学习化社会背景下的瑞典教育改革——以学前教育和高等教育为蓝本

二战后,瑞典为推进学习化社会的建设,政府以终身教育为指导思想大力改革传统教育体制,尤其重视学前教育的基础性和高等教育的引导作用.在学前教育的改革方面,瑞典政府明晰学前教育目标,强调儿童的全面发展,革新学前教育内容和方式.在高等教育的改革方面,瑞典政府扩大高等教育的规模,为终身教育实施提供条件,加强对高等教育的调控,为终身教育提供制度保障.     

Learning at the Intersection of Self and Society: The Family Geobiography as a Context for Data Science Education

Open large-scale datasets (LSDS) and data visualization technologies are new cultural tools that have potential to inform public dialogue and learning about important socioeconomic and scientific matters, particularly if the data is used to consider both personal and shared experiences. This paper reports on a design study in which diverse middle and high school youth in a free summer workshop at an urban public library were asked to model their family geobiographies, or their personal family migration stories, with socioeconomic LSDS. Youth represented family decision-making and social conditions that might have motivated family movements with online, dynamic data modeling and mapping tools (Gapminder.org; SocialExplorer.com). The qualitative video analysis examined participants’ experiences and learning in storytelling and modeling the family geobiography, focusing on multimodal talk-in-interaction to understand how the study design engaged learners’ capacities, histories, and imagined futures in relation to the LSDS and supported learning about oneself and society. Grounded examples from two family cases are used to illustrate how participants placed their families and selves into data ontologies and the role of family members in composing storylines.     

外语学习中的文化语境与意义

外语学习中,意义的理解离不开文化语境,理解文化语境是理解真正意义最有效的方法。创造有意义的学习机会、提供文化丰富的语境供学生在语言学习过程中使用会有助于丰富学习环境。克服文化和心理障碍是提高学生目标语言能力的关键因素,从而摆脱外语学习的石化状态。     

语境转变解悖方案

解悖方案应当阐释悖论的真假规律,但确定悖论的具体真假却不是它的任务。语境转变解悖方案是一种新的解悖方案。不同于传统解悖方案通常不研究正常句和脱离悖论句与正常句的相互联系,语境转变解悖方案从研究正常句的语境变化规律出发,然后由正常句扩展到悖论句,通过正常句与悖论句的意义和真值的相互观照,来消解悖论。这种研究进路可以极大地扩展悖论研究的视野,使解悖研究具有一以贯之的气势,并使解悖方案极其符合直觉,具备其他解悖方案所不具有的天然优势。