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1.
Andrew Marks 《Higher Education》2005,50(4):613-630
This paper argues that the conceptions of ‘space’ (and increasingly ‘time’) in the discussion of ‘the university’ (in its
most transcendent sense) have gone through four distinct phases in the UK. Using a Heideggerian conception of ‘space’ where
usefulness is more important than proximity, the ‘ancient’ universities were ‘useful’ to the gentry and thus were ‘closer’
to them than to the excluded ‘local’ poor in the institutions’ vicinities. The ‘civic’ universities on the other hand stressed
‘localism’ as part of their mandate – to educate the people of their locality (but only those of the new industrial middle
class). The ‘Robbins’ universities were a partial return to the ‘ancient’ notion of learning as a ‘lived’ activity, providing
scenic landscapes on green-belt campuses where students could ‘retreat’ from the ‘real world’ for the duration of their studies.
The ‘spatial’ quality of these places was thus part of a conception of higher education as ‘lifestyle choice’ where young
people moved away from their locality to study. As such ‘proximity’ was an issue only insofar as the greater the distance
from one’s point of origin the better for successful immersion in the growing student ‘culture’. The ‘new/post-1992’ universities
partially retained their polytechnic mandate to educate local people, but embraced a colonialist impulse regarding local space
usage. ‘
‘The discussion can be further refined to argue that these four stages are merely two phases which have repeated themselves:
from ancient ‘exclusivity’ to civic ‘localism’ and back to Robbins era ‘exclusivity’ and thence to post-1992 ‘localism’ once
more’. The opening up of higher education via the Internet in the late 20th and early 21st centuries provides for the possibility
of the growth of entirely non-spatial and asynchronous learning experiences, and as such we may well be on the verge of the
fifth stage of university development. 相似文献
2.
Konrad J. Schönborn Susanne Bögeholz 《International Journal of Science and Mathematics Education》2009,7(5):931-955
Recent curriculum reform promotes core competencies such as desired ‘content knowledge’ and ‘communication’ for meaningful
learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This
process requires the transfer of knowledge and the subordinate process of translation across external representations. This
study sought ten experts’ views on the role of transfer and translation processes in biology learning. Qualitative analysis
of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive
abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of
biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types
exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning.
Based on the findings, we argue that teaching for understanding in biology necessitates fostering ‘horizontal’ and ‘vertical’
transfer (and translation) processes within learners through the integration of knowledge at different levels of biological
organization. 相似文献
3.
4.
Roger Patrick King 《Higher Education》2007,53(4):411-430
5.
Brian L. Jones 《Research in Science Education》1990,20(1):161-170
The term ‘concept’ is used in different ways within educational literature and has at least two different, although related,
referents in relation to science knowledge, namely, public knowledge and private understandings. A taxonomic structure for
‘science concepts’ (public knowledge) has been developed to provide a rationale for the choice of phenomena to be used in
the investigation of students’ ‘concepts’ and also to act as a frame of reference for generating insights about the data to
be collected. Furthermore, it may be a useful heuristic to predict other science concepts likely to be highly problematic
in school teaching situations and thus worthy of detailed research. The taxonomy, called a ‘Scale of Empirical Distance’ (SED),
enables science concepts to be mapped according to their degree of closeness to concrete realities. The scale shows a recognition
of the empirical basis of science concepts and the role of human senses in the perception of the material world even though
“absolute objectivity of observation is not a possible ideal of science” as Harre (1972) has noted. The scale uses two binary
variables, namely, ‘visual’ and ‘tactile’, to generate four categories of science concepts ranging on a continuum from concrete
to abstract. Some concepts related to ‘matter’ will be classified and discussed.
Specializations: science teacher education, primary science curriculum and methods, students’ personal meanings of phenomena. 相似文献
6.
Vasilios Grammatikopoulos Nikolaos Tsigilis Athanasios Koustelios Yannis Theodorakis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,40(5):427-438
The aim of this study was to develop an instrument for evaluating how an education program has been implemented. Such evaluation
can provide insight into the effectiveness of a program. Examined here was the Olympic Education Program used in Greek schools
since 2000. In it, students learn the history of the Olympic games and the importance of exercise for health along with the
principles and values of sports and volunteerism. The evaluation instrument underlying this study addressed the following
six factors: ‘facilities’, ‘administration’, ‘educational material’, ‘student–teacher relationships’, ‘educational procedures’,
and ‘training’. Results indicate that the instrument, while adequate for assessing effectiveness, should be combined with
advanced statistical methods. 相似文献
7.
Elizabeth Warren 《Educational Studies in Mathematics》2006,62(2):169-189
This paper examines the change in young children’s understanding of ‘equal’, ‘more’, ‘less’, and ‘between’, words commonly
used in equivalent and non-equivalent situations, over a 3-year period. Seventy-six children participated in the longitudinal
study. Each year they were asked to share their understanding of these four words. Past research has indicated that many children
have limited understanding of ‘equal’ as quantitative sameness. The results of this research suggested that many children
also have limited understanding of ‘more’ and ‘less’ and that these understandings did not significantly change over the 3-year
period. 相似文献
8.
Creativity is viewed in different ways in different disciplines: in education it is called ‘innovation’, in business it is
‘entrepreneurship’, in mathematics it is often equated with ‘problem solving’, and in music it is ‘performance’ or ‘composition’.
A creative product in different domains is measured against the norms of that domain, with its own rules, approaches and conceptions
of creativity. 相似文献
9.
Conclusions Our aim in taking the Year 7 class was to increase our understanding of the learning process. In simple terms we were trying
to apply our ideas and White's analysis of the term ‘understanding’ further clarified our purpose. Each target of our understanding
has been affected by our experience. Two examples can be used to show how this occurred.
Our understanding of the learning approach has been modified by our understanding of students at this level. The effects of
peer group interactions have been underestimated as a factor in the learning environment. As a further example we can see
that some ways in which schools are organized are not conducive to the implementation of the learning approaches being presented.
Schools are organized so that groups of age cohorts can function effectively. The result is that school classrooms are a compromise
where competing functions of schooling and the constraints that are operating are ‘balanced’. The ideal conditions for our
approach to learning could not be present and two visitors from the ‘ivory tower’ were grateful for the opportunity to better
understand a secondary school and a group of its students. 相似文献
10.
Deepanjan Majumdar 《Resonance》2001,6(6):43-52
Increase in the concentration of several greenhouse gases in the atmosphere during the last few decades has warmed up the
atmosphere, a phenomena popularly known as ‘global warming’. There are people who believe that ‘global warming’ does not exist,
or will have negligible consequences on the earth and its biosphere, if at all it exists. Satellite record over the past few
decades have shown a slight cooling trend in the lower troposphere, casting a doubt on the existence of ‘global warming’.
During the same time, atmosphere near earth’s surface has shown a warming trend. Efforts are on to explain this temperature
anomaly and it may take time to say conclusively whether ‘global warming’ exists or not. 相似文献
11.
Towards a research training curriculum: What, Why, How, Who? 总被引:3,自引:0,他引:3
Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by which new ‘content’ and ‘process’ knowledge — and thus a new set of pedagogical tasks and relationships — are being configured in the field of higher degree research. The outcomes of research training have traditionally been products of a one-on-one supervisory relationship, that is, academic apprentice-to-disciplinary mentor. This is especially the case in the fields of arts/humanities. Any ‘curriculum’ necessary to such a model has been both implicit and at the discretion of the disciplinary ‘master’. 相似文献
12.
Tanu Mimani 《Resonance》2011,16(12):1324-1332
The novel ‘solution combustion method’ or ‘fire synthesis’ has been used to make high temperature synthesised ceramic materials.
The process, which can be initiated at low temperature, is self-propagating and gas-producing. Fine-particle alumina and its
related oxides can be easily prepared in bulk by the redox mixture method. 相似文献
13.
Sung-Sang Yoo 《Asia Pacific Education Review》2008,9(3):355-366
Comparing popular education in the Philippines and South Korea, it is clear that a number of similarities and differences
exist regarding the characteristics, methods, and main fields in which popular education has operated. ‘Church-related practices,’
‘uniting with CO movements,’ ‘an eliteled tendency,’ and ‘a disregard for the Left’ have all occurred in similar ways in both
countries. While introducing the socio-political situation during 1970s and 1980s of these two countries, this paper discusses
the theories and practices of popular education. Our findings indicate how popular education in both countries has played
a significant role in raising the levels consciousness in the powerless and transforming societies and enabled them to establish
a better community. Moreover, each country developed different concepts, initiatives and methods in relation to popular education.
In addition, popular educators have been asked to play different roles in each popular education field while most methods
were in fact heavily dependent upon eliteled practices. 相似文献
14.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献
15.
The study of gas clouds orbiting in the outer regions of spiral galaxies has revealed that their gravitational attraction is much larger than the stars alone can provide. Over the last twenty years, astronomers have been forced to postulate the presence of large quantities of ‘dark matter’ to explain their observations. They are still in the ‘dark’ as to its true nature. 相似文献
16.
Ali Balc? Murat ?zdemir ?i?dem Apayd?n Fatmanur ?zen 《Asia Pacific Education Review》2012,13(1):137-146
The aim of this study is to analyse organizational corruption and to determine its level of relation to attitude towards work,
work ethics and organizational culture. The data in study have been collected from 441 public high school teachers employed
in the central districts of Ankara in the school year of 2008–2009. Data have been collected through ‘Scale for Organizational
Corruption’, ‘Scale for Attitude towards Work’, ‘Scale for Work Ethics’ and ‘Scale for Organizational Culture’, all of which
were developed by the researchers in this study. Correlation and regression analysis techniques have been used in analysing
the data. It is concluded from the study that there is a significant, though at an average level, relation between organizational
corruption, organizational culture and work ethics and that there is a negative significant relation, though at a low level,
between organizational corruption and attitude towards work. It is also concluded that the variables for attitude towards
work, work ethics and organizational culture explain 38% of the variation in organizational corruption. 相似文献
17.
Tanu Mimani 《Resonance》2000,5(2):50-57
The novel ‘solution combustion method’ or ‘fire synthesis’ has been used to make high temperature synthesised ceramic materials.
The process, which can be initiated at low temperature, is self-propagating and gas producing. Fine particle alumina and its
related oxides can be easily prepared in bulk by the redox mixture method. 相似文献
18.
Molecular modeling has become a valuable and essential tool to medicinal chemists in the drug design process. Molecular modeling
describes the generation, manipulation or representation of three-dimensional structures of molecules and associated physico-chemical
properties. It involves a range of computerized techniques based on theoretical chemistry methods and experimental data to
predict molecular and biological properties. Depending on the context and the rigor, the subject is often referred to as ‘molecular
graphics’, ‘molecular visualizations’, ‘computational chemistry’, or ‘computational quantum chemistry’. The molecular modeling
techniques are derived from the concepts of molecular orbitals of Hückel, Mullikan and ‘classical mechanical programs’ of
Westheimer, Wiberg and Boyd. 相似文献
19.
Michael Hammond 《Education and Information Technologies》2010,15(3):205-217
This paper revisits the concept of affordance and explores its contribution to an understanding of the use of ICT for teaching
and learning. It looks at Gibson’s original idea of affordance and at some of the difficulties long associated with the use
of the word. It goes on to describe the translation of the concept of affordance into the field of design through the work,
in particular, of Norman. The concept has since been translated into research concerning ICT and further opportunities and
difficulties emerge. The paper locates key points of divergence within the usage of ‘affordance’, as involving direct perception,
invariant properties and complementarity. It concludes by arguing that affordance offers a distinctive perspective on the
use of ICT in education because of its focus on possibilities for action. 相似文献
20.
Miriam E. David 《The Australian Educational Researcher》2011,38(1):25-42
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about
gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education
in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the
expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist
theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including
higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions
of higher education, especially around notions of widening participation. Notions of widening participation in policy and
practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically
on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working
class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s
Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about
equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity
questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education
policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current
forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive
or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in
a range of higher education subjects and settings. 相似文献