共查询到20条相似文献,搜索用时 31 毫秒
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Anne French Dalke Kim Cassidy Paul Grobstein Doug Blank 《Journal of Educational Change》2007,8(2):111-130
This essay reflects the shared experiences of four college faculty members (a biologist, a psychologist, a computer scientist,
and a feminist literary scholar) working together with K-12 teachers to explore a new perspective on educational practice.
It offers a novel rationale for independent thinking and learning, one that derives from rapidly developing interdisciplinary
and transdisciplinary inquiries in the sciences and social sciences into what are known as “complex” or “emergent” systems.
Using emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking
bout teaching, in three very different dimensions. It invites us into an awareness that the brains of individual students
and teachers operate as emergent systems that are neither possible nor desirable to control fully. It invites us to appreciate
as well that the activities and benefits of a classroom are not all individual interactions between teacher and student. Interactions
among students and teachers are collectively contributing to a somewhat unpredictable project with an insistently social dimension,
which is in turn crucial to the individual achievements of all involved. Finally, emergent pedagogy encourages us to consider
more carefully the relations between the individual classroom and the larger educational community of which it is a component,
including a challenge to rethink the matter of assessment. 相似文献
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Juan David Parra 《British Journal of Sociology of Education》2018,39(1):107-125
This article draws on the case of academic work produced by Colombian scholars, to address the debate on the persistent failure of policy efforts to improve school effectiveness. Realist meta-theory plays a significant role in this research, because it provides a general framework to identify ontological problems and inconsistencies in empirical and theoretical positions informing policy debates in the country. The analysis focuses on the contributions and weaknesses of empiricism, structuralism and post-structuralism in the work of Colombian scholars, and concludes by arguing for the need to deploy research methodologies that study stratified emergent social processes behind observable educational outcomes. 相似文献
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In this paper, the authors discuss their grounded research carried out with teachers about the wellbeing of teachers. They explore the importance of making the concept of wellbeing more intimate and consider hedonic and eudaimonic ways of looking at wellbeing. They present a model of layered reflection which illuminates key factors that have an impact on the wellbeing of teachers. 相似文献
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Frank Monaghan 《Educational Studies in Mathematics》2000,42(2):179-196
This paper describes an attempt to explore aspects of the language used in children's written work in a secondary mathematics
classroom as a means of assessing their mathematical understanding. It focuses on children's conceptualisations of polygons
and their attempts to differentiate between them. It also examines the use of database and concordancing software in deepening
our understanding of a potentially major source of students' (mis) conceptions: the published materials they engage with.
It describes their usefulness in providing a systematic and efficient method of analysis of materials to explore patterns
within them. The method is also used to identify possible sources of students' misconceptions about the properties of polygons
based on their likely exposure to potentially misleading examples in published materials.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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This position paper provides an alternative theoretical framework of sustainable second-order educational change. Here, sustainability refers to: 1) substantial changes made that affect the core of educators’ everyday practice; 2) a longitudinal process that begins when educators contemplate making changes and ends when satisfactory achievement on the other characteristics is reached and overt learning efforts are stopped; 3) a process of individual and organizational learning as well as changes in behaviors; resulting in 4) significant positive effects on student outcomes. Thus, this definition focuses on educators and their schools, not on professional development programs. Methodological considerations are provided. 相似文献
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Because drawing is a highly successful strategy in learning from text, it has recently been investigated whether drawing can also improve learning from animation. Several theoretical and practical arguments, however, make drawing a questionable strategy for learning from animation. In an experimental study, we investigated the effectiveness of drawing for learning from animation. One group of 26 students had to draw what they had observed in the animation. A second group of 26 students had to reflect on what they had observed in the animation. After learning, all students had to demonstrate their understanding by making use of a physical model. The students' demonstrations were assessed by means of an event unit analysis. More extensive spatiotemporal structures were significantly less recognized by students who drew than by students who reflected. The results suggest that drawing might not be an adequate strategy for learning from visuospatially and spatiotemporally complex animations. 相似文献
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Anna Klerfelt 《Scandinavian Journal of Educational Research》2013,57(1):73-93
Children today live in different cultural settings. The pre-school culture is one of them and the media culture outside the pre-school another. These cultures are in different ways characterised by opposite and often even conflicting traditions. This article shows how educators and children handle this dilemma by using interaction as a tool to bring changes into the discourse in an educational setting while making stories in the pre-school by means of the multimedia functions of the computer. The interactional processes from three observations are described. In the discussion a comparison with another study with a constructivist point of departure is made. The comparison between the two studies showed contrasting results. The use of a socio-cultural perspective in the presented project make the context and the community visible, while the other study with its underlying assumptions of individually constructed knowledge make context and community invisible. 相似文献
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William Lamb 《The Journal of environmental education》2013,44(4):14-16
Abstract This study examined attitudes about business and the environment in a sample of 237 business students, using a 14-item measurement scale, the Business-Environment Questionnaire. The study also explored the underlying worldview concerning the environment using the New Environmental Paradigm Scale (Dunlap and Van Liere 1978). Overall, the study found the expressed attitudes of the sample to be strongly pro-environmental and primarily related to a concern for the balance of nature. The results appear consistent with the emergence of a “New Environmental Paradigm.” To the extent that attitudes of contemporary business students indicate the future orientation of the business community, corporate policies toward the environment may undergo a considerable shift in the future. 相似文献
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Perry SE 《The Journal of perinatal education》2000,9(3):30-37
Inaccuracies, injustices, bad advice, and insensitivity are irritating. Most of us feel powerless to do anything about such situations or don't have the time or energy to try to make changes. A strategy is described that allows the author to address her concerns. Examples are given of changes that occurred because of her efforts through writing letters. Childbirth educators become aware of policies and situations that need change; as advocates, they are encouraged to take the risk and enjoy the challenge of creating change. 相似文献