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Lissa Roberts 《Science & Education》2007,16(6):561-572
This essay details a public display of four steam engine models assembled in a Leiden orphanage courtyard in 1777. By examining the multiple purposes to which these engines were and could be put, alongside the various interests, goals and interpretations of their inventors, instructors and audience, the notion of a clear division between public and private as well as scientific research and popularization is questioned. In its place, the essay ends with a generalized image of modern science, its practitioners, users and audiences seen as a complex terrain in which relations and divisions are constantly asserted, contested and renegotiated. 相似文献
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Understanding school districts as learning systems: Some lessons from three cases of complex transformation 总被引:1,自引:0,他引:1
We report on a study of three school jurisdictions in the province of Alberta. The original premise for the research on which this report is based was to investigate the diverse ways that school districts had administered resources that were provided through a major initiative to improve learning in the province. This account is not centrally concerned with how funds were utilized; rather, we report on how districts?? strategies and emphases within the initiative offer windows into the their systemic characters. The range of manifest characters, we argue, is a useful construct to inform policy, ensure the presence of necessary supports and structures, implement appropriate accountability measures, and set reasonable goals for large-scale initiatives in education. 相似文献
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Marie C. Paretti Lisa D. McNair Lissa Holloway-Attaway 《Technical Communication Quarterly》2013,22(3):327-352
As distributed work begins to shift the nature of practice for technical communication professionals in the workplace, faculty need new frameworks to help prepare students for roles that involve negotiating, supporting, and facilitating virtual global collaboration. This paper identifies key areas of metaknowledge appropriate to these new frameworks by synthesizing a review of current scholarship on such collaborations and a case study of students participating in a cross-disciplinary, cross-cultural team project. 相似文献
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Marie C. Paretti Lisa D. McNair Lissa Holloway-Attaway 《Technical Communication Quarterly》2007,16(3):327-352
As distributed work begins to shift the nature of practice for technical communication professionals in the workplace, faculty need new frameworks to help prepare students for roles that involve negotiating, supporting, and facilitating virtual global collaboration. This paper identifies key areas of metaknowledge appropriate to these new frameworks by synthesizing a review of current scholarship on such collaborations and a case study of students participating in a cross-disciplinary, cross-cultural team project. 相似文献
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Lissa L. Roberts 《Science & Education》2012,21(2):157-177
One of the two most extensive instrument collections in the Netherlands during the second half of the eighteenth century—rivaling
the much better known collection at the University of Leiden—belonged to an orphanage in The Hague that was specially established
to mold hand-picked orphans into productive citizens. (The other was housed at the Mennonite Seminary in Amsterdam, for use
in the education of its students.) The educational program at this orphanage, one of three established by the Fundatie van Renswoude, grew out of a marriage between the socially-oriented generosity of the wealthy Baroness van Renswoude and the pedagogical
vision of the institute’s director and head teacher—a vision that fit with the larger movement of oeconomic patriotism. Oeconomic patriotism, similar to ‘improvement’ and oeconomic movements in other European countries and their colonies, sought to tie the investigation of nature to an improvement of
society’s material and moral well-being. Indeed, it was argued that these two facets of society should be viewed as inseparable from each other,
distinguishing the movement from more modern conceptions of economics. While a number of the key figures in this Dutch movement
also became prominent Patriots during the revolutionary period at the end of the century, fighting against the House of Orange,
they did not have a monopoly on oeconomic ideas of societal improvement. This is demonstrated by the fact that an explicitly pro-Orangist society, Mathesis Scientiarum Genitrix, was organized in 1785 to teach science and mathematics to poor boys and orphans for very similar reasons: to turn them into
productive and useful citizens. As was the case with the Fundatie van Renswoude, a collection of instruments was assembled to help make this possible. This story is of interest because it discusses a hitherto
under-examined use to which science education was put during this period, by revealing the link between such programs and
the highly charged question of citizenry. 相似文献