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The Urban Review - This article explores a 9-month process of youth research capacity-building, beginning with the training of high school and college aged researchers in qualitative methodologies... 相似文献
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The article analyzes the concept of student cognitive engagement, and the manner in which classroom instruction may develop self‐regulated learners. Since theory and research on academic motivation, to date only vaguely define the role of learning processes, and since studies of learning strategies rarely assess motivational outcomes, our analysis integrates these two streams of literature. We also identify specific features of instruction and discuss how they might influence the complex of student interpretive processes focal to classroom learning and motivation. Measurement issues and research strategies peculiar to the investigation of cognitive engagement are addressed. 相似文献
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The tems surface and deep are widely used to describe student approaches to studying and learning. Different writers have attributed different shades of meaning to the terms, as the categories have resulted from the work of a number of groups or individual researchers. There are greater divergences of opinion on the question of how students can be influenced to adopt either a surface or a deep approach. This paper attempts to synthesise some of the divergent positions into a simple model of student approaches to learning which concentrates on the ways that students may be influenced to adopt either surface or deep approaches. The model recognises the existence of predispositions to either deep or surface approaches, and the use of strategies for particular tasks. A number of contextual variables seem to influence students with a deep predisposition to adopt surface strategies. The transition between surface and deep predispositions is seen as difficult to influence, but three types of intervention are discussed. 相似文献
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Lyn Carter 《科学教学研究杂志》2005,42(5):561-580
Like Lemke (J Res Sci Teach 38:296–316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship. © 2005 Wiley‐Liss, Inc. 相似文献
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