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981.
Mogas Jordi Palau Ramon Fuentes Marta Cebrián Gisela 《Learning Environments Research》2022,25(3):875-893
Learning Environments Research - The advent of the Fourth Industrial Revolution is introducing developments in Artificial Intelligence, Internet of Things, and other technologies in different... 相似文献
982.
Gallegos-Cázares Leticia Flores-Camacho Fernando Calderón-Canales Elena 《Science & Education》2022,31(1):35-54
Science & Education - Most students have interacted with scientific representations that are used as teaching resources in schools. Often these external representations present challenges for... 相似文献
983.
There is Something About Aristotle: The Pros and Cons of Aristotelianism in Contemporary Moral Education 总被引:1,自引:0,他引:1
Kristján Kristjánsson 《Journal of Philosophy of Education》2014,48(1):48-68
The aim of this article is to pinpoint some of the features that do—or should—make Aristotelianism attractive to current moral educators. At the same time, it also identifies theoretical and practical shortcomings that contemporary Aristotelians have been overly cavalier about. Section II presents a brisk tour of ten of the ‘pros’: features that are attractive because they accommodate certain powerful and prevailing assumptions in current moral philosophy and moral psychology—applying them to moral education. Section III explores five versions of the view that Aristotle's position is somehow anachronistic and out‐dated. As none of those bears scrutiny, Section IV addresses ten features of Aristotelianism that do not seem to sit well with contemporary moral philosophy and psychology: the genuine ‘cons’ of Aristotelianism. It is subsequently argued that if we want to avoid acquiring Aristotelianism on the cheap, those less attractive features need to be engaged head‐on: reinterpreted, revised or simply rejected. 相似文献
984.
Catherine Horn María Verónica Santelices Ximena Catalán Avendaño 《Higher Education》2014,68(3):471-488
Much of the recent Chilean educational debate and reform has centered around issues of higher education cost, debt burden, and availability of grants versus loans. This quantitative case study of Pontificia Universidad Católica de Chile sought to understand the longitudinal contributions of combinations of types of financial aid to persistence of low-income students. The results identified that the aggregate availability of both grants and loans at the university-level has a net positive contribution beyond the contributions of national-level grants and loans. In finest distinction, however, only ministry aid (in the form of need-based grants and loans) decreased the likelihood of dropping out. Such findings suggest that universities may want to consider carefully as part of a comprehensive persistence plan how they leverage institution-level contributions to student aid packages. 相似文献
985.
Fermi problems are open, non-standard problems that require the students to make assumptions about the problem situation and to estimate relevant quantities before engaging in, often, simple calculations (Ärlebäck The Montana Mathematics Enthusiast, 6(3):331–364, 2009). Our study focuses on the plans—schemes aimed at solving—devised by students aged 12–16 years to solve Fermi problems involving big numbers. The strategies which appear in these schemes are characterized herein and analyzed to find out to what extent they would be suitable to solve the problems. Some of the identified strategies are related to magnitude estimation (use of a reference point), whereas others correspond to modeling processes (grid distribution, use of a concentration measurement, reductions of a problem, and use of a proportion). We conclude that Fermi problems involving large numbers may constitute a good opportunity to discuss heuristics and problem solving strategies in compulsory secondary education classes. 相似文献
986.
M. Carmen González‐Trujillo Sylvia Defior Nicolás Gutiérrez‐Palma 《Journal of Research in Reading》2014,37(3):316-330
Recent literacy research shows an increasing interest in the influence of prosody on literacy acquisition. The current study examines the relationship of nonspeech rhythmic skills to children's reading acquisition, and their possible relation to stress assignment in Spanish, a syllable‐timed language. Sixty‐six third graders with no reading difficulties were scored on measures of nonspeech rhythm, word‐level decoding skill, reading fluency and reading with correct assignment of lexical stress. After controlling for verbal intelligence and working memory, hierarchical multiple regression analyses showed that nonspeech rhythm predicted unique variance in reading fluency and correct stress assignment; it did not predict decoding skills. Given that Spanish is a syllable‐timed as opposed to stress‐timed language like English, the association between nonspeech rhythm, reading fluency and stress assignment found in our study suggests that nonspeech rhythm may be a universal factor in reading acquisition, independent of the type of linguistic rhythm. 相似文献
987.
Transition to Higher Education (HE) is a significant life event and it is supposed to be a very agreeable experience to students. However, such impact is not linear, being mediated by students' psychosocial variables and by their own perceptions concerning the HE environment. Transition to HE encompasses many tasks to cope with changes: dealing with new kinds of responsibilities and managing emotions. A wide variety of emotions take place in the HE transition, either of a positive or negative nature, such as joy of enrolment success and fears of social rejection. This research focused on the transition to HE, approaching freshmen's personal and developmental variables. Results confirm that the impact of transition has a mostly emotional nature and that related concerns differ according to students' gender and socio-cultural background. With greater joy or greater anxiety, HE transition may be perceived as a stage of a long process towards adulthood. 相似文献
988.
This study is part of a wider research program, which seeks to investigate the existence (or not) of relationships between sociomathematical and mathematical norms at different academic levels. Here, we consider the norms that arise in the interaction between primary student teachers when they solve a mathematical task related to the mathematical definition. We hypothesize that in the colloquial mathematical discourse between these students coexist two types of discourse as follows: sociomathematical and mathematical, each one with its specific norms. This coexistence can originate commognitive conflicts. We have been able to identify different commognitive conflicts that arose from the simultaneous existence of sociomathematical norms and mathematical norms linked to defining, approaching their generation. 相似文献
989.
Mário Luiz Neves de Azevedo 《International Journal of Lifelong Education》2014,33(3):411-427
Over the past two decades regional agreements have become more significant in educational and training. This paper situates and analyses the European Higher Education Area (EHEA), the Bologna Process and the Lisbon Strategy and explores their influence on the integration of higher education systems in Mercosur (the Southern Common Market of Argentina, Brazil, Paraguay, Uruguay and Venezuela). Mercosur is still a customs union, and the project of integrating higher education is at an early stage. Lacking organically established regional bodies, coordination of integration in Mercosur has focused on summits and meetings of officials. However, in a context of unequal maturity in regional integration, there is emerging evidence that the EHEA project is influencing the reforms of national systems of higher education and even Mercosur’s model for a regional area of higher education. A nascent Europeanization of higher education systems in the Mercosur region is emerging, by-passing Mercosur’s regional structures. The formulation of policies has been permeated by policy transfer from Europe to national territories within Mercosur. 相似文献
990.
This article aims to describe and illustrate how the curriculum can be contextualised through different educational experiences based on the funds of knowledge approach. Educational contextualisation is understood to be the linking of curricular content (literacy, science, mathematics, social sciences) with students’ lives, including prior learning experiences from their homes and communities. The literature review began by surveying 59 articles retrieved from the ERIC database after entering the search terms “funds of knowledge” and “teaching methods”. Out of these, 22 peer reviewed papers were selected based on the following criteria: the paper should illustrate how artefacts produced by students (photographs, texts, artistic productions, digital stories) can be put to pedagogical use by turning them into resources to mobilise knowledge and experiences inside and outside school. The results are discussed in light of the CREDE Standards for Effective Pedagogy, as well as the notion of funds of identity, which has been proposed recently within the context of the funds of knowledge approach. 相似文献