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This paper responds in part to a special edition of this journal (39/2) on dual-mode provision. We were concerned that contact providers might drift into distance education provision through extending campus-based online learning without first thinking through the underpinning implications of its administrative systems, an issue that was not addressed in the special edition. Proceeding from a pragmatic and constructivist perspective, while adopting a transactional orientation drawing on systems theory and hermeneutics, this paper focuses on the challenge for administrative staff and systems of the changing nature of provision in terms of both the underpinning learning and business models. Based on experience and reflection, we conclude that the move into dual- and multimode provision is inevitable and that this requires agility on the part of both administrative staff and systems that is often overlooked in planning and review processes. 相似文献
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A learning cycle approach to undergraduate instruction was implemented in a variety of subjects in the liberal arts and sciences. The students in the experimental program were typical representatives of an institution with liberal admissions policies. Significant gains were made in critical thinking and cognitive skill development by the experimental group. Additionally, retention of the experimental group was improved. Gains of this sort have the potential to rekindle hope in college faculties that some of the traditional goals of higher education that center on critical thinking and cognitive skill development need not be abandoned in institutions with liberal admissions policies. 相似文献
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Professor Dr. Reinders Duit Professor Dr. Peter Häussler Dr. Roland Lauterbach Professor Dr. Helmut Mikelskis Professor Dr. Walter Westphal 《Research in Science Education》1992,22(1):106-113
This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism.
Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the
market will be discussed.
Specializations: constructivist approaches in science education research and practice.
Specializations: gender issues in science instruction.
Specializations: primary education, integrated science.
Specializations: STS, phenomenological oriented physics instruction.
Specializations: peace education within science education. 相似文献
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This study employs narrative methods to give a holistic view of the experiences of five mature age preservice teachers in
a semester unit of science education. The unit was designed to help teachers examine and make explicit their ideas about science
and science teaching and consider ways in which they might put those ideas into practice. The pivotal theme, around which
the teachers' experiences could be organised, was found to be learning science. The preservice teachers expressed a need for
a supportive learning environment in which concepts were built gradually and introduced using concrete examples. Previous
science experience was found to be a major influence on the attitudes the participants brought to the present course. A lack
of previous experience or negative past experiences were a major cause of anxiety. Gender was also important as it had limited
the science experiences available to some participants in the past and continued to influence the way they participated in
classes during the semester.
Specializations: primary science, science teacher education, primary school field experience.
Specializations: formation of teachers' knowledge, leadership, teacher change, school reform. 相似文献