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101.
The aim of this article is to make a close case study of one teacher’s teaching in relation to established traditions within
science education in Sweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis.
The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses
the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The
empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The
students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area
called “Properties of materials”. The results show that the teacher makes a number of different moves with regard to how to
proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that
the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge
production process, but with methodological aspects. The function of the moves turns the students’ attention from one source
of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity
and their own thinking that learning takes place. This is characteristic in the teacher’s manner of teaching. When compared
in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism
and progressivism. This educational philosophy is a central aspect of what is called the academic tradition—a selective tradition
common in science education in Sweden between 1960 and 1990. 相似文献
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Eva Guterman 《Journal of Research in Reading》2002,25(3):283-298
This paper focuses on research that aimed to provide a theoretical–practical framework to link literacy assessment practice with learning theory. An experimental study was designed with reference to three theoretical axes: ‘metacognitive awareness’ theory, ‘schema’ theory and the Vygotskian ‘zone of proximal fevelopment’. The study tested the effect of using written metacognitive awareness guidance (MCAG) as a tool for activating and engaging learners’Habits of Mind while processing authentic reading assessment tasks taken from Israeli kits of assessment tasks (Guterman, 2000). The study on 300 Grade–4 pupils used three modalities: a control group, which received no treatment; a placebo group, which received content instructions (CI); and a treatment group, which was given written MCAG. The findings confirmed that applying metacognitive awareness guidance to reading assessment tasks makes a difference in the learners’ level of performance and achievement on those tasks, and also increases learners’ chances of internalising the guidance components. 相似文献
104.
This paper is devoted to the non-fragile exponential synchronization problem of complex dynamical networks with time-varying coupling delays via sampled-data static output-feedback controller involving a constant signal transmission delay. The dynamics of the nodes contain s quadratically restricted nonlinearities, and the feedback gain is allowed to have norm-bounded time-varying uncertainty. The control design is based on a Lyapunov–Krasovskii functional, which consists of the sum of terms assigned to the individual nodes, i.e., it is constructed without merging the complex dynamical network’s nodes into a single large-scale system. In this way, the proposed design method has substantially reduced computational complexity and improved conservativeness, and guaranties non-fragile exponential stability of the error system. The sufficient stability condition is expressed in terms of linear matrix inequalities that are solvable by standard tools. The efficiency of the proposed method is illustrated by numerical examples. 相似文献
105.
AbstractStudents with autism spectrum disorder (ASD) experience various functioning and participation problems in higher education, which may cause difficulties such as drop out or low grade point averages. However, it remains unclear how often and during which teaching and evaluation methods the functioning and participation problems occur and which reasonable accommodations are effective in dealing with them. These gaps in the literature are addressed in this survey-based study. In total, 43 students with ASD, 30 student counsellors and 43 students without a disability of institutions of higher education in Flanders (Belgium) participated in the study. The results show that students with ASD most frequently experience problems with verbal and non-verbal communication, are oversensitive to change and have difficulty distinguishing the gist of the syllabus from the details. Furthermore, it is shown that, on average, these problems arise mostly during classical teaching and evaluation methods. Finally, the perceived effectiveness of reasonable accommodations is dependent on the functioning and participation problem experienced by the student with ASD in higher education. In conclusion, both personal and environmental characteristics should be taken into account when selecting and implementing reasonable accommodations for these students. 相似文献
106.
Eva Thanheiser 《Educational Studies in Mathematics》2010,75(3):241-251
This study was designed to investigate preservice elementary school teachers’ (PSTs’) responses to written standard place-value-operation
tasks (addition and subtraction). Previous research established that PSTs can often perform but not explain algorithms and
provided a four-category framework for PSTs’ conceptions, two correct and two incorrect. Previous findings are replicated
for PSTs toward the end of their college careers, and two conceptions are further analyzed to yield three categories of incorrect
views of regrouped digits: (a) consistently as 1 value (all as 1 or all as 10), (b) consistently within but not across contexts
(i.e., all as 10 in addition but all as 1 in subtraction), and (c) inconsistently (depending on the task). 相似文献
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