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41.
This article discusses the theoretical relationships between inclusion in education and social justice. It draws on Martha Nussbaum's use of the capability approach is given as one of the few philosophical and political theories that places disability/impairment in the social justice debate. The article goes on to present findings from the initial stages of a three-year participatory action research project involving eight primary schools located in Dar es Salaam and Pwani (Coast) regions of Tanzania. The project aims to develop an Index of Inclusion in Tanzania. There are numerous barriers to inclusion at national, community and school levels. Both the literature review and the emerging findings of the project suggest some progress has been made towards inclusive, just and quality education in Tanzania but there is still a long way to go. 相似文献
42.
The authors of this paper portray the perspective of Professor Leon Cooper, a theoretical physicist, Nobel laureate, active
researcher, and physics textbook author, on teaching science and on the nature of science (NOS). The views presented emerged
from an interview prepared by the authors and responded to in writing by Professor Cooper. Based on the gathered data and
the subsequent interpretation of it, the authors identified several educational implications and drew the following conclusions:
(a) science should be taught within an historical perspective; (b) textbook authors generally have an empiricist epistemology
which makes their presentation of science difficult to understand; (c) an historical perspective inevitably involves comparing,
contrasting, and scrutinizing different historical accounts of the same events; (d) varying interpretations of observations
do not undermine the objective nature of science; (e) new ideas in physics comprise an imposed vision of the world, and these
ideas are then slowly accepted by the scientific community; (f) the current view in any science is almost always a mixture
of data, hypotheses, theoretical ideas, and conjectures; (g) since experiments are difficult to perform and understand, scientists
rely on their presuppositions to guide the integration of data, theory, and conjectures; (h) inconsistencies in the construction
of theories can facilitate new theoretical ideas; and (i) case studies based on various experiments show that scientists use
intuition which is guided by facts, conjectures, and speculations. 相似文献
43.
Self-concept is linked to student achievement in many domains. In this study, we examined reading self-concept's (RSC) and RSC calibration accuracy's links to reading achievement across different contexts via multi-level analyses of 34 countries' 158,848 fifteen-year-olds' reading tests and questionnaire responses. Students with higher RSC, higher calibration accuracy (of RSC to their reading scores) or underconfidence (relative to their reading scores) had higher reading scores. RSC was more strongly linked to reading scores in countries that were richer, less equal, more collective, less uncertainty averse, less hierarchical, or less rigid regarding gender roles. Calibration accuracy was also more strongly linked to reading achievement in more hierarchical, individualistic, or uncertainty-tolerant countries. In more individualistic countries, underconfident students were more likely to have above average reading achievement. Hence, excessive confidence does not necessarily benefit students, especially in more individualistic countries. 相似文献
44.
Stephen Klassen 《Science & Education》2009,18(3-4):401-423
Science educators are beginning to establish a theoretical and methodological foundation for constructing and using stories in science teaching. At the same time, it is not clear to what degree science stories that have recently been written adhere to the guidelines that are being proposed. The author has written a story about Louis Slotin, which deals with the beginnings of radiation protection, to serve as a case study. In this paper, the story is dissected and evaluated with the view to begin to establish a method of literary criticism for science stories. In addition, student responses to the story are investigated and interpreted. 相似文献
45.
Stephen Klassen 《Science & Education》2009,18(5):593-607
The Millikan oil drop experiment has been characterized as one of the ‘most beautiful’ physics experiments of all time and,
certainly, as one of the most frustrating of all the exercises in the undergraduate physics laboratory. A literature review
reveals that work done on addressing student difficulties in performing the oil drop experiment has, to date, not achieved
a significant measure of success. The historical background of the oil drop experiment is well established in the literature
from the perspective of historians of science, but not so from the perspective of teachers and students of science. A summary
of historical details surrounding the original experiment suitable for use in revising the instructional approach is presented.
Both Millikan and his graduate student, Fletcher, are featured with the view to emphasizing details that humanize the protagonists
and that are likely to raise student interest. The issue of the necessary reliance on presuppositions in doing speculative
research is raised, both from the historical account and from the insights of university physics students who heard the historical
account and performed the experiment. Difficulties current students have in performing the experiment are discussed from the
perspective of Hodson (Stud Sci Educ 22:85–142, 1993) framework and the students’ own observations. Last, further historical
materials are outlined that may be used to encourage student insight into the fundamental nature of electricity. It is proposed
that these aspects are essential as a basis for identifying and addressing student difficulties with the Millikan oil drop
experiment.
Stephen Klassen teaches in the Department of Physics at the University of Winnipeg. His BSc and MSc were earned in Physics, and his PhD in Science Education. He has presented research at many conferences with special emphasis on including history of science in classroom activities at the college and university level. His present research interests focus on the basis of narrative and learning theories for contextual learning and for pedagogical thought experiments. 相似文献
Stephen KlassenEmail: |
Stephen Klassen teaches in the Department of Physics at the University of Winnipeg. His BSc and MSc were earned in Physics, and his PhD in Science Education. He has presented research at many conferences with special emphasis on including history of science in classroom activities at the college and university level. His present research interests focus on the basis of narrative and learning theories for contextual learning and for pedagogical thought experiments. 相似文献
46.
The impact of academic boredom on learning and achievement has received increasing attention in the literature; however, the questions of how academic boredom changes over time and how the change relates to antecedents of boredom and student engagement during a course of study remain unexplored. Therefore, the purposes of this study were to: (a) examine the patterns of change in two types of academic boredom (i.e., learning-related and class-related) and in four types of student engagement (i.e., vigor, absorption, dedication, and effort regulation); (b) to examine how the trajectories of boredom and student engagement relate to one another; and (c) to investigate the relationship between perceived autonomy support and the pattern of change in boredom, in a sample of 144 university students. Results of latent growth curve analysis showed that learning-related boredom, vigor, and absorption remained relatively stable over time, whereas both class-related boredom and effort regulation showed a linear change, a pattern of increase and a trend of decrease, respectively. Interestingly, students’ dedication decreased at the beginning and increased when approaching the end of the course. Our results also revealed the fact that changes in boredom in class were linked with changes in both effort regulation and dedication, and the inverse association between perceived autonomy support and class-related boredom experience. 相似文献
47.
Educational Psychology Review - This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality,... 相似文献
48.
Self-efficacy from the perspective of adolescents with LD and their specialist teachers 总被引:1,自引:0,他引:1
This study used qualitative methodology to investigate the self-efficacy beliefs of early adolescents with learning disabilities (LD). We conducted a series of focus group interviews with 28 Grade 8 and 9 students with LD and individual interviews with 7 specialist LD teachers. Content analyses of the student and teacher data resulted in 2 a priori and 3 inductive themes: self-efficacy, calibration and levels of self-efficacy, students' self-awareness, attributions for failure, and problems and solutions. The students viewed themselves as low in self-efficacy and generally accurate in the calibration of their efficacy and performance, whereas the teachers viewed the students as overconfident about academic tasks. In contrast to the teachers, the students viewed verbal persuasion as a valued source of self-efficacy. Students attributed their failures to lack of effort, whereas their teachers attributed student failure to uncontrollable deficits. Problems and solutions related to student motivation were discussed from student and teacher perspectives. 相似文献
49.
This study aims to analyze the effects of communication skills training program provided to the mothers on the social skills of their children. The study uses pre- and post-tests control group design. Experiment and control groups consisted of a total of 30 six-year-old children who were enrolled in nursery school. Experiment group consisted of 15 children; control group consisted of 15 children. The mothers of the children in experiment group were provided communication skills training for 13 weeks. SSES (social skills evaluation scale) was administered to the children before and after the training. The results of pre- and post- tests were compared and the effects of mothers' training program on the social skills of the children were investigated. 相似文献
50.
Zeliha Gunnur Dikmen Asli Pinar Filiz Akbiyik 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(3):377-385