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91.
Carina Weinmann Frank M. Schneider Franziska S. Roth Melanie J. Bindl Peter Vorderer 《Communication methods and measures》2016,10(4):248-257
The aim of this study is to investigate the measurement invariance of media users’ entertainment experiences as conceptualized by two-process models of entertainment (i.e., enjoyment and appreciation) across different media formats. With this purpose, the present research relates to the recent rise of entertainment research, embracing more and more media types and formats with which entertainment experiences may occur. At the same time, it addresses a methodological issue that has rarely been addressed in communication research. Focusing on one of the most often used measurement instruments in entertainment research, on three different media formats (political talk shows, comedies, and dramas), the study finds evidence for configural, metric, and scalar invariance for the scale. The theoretical and practical implications of the findings are discussed. 相似文献
92.
Wolff-Michael Roth 《科学教学研究杂志》1991,28(7):631-645
The study described in this article examined the factors in the development of reasoning on the balance beam. The results of this and other investigations by the author led to the development of a model of problem solving and of the transition between levels of performance, that is, from novice to expert behaviors in a specific problem domain. The sample for this study consisted of 34 nonscience majors enrolled in Physical Science I at the University of Southern Mississippi. The results of this study showed (a) significant correlations between the predictor variables of numerical inductive reasoning ability and ratio span and the dependent measure of amount of practice until mastery of balance beam problems, (b) that there existed significant differences on the predictors between subjects who used the ratio scheme versus those who used the product-moment rule to do balance beam problems, (c) that the sequence of behaviors until mastery of the balance beam was not invariant, and (d) that there existed significant negative correlations between individuals' tendencies to avoid unsuccessful algorithms and the frequency of incidences of monitoring the learning process on one side and the amount of practice and the construct of short-term storage space on the other side. The results of this and other studies by the author are used to develop a model of problem solving and of the development of problem-solving behaviors. This model also includes recent findings in short-term memory and problem-solving research. The implications of this model for instruction are discussed. 相似文献
93.
Rethinking the ethics of scientific knowledge: A case study of teaching the environment in science classrooms 总被引:1,自引:0,他引:1
In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering
the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues,
it is worthwhile to question what the ethics of scientific knowledge mean in terms of their implications in modern society
where knowledge generally is separated from action and thereby from the responsibility for knowing. We draw on the concept
of integrity of knowing to analyze knowledge about the environment in Korean sixth—grade science classrooms. Examining the
notion of immediate coping and ConfucianCheng, we differentiate ‘knowing about ethics’ and ‘knowing ethically’ with respect to STSE issues. We challenge the notion of
knowing, suggesting instead that there is not only knowing about but knowingin andfor action. Participatory scientific literacy ought to aim for the latter form of knowing. This understanding of ethics and scientific
literacy could help science educators bring forth the responsibility for knowledge in science classrooms by encouraging students
to become active and responsible concerning STSE issues. 相似文献
94.
Much of the evidence provided in support of the argument that mathematical knowing is embodied/enacted is based on the analysis
of gestures and bodily configurations, and, to a lesser extent, on certain vocal features (e.g., prosody). However, there
are dimensions involved in the emergence of mathematical knowing and the production of mathematical communication that have
not yet been investigated. The purpose of this article is to theorize one of these dimensions, which we call incarnate sonorous
consciousness. Drawing on microanalyses of two exemplary episodes in which a group of third graders are sorting geometric
solids, we show how sound has the potential to mark mathematical similarities and distinctions. These “audible” similarities
and distinctions, which may be produced by incarnate dimensions such as beat gestures and prosody, allow children to objectify
certain geometrical properties of the objects with which they transact. Moreover, the analysis shows that sonorous production
is intertwined with other dimensions of students’ bodily activity. These findings are interpreted according to the “theory
of mathematics in the flesh,” an alternative to current embodiment/enactivist theories in mathematics education. 相似文献
95.
96.
Intercorporeality and ethical commitment: an activity perspective on classroom interaction 总被引:1,自引:0,他引:1
In this article, we present a sociocultural alternative to contemporary constructivist conceptions of classroom interaction. Drawing on the work of Vygotsky and Leont??ev, we introduce an approach that offers a new perspective through which to understand the specifically human forms of knowing that emerge when people engage in joint activity. To this end, we present two concepts: space of joint action and togethering. The space of joint action allows us to capture the collective and sensuous or intercorporeal dimensions of thought and feeling in interaction. We resort to the concept of togethering to capture the ethical commitment participants make to engage in and produce activity. These concepts are illustrated through a discussion of concrete episodes from an elementary mathematics classroom. 相似文献
97.
The idea that mathematical knowledge is embodied is increasingly taking hold in the mathematics education literature. Yet there are challenges to the existing conceptualizations: There tend to be breaks between (a) the living and experienced body (flesh) and linguistic forms of thought, (b) individual and collective forms of knowing, and (c) the material body and the source of intentionality. Grounded in material phenomenology, we theorize the living body as semiotic expression that not only grounds thought but also leads to its development. We provide a detailed case study that elucidates the three ways in which the living body serves as sign for the growth of a second-grade student??s geometric understanding and the other bodies he interacts with. 相似文献
98.
Psychologists, philosophers, and educators have traditionally interpreted the phenomenon of insight learning as the result of the sudden comprehension of abstract/conceptual ideas. The present article shows that such phenomenon may also follow and emerge from the kinetic movements of the human body; that is, we conceptualize insight learning as a post-kinetic phenomenon. Further, it is suggested that kinetic movement constitutes the ground of all human knowing. To illustrate this innovative conceptualization of insight learning, we present the analysis of an exemplary classroom episode taken from a two-year longitudinal video-based ethnographic project. Our project is concerned with elementary students?? mathematical knowing and learning. In the episode, which was selected among other structurally similar examples, three children are sorting geometrical objects. The evidence shown is interpreted as support for the theory of mathematics in the flesh, a radical approach to embodied cognition. In contrast to other embodiment/ enactivist theories in the field of mathematics education, we suggest that the kinetic movement of the human body constitutes a necessary condition for the emergence of abstract mathematical knowledge, and more specifically for the emergence of geometrical insight. 相似文献
99.
Wolff-Michael Roth 《Cultural Studies of Science Education》2010,5(1):163-167
In and with this text, I introduce the Forum that centers around a series of essays written by a high school student and an interview with his teacher all collected as part of a larger study about students’ discourses with respect to (nature of) science, learning, and knowing. I provide a brief review of the original findings, which had been published in a study co-authored by the student and myself, his physics teacher. 相似文献
100.
This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Here we address the need to reconceptualize faculty service in public schools and traditional notions of scholarship. We
discuss the importance of transforming university structures that envision service as less important than “scholarship” and
“teaching” while mediating hierarchical ideas of what “service” entails. We share a dialectical view of social life and an
ethical stance that values polysemy and polyphony both in research and in our daily interactions. Here we employ a dialectical
lens that seeks multiple perspectives as we engage in a dialogue about these issues. 相似文献