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51.
ROGER SÄLJÖ 《教育心理学家》2013,48(3):202-208
Over the past decades research on learning has become more diverse and complex. The concern expressed by Alexander, Schallert, and Reynolds (2009/this issue) is that this diversity of theoretical perspectives has resulted in a fragmentation that is destructive to the field. Although it is important to engage in explicit discussions of how learning is construed in different traditions, Alexander et al. do not give sufficient recognition to the significant epistemological and theoretical differences between traditions; differences that make them incompatible in important respects, for instance, with respect to their units of analysis. An acceptance of incompatibilities in perspectives is not necessarily a problem. In fact, such a situation may, if the debates are grounded in a mutual acceptance of the diverse manners in which knowing and learning may be theorized, give us a richer frame of reference from which to analyze learning in its various manifestations in complex societies. 相似文献
52.
The aim of this research is to study social–emotional adaptation levels of 5- to 6-year old preschool children in relation to peer relationships. One hundred and forty-four children aged between 5 and 6 joined in this relational survey study. According to the results of the research analysing the relationship between the social–emotional adjustments of 5- to 6-year old children continuing preschool education and the peer relationship variables; the social–emotional adjustment level can meaningfully predict the prosocial behaviour of children towards their peers, aggression levels and exclusion by peers, fear–anxiety towards peers, hyperactivity–distractibility and peer victimisation. 相似文献
53.
Much research has shown that there is a negative relationship between high levels of anxiety and success for English language teaching. This paper aimed to test a model of teaching for anxiety and success in English language teaching to affect anxiety and success levels at the same time in a control-experiment group with pre- and post-test study design. Anxiety levels were measured by anxiety questionnaires and electroencephalograph recordings of brain waves and success was measured by grammar tests prepared by the researcher. Results of Mann–Whitney U Test, Wilcoxon Signed Ranks Test and ANOVA pointed to a statistically significant difference in anxiety and success levels between the experiment and control group. Discussion of the results as well as implications for future research is presented. 相似文献
54.
55.
Marina Encheva Plamena Zlatkova Nilgün Özdamar Keskin İlker Vatansever 《International Information and Library Review》2017,49(2):145-161
Welcome to the Global Postcards column! We are so excited to bring you news and projects from around the world. In this column, our contributors from Bulgaria and Turkey bring us a comparative study of mobile and information literacy among students at two universities in those countries. In addition to presenting perceptions of students around these literacy concepts, their research project also highlights growing trends in the use of distance education and web-based study materials. Thanks to the contributors for this issue, and please keep the submissions coming!
If you would like to send a submission, please contact either of the column's co-editors: Jacqueline Solis, jsolis@email.unc.edu, and Robin Kear, rlk25@pitt.edu. 相似文献
56.
We examine the validity of the assumptions of the new institutional theory about the state over the history of national football league as an institutional field in Turkey. The state is not out of the field, on the contrary, at the centre of the field, and is not an ordinary actor but the most important one although the intensity of the state’s impact changes from time to time. Sometimes, the state founds the football clubs and administrates them directly, decides who will be the champion; and sometimes, authorizes the regulative agency and gives autonomy. However, despite the state’s coercive power on the ground, the Turkish football field is still far from being fully institutionalized with its fluctuating structure. 相似文献
57.
Özgecan Taştan Eylem Yalçınkaya Yezdan Boz 《Journal of Science Education and Technology》2008,17(5):444-453
The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy
in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different
classes and taught by the same teacher. One of the classes was randomly selected as the experimental group in which CCT instruction
was applied, and the other as the control group in which traditional teaching method was used. The data were obtained through
the use of Energy Concept Test (ECT), the Attitude Scale towards Chemistry (ASC) and Science Process Skill Test (SPST). In
order to find out the effect of the conceptual change text on students’ learning of energy concept, independent sample t-tests, ANCOVA (analysis of covariance) and ANOVA (analysis of variance) were used. Results revealed that there was a statistically
significant mean difference between the experimental and control group in terms of students’ ECT total mean scores; however,
there was no statistically significant difference between the experimental and control group in terms of students’ attitude
towards chemistry. These findings suggest that conceptual change text instruction enhances the understanding and achievement. 相似文献
58.
The aim of this study was to investigate the effects of aesthetic education on the development of aesthetic judgment of 6 year-old
children. The sample of the study comprised 77 children selected randomly from state run primary schools from various socioeconomic
levels in Ankara. The experiment group consisted of 22 children, the placebo group of 23 children and the control group of
32 children. The experiment group received an aesthetic education program, the placebo group was offered a placebo education
and the control group did not take any education. The Taylor–Helmstadter Pair Comparison Scale of Aesthetic Judgment was used
to measure the aesthetic judgments of children. The findings of the study show that there is a significant difference in the
aesthetic judgments of male children in the experiment group who received aesthetic education (p < .05). Moreover, it found that the educational and socioeconomic levels of parents did not have any effects on the aesthetic
judgments of children (p > .05). 相似文献
59.
60.
Ögren Gustaf 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(2):249-251
International Review of Education - 相似文献