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81.
In recent discussions about the widening and opening up of anthropocentric perspectives in environmental and sustainability education (ESE) research, a recurrent issue has been what reasonably could be a subject of inquiry and an agent of knowledge. This article aims to showcase an empirical study of the relevance of human-material relationships in crafting learning processes by following an embroidery project with year 8 students in the Swedish craft subject of educational sloyd. How the human-material correspondence unfolds in the crafting learning process is analysed with the aid of Ingold’s practice of correspondence and Sørensen’s notion of participation, performance and imagination. Rather than assuming that materials contribute to certain environmental and sustainability aims, the analysis empirically demonstrates how the human-material correspondence unfolds. The analysis identifies three human-material relationships: attuning, troubling and tracing correspondence. Drawing on the findings, the human-material relevance for environmental and sustainability education and research is further discussed. 相似文献
82.
Our Introduction to Biology course (BIOL 1010) changed in 2004 from a standard instructor-centered, lecture-homework-exam format to a student-centered format that used Web-enhanced, interactive pedagogy. To measure and compare conceptual learning gains in the traditional course in fall 2003 with a section of the interactive course in fall 2004, we created concept inventories for both evolution and ecology. Both classes were taught by the same instructor who had taught BIOL 1010 since 1976, and each had a similar student composition with comparable biological knowledge. A significant increase in learning gain was observed with the Web-enhanced, interactive pedagogy in evolution (traditional, 0.10; interactive, 0.19; p = 0.024) and ecology (traditional, -0.05; interactive, 0.14; p = 0.000009) when assessment was made unannounced and for no credit in the last week of classes. These results strengthen the case for augmenting or replacing instructor-centered teaching with Web-enhanced, interactive, student-centered teaching. When assessment was made using the final exam in the interactive course, for credit and after studying, significantly greater learning gains were made in evolution (95%, 0.37, p = 0.0001) and ecology (143%, 0.34, p = 0.000003) when compared with learning gains measured without credit or study in the last week of classes. 相似文献
83.
Hanna Kim 《Journal of Science Education and Technology》2011,20(6):803-814
This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school
students’ attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse
Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade
attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, “Green Earth
Enhanced with Inquiry and Technology.” We used pre- and post-attitude surveys, pre- and post-science content knowledge tests,
and selective interviews to collect data and measure changes in students’ attitudes and content knowledge. The study results
indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related
careers and increased their content knowledge of selected science concepts (p < .05). 相似文献
84.
Sue Books Hanna Ragnarsdóttir ólafur Páll Jónsson Allyson Macdonald 《Innovative Higher Education》2011,36(2):125-139
The International Studies in Education program at the University of Iceland illustrates how one university is responding to
global trends in higher education. Through a case study we examined the significance of an innovative B.A. program, which
is taught in English, aligned with values affirmed in critical multiculturalist scholarship, and designed to respond to demographic
changes including a sharp increase in Iceland’s immigrant population. The experience of students, teachers, and administrators
raises important questions about institutional responsibilities, both local and global; about the role of English in an international
studies program; about de facto segregation of students; and about the significance of local context in global trends in higher education. 相似文献
85.
Although large-scale national tests have been used for many years in Swedish compulsory schools, very little is known about how pupils actually react to these tests. The question is relevant, however, as pupil reactions in the test situation may affect test performance as well as future attitudes towards assessment. The question is relevant also in light of the changing assessment culture in Sweden and other European countries. The main purpose of the present study was to explore how a sample of grade 9 pupils perceived their first encounter with national tests in science, mainly in terms of perceived importance of the test, reported invested effort, and feelings of test anxiety, and how these aspects were related to test performance. Results show that a majority of the pupils seemed to perceive the test as rather important and claimed that they spent effort on the test. There was, however, also a fair group of students who did not perceive the test as very important. Ratings of perceived importance and invested effort and motivation were positively related to performance, particularly for the boys. Many students also reported that they felt anxious before and during the test, but the relationship between test anxiety and test performance was rather weak. Findings illuminate how pupils may perceive and behave in the assessment situation, and point to the need of further studies investigating the psychology of test-taking. 相似文献
86.
87.
As part of a mandated three-year reevaluation, the Differential Ability Scales (DAS) was administered to 53 children identified as having a learning disability approximately 3 years after each had been administered the Wechsler Intelligence Scale for Children—Third Edition (WISC-III). The DAS's General Conceptual Ability score (GCA), and Verbal and Spatial Cluster scores were nonsignificantly different from the WISC-III's Full Scale, Verbal, and Performance scores. The Nonverbal Reasoning score of the DAS (a measure of Fluid intelligence not assessed by the WISC-III) was significantly different from both the Verbal and Performance scores. High correlations were found between the similar constructs on the two tests. Approximately 96% of the students obtaining a certain classification from the WISC-III obtained a comparable classification from the DAS. © 1996 John Wiley & Sons, Inc. 相似文献
88.
The article examines state-supported religious education and its consequences for civic attitudes in Indonesia and Israel, two democracies that grant religion a prominent place in the public sphere, particularly in education. The comparison reveals that while in Indonesia the state was able to gradually introduce a secular curriculum in religious schools and establish an accreditation system by which it could exert influence on the way religion is taught, in Israel, by contrast, state-funded religious schools over time became increasingly opposed to a mandatory ‘core curriculum’ of general studies. The comparison further suggests that in Indonesia the inclusion of a secular curriculum in religious schools in the 1970s should be seen as one of the factors promoting the production and dissemination of ‘rationalist approaches to religion’ and brought religious actors on board of democratisation, while in Israel the exclusion of a secular curriculum from religious schooling has undermined civic commitments among ultra-Orthodox Jewish citizens and as such weakened Israeli democracy. The article is based on public opinion data, data from the Ministries of Religion and Education, and court decisions in both countries. 相似文献
89.
THE DIMENSIONS OF EXPRESSION INHIBITION: PERCEPTIONS OF OBSTACLES TO FREE SPEECH IN THREE CULTURES 总被引:1,自引:0,他引:1
Wyatt Robert O.; Katz Elihu; Levinsohn Hanna; Al-Haj Majid 《Int. Journal of Public Opinion Research》1996,8(3):229-247
As part of a comparative study of attitudes toward freedom ofexpression, Americans, Israeli Jews, and Israeli Arabs wereasked about the social contexts in which they feel unfree tospeak and about the reasons that inhibit them. Home was theleast inhibiting locus in all three cultures and, for the U.S.respondents, the workplace was most inhibiting. Responding toa battery of 33 reasons for not speaking out, all three culturesgave highest ratings to items related to the fear of hurtingothers. Questions measuring fear of being disapproved or hurtby othersincluding fear of isolation from the majorityand fear of legal restraintwere ranked lower. An overallindex of inhibition items proved highly reliable cross-culturally.Americans claimed least inhibition and Israeli Arabs most. Malesand those with higher education levels and incomes were alsoless inhibited across the three cultures. Expression inhibitionwas negatively, through weakly, related to support for expressiverights among both Israeli groups and American whites but notAmerican blacks, where the relation was positive. Expressioninhibition was negatively related to political activity amongAmericans and Israeli Jews but not among Arabs. 相似文献
90.
This study reveals the multicultural perspectives in the curricula of two colleges of education in Israel. It examines the perceptions of teacher educators with regard to: the importance of the teacher's role in educating students for sensitivity and diversity; the needs of students from different cultural backgrounds in colleges of education; the roles of the teacher and the college; and an evaluation of how multiculturalism is dealt with in teacher education in Israel. Faculty members in both colleges perceived multiculturalism as relating to two domains: student population and curriculum. The findings and conclusions confirm the existence and increasing awareness of multiculturalism in the two colleges. However, it is obvious that as yet the concept has not been thoroughly investigated, nor has it penetrated all realms of activity. Clearly, teacher educators know the meaning of multiculturalism and believe that it should play a more significant role in colleges of education. However, they seem to be uncertain as to how to go about it. 相似文献