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Tamara Platteel Hans Hulshof Petra Ponte Jan van Driel Nico Verloop 《Educational Action Research》2013,21(4):429-451
This article describes the complex nature of collaborative relationships, the difficulties of conducting research with others, and the complications of partnerships in educational research. To create and sustain a communicative space in which participants can collaborate to innovate education and curriculum, time and opportunity to develop trust in the group are needed. We report on a collaborative action research project in the Netherlands in which 14 teachers, three facilitators and an academic researcher formed a partnership, and together designed Language 1 education. We find contextual and the communicative conditions are important in the collaborative action research partnership. We use metaphors of facilitative actions – map, magnifying glass, mirror and compass – formulated by Wadsworth to analyze and describe the collaboration. We show that the participants had to come to terms with their roles and responsibilities and, through dialogue and reflection, evolved and learned to contribute to the collaborative action research partnership by sustaining dialogue and utilizing their unique expertise. 相似文献
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Alina Kuthe Lars Keller Annemarie Körfgen Hans Stötter Anna Oberrauch Karl-Michael Höferl 《The Journal of environmental education》2013,44(3):172-182
AbstractUnder the premise that the young generation of teenagers cannot be considered to be uniform, this study identified groups of teenagers based on their level of climate change awareness. Questionnaires answered by 760 teenagers (13–16?years old) from Germany and Austria were analyzed using a hierarchical cluster analysis. The teenagers were assigned to four groups that differed as to their cognitive, affective and conative aspects of climate change awareness. Based on the empirical results, the authors argue that there are different subgroups of young people in terms of climate change awareness, which climate change education should take into consideration. 相似文献
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Sheng-yong Wu Hui-hui Jia Didier Hans Jing Lan Li-ying Wang Jing-xue Li Yue-zeng Cai 《Journal of Zhejiang University. Science. B》2009,10(7):499-504
Objective: To demonstrate the validity and reliability of volumetric quantitative computed tomography (vQCT) with multi-slice computed tomography (MSCT) and dual energy X-ray absorptiometry (DXA) for hip bone mineral density (BMD) measurements, and to compare the differences between the two techniques in discriminating postmenopausal women with osteoporosis-related vertebral fractures from those without. Methods: Ninety subjects were enrolled and divided into three groups based on the BMD values of the lumbar spine and/or the femoral neck by DXA. Groups 1 and 2 consisted of postmenopausal women with BMD changes <-2SD, with and without radiographically confirmed vertebral fracture (n=11 and 33, respectively).Group 3 comprised normal controls with BMD changes ≥-1SD (n=46). Post-MSCT (GE, LightSpeed16) scan reconstructed images of the abdominal-pelvic region, 1.25 mm thick per slice, were processed by OsteoCAD software to calculate the following parameters: volumetric BMD values of trabecular bone (TRAB), cortical bone (CORT), and integral bone (INTGL) of the left femoral neck, femoral neck axis length (NAL), and minimum cross-section area (mCSA). DXA BMD measurements of the lumbar spine (AP-SPINE) and the left femoral neck (NECK) also were performed for each subject. Results: The values of all seven parameters were significantly lower in subjects of Groups 1 and 2 than in normal postmenopausal women (P<0.05, respectively).Comparing Groups 1 and 2, 3D-TRAB and 3D-INTGL were significantly lower in postmenopausal women with vertebral fracture(s) [(109.8±9.61) and (243.3±33.0) mg/cm3, respectively] than in those without [(148.9±7.47) and (285.4±17.8) mg/cm3,respectively] (P<0.05, respectively), but no significant differences were evident in AP-SPINE or NECK BMD. Conclusion: the femoral neck-derived volumetric BMD parameters using vQCT appeared better than the DXA-derived ones in discriminating osteoporotic postmenopausal women with vertebral fractures from those without, vQCT might be useful to evaluate the effect of osteoporotic vertebral fracture status on changes in bone mass in the femoral neck. 相似文献
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In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the
individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural
perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and
interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning
making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact
while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning
making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments,
and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics
concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
Anniken FurbergEmail: |
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
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This article will focus on the credit point system and especially on the Dutch system. In many countries such a system has a long history, but in others it is a relatively new phenomenon. In the first section, the objectives of credit point systems will be introduced. In the second section the emergence and characteristics of the credit point system in the Netherlands will be presented. In the third section, some results of student behaviour in the first year in Higher education will be shown for different groups of students, such as how many credit points on average they earned and how many hours per week on average they studied. The findings demonstrate how empirical results from student behaviour, combined with the norms of the credit point system, can be used to evaluate the accountability of the academic programmes. In the last section, some challenges for the use of credit point systems in the nearby future will be discussed. Recently, one can see a rapid change from the traditional ways of testing to the assessment of competencies of students and student portfolios. 相似文献