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111.
Helena Byrne 《国际体育史杂志》2013,30(11):1214-1215
112.
Helena Črne-Hladnik Aleš Hladnik Branka Javornik Katarina Košmelj Cirila Peklaj 《International Journal of Science Education》2013,35(8):1277-1296
Quantitative and qualitative studies of various aspects of the perception of biotechnology were conducted among 469 Slovenian high school students of average age 17 years. Our research aimed to explore relationships among students' pre-knowledge of molecular and human genetics, and their attitudes to four specific biotechnological applications. These applications—Bt corn, genetically modified (GM) salmon, somatic and germ line gene therapy (GT)—were investigated from the viewpoints of usefulness, moral acceptance and risk perception. In addition, patterns and quality of moral reasoning related to the biotechnological applications from the aspect of moral acceptability were examined. Clear gender differences were found regarding the relationship between our students' pre-knowledge of genetics and their attitudes to biotechnological applications. While females with a better genetics background expressed a higher risk perception in the case of GM salmon, their similarly well-educated male colleagues emphasized the risk associated with the use of germ line GT. With all four biotechnological applications, patterns of both rationalistic—deontological and teleological—and intuitive moral reasoning were identified. Students with poorer genetics pre-knowledge applied an intuitive pattern of moral reasoning more frequently than their peers with better pre-knowledge. A pattern of emotive reasoning was detected only in the case of GM salmon. A relatively low quality of students' moral reasoning, as demonstrated by their brief and small number of supporting justifications (explanations), show that there is a strong need for practising skills of argumentation about socio-scientific issues in Slovenian high schools on a much larger scale. The implications for future research and classroom applications are discussed. 相似文献
113.
Merja Koivuluhta Helena Puhakka 《International Journal for Educational and Vocational Guidance》2013,13(3):187-202
This study utilizes structured group counselling and a dialogical approach to develop a group counselling intervention for students beginning a computer science education. The study assesses the outcomes of group counselling from the standpoint of the development of the students’ self-observation. The research indicates that group counselling can clarify students’ self-observation and create conditions for developing agency. The outcomes were examined individually by means of dialogical sequence analysis. At the conclusion of the group counselling sessions, three attitudes toward the study of computer science were found: committed, wavering and problematic. 相似文献
114.
Alves Helena Mainardes Emerson Wagner Raposo Mário 《Tertiary Education and Management》2010,16(3):159-181
Tertiary Education and Management - The functions of teaching and research in higher education institutions (HEIs) are being reassessed, with particular emphasis on the contribution they make to... 相似文献
115.
Minerva - This article explores morality and credibility struggles in connection to two officially sanctioned public Swedish experiments launched in the late 1960s to investigate the (ab)use of... 相似文献
116.
Ofra Backenroth Shira D. Epstein Helena Miller 《Religious education (Chicago, Ill.)》2013,108(4):467-480
This article explores how arts-based learning can facilitate understandings of Jewish religious texts. Through practical examples drawn from our own research, from the worlds of dance, drama, and the visual arts in education, we demonstrate the ways in which arts can allow for the transmission of information and knowledge, as well as offer a “transformative” learning experience; a student can bring the text to life while bringing the text into his or her life. We stress the primary importance and centrality of sacred text within Jewish tradition and assert that the written text should serve in Jewish education as the starting point. The ultimate goal, however, is to enable learners' personal connection with texts. We argue that learning through the arts opens up opportunities for multiple shared interpretations of text, as well as accentuation of the “affective” dimensions of Jewish textual learning. By becoming more aware of the varied possible paths for generating learning activities, educators might choose learning strategies that enable an integration of both the cognitive and affective domains. The examples of Arts Reflective learning demonstrate possibilities for the structuring of “teaching towards transformation.” 相似文献
117.
This study reports on the steering of a self-access learning center in a Japanese university by its “middle management” committee over the first years of its operation. Middle management practice was informed by an ethnographic archive of various facets of center use, particularly concerning language policy and curriculum integration, issues about which the archive reveals considerable shifts in stakeholder views over time. It is argued that this evidence-based middle management style has been an effective, but sometimes limited, means in decision-making as it succeeds in placing research at the center of middle management activity, not at its periphery. 相似文献
118.
Helena?GrunfeldEmail author Sokleap?Hak Tara?Pin 《Ethics and Information Technology》2011,13(2):151-172
The research presented in this paper is the first wave of a longitudinal study of a Cambodian information and communication
for development (ICT4D) project, iREACH, aimed at testing a framework for evaluating whether and how such initiatives can
contribute to capabilities, empowerment and sustainability. The framework is informed by Amartya Sen’s capability approach
(CA), uses a participatory methodology, considers the micro-, meso-, and macro- levels in understanding the role ICT can play
in the development process, and adopts a forward-looking longitudinal perspective. Key findings of this research are that
the project had contributed to livelihoods and other aspects of well-being in diverse ways, primarily in education, health,
and farming. Participants also valued the project because of its contribution to empowerment, particularly gender empowerment.
Another way in which participants valued iREACH was of a more intrinsic nature, manifested in a general appreciation of just
being part of the world and knowing about events in other parts of Cambodia and beyond. These findings are consistent with
the CA’s emphasis on development being about more than economic growth and support the importance of considering external
factors, conceptualised here as the meso- and macro- levels, in the conversion of commodities in the form of services provided
at iREACH, to capabilities. 相似文献
119.
Higher Education - This study explores the contributions of different dimensions of the intellectual capital of higher education institutions (ICHEIs) to their performance, incorporating the... 相似文献
120.