中国及中南半岛原木属植物补记

  Three new combinations, one new synonym, 3 unperfectly known species and 8 distribution maps of 11 species of Chinese and Indo-Chinese Archidendron are pre- sented in this article, as a supplement of the subject “Notes on the genera Archidendron F. V. Mueller and Pithecellobium Martius in Mainland S. E.  Asia” published in Adansonia, ser. 2, 19(1): 3—37. 1979.      I am indebted to prof. Wu, head of Taxonomy laboratory of South China Insti- tute of Botany for translating the article into Chinese and adding some distributivepoints of Chinese species of this genus on the maps.     

Effects of 8 Weeks with Embodied Learning on 5–6-Year-Old Danish Children’s Pre-reading Skills and Word Reading Skills: the PLAYMORE Project,DK

Educational Psychology Review - The aim of this study was to investigate the effects of embodied learning on children’s pre-reading and word reading skills. We conducted a three-armed...     

Where Culture Takes Hold: “Overimitation” and Its Flexible Deployment in Western,Aboriginal, and Bushmen Children

Children often “overimitate,” comprehensively copying others' actions despite manifest perceptual cues to their causal ineffectuality. The inflexibility of this behavior renders its adaptive significance difficult to apprehend. This study explored the boundaries of overimitation in 3‐ to 6‐year‐old children of three distinct cultures: Westernized, urban Australians (N = 64 in Experiment 1; N = 19 in Experiment 2) and remote communities of South African Bushmen (N = 64) and Australian Aborigines (N = 19). Children overimitated at high frequency in all communities and generalized what they had learned about techniques and object affordances from one object to another. Overimitation thus provides a powerful means of acquiring and flexibly deploying cultural knowledge. The potency of such social learning was also documented compared to opportunities for exploration and practice.     

Inhalte und Strukturen prototypischer Merkmale in Fußballmannschaften

Members of a social group possess a shared social identity, which is individually represented as the group prototype. The prototype is the individual cognitive representation of all attributes, which best describes the group from the group members’ point of view. The aim of the study was to gather those attributes provided by group members of a soccer team and subsequently to describe and categorize them by means of a content analysis. Using one single open question, a total of 1581 attributes were assessed through n?=?278 soccer players (67?% male; M?=?23.5 years, SD?=?5.0 years) from 20 soccer teams. The data analysis was based on the qualitative content analysis described by Mayring (2010). Results show that the attributes mentioned by the team members can be divided into four distinct categories (social, psychological, sport specific, ecological). These categories result from intragroup synchronisations. Future research should examine which categories and subcategories seem to best represent the prototype in soccer teams.     

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.

     

Images of industrial life and vocational training: Scouting as a liminal space for educating a workers’ elite in 1920s Luxembourg

ABSTRACT

This paper looks at a specific set of corporate images, namely photographs of apprentices of the Luxembourg steel conglomerate ARBED, and analyses how young workers are depicted in these images. The paper draws on a collection of 2251 glass-plate negatives (re)presenting ARBED’s industrial cosmos, including its vocational school the Institut Emile Metz. The roughly 160 images of apprentices contained in the collection put on display the apprentices’ bodies and a variety of activities in different contexts. The images’ contents testify to the institute’s programmatic hybridity and the constant (re-)mix of formal and semi-formal learning activities intended to educate natural, urban, mobile and communal men and future workers. Our focus is on Boy Scouts’ activities in a variety of different environments, which have functioned as a liminal space for educating a workers’ elite, mitigating the risks of industrialisation and fostering social harmony and cultural belonging.     

Belief,Knowledge and Understanding

This article discusses how to deal with the relations between different cultural perspectives in classrooms, based on a proposal for considering understanding and knowledge as goals of science education, inspired by Dewey’s naturalistic humanism. It thus combines educational and philosophical interests. In educational terms, our concerns relate to how science teachers position themselves in multicultural classrooms. In philosophical terms, we are interested in discussing the relations between belief, understanding, and knowledge under the light of Dewey’s philosophy. We present a synthesis of Dewey’s theory of inquiry through his naturalistic humanism and discuss its implications for the concepts of belief, understanding, and knowledge, as well as for the goals of science teaching. In particular, we highlight problems arising in the context of possible conflicts between scientific and religious claims in the school environment that result from totalitarian positions. We characterize an individual’s position as totalitarian if he or she takes some way of thinking as the only one capable of expressing the truth about all that exists in the world, lacks open-mindedness to understand different interpretative perspectives, and attempts to impose her or his interpretation about the facts to others by violent means or not. From this stance, any other perspective is taken to be false a priori and, accordingly, as a putative target to be suppressed or adapted to the privileged way of thinking. We argue, instead, for a more fallibilist evaluation of our own beliefs and a more respectful appraisal of the diversity of students’ beliefs by both students and teachers.     

A Place for Kids? The Public Image of Natural History Museums

Scholars, commentaries, guide books, and people “on the street” seem to agree and take for granted that natural history museums are mainly aimed at children. Nevertheless, no studies have specifically investigated the public image of natural history museums. In this study, we provide quantitative evidence that natural history museums are indeed seen by the public as being primarily aimed at children and families with children, and we discuss the consequences that this fact has for the potential role that natural history museums could have in promoting science literacy and for the perception of science in general.