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31.
This paper deals with a teaching approach aimed to help students become aware of targeted techniques of significance in problem solving. The teaching approach is to present a series of tasks that all can be solved by applying the same technique. Two levels of prompting are used; first for the students to realize solutions without necessarily being cognizant of the technique, second for them to perform further mathematical modeling that should highlight the similarities in solution shared by all the tasks. In the fieldwork, a teaching sequence based on this approach is implemented for a technique involving enumeration via constructing a bijection. Certain factors in the students' behavior suggested that their realization of the technique at the end was not as secure as desired. Some modifications of the teaching sequence are proposed to counter these factors. 相似文献
32.
Benjamin Dotger Sharon Dotger Joanna Masingila Jeffrey Rozelle Mary Bearkland Ashley Binnert 《Research in Science Education》2018,48(3):637-661
Teachers and students struggle with the complexities surrounding the evolution of species and the process of natural selection. This article examines how science teacher candidates (STCs) engage in a clinical simulation that foregrounds two common challenges associated with natural selection—students’ understanding of “survival of the fittest” and the variation of species over time. We outline the medical education pedagogy of clinical simulations and its recent diffusion to teacher education. Then, we outline the study that situates each STC in a one-to-one interaction with a standardized student who is struggling to accurately interpret natural selection concepts. In simulation with the standardized student, each STC is challenged to recognize content misconceptions and respond with appropriate instructional strategies and accurate explanations. Findings and implications center on the STCs’ instructional practices in the simulation and the use of clinical learning environments to foster science teacher learning. 相似文献
33.
34.
This study explores whether critical pedagogy is viable for meeting the goals of the Malaysia Education Blueprint (MEB) 2015–2025. The MEB has a particular focus on societal improvement and the authors suggest that critical pedagogy should be considered as a way of teaching as it specifically aligns with the aims of government policy. However, there is uncertainty about how critical pedagogy might be enacted in the Malaysian higher education context because it is difficult to understand and practise. The authors interviewed English language critical pedagogues from various countries about their experiences and found four common themes across all cultures. These were: co-construction of knowledge between teacher and student; new levels of trust; the use of problem-posing techniques; and evaluation of teaching and the student experience. These findings provide a guide to practice and the authors conclude that for critical pedagogy to gain acceptance across Malaysia, consideration needs to be given to changing prevailing cultural norms, the strict social order, as well as the political landscape of the country. 相似文献
35.
Joanna C. Dunlap 《TechTrends》2004,48(2):40-47
Conclusion By implementing knowledge management features in an EPSS-like structure, the WRCC provided a more effective performance solution
that was in alignment with the firm’s business objectives, making sure that both the employees’ learning and performance needs
and the firm’s needs were addressed (Stone & Villachica, 2003). The activity of building a WRCC helped the software engineers
learn about new tools and languages in the software engineering domain, while constructing a knowledge base to support their
future learning and professional development in that domain. In addition, their work on the WRCC helped software engineers
strengthen their connections to the larger software engineering communities of practice while they developed a local learning
community that encouraged sharing, coaching and mentoring. Ultimately, the firm was able to reduce their reliance on conventional
training by 70% - their original goal — by allowing the software engineers to create and use an on-the-job learning architecture
that was more situated, social, transparent, open, flexible and respectful of their workplace learning and professional development
needs. 相似文献
36.
Rola Ajjawi Joanna Tai Tran Le Huu Nghia David Boud Liz Johnson Carol-Joy Patrick 《Assessment & Evaluation in Higher Education》2020,45(2):304-316
AbstractWork-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students’ placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students’ perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity. 相似文献
37.
Improving the comprehension of disabled readers 总被引:1,自引:1,他引:0
Joanna P. Williams 《Annals of dyslexia》1998,48(1):213-238
Students with learning disabilities (LD) often have difficulty comprehending what they read. Although reading comprehension
problems frequently are associated with inadequate word recognition, students also have difficulties related to comprehension
itself—a passive approach to the reading task, insensitivity to text structure, and poor metacognitive skills. The reading
and language arts curricula that have emerged from today’s constructivist paradigm can pose problems for these students. Whereas
the new curricula emphasize personal interpretations of text and relatively unstructured teaching strategies, students with
LD do well with explicit, highly structured instruction. This paper introduces an instructional program designed to teach
students with serious learning disabilities how to identify a story theme, and how to relate it to their own real-life experiences.
The program focused on understanding a text as a whole, and integrating text meaning with concepts and experiences that are
personally meaningful, goals shared by a constructivist approach. At the same time, the program incorporates the explicit,
structured instruction that these students also need. A study to evaluate the program’s effectiveness is described, as are
current efforts to refine the program to promote transfer of comprehension strategies. 相似文献
38.
Anna Jones Joanna Atkinson Chloe Marshall Nicola Botting Michelle C. St Clair Gary Morgan 《Child development》2020,91(2):e400-e414
Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6–11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again 2 years later. Both groups improved their scores on all tasks over this period. DHH children performed significantly less well than hearing peers on some EF tasks and the vocabulary test at both time points. Cross-lagged panel models showed that vocabulary at Time 1 predicted change in EF scores for both DHH and hearing children but not the reverse. 相似文献
39.
Heidi R. Thornton Joanna Miller Lee Taylor Charli Sargent Michele Lastella 《Journal of sports sciences》2018,36(13):1476-1484
Currently, very little is known about the impact of short- or long-haul air travel on the sleep and wellbeing of wheelchair basketball athletes. Eleven national wheelchair basketball athletes wore actigraphy monitors prior, during, and after air travel to the United Kingdom. Upon arrival, participants rated their subjective jet-lag, fatigue, and vigor. Individuals traveled to the United Kingdom from different locations in Australia, the United States, and Europe and were categorised according to travel length [LONG (up to 30.2 h) or SHORT (up to 6.5 h)]. Linear mixed models determined effects of travel length on sleep and subjective ratings of jet-lag, fatigue, and vigor. During competition, subjective fatigue and jet-lag were substantially higher (ES = 0.73; ±0.77) and (ES = 0.57; ±0.60), subjective vigor was lower (ES = 1.94; ±0.72), and get-up time was earlier (ES = 0.57; ±0.60) for LONG when compared to SHORT. Travelling greater distances by airplane had a larger effect on subjective ratings of jet-lag, fatigue and vigor, rather than sleep. Irrespective of travel group, sleep and subjective responses were compromised, reflecting the travel requirements, competition-mediated influences, and/or due to a change in environment. 相似文献
40.
Whilst the measurement and quantification of vertical leg stiffness (Kvert) asymmetry is of important practical relevance to athletic performance, literature investigating bilateral asymmetry in Kvert is limited. Moreover, how the type of task used to assess Kvert may affect the expression of asymmetry has not been properly determined. Twelve healthy males performed three types of performance tasks on a dual force plate system to determine Kvert asymmetries; the tasks were (a) bilateral hopping, (b) bilateral drop jumping and (c) unilateral drop jumping. Across all the three methods, Kvert was significantly different between compliant and stiff limbs (P < 0.001) with a significant interaction effect between limb and method (P = 0.005). Differences in Kvert between compliant and stiff limbs were ?5.3% (P < 0.001), ?21.8% (P = 0.007) and ?15.1% (P < 0.001) for the bilateral hopping, bilateral drop jumping and unilateral drop jumping methods, respectively. All the three methods were able to detect significant differences between compliant and stiff limbs, and could be used as a diagnostic tool to assess Kvert asymmetry. Drop jumping tasks detected larger Kvert asymmetries than hopping, suggesting that asymmetries may be expressed to a greater extent in acyclic, maximal performance tasks. 相似文献