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101.
Jeng‐Yi Tzeng 《Journal of Research in Reading》2010,33(2):128-147
From the perspective of the Fuzzy Trace Theory, this study investigated the impacts of concept maps with two strategic orientations (comprehensive and thematic representations) on readers' performance of cognitive operations (such as perception, verbatim memory, gist reasoning and syntheses) while the readers were reading two history articles that argue from different perspectives about a historical incident that had a profound impact on Taiwan. The results show that the design and focus of the concept maps may influence the formation of mental representations, and that this may be facilitative or constraining in regard to the readers' memory formation and reasoning about the reading materials. Based on these findings, the meaning of constraining effects of concept maps is discussed, and an instructional method involving the progressive elaboration of concept map systems is recommended. 相似文献
102.
Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived‐body. This paper introduces the lived‐body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge‐based environmental education. Alienation from the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the (Cartesian) dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived‐body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived‐body experience is challenging to conceptualise; we use Maurice Merleau‐Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived‐body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non‐human. 相似文献
103.
Mary‐Liz Trant 《Irish Educational Studies》2013,32(2):111-113
Philosophy of Educational Research Richard Pring (2000), London and New York: Continuum. 相似文献
104.
Jean‐Jacques Dupin 《International Journal of Science Education》2013,35(2):249-255
Over the past decade, Donald Schön's conceptualization of professional practice as reflection‐in‐action has gained wide currency. This paper reports on a seminar, based on Schon's ideas, to assist elementary teachers in making Science a more significant part of their instructional programmes. A detailed analysis of the efforts of two of the experienced teachers involved points to problems related to: (i) the efficacy of reflection‐on‐action in facilitating reflecting‐in‐action; (ii) disjunctions between conceptual and action components of teachers' frames; and (iii) the role of substantive teacher intervention in assisting children in learning to use non‐common‐sense ways of knowing such as Science. 相似文献
105.
Bo‐Christer Bjrk 《Learned Publishing》2005,18(3):165-176
A formal model of the scientific communication process is presented using the IDEF0 notation. The model provides a roadmap for policy discussions and further research. In comparison to earlier models it is more detailed and hierarchical, and includes more modelling constructs. It includes the whole communication value chain, from initial research to the assimilation of research results to everyday practice. Although the model treats both informal and formal communication, as well as the publishing of data, its focus is on modelling the publishing and indexing of traditional peer‐reviewed journal articles, and finding and retrieving them. New developments enabled by the Internet, such as open access journals and e‐print repositories, are also included. 相似文献
106.
Marie‐Ange Cammarota 《European Journal of Engineering Education》1995,20(1):27-29
The programme of the Département de la Formation Internationale at Ecole Nationale des Ponts et Chausées (ENPC) was created in 1981 to address the ever‐increasing international role of today's engineer in the scientific, economic and social spheres. Each year, 75 ENPC students spend at least 3 months abroad, mainly in Europe. ENPC has double degree programmes in engineering studies with three European partners in Germany and Spain: TU Munich and TU Berlin; Universidad Politécnica de Madrid. Twenty per cent of the student curriculum is devoted to language study; the students are required to study English plus one of the following languages: German, Spanish, Italian, Russian, Japanese or Chinese. French courses for foreign students are also provided. Language teaching aims to provide students not only with the linguistic skills necessary for communication, but also to make them more sensitive to other cultures as well as their own. 相似文献
107.
108.
Newell KM 《Research quarterly for exercise and sport》2003,74(4):383-388
A brief commentary is provided on the theoretical assumptions, scholarly impact and continuing influence of the schema theory of motor learning (Schmidt, 1975). The traditional contrasts of schema theory to the coordinative structure or dynamical systems framework are reemphasized, and limitations of the variability of practice experiments noted. A central problem for theories of motor learning is change over time, the basis on which learning is typically defined. Most theories including schema have, however, undervalued the importance of the time-dependent nature of change in deference to the almost exclusive study of the amount of some averaged change in behavioral outcome. The persistent and transitory change(s) in movement and outcome that are observed in action are reflections of multiple time scales of change in a dynamical system. 相似文献
109.
Karl K. Quimby 《Religious education (Chicago, Ill.)》2013,108(7):672-673
110.
Meir Ben‐Horin 《Religious education (Chicago, Ill.)》2013,108(5):470-471
This article examines the psychoanalytic concepts of object-relations theorist Christopher Bollas, applying them to a view of the Bible as “transformational object.” Emphasizing the connection between psychological process and religious experience, this article suggests that each person's innate ability to choose and use objects is a key factor in their ability to appropriate the Bible for constructive use. By offering religious objects with psychological awareness, religious educators may come to appreciate that silence, empathy, and open-ended lesson plans are important incubators of transformation; and that aggression has a potentially positive role in the healthy development of worship communities. 相似文献