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Heinz von Foerster 《Instructional Science》1972,1(1):31-43
The definition of a problem and the action taken to solve it largely depend on the view which the individuals or groups that discovered the problem have of the system to which it refers. A problem may thus find itself defined as a badly interpreted output, or as a faulty output of a faulty output device, or as a faulty output due to a malfunction in an otherwise faultless system, or as a correct but undesired output from a faultless and thus undesirable system. All definitions but the last suggest corrective action; only the last definition suggests change, and so presents an unsolvable problem to anyone opposed to change (Herbert Brün, 1971).This article is an adaptation of an address given on March 29, 1971, at the opening of the Twenty-fourth Annual Conference on World Affairs at the University of Colorado, Boulder, Colorado, U.S.A. 相似文献
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Previous work suggests that children largely perceive science as the passive observation and recording of events. In contrast, studies of practicing scientists show a concern with building and testing models. In this study we investigated the role of a design context for developing children's understanding of science as the construction and revision of models. Grade 1–2 children were given the task of building a model that works like a human elbow. Via discussion, model building, evaluation, and revision, children came to understand that not only motion but also constraints on motion were important qualities to include in their models. Moreover, review of classroom activity and analysis of the postmodeling interview suggest that as early as first grade, children's model-evaluation skills may be quite amenable to development: In comparison to a nonmodeling peer group, modelers were largely able to ignore perceptual qualities when asked to judge the functional qualities of models. Further, they showed an understanding of the modeling process in general that was similar to that of children 3–4 years older. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34 : 125–143, 1997. 相似文献
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This paper addresses how educational and cultural contexts incorporate lessons around sexuality, particularly sexual and gender identity, and how these contexts impact on identity construction of gay men in Mexico City. We analyse the experiences of 15 gay men reported through semi-structured in-depth interviews and how they incorporate sexuality through socialisation with primary social institutions in Mexico's contemporary educational political context. The sample was divided into three generations, and was selected through maximum variability. Results show that men incorporate negative meanings around same-sex sexuality, and themselves from institutions such as school and family. Men are able to deconstruct these meanings through interactions with educational tools such as the Internet and interactions with gay friends. These results are discussed using post-structuralist perspectives to understand how identity is fluid and changing constantly, as well as the need to incorporate stigma-free curricular content in educational contexts. 相似文献
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An understanding of the key characteristics and implicit competencies underlying online teaching is essential to distance education institutions that embark on the assertive use of technology in their tuition development and delivery. The Virtual Teaching Dispositions Scale (VTDS) assists in investigating professional teaching dispositions associated with effective online instruction. It was initially validated among academic staff members at a residential university in the United States of America (USA). Strong support was found for the construct's cognitive, pedagogical and social presence that served as the conceptual foundation for developing the scale. The aim of this study was to validate the VTDS among academic staff members of an open distance learning (ODL) institution and to make suggestions for improving online teaching in this environment. This study highlights the need for interventions aimed at enhancing academic staff members’ experienced level of virtual/technological presence. 相似文献
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Jiří Baláš David Giles Leona Chrastinová Kateřina Kárníková Jan Kodejška Alžběta Hlaváčková 《Journal of sports sciences》2017,35(10):989-994
The aim of this study was to examine the effect of alterations in potential lead fall distance on the hormonal responses of rock climbers. Nine advanced female climbers completed two routes while clipping all (PRO-all) or half (PRO-½) of the fixed points of protection. Venous blood samples were analysed for total catecholamines, noradrenaline (norepinephrine), adrenaline (epinephrine), dopamine, lactate, cortisol and serotonin. Differences between the two conditions pre, immediately post and 15 min post climbing were assessed using a 2 × 3 repeated measures ANOVA. All hormones and blood lactate concentrations increased significantly (P < 0.05) immediately post climb, except for cortisol. Peak cortisol concentrations did not occur until 15 min post ascent. Further, significant interactions between climbing and clipping conditions were found for total catecholamines (890% of basal concentration in PRO-½ vs. 568% in PRO-all), noradrenaline (794% vs. 532%) and dopamine (500% vs. 210%). There were no significant interactions for adrenaline (1920% vs. 1045%), serotonin (150% vs. 127%) or lactate (329% vs. 279%). The study showed a greater catecholamine response with an increase in potential lead fall distance. The most pronounced increases seen in catecholamine concentration were reported for dopamine and noradrenaline. 相似文献
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Using a critical discourse analysis, informed by poststructuralist theory, we explore the research phenomenon of coerced partnership. This lens allows us to pay attention to the social relations of power operating in knowledge generation processes, especially as they affect feminist researchers in adult education. We propose an alternative vision of partnership which politicizes the term partnership, attends to civil society, maps resistances and values the process by all partners. 相似文献
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Abstract Media companies inherently face organizational tensions, as dual—artistic and commercial—orientations are part of their mission. Yet, it is still poorly understood what the existence of such tensions implies for managing media companies that undergo organizational changes to embrace technological convergence. Based on a case study with a European media company, this article argues that different organizational tensions exist and exemplifies this by characterizing structural, processual, and cultural tensions. This study finds that these tensions are interlinked, interdependent, and dynamic—namely, when media companies change, their inherent tensions are also likely to change. Thus, they need to be actively and comprehensively managed to avoid disfunctionalities. In fact, considering the different tensions in the reorganizing process might enhance its chances of success. Relocating the tension, enhancing perception of the tension, and providing training to increase awareness of employees emerge from this case as different strategies for managing tensions. 相似文献