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281.
The Journal of College Counseling (JCC) began its life in 1995 with the appointment of a founding editor and its 1st editorial board. The 1st semiannual issue of the journal was published in spring 1998, and the journal has continued to be published twice each year since then. This article presents an analysis and discussion of the content of the first 15 issues of JCC. Implications and recommendations for the future of the journal are discussed. 相似文献
282.
AbstractA survey of alumni of two longstanding interdisciplinary secondary school environmental studies programs revealed that the vast majority of alumni reported being engaged in pro-environmental behaviours, which they attributed to participation in the programs five to twenty-three years prior. That finding in itself is worth sharing. Digging deeper, however, revealed that most reported behaviours were in the private rather than public sphere. Women alumni reported engaging in more household and marketplace-oriented behaviours. Further, a small number of men from the rural school expressed hostility towards environmental concerns using aggressively sexist and homophobic discourse. A feminist analysis takes into account structural forces such as patriarchy and neoliberalism to interpret the findings and illuminates gendered dimensions of pro- and anti-environmental behaviours. 相似文献
283.
Teachers' failure to use the microcomputer‐based laboratory (MBL) more widely may be a result of not recognizing its capacity to transform laboratory activities. This research aimed to increase understanding of how MBL activities designed to be consistent with a constructivist theory of learning support or constrain student construction of understanding. The first author conducted the research with his Year 11 physics class of 15 students. Dyads addressed 10 tasks in thermal physics using a predict–observe–explain format. Data sources included video and audio recordings of students and teacher during four 70‐minute sessions, students' computer data and written notes, semistructured student interviews, and the teacher's journal. Analysis of students' discourse identified many instances in which students' initial understandings of thermal physics were mediated in multiple ways by the screen display. The findings are presented as eight assertions. Recommendations are made for developing pedagogical strategies incorporating MBL activities that will likely catalyze student construction of understanding. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 165–185, 2004 相似文献
284.
A method of assessment, involving six one-hour tests, with provision to repeat four of them, has been used with favourable student and staff reaction in first year, two semester undergraduate physics courses. The style of question and marking criteria used previously in a conventional examination are retained.The relationship between performance in Physics I, high school background and mark in the first physics test, held in the fifth week of the university course. are investigated through a series of regression analyses. An attempt is made to arrive at an appropriate entry criterion for admission to Physics I. 相似文献
285.
Russell Tytler 《Research in Science Education》1988,18(1):160-168
Conclusion These case studies offer strong support for the notion that learning occurs naturally and inevitably when it flows out of
a student's desire to extend her own interests and experiences. This view was expressed strongly by the progressives (Dewey
[1963], and Kilpatrick [1928, 1952:315]) and more recently by Wilson (1971). They also represent “instances of autonomy” that
challenge our normal assumptions of student behaviour.
There are, of course, matters of the transmission of those “storehouses of knowledge” that represent the disciplines, and
matters of practicality in motivating and managing a class of students pursuing their own interests (Tytler 1983), that would
make it impractical to centre all teaching around the IRP or its equivalent. The need to include IRP's at a significant place
within the curriculum, however, is indicated not only by the student outcomes that have emerged in this study, but from the
fact that an increasing number of teachers have found it to be a satisfying method, involving a more powerful and natural
view of the student in relation to the educational process (Tytler, ibid).
The case studies have something to say about all such activities (other possibilities are described in Boomer [1983]) that
invite students to take responsibility for the serious development of their interests. They stand as examples of the way students
work outside the classroom, but also as celebrations of student independence and autonomy. Too often the schooling practices
we subscribe to tend to invalidate students' own life experiences. These case studies provide a challenge to us to find educative
ways that can match the range of abilities and dispositions that students bring with then to school. 相似文献
286.
Joanne M. Moyer A. John Sinclair Lisa Quinn 《International Journal of Lifelong Education》2016,35(3):313-329
In recent years, action on sustainability has been highly influential around the globe and many now recognize the importance of individual and social learning for inspiring action and achieving sustainability outcomes. Transformative learning theory has been criticized, however, for insufficient development of the link between learning and action. The purpose of this paper is to deepen our understanding of the learning–action cycle among adult learners in the sustainability context. We consider this through insights from two studies in Kenya and Canada, utilizing a qualitative approach. Both studies employed semi-structured interviews as their primary data collection instrument and used other tools such as focus groups and journal writing. Three broad nodes of social action—individual, interpersonal and collective—are identified and defined based on the data collected. Results show that while all three types of action were evident in the outcomes of participants, individual social action was the most common and collective social action was the least. Barriers to applying learning in action are also derived from the data, including situational, personal, interpersonal, sociocultural and environmental obstacles. Factors that assist in overcoming such barriers include community support networks and skills training. 相似文献
287.
The paper explores academic staff and departmental research and teaching cultures in the Education Departments of five universities
in Scotland and England, countries with increasingly diverging public policies in respect of education. The relationship between
research and teaching, how the purposes of universities are defined and the status of research in Education are current UK
higher education policy preoccupations. Data is drawn from interviews with 40 academics, observation of department settings,
documentation and websites. The analysis draws on the work of Bourdieu, considering the changing habitus of individual academics,
their departmental and academic subject context and the forms of symbolic capital now required in Scottish and English Education
departments in response to new policies affecting their academic field. The paper also utilises recent literature on the research–teaching
relationship. The career trajectories of respondents, their habitus and the forms of symbolic capital that they bring to academic
life are examined, as are the extent to which the teaching and research cultures in each of the five departments studied mirror
each other and whether these also reflect the two different policy contexts. The themes how academic cultures are shaped and
research/teaching connections viewed have international as UK relevance. 相似文献
288.
Therese Gunn Lee Jones Pete Bridge Pam Rowntree Lisa Nissen 《Interactive Learning Environments》2018,26(5):613-620
In recent years, simulation has increasingly underpinned the acquisition of pre-clinical skills by undergraduate medical imaging (diagnostic radiography) students. This project aimed to evaluate the impact of an innovative virtual reality (VR) learning environment on the development of technical proficiency by students. The study assessed the technical skills of first year medical imaging students. The learning experience by each student was either via traditional laboratory-based simulation or VR simulation, for two specified anatomical protocols. Following the learning experience, the students performed role-plays and were assessed on their technical proficiency. The type of learning environment, laboratory-based or VR simulation, was recorded for each radiographic procedure, as well as demographic data. Data demonstrated an improved total role-play skill score for those students trained using VR software simulation compared with the total role-play skills score traditional laboratory simulation. Demographic multivariable analysis demonstrated no statistically significant association of age, gender, gaming skills/activity with the outcome. The novel medical imaging VR simulation learning tool facilitated technical skill acquisition, equal to, or slightly better than traditional laboratory training. Ongoing data collection will evaluate the impact this VR software has on the undergraduate medical imaging student.
Abbreviations: QUT: queensland university of technology; VR: virtual reality; SLE: simulated learning environment; PA: posterio-anterior; DP: dorsi-plantar; CP: central point; CR: central ray; SID: source image distance; HWA: health workforce Australia 相似文献
289.
Concurrent and Subsequent Associations Between Daily Digital Technology Use and High‐Risk Adolescents’ Mental Health Symptoms
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Madeleine J. George Michael A. Russell Joy R. Piontak Candice L. Odgers 《Child development》2018,89(1):78-88
Adolescents are spending an unprecedented amount of time using digital technologies (especially mobile technologies), and there are concerns that adolescents’ constant connectivity is associated with poor mental health, particularly among at‐risk adolescents. Participants included 151 adolescents at risk for mental health problems (Mage = 13.1) who completed a baseline assessment, 30‐day ecological momentary assessment, and 18 month follow‐up assessment. Results from multilevel regression models showed that daily reports of both time spent using digital technologies and the number of text messages sent were associated with increased same‐day attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD) symptoms. Adolescents’ reported digital technology usage and text messaging across the ecological momentary assessment (EMA) period was also associated with poorer self‐regulation and increases in conduct problem symptoms between the baseline and follow‐up assessments. 相似文献
290.
This paper contributes a theoretical framework informed by historical, philosophical and ethnographic studies of science practice to argue that data should be considered to be actively produced, rather than passively collected. We further argue that traditional school science laboratory investigations misconstrue the nature of data and overly constrain student agency in their production. We use our “Data Production” framework to analyze activity of and interviews with high school students who created data using sensors and software in a ninth-grade integrated science class. To understand the opportunities for students to develop act with and perceive agency in data production, we analyze in detail the case of one student as she came to use unfamiliar technologies to produce data for her own personally relevant purposes. We find that her purposes for producing data emerged as she worked, and that resistances to her purposes were opportunities to act with and perceive her own agency, and to see data in new ways. We discuss implications for designing science learning experiences in which students act as agents in producing and using data. 相似文献