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341.
Preschoolers' Funds of Knowledge Displayed Through Sociodramatic Play Episodes in a Bilingual Classroom 总被引:1,自引:0,他引:1
Mari Riojas-Cortez 《Early Childhood Education Journal》2001,29(1):35-40
Funds of knowledge displayed by young children during sociodramatic play in a two-way bilingual preschool classroom are identified. Twelve preschoolers participated in a microethnographic study of children's language and culture in a small rural community of South Texas. The study sought to identify cultural elements or traits of Mexican American children exhibited during sociodramatic play. The cultural traits identified as funds of knowledge include language, values and beliefs, ways of discipline, and the value of education, among others. It is suggested for teachers to use sociodramatic play as a tool to observe children and learn about their funds of knowledge in order to implement a culturally reflective curriculum. 相似文献
342.
343.
Rob J. Nadolski Paul A. Kirschner Jeroen J. G. van Merriënboer Hans G. K. Hummel 《Educational technology research and development : ETR & D》2001,49(3):87-101
Learners are often overwhelmed by the complexity of realistic learning tasks, but reducing this complexity through traditional Instructional Design (ID) methods jeopardizes the authenticity of the learning experience. To solve this apparent paradox, a two-phase ID model is presented. Phase 1 consists of cognitive task analysis, where a systematic approach to problem solving (SAP) is identified in conjunction with skill decomposition and determination of task complexity. In the subsequent design phase, inductive micro-level sequencing based on the four-component ID model (van Merriënboer, 1997) is applied where worked-out examples and problems accompanied by process worksheets assure the necessary variability of practice. Step size in a multiple-step whole-task approach—needed for the process worksheets—is determined on the basis of estimated part-task complexity. A developmental study of the model is illustrated with examples from the domain of law. 相似文献
344.
This study explored university students’ views of whether they will need research skills in their future work in relation
to their approaches to learning, situational orientations on a learning situation of quantitative methods, and difficulties
experienced in quantitative research courses. Education and psychology students in both Finland (N = 46) and the USA (N = 122), who thought that they would need research skills in their future work, differed significantly from the students who
were not sure whether they would need these skills. The students, who considered research skills important for their future
work, were more task-oriented, used a deeper approach to learning and experienced fewer difficulties in the learning of research
skills than other students. This finding implies that experiences in learning, learning approaches and situational orientations
are related to expectations about future work. For instruction, this means that if we were somehow able to change students’
experiences and orientations towards research into a more positive direction, students might be better prepared for their
future work. 相似文献
345.
Sandrine Mejias Jacques Grégoire Marie-Pascale Noël 《Learning and individual differences》2012,22(1):164-170
It has been hypothesized that developmental dyscalculia (DD) is either due to a defect of the approximate number system (ANS) or to an impaired access between that system and symbolic numbers. Several studies have tested these two hypotheses in children with DD but none has dealt with adults who had experienced DD as children.This study aimed to compare these two hypotheses in an adult population in order to investigate which deficits still persist at that age. To that aim, numerical estimation tasks were given to adults who had or had not experienced DD as a child. Three of the estimation tasks required a mapping between the ANS and symbolic numbers: participants had to estimate the number of same or different-sized dots presented by producing the corresponding Arabic number or, conversely, to produce the number of dots corresponding to a presented Arabic number. A fourth task did not require any processing of symbolic numbers; participants had to produce a collection of dots of the same numerosity as another one previously presented.Consistently, in all the four numerical tasks and irrespective of whether the tasks used symbolic numbers or not, the estimates of DD participants were less accurate than those of the control participants. These results indicate that adults who had experienced DD as children continue to demonstrate a less precise magnitude representation. 相似文献