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991.
Robert G. L. Pryor Jim E. H. Bright 《International Journal for Educational and Vocational Guidance》2008,8(2):71-82
This paper seeks to extend previous work on narrative career counselling by considering the role of plot within clients’ narratives. Seven archetypal narratives derived from the work of Booker (2004) are introduced that represent systems of meaning to provide insight into how individuals interpret their experience. These plots can be understood within the Chaos Theory of Careers (CTC) in terms of the attractors contained within the client narratives. Identifying the plots provides new insights into the nature of career development difficulties and how client stories may be reformulated. 相似文献
992.
Ian Winchester 《Interchange》2008,39(4):389-390
993.
First-Year College Students’ Conflict with Religion and Science 总被引:1,自引:1,他引:0
Lisa Michelle Martin-Hansen 《Science & Education》2008,17(4):317-357
This study took place during a First Year Seminar course where 20 incoming college freshmen studied the central topic of the
nature of science within the context of biological evolution. The instructor researched students’ understandings in the nature
of science as they progressed through the course by examining a variety of qualitative and quantitative data including class
writings, pre- and post-test selected items from the VOSTS (Views on Science-Technology-Society), and interviews. The intended
outcomes of the course were to reduce the number of student misconceptions in the nature of science and to ease student apprehension
when learning about evolution. Data were analyzed to determine whether students were moving toward a more generally accepted
idea of the nature of science or toward another type of misconception. 相似文献
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996.
Stephen R. White 《Interchange》2008,39(1):95-117
The thesis of this essay is that globalization is a phenomenon that humankind must be educated for understanding as a process
of global evolution. The new world evolving is being defined as requiring a new sense of collective cooperation amongst the
peoples of the Earth, if we are to continue to exist on the planet. Educators are in the midst of and have an important role
to play in this social and conscious evolution. One of our challenges is to explore the theoretical foundations for framing
a new global education agenda. The assertion is that the theories of global, social, and conscious evolution of 20th century intellectuals and visionaries such as India’s Sri Ghose Aurobindo (1872-1950) and France’s Pierre Teilhard de Chardin
(1881-1955) provide the foundation from which to construct a new global educational perspective. 相似文献
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In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science.
This project was done as part of the Research Education Advancement Programme held over weekends at the Bangalore Association
for Science Education, Jawaharlal Nehru Planetarium, Bangalore. 相似文献
1000.
Albert D. Ritzhaupt Raymond Pastore Jiahui Wang Robert O. Davis 《Educational technology research and development : ETR & D》2018,66(5):1069-1086
One of the strongest instructional interventions documented in educational literature is the use of feedback to influence learning outcomes. However, there is lack of empirical research specifically pertaining to the use of multimedia in the feedback message. The purpose of this research was to test whether organizational pictures and modality as a feedback strategy had an effect on learner comprehension and satisfaction. The research design was a 2 Multimedia (Picture Present vs. Picture Absent) × 2 Modality (Narration vs. On-screen Text) × Trial (Trial 1 vs. Trial 2) with Multimedia and Modality serving as between-subject conditions and Trial serving as a repeated measure. One-hundred fifteen university students participated in the study. Findings show statistically significant increases in comprehension scores from Trial 1 to Trial 2 assessments for all four treatment conditions. Learners in the Picture present conditions were statistically more satisfied with the learning experience. Additionally, we used eye-tracking to verify the extent to which the pictures were used in the feedback message. A discussion and recommendations for future research and feedback design are provided. 相似文献