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371.
Renee Cole Nicole Becker Marcy Towns George Sweeney Megan Wawro Chris Rasmussen 《International Journal of Science and Mathematics Education》2012,10(1):193-211
In this report, we adapt and extend a methodology for documenting the collective production of meaning in a classroom community.
A cornerstone of the methodological approach that we develop is a close examination of classroom discourse. Our efforts to
analyze the collective production of meaning by examining classroom interaction are compatible with the relatively recent
emphasis in mathematics and science education research that focuses on how communities of learners establish ideas through
discourse and inquiry. The methodological approach we take builds on and extends an approach from mathematics education that
uses Toulmin’s argumentation model to document and analyze students’ conceptual progress. Our modification introduces a new
criterion for empirically demonstrating when particular ways of reasoning become part of the normative practices of the community.
An example from an undergraduate course in physical chemistry is used to illustrate the methodology. 相似文献
372.
Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological well-being, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12–15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative education provision. Semi-structured interviews with each participant were conducted and analysed using constructivist thematic analysis. Three themes and four sub-themes were identified. The themes were: (1) Self-esteem, with sub-themes motivation and reward, and self-awareness, (2) Emotional benefits with strategy building, and support and (3) Identification. Participants valued AAI as a positive intervention which aided their psychological well-being. Findings emphasise the effectiveness of AAIs for young people with neurodevelopmental disorders in both a therapeutic and an educational context. 相似文献
373.