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171.
172.
Silvia Gasparini 《European Journal of Psychology of Education - EJPE》2004,19(2):203-219
Recent psychological evidence about “implicit” learning has strong implications for the educational arena. First, it contributes to counterbalance the predominance of “explicit” educational models, based on the transmission of formal rules, by considering informal active/manipulative behavior as the foundation of learning and knowledge-building. Secondly, implicit learning evidence helps build more efficient learning environments by indicating new minimally invasive educational tools to boost learners initial exemplar manipulation. Reflection and intentionality which characterise the explicit deductive thinking mode, when they finally come, may thus be activated after a preliminary implicit exploratory phase has completed at best. Specifically, these possibilities are indicated for designing meaningful L2 learning environments. 相似文献
173.
C. R. Wilma Delphine Silvia D. M. Vasudevan K. Sudhakar Prabhu 《Indian journal of clinical biochemistry : IJCB》2001,16(1):113-115
The present study was conducted on thirty untreated oral cancer patients proved by clinical and histopathological evidence
and thirty healthy control subjects. The levels of glycoprotein-associated carbohydrates such as hexose, hexosamine, fucose
and sialic acid were found to be elevated significantly as compared to control subjects. There was a progressive rise in these
markers as the stages of oral cancer advanced. 相似文献
174.
The European Convention on Human Rights has been signed by both the UK and Sweden as well as other European states, providing legal justification for accommodating the educational needs of religious minorities. This legal entitlement is explored in the paper, with particular reference to parental choice for schools based on an Islamic ethos. How the UK and Sweden have responded to accommodate the religious convictions of Muslim families is the focus of discussion, drawing on historical and policy backgrounds. The paper also draws on the theoretical work of Kumashiro and the concept of ‘Education for the Other’, examining the positioning of minority groups within the broad context of a multicultural society and the challenge of accommodating religious convictions in a climate of increasing support for cultural assimilation. 相似文献
175.
Silvia Elena Gallagher Mairtin O’Dulain Niamh O’Mahony Claire Kehoe Fintan McCarthy Gerard Morgan 《Educational Media International》2017,54(2):129-147
Infographics are a visualisation tool that can be used to improve retention, comprehension and appeal of complex concepts. The rise of infographic use in education has facilitated new forms of application and design of these tools. Instructor-provided summary infographics are a new form of infographic, whereby key learning objectives and content are summarised in graphical form at the end of a lesson. However, it is unknown whether these types of infographics can support learning in online environments. This exploratory research investigates student perceptions, retention, applications and activity generation of instructor-provided summary infographics in a massive online learning environment. Using both post-course learner survey data (n = 1,899) and text mining analysis (n = 72,490 words), results present how learners perceived instructor-provided summary infographics as useful and appealing for retaining, clarifying and understanding learning concepts. The research contributes a novel understanding of summary infographics in online learning environments, and supports their use as a design tool for educational delivery in the online space. 相似文献
176.
This study contributes empirical evidence regarding communicative functions in the pre-grammatical period. The aim was to explore these functions in child-adult dyadic interactions during what in language acquisition research has been called the two-word period. The study draws from the data corpus of a child 19–29 months old and the system of sign categories (gestures, non-verbal vocalizations, verbal vocalizations, uni- and bimodal compositions) developed by Rodríguez & Español. In order to study the communicative functions in this period, an observational code was developed in accordance with Strauss and Corbin’s Constant Comparative Method, which is suitable for encompassing the entire repertoire of a child’s sign use. The study in general allowed some functions absent in adult communication to be identified, and the qualitative analysis in particular revealed a use of semiotic resources that supports the idea of a cognitive processing structure common to gesture and word. 相似文献
177.
Durdane Bayram-Jacobs Ineke Henze Maria Evagorou Yael Shwartz Elin Leirvoll Aschim Silvia Alcaraz-Dominguez Mario Barajas Etty Dagan 《科学教学研究杂志》2019,56(9):1207-1233
The purpose of this study is to provide insight into short-term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK-before), (b) lesson reflection form (PCK-after), (c) lesson observation table (PCK-in-action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching. 相似文献
178.
Paolo Stievano Silvia Michetti Shawn M. McClintock Gabriel Levi Teresa Gloria Scalisi 《Reading and writing》2016,29(7):1497-1510
Handwriting is a complex activity that involves continuous interaction between lowerlevel perceptual-motor and higher-level cognitive processes. All handwriting models describe involvement of executive functions (EF) in handwriting development. Particular EF domains associated with handwriting include maintenance of information in working memory, inhibition of prepotent responses, and shifting and sustaining of attention. Generativity, an EF domain that has not been extensively studied, may play a role in the acquisition and automation of handwriting. We hypothesized that neuropsychological performances and handwriting fluency would be mutually associated, and that visuospatial generativity could have a specific role in handwriting speed. We enrolled 96 children who completed a comprehensive neuropsychological battery. The study found that handwriting speed was associated with visuospatial fluency, which involves behavioural execution and initiation. In learning and performing handwriting, there is an inherent non-exclusive role of fine motor skills. 相似文献
179.
Aya Inamori Williams Yuuko Uchikoshi Silvia A. Bunge Qing Zhou 《Early education and development》2019,30(3):357-374
This study examined the concurrent relations of English (EL) and heritage language (HL) proficiency to executive functions (EF) among low-income dual language learners (DLLs) from immigrant families. In a sample of 90 children (age = 38–70 months) from Chinese-speaking Chinese American and Spanish-speaking Mexican American families recruited from Head Start preschools, children’s EL and HL proficiency was assessed using receptive and expressive vocabulary tests, and EF was assessed using behavioral tasks measuring response inhibition and attention shifting. Multiple regressions were conducted to test the unique and interactive relations of EL and HL vocabulary to EF, controlling for family socioeconomic status and other demographic characteristics. Higher EL and higher HL vocabulary were uniquely associated with higher attention shifting. By contrast, neither EL nor HL vocabulary was uniquely associated with response inhibition. Interaction effects of EL × HL in relation to EF were also found. The results provided some evidence for the dual benefits of EL and HL proficiency on EF (especially attention shifting) among DLLs from low-income, immigrant families. 相似文献
180.
Geraldine Mooney Simmie Silvia Edling 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):832-846
ABSTRACTThe needs of a globalized economy are rapidly changing what is legitimated as school knowledge and values, and calling up new understandings of teachers’ role in stimulating democratic spaces. We have termed this Teachers’ Democratic Assignment. We examine changing notions of teachers’ democratic assignment in Ireland and Sweden using a Critical Discourse Analysis. We tested our hypothesis that teachers’ democratic assignment has changed in unprecedented ways using an analysis of policy documents in teacher education. Our findings reported a substantive converging paradigm shift from a predominantly progressive (reconstructivist) curriculum discourse where democracy was seen as inextricably linked to everyday practice in the early years of this century, to a more essentialist (perennialist) discourse in recent times. The findings will have interest for a wider audience and have implications for the role of democracy in teacher education as well as the question of education as a social responsibility for a vibrant democracy. 相似文献