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Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers’ knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher’s argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher’s performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher’s perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.  相似文献   
83.
ABSTRACT

With increasing demand for improved medical equipment and healthcare, next-generation biomedical engineers need strong design skills. Equipping biomedical engineering students with tools for idea generation and development can increase student design success. Design Heuristics are an ideation tool developed through empirical studies of product designs. While identified in the mechanical engineering space, Design Heuristics may be applicable in biomedical engineering design. In our study, we implemented a Design Heuristics session during upper-level undergraduate and first-year graduate biomedical engineering design courses. We examined the applicability of Design Heuristics within individual and team concept generation contexts. The findings demonstrated that biomedical engineering students were able to use Design Heuristics to generate multiple concepts, and that initial concepts produced using Design Heuristics were carried over into final team design. The results support the applicability of Design Heuristics to student idea generation in biomedical engineering design.  相似文献   
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85.
Children learn to read at approximately the same stage in life as they start to master their physical environment. This article argues that some of the same mapping and schema-building strategies inform each activity, and draws on examples from a broad range of children’s books to support the idea that reading fiction and mapping one’s local surroundings work in tandem among many young children. Fictional examples include Ramona the Brave, The Moffats, and The House at Pooh Corner. As children grow, and their understanding of their own world increases, their relationship with fiction may become more complex; this proposal is discussed in relation to the works of Carolyn Keene and Enid Blyton.  相似文献   
86.
Given the serious decline in the number of undergraduates majoring in the humanities in general, and literature in particular, teachers of Children’s Literature have a unique opportunity to serve their discipline by tapping the power of classroom dialogue to introduce students to the practical reasoning central to humanistic study. This essay takes Long John Silver, from Robert Louis Stevenson’s Treasure Island (1883), as a model for generating lively discussion that begins with literary matters but leads, with help from the teacher, to fundamental questions about the role of the humanities in students’ education and in their lives. In the process, the essay traces a pedagogical strategy that moves from matters of plot and character, to issues of ethics and judgment, to larger questions regarding approximate knowledge and sound reasoning about the complexities of the human condition. This inquiry focuses specifically on the charming but villainous Silver and the possible explanations for his escape at the end of the novel. But the ambiguity and fascination of his character are also catalysts for wide-ranging classroom discussion of a kind that Children’s Literature routinely promotes and sustains. Such discussion can provide broad, balanced insight into the nature and variety of critical understanding. As such, Children’s Literature and the pedagogy it supports serves to identify and enliven the benefits of humanistic study at a crucial moment of academic history.  相似文献   
87.
This article considers limitations on agency for characters in the Harry Potter novels, in particular, how far they are driven by an addictive yearning for their beloved dead. As well as Harry’s yearning for his dead parents, Dumbledore’s guilt, Snape’s longing and Slughorn’s craving can be read as evidence of addiction rather than love, while the Sorting ritual throws into doubt agency among the students in general.  相似文献   
88.
In this article, the authors examine three Canadian coming-of-age stories, written as graphic novels, and pay particular attention to how the images and print text come together in the telling of the narrative. This approach reinforces the notion that form and content cannot be separated in this medium. Drawing on examples from each of the graphic novels and the interviews with the graphic novelists who wrote them, the article explores the complexity of the coming-of-age theme in each graphic novel, as well as how print text and image converge to make meaning.  相似文献   
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Skiing manufacturers depend on the development of new skis on trial and error cycles and extensive product testing. Simulation tools, such as the finite element method, might be able to reduce the number of required testing cycles. However, computer programs simulating a ski in the situation of a turn so far lack realistic ski–snow interaction models. The aim of this study was to (a) implement a finite element simulation of a ski in a carved turn with an experimentally validated ski–snow interaction model, and (b) comparison of the simulation results with instantaneous turn radii determined for an actual carved turn. A quasi-static approach was chosen in which the ski–snow interaction was implemented as a boundary condition on the running surface of the ski. A stepwise linear function was used to characterise the snow pressure resisting the penetration of the ski. In a carved turn the rear section of the ski interacts with the groove that forms in the snow. Two effects were incorporated in the simulation to model this situation: (a) the plasticity of the snow deformation, (b) the influence of the ski’s side-cut on the formation and shape of this groove. The simulation results agreed well with experiments characterising snow penetration. Implementation of the groove in the ski–snow interaction model allowed calculation of the instantaneous turn radii measured in actual turns, but also caused significant numerical instability. The simulation contributes to the understanding of the mechanical aspects of the ski–snow interaction in carved turns and can be used to evaluate new ski designs.  相似文献   
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