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Torun Granstrøm Ekeland 《Scandinavian Journal of Educational Research》2017,61(3):319-332
The article examines the use of archaeological knowledge in elementary history textbooks used in Norwegian schools today. The aim is to determine whether we can find any traces of colonialism by reviewing how these narratives perform in interrelations within and between the Sámi and Norse pasts, and how the narratives allow for hybridity and heterogeneity. Postcolonial theory turns the narrative into an object of analysis. The findings show that the Sámi material remains are outside the system of cultural change and that the temporal and spatial distances produce binary and homogeneous cultures. New material perspectives can intervene in singular performativity. Learning to enact dynamic material heterogeneity may affect the future of pupils’ participation in cultural negotiations of pastsin present. 相似文献
74.
Building on common assumptions in theories of interest and mathematics education, this experimental study examined the effect of context personalization based on individual preferences, group personalization, and example choice with preselected popular examples on middle school students' situational interest and performance in mathematics. Participants (N = 713) learned a principle in probability calculus in one of four instructional conditions. Individual interest and perceived competence were examined as moderators on triggered and maintained situational interest, perceived value, task effort, and performance. Results showed that example choice triggered situational interest in the learning activity and that context personalization influenced perceived value and effort, contingent on students' perceived competence and individual interest in mathematics. We discuss results in relation to previous findings on interest-based interventions and the theoretical and practical implications. 相似文献
75.
Journal of Educational Change - Teachers worldwide are challenged to adjust their teaching to meet students’ needs for deeper learning. The lack of mutual understanding among researchers,... 相似文献
76.
This study examined differential and mediating relations between hot and cool self-regulation (Mage = 48.2 months; N = 1,155, 48% girls), first-grade (Mage = 77.5 months) maladjustment (externalizing [EXT] and internalizing [INT] behavior), and first- and second-grade (Mage = 89.5 months) academic competence (AC). Using teacher reported EXT, INT, and AC, partial support for the differential perspective was found in that only hot self-regulation was significantly related to EXT, whereas both hot and cool self-regulation was significantly related to AC. Moreover, hot self-regulation indirectly predicted second-grade AC through first-grade EXT, lending some support for the mediating perspective also. The findings contribute to an understanding of how self-regulation is related to academic and behavioral school adjustment. 相似文献
77.
In this paper, we analyze and compare two didactical designs for introducing primary school pupils to proportional reasoning
in the context of plane polygons. One of them is well-documented in the literature; the other one is based on our own data
and is accordingly presented and discussed in more detail in this paper. The two designs come from different cultural and
intellectual environments: lesson study in Japan (implicitly based on the “open approach method”) and “didactical engineering”
in France (based on the theory of didactical situations). The general aim of our paper is to compare these two environments
and their approaches to didactical design, basing our discussion on the concrete designs mentioned above. Clear differences
among them are presented, while we also identify links which hold potential for integrating research and practice. 相似文献
78.
Steinar Bøyum 《Educational theory》2010,60(5):543-559
Strangely, the concept of philosophical education is not much in use, at least not as a philosophical concept. In this essay, Steinar Bøyum attempts to outline such a philosophical concept of philosophical education. Bøyum uses Plato's Allegory of the Cave, René Descartes's life of doubt, and Immanuel Kant's criticism of metaphysics as paradigms or defining examples of this concept. Bøyum's aim in this essay is not exegetical; rather, he hopes to describe these examples in a way that will let their character as conceptions of philosophical education show forth. His underlying aims are to show which forms such conceptions may take and why philosophical education is or should be an important topic for both philosophy and education. 相似文献
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The Myself-As-a-Learner scale (MALS) has been constructed to assess academic self-concept (Burden, R. L. [2000]. The Myself As a Learner Scale. Birmingham: Imaginative Minds; Burden, R. L. [2012]. The Myself As a Learner Scale [2nd ed.]. Cognitive Education Development Centre, Graduate School of Education, University of Exeter.). The scale consists of 20 self-referring statements to which individuals are invited to respond in a positive, negative, or neutral manner. A Norwegian translation proved to be an internally consistent tool for schools. The internal consistency was explored in a sample of 84 monolingual children in which all children were assessed twice with a time difference of about 8 months. Compared to a control group (N?=?31) we found no significant effect of participation in a vocabulary training study on the children’s academic self-concept. Instead we found that high achievers evaluated themselves more positively over time, while low achievers evaluated themselves more negatively in the same period. 相似文献