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191.
Leonel Lim 《Discourse: Studies in the Cultural Politics of Education》2014,35(1):61-76
In undertaking a critical discourse analysis of the professed aims and objectives of one of the most influential curricula in the teaching of thinking, this article foregrounds issues of power and ideology latent in curricular discourses of rationality. Specifically, it documents the subtle but powerful ways in which political and class commitments are (re-)produced in the forms of thinking that are valued in schools and societies. Through a nuanced analysis of the language features of the text and the social and political ideologies that underpin it, the article argues that such curricula engage in shaping our common-sense understandings of what thinking and rationality is and should be in instrumental forms that both connect to neoliberal prerogatives and that facilitate the social reproduction of a particular fraction of the middle class. 相似文献
192.
Regis Machart Sep Neo Lim E-Lynn Yeow Sin Zi Chin 《Frontiers of Education in China》2014,9(3):327-349
Abstract Using a liquid approach, the authors analyze the intercultural discourse of Taiwanese students who had taken part in a short term exchange program with a Malaysian university. The four participants were graduating in Mandarin Chinese in their home institution and were following a Chinese program in multilingual Malaysia. Data were collected through focus groups held in Mandarin Chinese and focused on their experience in the host country. The authors analyze how participants talk about themselves, Malaysians, and their adaptation to the host country. The processes of essentialization and othering that occur and put in contrast the host and the home contexts are similar to those held in Asia-to-Europe mobility and very far from an “interculturality without culture” (Dervin, 2010). If we focus on the construction of discourses, this Asia-to-Asia mobility forces us to relativize the opposition of cultures as an explanation for difficulties encountered by mobile students. 相似文献
193.
Deemer Eric D. Ogas Joseph P. Barr Amy C. Bowdon Richard D. Hall Mark C. Paula Stefan Capobianco Brenda M. Lim Seoyoung 《Research in Science Education》2022,52(5):1481-1496
Research in Science Education - The current study used self-determination theory to examine the efficacy of an established and rigorous STEM enrichment program, the Summer Science Program, in... 相似文献
194.
Cher Ping Lim 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(4):411-421
A sociocultural approach towards the study of Information and Communication Technologies (ICT) in education rejects the view that ICT can be studied in isolation; it must be studied within the broader context in which it is situated. The paper argues for a more holistic approach of studying ICT in schools by adopting a sociocultural perspective. It proposes a theoretical framework based on activity theory, with the activity system as a unit of analysis that is surrounded by different levels of ecological circles. 相似文献
195.
Young Ju Joo Kyu Yon Lim Su Yeong Park 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):973-984
E‐learning in corporate training has been growing rapidly because of the pursuit of time and budget efficiency in course development and delivery. However, according to previous studies, efficiency does not always guarantee training effectiveness, which is the major concern of human resource development. It is therefore necessary to identify the factors influencing the effectiveness of e‐learning courseware and understand their interrelationships. The purpose of the study is to investigate the structural relationships among organisational support, learning flow, learners' satisfaction and learning transfer. The study participants were 379 learners who completed an e‐learning courseware at a large Korean company and responded to an online survey. Based on the results of structural equation modelling, the findings suggest that organisational support and learning flow have direct effects on learning transfer and learners' satisfaction, while learning flow mediates organisational support and learners' satisfaction. 相似文献
196.
Ee Ling Low Suat Khoh Lim Alan Ch'ng Kim Chuan Goh 《Asia Pacific Journal of Education》2011,31(2):195-210
As the national teacher education institute in Singapore, the National Institute of Education (NIE) prepares all teachers seeking to be employed within the education service in Singapore. In the last decade, NIE's enrolment for initial teacher preparation programmes has grown significantly, with peaks in numbers during the recession years. There is also some evidence of attrition when beginning teachers complete their 3-year bond with the Ministry of Education, which sponsors their teacher education programme. It is thus important to determine empirically the reasons why pre-service teachers join the teaching profession, to see whether this can inform us about measures that can be taken to ensure they stay on in the profession. As part of a longitudinal study on beginning teachers' attitudes towards teaching and professional development, a research survey, the first of three data collections, was administered to whole cohorts of pre-service teachers entering NIE's three main teacher preparation programmes in July 2004. This paper presents the survey findings on pre-service teachers' reasons for choosing teaching as a career and discusses the differences between cohorts of different programmes. The implications of the study are discussed in terms of informing future policy and practice in the areas of teacher recruitment, retention and professional development. 相似文献
197.
Lisa-Angelique Yuen Lie Lim 《Instructional Science》2011,39(2):171-188
Problem-based learning (PBL) is a constructivist approach to learning which is believed to promote reflective thinking in
students. This study investigated how students in one particular institution developed in their reflective thinking habits—Habitual
Action, Understanding, Reflection, and Critical Reflection—as they went through the daily practice of PBL. A 16-item questionnaire
measuring the four levels of reflective thinking habits was administered to four cohorts of students: an incoming cohort,
first-years, second-years, and third-years. First-year students rated themselves higher on Reflection and Critical Reflection,
while third-years reported the highest levels of Habitual Action. Discriminatory and scatterplot analysis on the third year
cohort revealed that while a proportion of students (47%) reported higher levels of Habitual Action with lower levels of Reflection,
there was a small subgroup who also reported higher levels of both Habitual Action and Reflection. Overall, the results showed
that PBL does promote the development of reflective thinking, particularly for first-year students, but that this development
is not sustained consistently after that. This pointed to other possible factors that could hinder students’ development of
reflective thinking in PBL. 相似文献
198.
One of the aims in the Singapore Green Plan is to maintain a more proactive and environmentally conscious population. This can be met through the education of the people. The Plan recognises that one of the most important target groups is the student population. For this to be achieved, a case can be made for the teaching of biology as a core subject in both the primary and secondary schools. According to the Biological Science Inquiry Model, a teaching model designed for instructing and nurturing the learning process of students, a good foundation in biology will enable students to be more open minded, more inquiring into related issues and apply biological principles to rationalise such issues. A good grounding in biology will therefore help students to have a better understanding of environmental issues as these issues are extensively related to biological principles. This can be illustrated by the ten issues concerning the global environment highlighted at the United Nations Conference on the Environment in June 1992. Through a systematic discussion of each of these issues, this paper illustrates the importance of biological knowledge in understanding the problems, implications and consequences of these issues. 相似文献
199.
Chap Sam Lim Norma Presmeg 《International Journal of Science and Mathematics Education》2011,9(1):137-161
This paper discusses a teaching dilemma faced by mathematics teachers in the Malaysian Chinese primary schools in coping with
the latest changes in language policy. In 2003, Malaysia launched a new language policy of teaching mathematics using English
as the language of instruction in all schools. However, due to the complex sociocultural demands of the Malaysian Chinese
community, mathematics is taught in both Mandarin and English in the Malaysian Chinese primary schools. Teachers faced the
dilemma of code-switching between English and Mandarin particularly in low-performing classes. A substantial amount of class
time was spent in translating, especially the mathematical terminologies. Findings of this study imply that further research
studies are needed to examine the effectiveness of teaching mathematics bilingually versus monolingually in a Malaysian context. 相似文献
200.
Keol Lim Ellen B. Meier 《Educational technology research and development : ETR & D》2011,59(4):575-592
This study was developed to identify and describe new trends and gender differences in the use of computers and the Internet
in South Korea. In this mixed-method study, both quantitative and qualitative techniques were used. Results indicated that
both males and females used computers generally for four purposes: social networking, personal knowledge, formal learning,
and entertainment. The study also found differences in preference between the sexes: Males liked playing multi-user online
games, especially in internet cafés with friends, while females enjoyed social networking websites more. Although the patterns
of computer use between males and females were ostensibly different, all participants used computers for fun and socializing.
Therefore, more emphasis should be placed on understanding various uses and the implications of emerging differences. Also,
consideration should be given to building learning environments that appeal to the computer preferences for both genders. 相似文献