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111.
Roger Kaufman 《Educational technology research and development : ETR & D》1978,26(2):107-121
Summary Educational technologists have moved from a unique concern with the how-to-do-its of behavior change (such as television,
computers, and instructional delivery systems) to the inclusion ofwhat to teach. This expanded scope was encouraged and made possible by the pioneering work on measurable objectives.
As soon as consideration of not onlyhow andwhat were part of the technologist’s repertoire, the consideration ofwhy was upon us. Tools and techniques, including needs assessment, needs analysis, system analysis, and systems analysis, were
all moving us not only toward doing a more efficient and effective job of changing (or maintaining) behavior, but also toward
determining why something should be taught and why behavior should be changed (or maintained) in the first place.
The formal consideration ofwhy is a growing and thriving area of educational technology and is seen as possibly having several layers, including considerations
of results both within and external to an organizational context.
A suggested relationship is presented between several possible layers or organizations, with the ultimate referent for planning,
doing, and evaluating being the individuals’ abilities to survive and contribute in society when they legally leave our educational
agencies or training establishments. It is suggested that in the future, in order to relate the various factors of production
of behavior change and/or maintenance, we reserve the terms “input,” “process,” and “output” for activities and results within
an organization, and the term “outcome” for the results external to the organization.
The technologist’s world has indeed expanded from the sole consideration ofhow to teach better to the inclusion ofwhat to teach better, andwhy we should teach what we are teaching in the first place. As we grow more inclusive and responsive in our planning and doing,
as we grow more holistic and humanistic, our risks grow—but so do our responsiveness, responsibility, and satisfactions.
An erratum to this article is available at . 相似文献
112.
Sarah Ryan Julia Kaufman Joel Greenhouse Ruicong She Judy Shi 《Community College Journal of Research & Practice》2016,40(4):285-298
Whether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students’ engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed. 相似文献
113.
114.
One of the challenges of science education is for students to develop scientific knowledge that is personally meaningful and applicable to real‐life issues. This article describes a middle‐school science intervention fostering adolescents' critical reasoning in the context of HIV by strengthening their conceptual understanding of HIV biology. The intervention included two components: critical reasoning activities that fostered knowledge integration and application to real‐world problem solving, and science writing activities that promoted argument building. Two seventh‐grade classes participated in the study. One class participated in the critical reasoning and writing activities (CR&W); the other class participated in critical reasoning activities only (CR group). Results demonstrate significant pre‐ and posttest improvements on measures of students' HIV knowledge, HIV understanding, and critical reasoning about realistic scenarios in the context of HIV, with the improvements being greater in the CR&W group. The discussion focuses on the role of conceptual knowledge in health reasoning, the role of science writing in fostering knowledge integration, and the benefits of a “thinking curriculum” approach to integrated health and science education. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 844–863, 2007 相似文献
115.
Forming Identities in College: A Sociological Approach 总被引:1,自引:0,他引:1
Using data from 82 in-depth interviews with a randomly selected sample of college students, we explore how these students are forming felt identities in the following domains: intelligence and knowledgeability, occupation, and cosmopolitanism. We study the formation of students' identities by considering college an arena of social interaction in which the individual comes in contact with a multitude of actors in various settings, emphasizing that through these social interactions the identities of individuals are, in part, constituted. In using a symbolic interactionist approach in our research in conjunction with consideration of the social structural location of colleges in the wider society, we demonstrate the sorts of information and insights that can be gained from a nondevelopmental approach to the study of college student change. 相似文献
117.
This year, the International Society for Performance Improvement celebrates its 50th anniversary. Over the past half‐century, our field has moved from programmed learning to programmed instruction to performance improvement. This new column reflects on 50 years of member, industry, and Society memories and what it has meant to each of this column's contributors. If you would like to add to the discussion, please contact the PI journal editor: joandessinger@ispi.org. 相似文献
118.
Orit Ben-Zvi Assaraf Haim Eshach Nir Orion Yousif Alamour 《Cultural Studies of Science Education》2012,7(2):451-477
The present research aims at pinpointing differences in spontaneous and non-spontaneous mental models of water cycle conceptions
of two 4th grade student groups: the Jewish residents of a small provincial town and a group of students from an indigenous
Bedouin community. Students’ conceptions were elicited using the Repertory Grid technique as well by being asked to draw “what
happens to water in nature?” In later interviews, in addition to answering specially designed open-ended interview questions,
the students were also requested to elaborate on their drawings and responses to the Repertory Grid technique. The Bedouin
students were found to have richer mental models of water cycle phenomena; their models included more components of the water
cycle and were more authentic and connected to other natural phenomena. On the other hand, Bedouin students also employed
theological explanations to make sense of water cycle phenomena. These findings, as well as methodological issues relating
to spontaneous and non-spontaneous models elicitation are discussed and implications for instruction are offered. 相似文献
119.
Kaufman T 《The Journal of perinatal education》2010,19(2):55-61
Although two recent films, Orgasmic Birth and Pregnant in America, were intended for the big screen, they can also serve as valuable teaching resources in multiple childbirth education settings. Each film conveys powerful messages about birth and today's birthing culture. Depending on a childbirth educator's classroom setting (hospital, birthing center, or home birth environment), particular portions in each film, along with extra clips featured on the films' DVDs, can enhance an educator's curriculum and spark compelling discussions with class participants. 相似文献
120.
Haim Eshach Hsin-Kai Wu Fu-Kwun Hwang Ying-Shao Hsu 《Journal of Science Education and Technology》2014,23(1):183-197
There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers’ attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to examine Taiwanese physics teachers’ attitudes toward WCDD by considering cultural perspectives and describe how these attitudes changed as a result of a special workshop designed for this purpose, and (b) to report on how these attitudes should be taken into account in designing such workshops in the future. Nine experienced physics teachers participated in the WCDD workshop. The workshop was based on the WCDD model developed by Eshach (2010). Inductive analyses were performed on interviews with the teachers and their students, which were composed of 36 questions and developed specially for the purpose of this study, yielded the following categories: (1) In-school reasons for opposing WCDD—reasons belonging to school ways/tradition of teaching that may cause barriers to WCDD implementation; (2) External Factors—cultural reasons relating to Taiwanese views concerning education in general, which cause barriers to WCDD implementation; and (3) Cognitive aspect—refers to what teachers know about WCDD. The paper concludes with a discussion on what should be done in order to successfully bring WCDD to the Taiwanese physics class. 相似文献