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151.
Enigmas in School Science: students’ conceptions for scientifically associated words 总被引:1,自引:0,他引:1
Master's students were involved in the design, and later the administration, of a questionnaire for 500 junior secondary students in Botswana and Lesotho, to buildup a picture of student perceptions of science and technology. Responses to mainly open‐ended questions were categorised according to key phrases mentioned by the students. There was some confusion over the differences between science and technology, but they were overwhelmingly perceived as subjects appropriate to both sexes. Science and technology were seen in broad socio‐economic terms, enabling people to cope in the modern world, gain employment in both the formal and informal sectors, and contribute towards national development. Although science and technology were judged to have enhanced the quality of life, they had introduced conflicts into traditional beliefs and cultures, in part as a result of increasing female emancipation. The attitudes of the students towards the two subjects, and to the impact they have had on everyday life, were congruent with the philosophical aims of the science and technology syllabuses of both countries and with global initiatives such as Project 2000 +. 相似文献
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Annette Bennett 《The Educational forum》2013,77(3):290-293
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Sarah Bennett 《The International Journal of Art & Design Education》2000,19(3):272-279
The paper charts the progress of the ‘Window Sills’ project in Exeter, UK which brings together artists, art students, cultural organisations, and the community in a plan for urban renewal. Seeking to loosen boundaries, it uses the idea of ‘thirdspace’ to question the notion of public and private space, using the city's and its river's constant changes as an analogy. The window and the window sill become the interface where the project seeks a transformational act in the lives of those involved by locating the experience in the local and the personal, although the implications cross much wider boundaries. 相似文献
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