This paper suggests a particular value to treating the teaching of poetry in school comparatively. It argues that the justification for this claim derives from the ways in which peculiar symbiotic dependencies between poetry, languages, cultures and uniquely individual consciousness‐‐and between poetry, childhood learning and children's achievement of literacy‐‐can be represented in a teaching methodology. It refers to a unique teaching and research project, directed by the author at Goldsmiths’ College, University of London, which has developed principles and strategies for building a new pedagogy with children and in teacher education.相似文献
Many studies have shown that Newton's Third Law of Motion is not easy for students to accept when they consider the interaction
of two objects. A number of prominent science educators believe that it should not be taught to students before Year 11. This
paper reports the results of a study of the historical origins of Newton's Third Law with a view to identifying the context
from which it emerged in the 17th century and the conceptual changes which accompanied its emergence. Some of the possible
implications of a study such as this for improving the teaching of introductory mechanics are discussed.
Specializations: physics education, concept development, history and philosophy of science in science teaching. 相似文献
The COVID-19 pandemic has posed a significant challenge to higher education and forced academic institutions across the globe to abruptly shift to remote teaching. Because of the emergent transition, higher education institutions continuously face difficulties in creating satisfactory online learning experiences that adhere to the new norms. This study investigates the transition to online learning during Covid-19 to identify factors that influenced students' satisfaction with the online learning environment. Adopting a mixed-method design, we find that students' experience with online learning can be negatively affected by information overload, and perceived technical skill requirements, and describe qualitative evidence that suggest a lack of social interactions, class format, and ambiguous communication also affected perceived learning. This study suggests that to digitalize higher education successfully, institutions need to redesign students' learning experience systematically and re-evaluate traditional pedagogical approaches in the online context.
Practitioner notes
What is already known about this topic
University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.
What this paper adds
Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.
Implications for practice and/or policy
We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
We offer insights into student experience concerning online learning environments during an abrupt transition.
We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.
This paper reports on an investigation into central features of institutional schooling that, collectively, constitute the ‘symbolic architecture’ of education. In particular, this paper provides an analysis of the practices associated with school uniform, badges and mottoes, drawn from a sample of over 500 schools in the state of Queensland, Australia. The analysis reveals a large degree of uniformity in the meaning content of these school icons, derived from a common core of educational values established during the formative decades of universal school but resting on older heraldic principles. The authors contend that the propagation of these values within the iconic discourse of schooling constitute a significant ideological practice that focuses a pupil's consciousness towards social norms and further reifies the institutional character of education. These processes are not ‐straightforward but are often contested in instances where pupils recreate mottoes in ways which mock the values that are consecrated in the formal symbols of schooling. 相似文献
This paper contributes a theoretical framework informed by historical, philosophical and ethnographic studies of science practice to argue that data should be considered to be actively produced, rather than passively collected. We further argue that traditional school science laboratory investigations misconstrue the nature of data and overly constrain student agency in their production. We use our “Data Production” framework to analyze activity of and interviews with high school students who created data using sensors and software in a ninth-grade integrated science class. To understand the opportunities for students to develop act with and perceive agency in data production, we analyze in detail the case of one student as she came to use unfamiliar technologies to produce data for her own personally relevant purposes. We find that her purposes for producing data emerged as she worked, and that resistances to her purposes were opportunities to act with and perceive her own agency, and to see data in new ways. We discuss implications for designing science learning experiences in which students act as agents in producing and using data. 相似文献
This article advocates biased spinners as an engaging context for statistics students. Calculating the probability of a biased spinner landing on a particular side makes valuable connections between probability and other areas of mathematics. 相似文献
Just as genes propagate themselves in the gene pool by leaping from body to body, so memes (ideas, behaviours, and actions) transmit cultural ideas or practices from one mind to another through writing, speech, or other imitable phenomena. This paper considers the memes that influence the evolution of open and distance education. If the transmission is strong and a sufficient number of policy-makers, managers, or practitioners in various contexts are capable of faithful imitation, the meme pool will evolve to exploit these memes to the full. If the propagation is weak, this may give rise to little or no imitation of the necessary philosophical stances, service orientations, and operational capacities. 相似文献
Social support research contends that supportive interactions provide a buffer wherein individuals are protected from increased risk due to negative affect. The present study investigated the relationships between social support and college students' stress, depression, and alcohol use. A total of 54 students completed questionnaires in exchange for extra course credit. Results demonstrated that stress and depression were correlated with one another and that social support was negatively correlated with each of these outcomes. Depression, but not stress, was correlated with increased drinking behavior. Overall, social support was negatively correlated with alcohol consumption; however, depression moderated the effect of social support such that support and alcohol consumption were negatively correlated for participants with higher depression whereas support and alcohol consumption were positively correlated for individuals with lower depression. These findings partially confirm existing theories of alcohol use that hypothesize differences between self-medicating drinkers and social, sensation-seeking drinkers. 相似文献