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71.
Johannes Cronjé 《Educational technology research and development : ETR & D》2006,54(4):387-416
This article proposes a model that integrates the traditionally conflicting objectivist and constructivist approaches to instructional
design. I argue that these two approaches are complementary rather than oppositional. I present and analyze two learning programs
in order to show how learning events can contain both objectivist and constructivist elements. By plotting the two approaches
at right angles to one another, I produce four quadrants which I then discuss and explain. What fallows after that is a discussion
of comments that were received from members of a prominent instructional technology mailing list about the feasibility of
the model. Finally I present two case studies. The first describes a two-day workshop that was designed to be high on both
axes, while the second shows how the model could be used as a decision-making tool. Initial findings suggest that it is both
feasible and useful to plot objectivism and constructivism at right angles to one another rather than at opposite ends of
a continuum. 相似文献
72.
The close linkage between different institutions is widely recognized as a method of improving teacher education. This paper introduces an attempt to link university teacher training programmes with further teacher education thereby showing the benefits of the approach and factors influencing its success. To enable teachers and student teachers to participate, a blended learning course programme was designed. The findings presented in this article are based on a course evaluation comprising data from 19 teachers and 88 student teachers. The findings indicate that teachers and student teachers benefit in many ways through cooperative learning. For example, both groups appreciated having multiple perspectives and the opportunity to exchange their experiences and opinions. Communication and interaction between teachers and student teachers is significant to make cooperative learning successful. Adequate communication and interaction, satisfying for both participant groups, are crucial for the success of this approach. 相似文献
73.
Skar Gustaf B. Lei Pui-Wa Graham Steve Aasen Arne Johannes Johansen Marita Byberg Kvistad Anne Holten 《Reading and writing》2022,35(2):509-538
Reading and Writing - Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest... 相似文献
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76.
Johannes Giesinger 《Educational theory》2012,62(6):609-620
In this essay, Johannes Giesinger discusses the educational significance of Immanuel Kant's conception of human dignity. According to Kant, Giesinger claims, children can and should be educated for dignity: on the one hand, children realize their dignity by developing the capacity for moral autonomy; on the other hand, this capacity can only evolve if children's sense of their own dignity — that is, their self‐respect — is awakened. Educating children means, for Kant, helping them to develop a proper relation with themselves and thereby become moral persons. 相似文献
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Corporate venture investments are an established means for incumbent firms to access radical innovation. Drawing from a behavioural agency framework, we distinguish two mechanisms that govern the relationship between corporate venture investment and radical innovation, the safety net that corporate sponsors provide and control incentives. While the safety net induces a gap between the radical innovation success of corporate ventures (CVs) and ventures without a corporate sponsor, the superior radical innovation success of CVs decreases with the corporate sponsor’s incentives to control the venture. The impact of the safety net and control incentives further depends on the corporate sponsor’s position vis-à-vis her aspiration level. 相似文献
79.
Siv Flaesen Almendingen Johannes Tveita 《美中教育评论》2009,6(4):45-48,66
Ten teachers, from preschool to secondary school have tried out puppets as a stimulus in science lessons. Data were gathered by teachers answering a questionnaire and by interviewing the teachers. We report what teachers have experienced by using puppets in science classrooms and in science activities in preschools. Data indicate that the puppet can be used to stimulate science both in preschool, primary school and secondary school. Probably the puppet must be used in different ways in preschool and primary school than in secondary school to get the pupils to accept them. This pilot study has given us courage and ideas to start a following-up study in using puppets in science. 相似文献
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