The Implications of Research on Expertise for Curriculum and Pedagogy

Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies. However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994; Cooke & Breedin, 1994). This article evaluates research on experts’ cognition, the accuracy of experts’ self-reports, and the efficacy of instruction based on experts’ self-reports. Analysis of this evidence indicates that experts’ free recall of strategies introduces errors and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based on these findings, the article provides a theoretical explanation of experts’ self-report errors and discusses implications for the continued improvement of instructional design processes.

Children’s informal learning in the context of schools of the knowledge society

This paper builds on a key finding of a 5-year Danish research project con-cerning children in the 7 to 15 age group: children’s principal use of computers and the internet takes place in their spare time, and it is during their spare time that the majority of children really learn how to use interactive media. The project shows that in children’s spare-time use of ICT they employ informal forms of learning based to a large extent on their social interaction both in physical and virtual spaces. These informal learning forms can be identified as learning hierarchies, learning communities and learning networks; they are important contributions to the school of the knowledge society. The ICT in New Learning Environments project based on anthropologically inspired methods and social learning theories shows that students bring their informal forms of learning into the school context. This happens particularly when the school has undergone physical alterations and when its organisation of learning and teaching are also restructured, with project-based learning becoming an important part of the school work and with the media available in the learning environment. Using organisation theory, the school working with ICT and project-based learning is shown to simultaneously constitute a mixed mode between the school of the industrial and the knowledge society. The research shows that it is possible to tip the balance in the direction of the school of the knowledge society, and thus of the future, by comprehensively using ICT and project work in the day-to-day activities of the school, alongside and integrated with the traditional forms of learning, and not least by employing the informal learning processes children develop outside school. For teachers this will mean an extension of their function: no longer merely communicators of knowledge, they will have to become knowledge managers and overall leaders of projects, and this entails much more dialogue with the pupils.

Preservice teachers’ knowledge of proof by mathematical induction

There is a growing effort to make proof central to all students’ mathematical experiences across all grades. Success in this goal depends highly on teachers’ knowledge of proof, but limited research has examined this knowledge. This paper contributes to this domain of research by investigating preservice elementary and secondary school mathematics teachers’ knowledge of proof by mathematical induction. This research can inform the knowledge about preservice teachers that mathematics teacher educators need in order to effectively teach proof to preservice teachers. Our analysis is based on written responses of 95 participants to specially developed tasks and on semi-structured interviews with 11 of them. The findings show that preservice teachers from both groups have difficulties that center around: (1) the essence of the base step of the induction method; (2) the meaning associated with the inductive step in proving the implication P(k) ⇒ P(k + 1) for an arbitrary k in the domain of discourse of P(n); and (3) the possibility of the truth set of a sentence in a statement proved by mathematical induction to include values outside its domain of discourse. The difficulties about the base and inductive steps are more salient among preservice elementary than secondary school teachers, but the difficulties about whether proofs by induction should be as encompassing as they could be are equally important for both groups. Implications for mathematics teacher education and future research are discussed in light of these findings.

Education and skills for development in South Africa: Reflections on the accelerated and shared growth initiative for South Africa

In July 2005, President Mbeki announced the launch of the Accelerated and Shared Growth Initiative for South Africa (AsgiSA), a new development strategy designed to help the South African state meet the ANC's 2004 election pledges, namely:

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halve unemployment;     

Indigenous knowledge and science revisited

This article provides a guided tour through three diverse cultural ways of understanding nature: an Indigenous way (with a focus on Indigenous nations in North America), a neo-indigenous way (a concept proposed to recognize many Asian nations’ unique ways of knowing nature; in this case, Japan), and a Euro-American scientific way. An exploration of these three ways of knowing unfolds in a developmental way such that some key terms change to become more authentic terms that better represent each culture’s collective, yet heterogeneous, worldview, metaphysics, epistemology, and values. For example, the three ways of understanding nature are eventually described as Indigenous ways of living in nature, a Japanese way of knowing seigyo-shizen, and Eurocentric sciences (plural). Characteristics of a postcolonial or anti-hegemonic discourse are suggested for science education, but some inherent difficulties with this discourse are also noted.

基于档案管理的企业知识服务研究

在知识资源作为核心竞争力的信息化时代,企业在发展过程中开展知识服务是大势所趋,而企业档案是其实现知识服务的重要载体和工具。文章在厘清相关概念的基础上,对企业档案参与知识服务的必要性以及实现方式进行分析,并提出了企业档案实现知识服务的策略,为企业实现知识服务提供参考借鉴,以期促进企业档案价值的充分发挥,增强企业的市场竞争力。     

“互联网+”环境下信息关系对知识形态的影响研究

"互联网+"引发了社会各领域变革,信息关系与知识形态的内涵也在变革中逐渐发生转变,探究信息关系与知识形态的变化对于提高知识管理和服务能力具有重要意义。文章通过论述信息概念单元之间、信息与载体之间和信息与社会之间的关系阐释信息关系的内涵,分析"互联网+"环境下信息关系对知识形态的影响,指出"互联网+"环境下知识形态的特点,并提出相应对策。     

基于4M1W的档案管理定义公式研究

为了更好地理解档案管理定义,从档案工作的4M1W方法入手,借鉴安达信咨询公司提出的知识管理公式KM=(P+K)S,通过对比分析知识管理和档案管理中各要素的相同点和不同点,推衍出档案管理定义公式AM=(P+T+A)M,以期为档案管理人员开展档案管理工作提供借鉴和参考。     

推动网络空间中的知识传播——评《内容开放式平台中的知识传播研究》

内容开放式平台是网络环境下知识生成与传播的重要实现机制。《内容开放式平台中的知识传播研究》一书以知识传播的动力和动力机制问题为核心内容,并系统阐述了公共知识和内容开放式平台两个基础问题。该书内容丰富、理论多元、视角独特、方法规范且新颖,对于认识和推动网络空间中的知识传播活动具有一定价值。     

宜宾临港经济开发区软环境建设

软环境建设对宜宾临港经济开发区的发展方向和总体战略定位至关重要。因此,应以明确目标和定位作为开发区规划建设的先决条件;以发挥优势,突破瓶颈,实现开发区对外开放、吸引积聚和对内开发、整合辐射的联动发展;以优化行政环境保障开发区的健康发展。从而打造好宜宾加快发展的新增长极。