Purpose: This study examines how different purposes can support teachers in their work with progressions as a part of a teaching sequences in science in primary school.
Design/Method: The study was carried out in two classes working with inquiry and the events that took place in the classroom were filmed. In the study, we have chosen to use the technical term proximate purposes for the student-oriented purposes, and ultimate purposes for the scientific purposes. Together, these two types of purposes form the organisational purposes for the classes. Proximate purposes work in such a way that students can use their language and relate to their experiences as ends-in-view. To examine how organising purposes can be used to analyse progressions, we discuss examples from two different lessons.
Result: The study shows the importance of proximate purposes working as ends-in-view and also demonstrates how the teacher and students may create continuity in teaching to enable progression as a part of a teaching sequence.
Conclusions: To create continuity, it was essential that the teacher scaffolded the students in ways which allowed the students to explicitly differentiate between what was relevant or not, about the proximate purposes in relation to the ultimate purpose. 相似文献
This essay explores the historiography of American and European education, considering how educational historians communicate powerful messages about the purposes and promises of schooling through their writing. I divide the historiography of American education into four interpretive traditions: traditionalism, radical revisionism, progressive revisionism, and plural revisionism. Each phase of the historiography, I argue, has supported particular myths about the relationship between public schooling and society. European historians have shared many of the interpretive assumptions contained within traditionalist, radical revisionist, and progressive revisionist scholarship, conveying similar myths to their US counterparts. Contemporary histories of European education, however, are distinct from recent histories of the US. In comparing the divergent trajectories of these two historiographies, I conclude by suggesting the strengths and weaknesses of contemporary scholarship in both fields, an assessment derived from a review of the underlying myths conveyed by each history. Recent US scholarship remains committed to narrative and draws attention to the educational experiences of marginalised groups. Scholarship on European education, in contrast, has explicitly embraced theoretical interpretive frameworks while also giving less attention to schooling on the margins. At the same time, many European histories of education have maintained a critical view of schooling, while some recent scholarship within the US has de-emphasised this connection, echoing older interpretive traditions and tacitly reinforcing faith in the ameliorative potential of public education. 相似文献
This study chronicles a 2-year school wide portfolio initiative in a British elementary school, teacher resistance to the initiative, and factors that contributed to acceptance of the portfolio initiative. Critical components to teacher engagement in this context included teacher ownership of the process and product, a child-centred focus to the portfolio, and opportunity to include belief statements and entries of felt importance. The reflective teaching portfolio is discussed as a cultural tool of mediation and a vehicle for providing programmatic reflection wherein teacher integrity can be demonstrated through alignment of beliefs and teaching practice over time. 相似文献
Low foreign language achievers in vocational education often have a lack of learning strategies, a tendency to feel frustrated, and unwillingness to be involved. In order to develop vocational college students’ autonomy, this study integrated on-site workshops with an online learning community by means of self-directed learning English for specific purposes (ESP). The results show that the online ESP community developed students into autonomous learners by (1) employing resource-based approach to download learning materials for preview and review, (2) utilizing curriculum-based approach to view online photos for monitoring their role-play and interactions in the learning processes and taking e-assessment for evaluating learning progress, and (3) using technology-based approach for interacting with their peers. The students developed learner autonomy to achieve significant better learning outcomes in the post-test. It was implied that self-directed learning with little teacher intervention of integrating on-site and online learning community could develop learner autonomy in ESP. 相似文献