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Our interest in a potential place for sociodramatic play in the early learning of physical science was activated while interviewing
two six year old girls after the classroom phase of our research study had ended. During spontaneous play, these girls initiated
inquiry into questions that had remained unanswered for them at the end of the teaching about Light.
Specializations: children's learning in science and technology, inclusion, contexts, teaching models. 相似文献
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Gilda Segal 《Research in Science Education》1992,22(1):348-357
To address expected negative attitudes to studying science and technology held by primary school student teachers, we devised
a learning model which combined cooperative group strategies with a learners' questions approach in a context which allowed
for pluralism in methodology and epistemology. The model was used in a teacher education elective subject studied by final
year Diploma of Teaching students at the University of Technology, Sydney. We found that some students were inexperienced
in participating in the planning and design of their learning and that for many students, being responsible for their learning
in a science and technology context aroused reactions of alarm and determined avoidance so that alternative pathways for achievement
in the subject had to be offered. Some students reported feelings of satisfaction in their successful learning despite initial
anxiety, low confidence or indifference.
Specializations: children's learning in science and technology; inclusion; contexts, teaching models. 相似文献
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Gilda Parrella 《Communication Studies》2013,64(4):296-302
This article presents a rationale for physicalization in performance of narrative prose based on the literary convention of “point of view.” It explores a variety of narrative voices and attempts to illustrate, through example, how narrators rely on both imitation and narration to present story to audience. 相似文献
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This article is based on a survey carried out at Imperial College, to understand better needs, problems, advantages/disadvantages and solutions in the use of new technologies in a specific context, such as engineering education. In comparison with other research on this matter, perceptions, benefits and barriers to using computer-assisted learning and information and communication technologies in higher education, the present study reveals something more about the use of educational technologies in scientific subjects: many lecturers believe that technical subjects do appear to benefit greatly from the ability to teach using real-life computer simulations which help with student motivation and understanding. Moreover, the use of computers allows practical experiences and help in data analysis, and often work would be impossible without computers. Nevertheless, the survey results indicate that, although there are many advantages in the use of computers in teaching and learning, there are many difficulties for lecturers in using the new technologies because of logistical problems, such as lack of time, technical support, appropriate software and hardware, etc. There is a need to consider what support can be offered and how, on a national level. 相似文献
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William W. Brickman Willy Strzelewicz William Taylor Joachim H. Knoll Mark Blaug Oskar Anweiler Andreas Fuchs Gilda L. de Romero Brest Alberto Aráoz Wolfgang Brezinka Enrique Oteiza W. F. Connell Robert J. Havighurst Daniel F. Wozniak Wolfgang Roth Karl Frey Alfons Otto Schorb 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(2):221-249
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To keep intuitive knowledge fluid for an extended time, we wish to encourage young children to examine continuously those
intuitive explanations for natural phenomena which later become hard wired, highly resistant to development or change. To
assist this we designed a learning package which integrated three extensively researched educational strategies (cooperative
learning, informal inquiry and familiar context) for children to explore their notions about the topiclight. Children in a kindergarten class were encouraged to share their ideas about shadows and shadow formation with peers, as
they took part in explorations of shadow formation inside and outside their classroom. Whole class discussions, small group
conversations and final conversations between researcher and small groups provide insights into social and individual construction
of knowledge, young children's abilities to be scientific and the social construction of gender.
Specializations: children's learning in science and technology; inclusion; contexts, teaching models. 相似文献
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Gilda Segal 《Research in Science Education》1997,27(2):289-307
This paper contrasts naive beliefs about the nature of science, with science as it appears from sociological and philosophical
study, feminist critique and insights from multicultural education. I draw implications from these informed views to suggest
how school science might be modified to project a pragmatic view of science to its students that allows students to know science
and its relationships to themselves and society in multi-faceted ways. From these perspectives, pragmatic school science is
situated within a values framework that questions how we know. Pragmatic school science also requires that the naive inductivist
views that permeate school science inquiry methods at present be modified to recognise that observations and inquiry are guided
by prior knowledge and values; that new knowledge is tentative; that some knowledge has high status, as it has been constructed
consensually over a long period; but that even high status knowledge can be challenged. For implementation of these reforms,
yet still to embrace the need for some students to appropriate understanding of discipline knowledge required for advanced
science education, a broad set of aims is required. 相似文献
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PROSPECTS - The Covid-19 pandemic has transformed the higher education systems in ways that make visible problems that already existed but that previously were not fully noticed. The pandemic can... 相似文献