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1.
Josep M. Fortuny Joaquim Giménez Claudi Alsina 《Educational Studies in Mathematics》1994,27(4):401-412
In this paper we give an account of an integrated package of assessment, describing its conceptual posing as well as its formats, functions, use and effects. The package introduces a diversity of materials searching for connecting and integrating different contributions in a multidimensional scheme. 相似文献
2.
Vanessa Carvalho dos Santos Leyla Mariane Joaquim Charbel Ni?o El-Hani 《Science & Education》2012,21(4):543-578
A major source of difficulties in promoting students’ understanding of genetics lies in the presentation of gene concepts
and models in an inconsistent and largely ahistorical manner, merely amalgamated in hybrid views, as if they constituted linear
developments, instead of being built for different purposes and employed in specific contexts. In this paper, we report the
results of a study about how textbooks can provide the grounds for the students’ construction of such hybrid views about genes.
These views are a key problem in genetics teaching, because they make it more difficult that students properly understand
this central biological concept and strengthen genetic deterministic ideas, which characterize a widespread discourse about
genes in the public opinion. We analyzed 18 textbooks using categorical content analysis, employing categories derived from
the literature addressing the historical development of gene models and concepts. Our findings indicate that the analyzed
textbooks do convey hybrid views about genes, with no correspondence to scientific models related to this biological concept.
These views reinforce genetic deterministic discourses and may lead students to serious misunderstandings about the nature
of genes and their role in living systems, with consequences to future learning about genetics. 相似文献
3.
Niklas M. Gericke Mariana Hagberg Vanessa Carvalho dos Santos Leyla Mariane Joaquim Charbel N. El-Hani 《Science & Education》2014,23(2):381-416
The aim of this paper is to investigate in a systematic and comparative way previous results of independent studies on the treatment of genes and gene function in high school textbooks from six different countries. We analyze how the conceptual variation within the scientific domain of Genetics regarding gene function models and gene concepts is transformed via the didactic transposition into school science textbooks. The results indicate that a common textbook discourse on genes and their function exist in textbooks from the different countries. The structure of science as represented by conceptual variation and the use of multiple models was present in all the textbooks. However, the existence of conceptual variation and multiple models is implicit in these textbooks, i.e., the phenomenon of conceptual variation and multiple models are not addressed explicitly, nor its consequences and, thus, it ends up introducing conceptual incoherence about the gene concept and its function within the textbooks. We conclude that within the found textbook-discourse ontological aspects of the academic disciplines of genetics and molecular biology were retained, but without their epistemological underpinnings; these are lost in the didactic transposition. These results are of interest since students might have problems reconstructing the correct scientific understanding from the transformed school science knowledge as depicted within the high school textbooks. Implications for textbook writing as well as teaching are discussed in the paper. 相似文献
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João Venâncio Diogo Lopes Joaquim Lourenço Fernando Ribeiro 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(2):162-168
This study aimed to compare knee joint position sense of roller hockey players with an age-matched group of non-athletes. Forty-three male participants voluntarily participated in this cross-sectional study: 21 roller hockey players (mean age: 23.2 ± 4.2 years old, mean weight: 81.8 ± 9.8 kg, mean height: 180.5 ± 4.1 cm) and 22 age-matched non-athletes (mean age: 23.7 ± 3.9 years old, mean weight: 85.0 ± 6.2 kg, mean height: 181.5 ± 5.0 cm). Knee joint position sense of the dominant limb was evaluated using a technique of open-kinetic chain and active knee positioning. Joint position sense was reported using absolute, relative and variable angular errors. The main results indicated that the group of roller hockey players showed significantly lower absolute (2.4 ± 1.2º vs. 6.5 ± 3.2º, p ≤ 0.001) and relative (1.7 ± 2.1º vs. 5.8 ± 4.4º, p ≤ 0.001) angular errors in comparison with the non-athletes group. In conclusion, the results from this present study suggest that proprioceptive acuity, assessed by measuring joint position sense, is increased in roller hockey players. The enhanced proprioception of the roller hockey players could contribute to injury prevention and improved performance during sporting activities. 相似文献
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Íris Susana Pires Pereira Ângela Campos 《Changing English: An International Journal of English Teaching》2014,21(4):359-370
This article is located at the crossroads between two distinctive human traits, empathy and rational thought, with narrative emerging as a particularly powerful means to enable young readers to bring them together. Specifically, we discuss the role that critical literary exegesis plays in the development of empathic consciousness in literary readers. The discussion is conducted through the critical narrative discourse analysis of a short story that is widely read by Portuguese young students. The story deals with what has become a living experience for many students – emigration – and puts opposing social ideologies about this experience in a subtle dialogue. Narratological critical analysis provides an essential tool for readers to turn those ideologies inside out. It enables them to escape the main character’s conformist positioning and develop a liberating empathy, and hence a more sensitive perspective about the social reality that the narrator offers for our consideration. 相似文献
8.
Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study1
Íris Susana Pires Pereira Maria Cristina Cristo Parente Cristina Vieira da Silva 《Teacher Development》2016,20(5):614-630
Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher’s written portfolio, the construction of which was guided to scaffold deep thinking about (and the transference of theory into) practice during participation in an in-service program about language education. Our case study shows that the writing process sustained robust learning about professional knowing, doing and learning itself: The teacher elaborated an integrative ethical understanding of the discussed theory, fully experienced newly informed practices and assessed her own learning by using theory to confront her previous knowledge and practices. Throughout the portfolio, the learning stance revealed by her voice varied accordingly. The study illustrates the potential of guided writing to scaffold reflective learning in in-service contexts. 相似文献
9.
Joaquim Dolz Marie-Claude Rosat Bernard Schneuwly 《European Journal of Psychology of Education - EJPE》1991,6(2):175-185
When and whay children change tense subsystem in a written text? 89 French and German pupils and 90 Catalan pupils aged 10, 12 and 14 produced each a fairy-tail, a short news item and a letter. The analysis of tense subsystem alternations in these texts reveals:
- that the factors explaining alternations are the same in the observed languages
- that in some cases, alternations are errors induced by the difficulty to master different enunciative levels in the text
- that most alternations create sense effects in relation to text structure, but since very often no other linguistic unit reinforces the effect created, it may lead to some ambiguity for the receiver.
10.
Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different characteristics of the models using cooperative or collaborative teamwork are pointed out and analysed, namely in terms of the students’ perceptions. The data collected include informal feedback from students, monitoring of their marks and academic performance, and answers to two sets of questionnaires: developed for these courses, and institutional. The data indicate students have good opinion of the project-based learning model, though collaborative teamwork is the best rated. The overall efficacy of the models was analysed (sum of their effectiveness, efficiency and attractiveness). The collaborative model was found more adequate. 相似文献