30,677 research outputs found
Circle talks as situated experiential learning: Context, identity, and knowledgeability in \u27learning from reflection\u27
This article presents research that used ethnographic and sociolinguistic methods to study ways participants learn through reflection when carried out as a âcircle talk.â The data indicate that participants in the event (a) invoked different contextual frames that (b) implicated them in various identity positions, which (c) affected how they could express their knowledge. These features worked together to generate socially shared meanings that enabled participants to jointly achieve conceptualizationâthe ideational role âreflectionâ is presumed to play in the experiential learning process. The analysis supports the claim that participants generate new knowledge in reflection, but challenges individualistic and cognitive assumptions regarding how this occurs. The article builds on situated views of experiential learning by showing how knowledge can be understood as socially shared and how learning and identity formation are mutually entailing processes
Justifying the design and selection of literacy and thinking tools
Criteria for the design and selection of literacy and thinking tools that allow educators to justify what they do are described within a wider framework of learning theory and research into best practice. Based on a meta-analysis of best practice, results from a three year project designed to evaluate the effectiveness of a secondary school literacy initiative in New Zealand, together with recent research from cognitive and neuro-psychologists, it is argued that the design and selection of literacy and thinking tools used in elementary schools should be consistent with (i) teaching focused (ii) learner focused, (iii) thought linked (iv) neurologically consistent, (v) subject specific, (vi) text linked, (vii) developmentally appropriate, and (viii) assessment linked criteria. Key words: Literacy, thinking, tools, justifying criteria
Argumentation in school science : Breaking the tradition of authoritative exposition through a pedagogy that promotes discussion and reasoning
The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving small-group discussion based on tasks that stimulate argumentation. The paper builds on previous research on enhancing the quality of argument in school science, to focus on how argumentation activities have been designed, with appropriate strategies, resources and modelling, for pedagogical purposes. The paper analyses design frameworks, their contexts and lesson plans, to evaluate their potential for enhancing reasoning through foregrounding the processes of argumentation. Examples of classroom dialogue where teachers adopt the frameworks/plans are analysed to show how argumentation processes are scaffolded. The analysis shows that several layers of interpretation are needed and these layers need to be aligned for successful implementation. The analysis serves to highlight the potential and limitations of the design frameworks
Media literacy at all levels: making the humanities more inclusive
The decline of the humanities, combined with the arrival of students focused
on science, technology, engineering, and mathematics (STEM), represent
an opportunity for the development of innovative approaches to teaching
languages and literatures. Expanding the instructional focus from traditional
humanities students, who are naturally more text-focused, to address the needs
of more application-oriented STEM learners ensures that language instructors
prepare all students to become analytical and critical consumers and producers
of digital media. Training students to question motives both in their own and
authentic media messages and to justify their own interpretations results in more
sophisticated second language (L2) communication. Even where institutional
structures impede comprehensive curriculum reform, individual instructors can
integrate media literacy training into their own classes. Tis article demonstrates
ways of reaching and retaining larger numbers of students at all levelsâif necessary,
one course at a time.Published versio
Students' epistemological framing in quantum mechanics problem solving
Students' difficulties in quantum mechanics may be the result of unproductive
framing and not a fundamental inability to solve the problems or misconceptions
about physics content. We observed groups of students solving quantum mechanics
problems in an upper-division physics course. Using the lens of epistemological
framing, we investigated four frames in our observational data: algorithmic
math, conceptual math, algorithmic physics, and conceptual physics. We discuss
the characteristics of each frame as well as causes for transitions between
different frames, arguing that productive problem solving may occur in any
frame as long as students' transition appropriately between frames. Our work
extends epistemological framing theory on how students frame discussions in
upper-division physics courses.Comment: Submitted to Physical Review -- Physics Education Researc
Professional Learning Portfolios for Argumentation in School Science
This paper reports on the use of portfolios in a continuing professional development programme to advance teachersâ skills in their pedagogy of argumentation. The programme adopted a cyclical process of expert input- teacher practice- sharing practice, in order for professional learning to include reflective analysis of growing accomplishment. Accomplishment was initially defined according to previous research and development on the teaching of argumentation, but was redefined during the programme as teachers shared practice and discussed their achievements. Portfolios were used to help teachers apply their learning, collate evidence of their accomplishment and share reflective analysis of practice with other colleagues on the programme. The paper includes extracts of two teachersâ portfolios; these provide evidence of each teacherâs developing accomplishment in the teaching of argumentation. Portfolios are idiosyncratic and are constructed according to an individual teacherâs motivations, interpretations and situations. Teachers need structure and guidance in creating purposeful portfolios that enhance reflective practice
Professional Learning Portfolios for Argumentation in School Science
This paper reports on the use of portfolios in a continuing professional development programme to advance teachersâ skills in their pedagogy of argumentation. The programme adopted a cyclical process of expert input- teacher practice- sharing practice, in order for professional learning to include reflective analysis of growing accomplishment. Accomplishment was initially defined according to previous research and development on the teaching of argumentation, but was redefined during the programme as teachers shared practice and discussed their achievements. Portfolios were used to help teachers apply their learning, collate evidence of their accomplishment and share reflective analysis of practice with other colleagues on the programme. The paper includes extracts of two teachersâ portfolios; these provide evidence of each teacherâs developing accomplishment in the teaching of argumentation. Portfolios are idiosyncratic and are constructed according to an individual teacherâs motivations, interpretations and situations. Teachers need structure and guidance in creating purposeful portfolios that enhance reflective practice
Organizational knowledge dynamics
The paper addresses the main issues concerning knowledge conceptualization and knowledge dynamics, in the context of Romanian organizations. The links between organizational knowledge, organizational learning and organizational culture are being investigated, with the aim of conceptual clarification and paradigm unification, in a domain of increasing research interest, where increasing complexity implies the risk of increasing confusion.knowledge dynamics, organizational learning, organizational intelligence, organizational culture.
Thinking Skills in England's National Curriculum
This paper sets out to explore some of the issues raised by the introduction of a number of particular skills in the English National Curriculum known collectively as thinking skills. These skills are now embedded in the National Curriculum and teachers are required to address them as part of their daily duties. This paper argues that presenting such a limited selection of skills as the foundation for effective thinking may lead to an inadequate approach to enhancing pupilsâ thinking. Although creative thinking is emphasised in addition to the considerable focus on reasoning in the list of thinking skills presented in the National Curriculum, silence prevails on other types of thinking of equal significance such as, contemplation and sign-cognition (a form of pre-verbal and pre-imaginal form of cognition). The paper attempts to highlight the need for the awareness of the complex nature of thinking and concludes by highlighting the opportunities that the introduction thinking skills offer teachers
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