141,576 research outputs found
Stated adaptation surveys and choice process: Some methodological issues
The âStated Adaptationâ survey is an interactive technique which allows us to obtain a clearer picture of the attitudes and behaviours of individuals when confronted with hypothetical situations, in particular inexperienced travel conditions. This method makes use of a simulation game whose purpose is to explore on small samples individuals' choice processes when selecting between the different transport alternatives which are available to them. This paper describes how gaming-simulation is designed, with reference to the issues tackled by two surveys which have recently been carried out in France (reactions to urban road pricing and perception of electric vehicles). It describes the benefits of this experimental approach which allows stated behaviours to be checked to a considerable degree. The limits and potential developments of this survey technique are also discussed.choice process ; stated response ; survey method ; travel behaviour
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do
This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition â what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition â grammar teaching and literacy â are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition
Towards a systemic research methodology in agriculture: Rethinking the role of values in science
The recent drastic development of agriculture, together with the growing societal interest in agricultural practices and their consequences, pose a challenge to agricultural science. There is a need for rethinking the general methodology of agricultural research. This paper takes some steps towards developing a systemic research methodology that can meet this challenge â a general self-reflexive methodology that forms a basis for doing holistic or (with a better term) wholeness-oriented research and provides appropriate criteria of scientific quality.
From a philosophy of research perspective, science is seen as an interactive learning process with both a cognitive and a social communicative aspect. This means, first of all, that science plays a role in the world that it studies. A science that influences its own subject area, such as agricultural science, is named a systemic science. From this perspective, there is a need to reconsider the role of values in science. Science is not objective in the sense of being value-free. Values play, and ought to play, an important role in science â not only in form of constitutive values such as the norms of good science, but also in the form of contextual values that enter into the very process of science. This goes against the traditional criterion of objectivity. Therefore, reflexive objectivity is suggested as a new criterion for doing good science, along with the criterion of relevance. Reflexive objectivity implies that the communication of science must include the cognitive context, which comprises the societal, intentional, and observational context. In accordance with this, the learning process of systemic research is shown as a self-reflexive cycle that incorporates both an involved actor stance and a detached observer stance. The observer stance forms the basis for scientific communication.
To this point, a unitary view of science as a learning process is employed. A second important perspective for a systemic research methodology is the relation between the actual, different, and often quite separate kinds of science. Cross-disciplinary research is hampered by the idea that reductive science is more objective, and hence more scientific, than the less reductive sciences of complex subject areas â and by the opposite idea that reductive science is necessarily reductionistic. Taking reflexive objectivity as a demarcator of good science, an inclusive framework of science can be established. The framework does not take the established division between natural, social and human science as a primary distinction of science. The major distinction is made between the empirical and normative aspects of science, corresponding to two key cognitive interests. Two general methodological dimensions, the degree of reduction of the research world and the degree of involvement in the research world, are shown to span this framework. The framework can form a basis for transdisciplinary work by way of showing the relation between more and less reductive kinds of science and between more detached and more involved kinds of science and exposing the abilities and limitations attendant on these methodological differences
Surveying Persons with Disabilities: A Source Guide (Version 1)
As a collaborator with the Cornell Rehabilitation Research and Training Center on Disability Demographics and Statistics, Mathematica Policy Research, Inc. has been working on a project that identifies the strengths and limitations in existing disability data collection in both content and data collection methodology. The intended outcomes of this project include expanding and synthesizing knowledge of best practices and the extent existing data use those practices, informing the development of data enhancement options, and contributing to a more informed use of existing data. In an effort to provide the public with an up-to-date and easily accessible source of research on the methodological issues associated with surveying persons with disabilities, MPR has prepared a Source Guide of material related to this topic. The Source Guide contains 150 abstracts, summaries, and references, followed by a Subject Index, which cross references the sources from the Reference List under various subjects. The Source Guide is viewed as a âliving document,â and will be periodically updated
Animal-Computer Interaction: the emergence of a discipline
In this editorial to the IJHCS Special Issue on Animal-Computer Interaction (ACI), we provide an overview of the state-of-the-art in this emerging field, outlining the main scientific interests of its developing community, in a broader cultural context of evolving human-animal relations. We summarise the core aims proposed for the development of ACI as a discipline, discussing the challenges these pose and how ACI researchers are trying to address them. We then introduce the contributions to the Special Issue, showing how they illustrate some of the key issues that characterise the current state-of-the-art in ACI, and finally reflect on how the journey ahead towards developing an ACI discipline could be undertaken
A Holistic Social Constructionist perspective to Enterprise Education
Purpose â Drawing on the Gestalt approach this article proposes a holistic framework for enterprise education (EE) research based on Social Constructionism, illustrating how the latter supports research into experiential learning in EE in 7 UK Higher Education (HE) pharmacy schools.
Design/ Methodology/ Approach â This paper is based on a qualitative empirical study involving educators in UK Higher Education Institution (HEI) pharmacy schools in semi-structured interviews, and investigates the delivery of EE through experiential learning approaches. Social Constructionism is proposed as a suitable underlying philosophical paradigm.
Findings â A Social Constructionism paradigm, which adopts relative realism ontology, transactional epistemology, and Gadamerâs Hermeneutic Phenomenology, offers a relevant, multi-perspectival philosophical foundation for EE research, supporting transactional relationships within contexts of multiple possibilities.
Research limitations/implications â Social Constructionism does not necessarily support the individualistic paradigm, as advocated by Constructivists; and the values associated with the former encourage a more collaborative and cooperative approach different from the latter.
Practical implications âThe paper supports the understanding that applying experiential learning through inter-disciplinary and inter-professional learning is regarded as an approach beneficial for educators, institutions and learners, within the context of EE.
Originality/ value â This paper offers a holistic conceptual framework of Social Constructionism that draws on the âGestalt Approachâ, and highlights the harmony between the ontological, epistemological and methodological underpinnings of Social Constructionism. The paper demonstrates the relevance of the proposed framework in EE research within the context of an empirical study, which is different in that it focuses on the delivery aspect of EE by considering the views of the providers (educators), an hitherto under-researched area.
Paper type â Research paper
Key words: Enterprise education, research philosophy, Social Constructionism, relative realism ontology, transactional epistemology, Gadamerâs Hermeneutic Phenomenology, Gestalt approach
Evaluation Strategy for the Re-Development of the Displays and Visitor Facilities at the Museum and Art Gallery, Kelvingrove
No abstract available
Two-person neuroscience and naturalistic social communication: The role of language and linguistic variables in brain-coupling research
Social cognitive neuroscience (SCN) seeks to understand the brain mechanisms through which we comprehend others? emotions and intentions in order to react accordingly. For decades, SCN has explored relevant domains by exposing individual participants to predesigned stimuli and asking them to judge their social (e.g., emotional) content. Subjects are thus reduced to detached observers of situations that they play no active role in. However, the core of our social experience is construed through real-time interactions requiring the active negotiation of information with other people. To gain more relevant insights into the workings of the social brain, the incipient field of two-person neuroscience (2PN) advocates the study of brain-to-brain coupling through multi-participant experiments. In this paper, we argue that the study of online language-based communication constitutes a cornerstone of 2PN. First, we review preliminary evidence illustrating how verbal interaction may shed light on the social brain. Second, we advance methodological recommendations to design experiments within language-based 2PN. Finally, we formulate outstanding questions for future research.Fil: GarcĂa, Adolfo MartĂn. Universidad Nacional de CĂłrdoba. Facultad de Lenguas; Argentina. Consejo Nacional de Investigaciones CientĂficas y TĂŠcnicas. Oficina de CoordinaciĂłn Administrativa Houssay. Instituto de Neurociencia Cognitiva. FundaciĂłn Favaloro. Instituto de Neurociencia Cognitiva; Argentina. Universidad Diego Portales; ChileFil: Ibanez Barassi, Agustin Mariano. Consejo Nacional de Investigaciones CientĂficas y TĂŠcnicas. Oficina de CoordinaciĂłn Administrativa Houssay. Instituto de Neurociencia Cognitiva. FundaciĂłn Favaloro. Instituto de Neurociencia Cognitiva; Argentina. Universidad Diego Portales; Chile. Universidad AutĂłnoma del Caribe; Colombia. Australian Research Council Centre of Excellence in Cognition and its Disorders; Australi
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