Understanding interactions in face-to-face and remote undergraduate science laboratories

This paper reviews the ways in which interactions have been studied, and the findings of such studies, in science education in both face-to-face and remote laboratories. Guided by a systematic selection process, 27 directly relevant articles were analysed based on three categories: the instruments used for measuring interactions, the research findings on student interactions, and the theoretical frameworks used in the studies of student interactions. In face-to-face laboratories, instruments for measuring interactions and the characterisation of the nature of interactions were prominent. For remote laboratories, the analysis of direct interactions was found to be lacking. Instead, studies of remote laboratories were mainly concerned with their practical scope. In addition, it is found that only a limited number of theoretical frameworks have been developed and applied in the research design. Existent theories are summarised and possible theoretical frameworks that may be implemented in studies of interactions in undergraduate laboratories are proposed. Finally, future directions for research on the interrelationship between student interactions and laboratory learning are suggested

Totéž a odlišné: O praktikách sémantizace a instrumentalizace v učebně (matematické)

Vzdělání není možné bez obsahu. Vyučování a učení ve školách se věnuje „něčemu“, ne „ničemu“ nebo „čemukoliv“. Čím více heterogenní, multikulturní a jazykově různorodá je výuka, tím více je během vyučování a učení nutná sémantizace vzdělávacího obsahu. V tomto článku rozvíjíme teorii transformace obsahu a představujeme koncept operačního isomorfismu a jeho potenciálu v oblasti didaktiky, výzkumu výuky a vzdělávání a vzdělávání učitelů. Pomocí případové studie výuky matematiky ilustrujeme, jak mohou studenti těžit ze sémantizačních a instrumentalizačních postupů ve třídě a jak tyto procesy nabývají podoby extenzionální dekonstrukce a intenzionálního rozšiřování nebo zhušťování.There is no education without content. Teaching and learning in schools is devoted to “something,” not to “nothing” or “anything.” The more heterogeneous, multicultural, and multilingual the classroom, the more semantization of educational content within teaching and learning is needed. Therefore, the role of various languages in the classroom is revisited. In this article, we elaborate on the theory of language-sensitive content transformation and introduce the concept of operational isomorphism and its potential in the field of didactics, research on teaching, and learning and teacher education. Using a case study of mathematics teaching, we illustrate, how students can benefit from semantization and instrumentalization practices in the classroom and how these processes take the form of extensional deconstruction and intensional expansion or intensional condensation

Refining a teaching pattern: Reflection around artefacts

This book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice. Chapter 13 'Refining a Teaching Pattern: Reflection Around Artefacts' explores reflective practices of an artefact, in this case fashion design garment samples