ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00191.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractFollowing a 3‐year pilot programme, the Economic and Social Research Council (ESRC) undertook to play a further major role in the evolution of new ways in which technology could contribute to learning by supporting some of the necessary basic research. It was accepted that the uncertain pragmatics of early work on classroom technologies required more clearly defined studies. Cognitive science, which promised to provide the basic concepts for work on teaching and learning, was seen to be achieving some maturity. Nevertheless, current work remained somewhat scattered. Whilst diversity of approach remains undoubtedly important when new problems are to be solved, an investment was required in broadly managed programmes across this multidisciplinary field to promote the development of ‘critical mass’ and the emergence of directions for change.A Coordinating Centre, a Programme Evaluation Unit and three Research Centres have been approved for work over 3 years (1988‐91) with support from ESRC of over Ł1M as part of the research initiatives programme of the Human Behaviour and Development Research Developme

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00192.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00193.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractThe researchers will develop a programme of computer‐based groupwork in two clusters of four‐six primary/middle schools. This will be improved and modified in the light of the first year's experience. Research techniques will also be piloted during this developmental phase. A series of studies will then be planned over 2 years as a coherent programme, involving both teacher researchers and university‐based researchers. These will investigate relationships between context variables, group processes and pupil attitudes and learning. Special attention will be given to the effects of varying the computing environment and the learning task, to pupils' psychological characteristics and their variance or invariance, to group size and competition, to gender effects, to teacher intervention strategies, and to the effect of prior training in cooperative groupwork and/or experience of groupwork off the com

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00194.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractStudies undertaken in the UK and elsewhere have shown that secondary school pupils have difficulties in understanding certain theories in the physical sciences and, moreover, that certain conceptual problems in these areas may even persist among science students in higher education.The aims of this research project are to understand this process of conceptual change better, and to devise and test ways in which such a change can be promoted in classroom teaching programmes. Particular attention will be paid to the role that computer software tools can play in promoting such a change.The effectiveness of these software tools will be investigated in small‐scale studies and in the context of classroom teaching. The findings will be made available to science teachers, teacher trainers and to those involved in educational software developmen

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00195.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractThe programme will examine the role of tools in exploratory learning through a series of extended‐time studies with children between the ages of 10 and 16. To do this it will modify and/or extend existing software tools and develop new tools where necessary. Exploratory tools allow learners to investigate models of a given domain which are different from theirs and so examine consequences and conflicts. Expressive tools give children the opportunity to express their own models about reality and so learn through representing, exploring and reflecting on the consequences of these. These are different and complementary modes of learning. Further distinctions are made between quantitative, qualitative and semi‐quantitative tools for both exploratory and expressive tools. Two main curriculum areas are selected: Technology and the Humanit

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00196.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractThis article is based on the proposal for evaluation submitted to the ESRC by the authors. The proposal offered an independent policy evaluation which would help people outside the Programme to know and judge what is going on, and those taking part in the programme to take into better account the impact on others of their activities and findings. The thrust of the proposal is formative, and focuses on the communication of research knowledge both within the programme, and between the programme and various interest groups and policy‐making bodies. The major concern of the evaluation is to understand and represent — through formative evaluation — the potential impact of the Programme on its intended audiences and users. This implies a focus on the research activities themselves (in so far as these emphases are separable). The relationship between the ESRC InTER Programme and the policy evaluation is an independent one. That is to say, the evaluation is sponsored by the ESRC, but is committed to independent internal and public reporting.The methods favoured by this evaluation are known by the term ‘naturalistic’, so‐called because they are like the ways in which people generally come to understand social life — looking, listening, and talking to people whose actions, experience and reasoning we have to represent and report in a useful form, and the article ends with a brief methodological justification for such an approach to poli

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00197.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY