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Sinem Hizli Alkan

Is China trying to emulate Finland? - 9 views

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    it seems that we will try to go to some Chinese Universities in ten years time, instead of Europe or States.
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    The scandinavian pioneering role in school reforms has a long tradition. It is not only the comprehensive-school-system which makes Finnland a top-performer. Many countries are trying to emulate Finland and more equal opportunities in education can be a good progress. But why is Finnland a top-performer? In my opinion it could be PISA which is responsible for the comparison of school systems. PISA is criticized by many researchers, so first we have to scrutinize whether Finland can be a prototype.
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    According to the latest scores of PISA, it seems like we all start to search how China and South Corea is doing in their education systems. As for the question why Finland is a top-performer, there are several aspects to explain it. I think, initially, teacher education comes first and equality and equity in education follow this. Therefore they show up as top thanks to PISA. Their school tradition, history of both economics and education, population and mentality of learning could be obstacles to make it as a prototype and compare with some countries.
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    My aim was not to call Finland as a top-performer into question. I want to criticize PISA and their purposes. For example the test-structure are determining the results, so if sth. would be changed, another country will be the top-performer. I found an interesting critique: http://www.univie.ac.at/pisaaccordingtopisa/pisazufolgepisa.pdf But maybe I failed the original topic, because that article doesn't discuss PISA.
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    We had the same conversation here with my colleagues from Belgium and Netherlands the outcomes that PISA is measuring. It is after all measuring certain outcomes that OECD wants to measure. We also have to be careful in taking Finland as a model and such comparative approach just like mentioned in a series of reports that Christian shared.
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    PISA is a big goal for policy makers. They want to success even they don't believe, because it makes country popular as seen above:) We have to focus on real indicators like development... And here is an infographic about Finland's educational system: http://slowrobot.com/i/43651#
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    In my oppinion, we couldnot seek the other countries' educational systems, at the begining of possible educational reform process. Before this, students profile and the reasons behind the problems have to be analysed; such as economic and social problems, teacher's competencies, subject matter, schools' physical equipments, etc. As I mentioned, before analysing other countries systems, we have to analyse our educational systems indetail and clearly. From that point, solutions can be seeked and useful after determination fo the problems..
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    Now I understand your point, Christian. Thanks for sharing that pdf, I think that is related with the article since it discusses the whole structure of PISA which is showed as a scale. And for sure,that might happen that another country would be top according to another kind of testing but still there is a hard fact about Finland and their school culture. I have seen that infographic before but I feel the need to correct some issues there according to my stay in Finland. For instance, it says that there are no seperate classrooms for accelerated learning or special education but there are many of them. As for homeworks, this saying of having rarely homework is not actually reflecting the reality. They do have homeworks but the definiton of it might cause misunderstandings;)
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    Thank you Sinem for correcting the infographic's assumptions. I would like to hear more about your experiences in Finland.
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    In my opinion education policy of the countries do not be planned based on the students' academic achievement. Real achievement of an education system could be observed as individuals' adaptation to life. For example the main vision of the elementary science curriculum defined by Ministry of National Education of Turkey [MONE] (2005) is that regardless of the individual differences of students, they are educated to become scientifically literate, the uniqueness nature of the learner; background and culture of the learners and motivation of the learners were taken into consideration in the development of the curriculum (MONE, 2005), but putting those in the practice is very difficult.
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    Also, as mentioned in the text "… those results come at the cost of one of the highest levels of student anxiety in the world." Anxiety is very important and big research area in educational psychology also the news in the link http://www.chinadaily.com.cn/china/2010-04/10/content_9710997.htm exemplifies its importance in Chinese case.
Defne Kara

Finland Teacher Education - 2 views

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    It`s a short introduction of how teacher education is treated in Finland.it talks about the classroom environment they create, the goal of teacher education and the inservice training they provide after teachers get their Masters degree.
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    Finns made a dream ( also our wish for Turkeys' education system) real.
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    I really like Finnish education system. And also I wanna visit that country to realize how they achieve this. I think have to start with such a dream- long term, not only with five or six year plans.
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    Girls..Just a reminder...When once Finnish President visited China his counterpart asked him what Finland's population was..He replied as "4.5 million"..Then Chinese President asked again "at which hotel are you all staying?"..Only one of Beijing's district has a population of that much..
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    Of course population has significant affect on education and its quality. But we have to also remember that Finland's equal system doesn't care about school's population,distance, social differences, gender, religion or anything else. So the mentality of wholistic idea is to reach every child even though they live in a very small island within 10families or less. I observed that and this is just impressive. What we may gain from them is that population is just the quantity, lets focus on quality and equity!:)well as much as we can do!
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    The compulsory and voluntary intense in-service trainings for all grade teacher as in Japan and Korea, is very critical I think. These training are very well structured focusing on different topics such as educational philosophies, relationships with parents or different instructional methods.
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    I agree with Canan. Because I know that Shanghai-China is the first country according to latest PISA results. Also, Shanghai's population is over 14,5 million. With this population they can have high achievement level in an international exam. I think the success is not related to population. This is only related to educational policies. Especially teachers quality have huge impact on countries success in such exams. Educational policies on teacher candidates' selection and education should be revised as soon as possible. As turkish idiom said: "Az olsun ve öz olsun-less number- higher quality"(I'm not sure about the translation, can English teacher friends help me that point?.). Goverment should select teacher as many as the country need.
Ezgi Hazal KÖK

Communication with Parents to Enhance Learning - 2 views

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    The article has talked about the importance of communication with parents for learning as well as what problems we as educators may confront with by asking parents to help their children in order to enhance learning.
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    Thanks for sharing this:) Actually, it is not only important but also vital to include parental communication into education procedure. I think school, parents and the student himself/herself compose the core family in education process rather than the biological family of the student. In the literature about this issue, it has been put forward that there is a positive relation between parental communication and student learning or achievement both academically and psychologically.
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    One of the most difficult tasks that educators are to achieve is ensuring positive parental involvement in education. As parents are very sensitive about their children's education, nowadays most of the teachers have difficulty to create fruitful communication with parents. Parents question and crticize everything at school as they do not have confidence in educators because of improper practices they experienced or witnessed. Having training sessions, meetings and home visits can be useful in this framework. In this way, parents will be informed about the activities at school and can be involved in decision making process which will change their perceptions in a positive way.
elanuryilmaz

Design-Based Research | Canadian Education Association (CEA) - 1 views

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    As the issues and problems that define contemporary education become increasingly complex, our collective need for new knowledge and innovative solutions for practice in diverse educational contexts increases. Yet classroom teachers and school leaders often struggle to see any meaningful connection between educational research conducted in universities and their real-world, complex and contextually rich experiences of teaching, learning and leading in schools.
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    As the issues and problems that define contemporary education become increasingly complex, our collective need for new knowledge and innovative solutions for practice in diverse educational contexts increases. Yet classroom teachers and school leaders often struggle to see any meaningful connection between educational research conducted in universities and their real-world, complex and contextually rich experiences of teaching, learning and leading in schools.
Rukiye Ayan

Two Important Researchers in the Field of Learning Science - 6 views

David Paul Ausubel (1918-2008) was an American psychologist and cognitive learning theoriest who had a significant contribution to the areas of educational psychology, cognitive science, and scienc...

started by Rukiye Ayan on 13 Oct 14 no follow-up yet
Serap Sarıkaya

Situated Learning as a Theoretical Framework for Sport Education - 2 views

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    The article seeks to establish the usefulness of situated learning theory as a means of thinking differently about the alleged abstraction of school learning in a range of subjects including physical education, and the issue of transfer of learning. Following a discussion of Lave and Wenger's notion of situated learning as legitimate peripheral participation in communities of practice, the article explores the potential of Siedentop's sport education model as a means of providing young people with educative and authentic experiences of sport as legitimate peripheral participants. It is concluded that sport education may have the potential to provide educative and authentic experiences of sport.
Pınar Mercan Küçükakın

Childhood damaged by overtesting - 1 views

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    After I read this I become more worried about our students especially in secondary schools. There were SBS (exam for entering high schools) and they were taking 3 different exams at each grade, 6,7,8 but now with the new regulations they will have 36 exams. Apart from that in 10 years the system has changed for 5 times. what can be more devastating their chilhood than that?
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    This change in the system is very major, I agree with you. Once again we as educators are facing implementations without needing any pilot testing or making use of any kind of sound research. I also read that there will be open-ended questions but I am not sure. But if this is the case, we have one other reason to worry about maybe; the quality of these new questions.
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    I am afraid that there is no other country in which incessant testing is applied more Turkey. Every year, something is changed by the Ministry of Education, no need to mention about the examination system. They change the system without even measuring or analyzing the results or outcomes. Deep modifications need to be implemented to improve the infrastructure of the education system. However, in our "unique" political environment How???
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    I agree with you about the testing system in Turkey but it is only the top of the iceberg. For me, childhood ends for children who start the formal education in Turkey. Our system is so demanding and competitive that children cannot endure the difficulties they encounter. First of all, we have very overloaded curricula and students always need to be alert and hardworking to keep up with the required activities. While trying to make use of constructivist understanding curriculum developers missed some points: the opportunities and facilities the schools and students have, the difficulty level of activities, background of the learner and student and parent profile in Turkey, teacher characteristics in our schools and so on. The curricula cannot be implemeted in most of the schools so teachers invented their own methods and techniques which do not match to any of the instructional theories properly. Parents started to find out ways to protect their children and they made lots of mistakes. For example, some parents do projects of their children and smarter children started to sell ready-made projects at schools. Although teachers know the truth, he grade these projects because the system makes it nearly impossible to fail. In short, our system is working but not in the way writen in the curricula. The changes, negativities and difficulties in the system is damaging the childhood and future of the students. Somebody should change it, not the curricula:)
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    World is getting more populated, and each individual wants to have a better life. And a better life is significantly related to education. So, exams still appear to be a "must" in this racing system. Actually, I am a supporter of the exams if we want to have a more "fair race". I remember the terrible old days when successful people couldn't get what they deserved because of the bribery system in Turkey. On the other hand, I agree about the side effects of the overtesting. And as an individual who has been exposed to overtesting, the question I ask to myself is "How has the overtesting affected my mental health?" The truth is I have been stressed, depressed and sad because of the tests :(
Burcu Korkusuz

Applying the Neurosciences to Educational Research: Can Cognitive Neuroscience Bridge t... - 0 views

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    Recent findings in Cognitive Neuroscience are likely to have important implications for educational theory and practice.It is critical to determine whether these research findings sufficient,in and of themselves, to have a veridical impact on curriculum and policy.The ways in which neuroscience research will impact the field of education is discussed and Gardner's theory of Multiple Intelligences is examined as a case study of the impact of neuroscience on educational practice. It is concluded that experts who are well versed in both neuroscience and educational research and theory are needed and that the development of an indepe ndent discipline, Educational Neuroscience, will best bridge the gap between the two fields.
filizbezci

Philip H. Winne - 3 views

Philip H. Winne is a professor of educational psychology and Canada Research Chair in Self-Regulated Learning and Learning Technologies at Simon Fraser University. Winne has made significant contri...

started by filizbezci on 21 Oct 13 no follow-up yet
canannn

Culture and education: new frontiers in brain plasticity - 3 views

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    I am really effected by the construct neuroplasticity as I read. I had read it as neuro-elasticity before but now I believe they are different terminologies or I am not sure:) So this article is about new emerging themes on neuroplasticity and its relation with education and culture. The figure showing the variables influencing brain plasticity is really good I think.
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    I always like the cross cultural studies! Culture is shaped by society which has millions of 'brains' so it would not be so realistic and reasonable not to talk about culture in neuroscience and neuroplasticity.
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    me too:) I also believe in the same idea, culture should be an issue to take into account in the process.
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    Canan, I was questioning the role of culture in neurosceience when I saw the article you shared, many thanks:) In the figure presenting the variables affecting the brain plasticity, education and culture intersects. For me, culture shapes education in a society (both formal and informal education). It determines people's identity, behaviors, attitudes and thinking patterns. So, it is for sure that it has an influence on brain plasticity.
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    Yes I agree with you culture is in relation with lots of different elements that can be important for brain development or plasticity, the fact that cognitive structure Of the brain changes with culture seems important to keep in mind.
E.Yasin Çiftçi

Neuro Myths - 5 views

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    You've surely heard the slogans: "Our educational games will give your brain a workout!" Or how about, "Give your students the cognitive muscles they need to build brain fitness." And then there's the program that "builds, enhances, and restores natural neural pathways to assist natural learning."
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    Male and female brains are radically different? Though there may be subtle differences between male and female brains, there is absolutely no significant evidence to suggest that the genders learn or should be taught differently. This myth might stem from a misinterpretation of books such as The Essential Difference: Men, Women, and the Extreme Male Brain, which focused largely on patients with autism.
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    Here is a new reserach about differences of male and female brains. http://www.bbc.co.uk/news/health-25198063#FBM315349 But I think we need more of them to generalize and decide,since the brain is the most complex organ.
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    Excellent!!! There are so many myths about education and learning teachers, parents, and children just believe without further inquiry. Take mathfobia for instance. Many girls at very early ages are trained to believe that that cannot do math. Their whole education and career are shaped accordingly. These beliefs and misconceptions are really dangerous, and I have to admit that teachers and professors held many of these myths and educate accordingly.
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    I am really disappointed now :( I have been deceived by those myths :( I was very sure about some people are left-brained and some are right-brained or the ages 0-3 are more important than any other age for learning. It is quite interesting that I still do not want to believe that they are wrong :)
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    Thank you for this source, there are some like Afranur that disappointed me:) I believe that people taking these myths and carrying them all along can be related with a crucial element of our education system: not emphasizing making critiques and reflections. Fortunately critical literacy is gaining importance, I hope its effects will be seen in our education system as well.
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    Now I understand why I felt so incomplete while learning those MYTHS in training sessions :-) As a listener, I always questioned my brain's capacity and thought that only the genius can use their brain's full potential...:-((
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    Fischer's ideas are really interesting. I was most confused about his idea of left-right brained.
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    As far as I see, this link was shared in this group a long time ago, but I've wanted to make it visible again so that you don't miss it. This is the last post coming from me for this week :).
kuttai

TPACK in Physical Education - 1 views

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    I really liked that page which explains Technological elements usage in Physical Education and in the curriculum. He also give two examples of his lessons where he use technology in his class to show the TPACK in physical education.
Pınar Mercan Küçükakın

Changing Education Paradigms - 1 views

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    Turkey has been undergoing education reforms because of the same reason" ..the current system was designed and conceived for a different age..." Do you think the reformed curricula meet the requirements of 21st century? I think wee need to reform the minds of people who are designing the curricula in this country...
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    I certainly do not believe that the current system 4+4+4 meets the requirements of the 21st century. In Turkey, something is changed every year about the examination, curriculum, grading and so on. We do not have the opportunity to see the effects of the new system. Moreover, I agree with your ideas that before conducting a reform, the mentality should be changed first whether it is about the educational management, curriculum or other components. If this does not occur, the results will just be superficial and temporary.
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    It is like imitating other countries and take their education systems for granted rathr than reforming. Whatever it is, the education systems not only in East but also in some parts of west are based on social efficiency theory and students are conceived as to-be-workers. Self-actualization and intellectual development are not even in the secondary place.
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    as it is mentioned in the video, our educattion system also kill the creativity of the students and cause them to behave like robots.I think we loose huge amont of potential to produce artistic, scientific and tecnological productions.
Burcu Korkusuz

Neuroscience: Implications for Education and Lifelong Learning - 0 views

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    The report focuses on advances in neuroscience with potential implications for education and lifelong learning. The report authors, including neuroscientists, cognitive psychologists and education specialists, agree that if applied properly, the impacts of neuroscience could be highly beneficial in schools and beyond. The report argues that our growing understanding of how we learn should play a much greater role in education policy and should also feature in teacher training.
Ezgi Hazal KÖK

Centre for Educational Neuroscience - 0 views

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    I really like this website, which has research, current projects, seminars and conferences, and publications about Educational Neuroscience. And according to the website, its mission statement is to combine "strength in neuroscience, child development, psychology, and education research and its applications to education practise to establish a dialogue between researchers and educationalists to further translations of research into practise to improve education and well-being across the lifespan."
Hatice Çilsalar

Punya Mishra - 1 views

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    We spook about Mishra in class and Evrim Hoca gave some information about him. .
    Punya Mishra is a professor of educational technology and director of the Master of Arts in Educational Technology program. He is nationally and internationally recognized for his work on the theoretical, cognitive and social aspects related to the design and use of computer-based learning environments. He has worked extensively in the area of technology integration in teacher education which led to the development (in collaboration with M. J. Koehler) of the Technological Pedagogical Content Knowledge (TPACK) framework, which has been described as "the most significant advancement in the area of technology integration in the past 25 years." He has received over $4 million in grants, published over 45 articles and book chapters and edited two books. Dr. Mishra is an award-winning instructor who teaches courses at both the masters and doctoral levels in the areas of educational technology, design and creativity. He is a gifted, creative and engaging public speaker, having made multiple keynote and invited presentations for associations and conferences nationally and internationally.
    My dream is to work with him and Ann Thompson and also taking TPACK badge.:)
Yelda Sarıkaya-Erdem

Allan Collins - 1 views

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    Allan Collins is a retired professor of Education and Social Policy at Northwestern University and best known in psychology for his work on semantic memory and plausible reasoning, in artificial intelligence for his work on reasoning and intelligent tutoring systems, and in education for his work on situated learning, inquiry teaching, epistemic forms and games, design research, and cognitive apprenticeship. His famous work with the co-author Richard Halverson is "Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America" that was published in 2009. I have put the link to download the article presenting a summary of the contents of the book written by Collins and Halverson.
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    Yelda, I am really happy to meet such a study and really curious about reading this paper. As you know, I am interested in technology in education. Therefore, it will be my basic reading. Thanks for your sharing.
Özlem Tantu

Computers 'do not improve' pupil results, says OECD - BBC News - 5 views

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    Investing heavily in school computers and classroom technology does not improve pupils' performance, says a global study from the OECD. The think tank says frequent use of computers in schools is more likely to be associated with lower results. The OECD's education director Andreas Schleicher says school technology had raised "too many false hopes". These results worth to be disscussed. Shall we go back to traditional classrooms or continue with technology? If so, how should we use it in the classroom?
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    I deeply believe the power of motivation to learn and classroom technology can be used to enhance students' motivation in learning of the specific content. Still, it is open to debate effective use of technology in classrooms, especially in our country. To deal with this inefficiency of classroom technology, we need to focus on teachers' technology literacy and try to develop this literacy.
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    Hi Özlem Hoca, BBC news you shared with us is very advisable to our friends. (1) I agree that computers may have the possibility to be distractors for learning and they may be abused by some students. Students may prefer to use computers for activities other than for school activities. When I was an intern teacher, I wanted to show how a literature search is performed to my 20, 9th grade "Project" (noncredit course) students in 2006, I ended up running from one student to another because as I leave him/her with his/her search, s/he began to sign in facebook and their emails. (2) I also agree that plagiarism may occur in homeworks due to internet resources. (3) Another interesting opinion in this news is that "We're training the students to use technology which hasn't yet been invented." We are training the students to the future that is not defined, not yet clear.
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    I think integrating technology in classrooms is inevitable as computers have been being used in lots of areas in the world and it is a little bit optimistic to assume that education will escape from this "invasion". Today's students live with technology and indeed, technology can enhance the representation of a topic, communication among learners, eliminate time and space limitations in reaching information, etc. The article says that "frequent" use of computers in schools is more likely to be associated with lower results. Instead of frequent use, one should know how one can healthily get benefit from computers, when to use it, how to use it, when not to use it, etc. Those questions are still major questions in modern educational science research. Findings from such research can enhance the positive impact of technology in classrooms.
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    Having read this week's reading assignment, a part of which focuses on this particular result, I felt the need to comment on your share Özlem hocam. It is mentioned in Chapter 1: Introduction that "in the 1980s, cognitive scientists like Roger Schank and Seymour Papert made claims that computers would transform the schools and learning. This was a rather radical claim and it helped form a strong consensus among parents, bussiness community, politicians that getting computers into schools was a must. During 1990s, installing computers and the Internet in schools was a major trend. By 2003, 95% of all the schools in the US had their computers and were connected to the Internet. However, the impact of this huge investment was highly disappointing. Studies had shown computer use was not correlated with improved student performance. When the reserachers began to study to find the reason, they found out that the computer use in schools was not based on learning sciences; instead, they were being used as an extension of instructional classroom. By this I mean, bringing technology to the classrooms was not enough without changing the structure of instruction. Educational software has been based on instructionist theories, with the computer performing roles that are traditionally performed by the teacher. Teachers and students were not aware of how to use those computers efficiently. Students read the texts on the computers instead of reading them on books.Learning scientists continue to emphasize the powerful role that computers can play in transforming all learning. But they reject instructionalism and behaviorism. Instead, they present a new vision of computers in schools. They suggest that computer should take on a more facilitating role, helping learners have the kind of experiences that lead to deep learning."
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    It is an important an overwhelming issue about how we integrate technology into education. A well-balanced implementation is required for successful instruction between the use of technology and traditional methods like paper-pencil activities (Hitt, 2011). We should not force technology and traditional instruments like paper-pencil and blackboards fight against themselves. We may play the role of negotiator between the technology and traditional methods.
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    Perhaps, we need to focus more on the pedagogy rather than the technology.
Erdem Uygun

Learning Sciences Research Institute at University of Ilınoi - 1 views

  • No one else does what we do.
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    They say "No one else does what we do" while mentioning their interdisciplinary approach. They say that "The learning sciences field emerged more than two decades ago after researchers found that what worked in a laboratory simply did not hold up with real children, teachers, classrooms and workplaces. They saw that learning technologies, which held great promise for solving education's problems, were not being transferred to classrooms and schools. Cognitive scientists, educational and instructional psychologists, and computer scientists worked together to put their ideas and knowledge to use to improve the learning outcomes for a diverse group." The institute basically do two things: 1 - They identify the critical challenges in education, literacy, mathematics, science and the social sciences. 2- They work to find solutions. Their main aim is to create learning systems for 21st century classrooms thanks to interdisciplinary research in teaching and learning. They believe that learning is a complex process and so they get benefit from different disciplines (e.g. anthropology, computer science, education, linguistics, psychology and sociology) to share knowledge and best practices on education. At their another webpage, they define learning science as a science which "focuses on how to create new, improved and equitable learning environments for 21st century learners.". In order accomplish this, they focus on four questions: 1- How do people learn? 2- What do we want them to know and be able to do? 3- How can we design learning environments that help them learn? 4- How can we monitor what they are learning? They offer a Ph.D. program to raise future learning scientists.
Hatice Çilsalar

Special Interest Group-Society for Information Technology & Teacher Education - 0 views

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    SITE, the Society for Information Technology & Teacher Education, is an international association of teacher educators (and affiliated organizations) who create and disseminate knowledge about the use of information technology in teacher education and faculty/staff development. SITE promotes research, scholarship, collaboration, exchange, and support among its membership.
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