Design of powerful learning environments to promote intentional learning: multiple perspectives




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F 1 28th Aug 8:30 - 10:30 Room BIO Aula Magna


EARLI Invited Symposium


DESIGN OF POWERFUL LEARNING ENVIRONMENTS TO PROMOTE INTENTIONAL LEARNING: MULTIPLE PERSPECTIVES


Organiser: Monique Boekaerts, Leiden University, The Netherlands


Chair: Monique Boekaerts, Leiden University, The Netherlands


Discussant: Monique Boekaerts, Leiden University, The Netherlands


Unraveling mathematics-related beliefs and their impact on intentional learning

Erik De Corte, University of Leuven, Belgium


Learning environments for conceptual change: The role of intentional learning

Stella Vosniadou, University of Athens, Greece


The relationship between achievement goals and intentional learning: Individual differences and contextual effects

Julianne C. Turner, University of Notre Dame, USA


The motivational basis of powerful learning environments - Some conclusions from educational-psychological interest research

Andreas Krapp, University of the Bundeswehr, Munich, Germany


F 2 28th Aug 8:30 - 10:30 Room PSY 2 D


EARLI Invited Symposium


LEARNING AND UNDERSTANDING WITH MULTIPLE REPRESENTATIONS


Organiser: Susan R. Goldman, University of Illinois, Chicago, USA


Chair: Susan R. Goldman, University of Illinois, Chicago, USA


Discussant: Susan R. Goldman, University of Illinois, Chicago, USA


Can pictorial representations support sense-making in mathematics?

Kenneth R. Koedinger, Carnegie Mellon University, Pittsburgh, USA


In search of optimal pathways to diagrammatic reasoning

Elsbeth Stern, Max Planck Institute for Human Development, Berlin, Germany


Multiple perspectives on multiple representations

Wolfgang Schnotz, University of Koblenz-Landau, Germany

Georg Hauck, University of Koblenz-Landau, Germany

Christian Kürschner, University of Koblenz-Landau, Germany

Tina Seufert, University of Koblenz-Landau, Germany


Using representations to prepare students for learning

Daniel L. Schwartz, Stanford University, USA

F 3 28th Aug 8:30 - 10:30 Room BIO G C


SIG Invited Symposium


COMPUTER-SUPPORTED COLLABORATION AS A CO-ORDINATED ACTIVITY: THEORETICAL AND METHODOLOGICAL PERSPECTIVES


Organisers: Päivi Häkkinen, University of Jyväskylä, Finland

Richard Joiner, University of Bath, United Kingdom

Rupert Wegerif, Open University, United Kingdom


Chair: Järvelä Sanna, University of Oulu, Finland


Discussant: Michael Baker, University of Lyon, France


Applying the ontological ambivalence of computers to resource and direct learning conversations

Rupert Wegerif, Open University, United Kingdom


Co-ordination and collaboration strategies employed in face-to-face and online discussions

Richard Joiner, University of Bath, United Kingdom

Sarah Jones, University of Bath, United Kingdom


Process of grounding in online conferences: A case study in teacher education

Kati Mäkitalo, University of Jyväskylä, Finland

Päivi Häkkinen, University of Jyväskylä, Finland

Sanna Järvelä, University of Oulu, Finland


Affording sociability for distributed teamwork

Paul A. Kirschner, Open University, The Netherlands

Karel Kreijns, Open University, The Netherlands


Cultivating collaboration in e-learning communities: Reconciling behaviourist and social constructionist approaches

Andrew Ravenscroft, London Metropolitan University, United Kingdom


F 4 28th Aug 8:30 - 10:30 Room BIO G D


SIG Invited Symposium


THE PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS


Organisers: Theo Bergen, University of Nijmegen, The Netherlands

Michal Zellermayer, Levinsky College of Education, Tel Aviv, Israel


Chair: Michal Zellermayer, Levinsky College of Education, Tel Aviv, Israel


Discussant: Christopher M. Clark, University of Delaware, USA


Professional dilemmas teacher educators face in their teaching

Harm Tillema, Leiden University, The Netherlands

Lya Kremer Hayon, Leiden University, The Netherlands


Professional development of teacher educators - Why, how? What do teacher educa-tors have to say?

Kari Smith, Oranim Academic College of Teacher Education, Israel


A profile of teacher educator competences as a guideline for professional development

Bob Koster, Utrecht University, The Netherlands

Cor Koetsier, Utrecht University, The Netherlands

Fred Korthagen, Utrecht University, The Netherlands

Theo Wubbels, Utrecht University, The Netherlands


F 5 28th Aug 8:30 - 10:30 Room PSY 3 F


Symposium


LEARNING AND TEACHING THE LITERATURE CURRICULUM. HOW READERS APPROACH LITERARY TEXTS, AND HOW INSTRUCTION MAY ENHANCE LITERARY COMPETENCE

Part 3: How education may improve literary reading and interpretation


Organisers: Tanja Janssen, University of Amsterdam, The Netherlands

Gert Rijlaarsdam, University of Amsterdam, The Netherlands


Chair: Tanja Janssen, University of Amsterdam, The Netherlands


Discussant: Mary Kooy, University of Toronto, Canada


Horizons of expectations” – Students, teacher and the literary character

Yael Poyas, University of Haifa and Oranim College, Israel


Learning to write argumentative texts about literature

Marleen Kieft, University of Amsterdam, The Netherlands

Gert Rijlaarsdam, University of Amsterdam, The Netherlands


The influence of student and teacher conceptions of learning and reading performance

Gitte Ingerslev, Danish University of Education, Denmark


Thinking and feeling poetry: Using emotions to unlock meanings in the literature classroom

Amy Eva-Wood, University of Washington, USA


Who makes the meaning? Teachers’ pedagogical approaches and students’ responses to text in secondary literature classes

Sieta Van der Hoeven, University of South Australia, Australia


F 6 28th Aug 8:30 - 10:30 Room PSY 3 G


Symposium


DISCOURSE AND LEARNING


Organiser: Clotilde Pontecorvo, University of Rome “La Sapienza”, Italy


Chair: Clotilde Pontecorvo, University of Rome “La Sapienza”, Italy


Discussant: Michèle Grossen, University of Lausanne, Switzerland


Reflexive activities and learning in multilingual classrooms

Anna Ciliberti, University for Foreigners, Perugia, Italy

Rosa Pugliese, University of Siena-Arezzo, Italy

Laurie Anderson, University of Siena-Arezzo, Italy


The conversational construction of identity of children with learning impairment

Marilena Fatigante, University of Rome “La Sapienza”, Italy

Franca Orletti, University of Rome 3, Italy


Learning routines: How to tell rituals from deeds and explorations?

Anna Sfard, University of Haifa, Israel


Teachers strategies in assessing text comprehension and in detecting errors

Ottavia Albanese, University of Milan “Bicocca”, Italy

Cristina Maronato, University of Rome “La Sapienza”, Italy

Caterina Fiorilli, LUMSA, Rome, Italy


Community of learners and technology

Donatella Cesareni, University of Rome “La Sapienza”, Italy

Maria Beatrice Ligorio, University of Bari, Italy

Antonio Iannaccone, University of Salerno, Italy


F 7 28th Aug 8:30 - 10:30 Room BIO 1 G


Symposium


COGNITIVE LOAD THEORY: INSTRUCTIONAL IMPLICATIONS OF THE INTERACTION BETWEEN INFORMATION STRUCTURES AND COGNITIVE ARCHITECTURE (Part 1)


Organisers: Fred Paas, Open University, The Netherlands

John Sweller, University of New South Wales, Sydney, Australia

Alexander Renkl, University of Freiburg, Germany

Chairs: Fred Paas, Open University, The Netherlands

John Sweller, University of New South Wales, Sydney, Australia

Alexander Renkl, University of Freiburg, Germany


Discussant: Remy Rikers, Erasmus University, Rotterdam, The Netherlands


Why understanding instructional design principles requires an understanding of the evolution of human cognitive architecture

John Sweller, University of New South Wales, Sydney, Australia


The role of software agents in multimedia learning environments: When do they help students reduce cognitive load?

Roxana Moreno, University of New Mexico, USA


Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects

Roland Brünken, University of Erfurt, Germany

Jan L. Plass, New York University, USA,

Detlev Leutner, Essen University, Germany


A multidimensional approach to the mental efficiency of instructional conditions

Fred Paas, Open University, The Netherlands

Juhani Tuovinen, Charles Sturt University, Australia


Mental efficiency as a determinant for the dynamic selection of learning tasks in aviation training

Ron J. C. M. Salden, Open University, The Netherlands

Fred Paas, Open University, The Netherlands

Jeroen van Merriënboer, Open University, The Netherlands

F 8 28th Aug 8:30 - 10:30 Room BIO 1 C


Symposium


LEARNING TO WRITE IN CLASSROOM COMMUNITIES


Organisers: Linda Allal, University of Geneva, Switzerland

Triantafillia Kostouli, Aristotle University of Thessaloniki, Greece


Chair: Madelon Saada-Robert, University of Geneva, Switzerland


Discussant: Geerdina Van der Aalsvoort, Leiden University, The Netherlands


The impact of prior knowledge on the socio-cultural (re)production of written genres

Debra Myhill, University of Exeter, United Kingdom


Co-Constructing classroom writing contexts: Dialogism, collaboration, and asymmetries of knowledge

Triantafillia Kostouli, Aristotle University of Thessaloniki, Greece


Peer interactions in a situation of joint text revision

Linda Allal, University of Geneva, Switzerland

Lucie Mottier Lopez, University of Geneva, Switzerland

Katia Lehraus, University of Geneva, Switzerland


Children’s revision of written texts: Is together better?

Alina Galvão Spinillo, Federal University of Pernambuco, Brasil

Elizandra Ferreira Lima, Federal University of Pernambuco, Brasil


F 9 28th Aug 8:30 - 10:30 Room BIO 1 E


Symposium


ACTIVE LEARNING IN EFFECTIVE VIRTUAL ENVIRONMENTS


Organiser: Maria Beatrice Ligorio, University of Bari, Italy


Chair: Alessandro Antonietti, University of Milan, Italy


Discussant: Alessandro Antonietti, University of Milan, Italy


Cross-fertilizing educational ideas in avatar inhabited cyberspace

Bonnie DeVarco, University of California, Santa Cruz, USA


Collaborating in a 3D virtual world for history, culture, and arts

Jeroen Janssen, University of Nijmegen, The Netherlands

Henny Van der Meijden, University of Nijmegen, The Netherlands

Maria Beatrice Ligorio, University of Bari, Italy


Effects of building in virtual: New commmunities and new roles

Maria Beatrice Ligorio, University of Bari, Italy


Only connect: James Burke's knowledge Web project

Patrick McKercher, University of California, Santa Cruz, USA


Being competent and familiar with CVEs: University students working in small groups

Alessandra Talamo, University of Rome “La Sapienza”, Italy

Cristina Zucchermaglio, University of Rome “La Sapienza”, Italy

Eleonora Piccioni, University of Rome “La Sapienza”, Italy


F 10 28th Aug 8:30 - 10:30 Room BIO 1 D


Symposium


WHEN DOES E-LEARNING WORK AND WHEN DOES IT FAIL? SEARCHING FOR CRITICAL FACTORS


Organiser: Rob Martens, Open University, The Netherlands


Chair: Rob Martens, Open University, The Netherlands


Discussant: Martin Valcke, University of Gent, Belgium


Study 1: Study 2000 – Creating and evaluating innovative Web-based learning environments

Antje Proske, Technical University Dresden, Germany

Susanne Narciss, Technical University Dresden, Germany

Hermann Körndle, Technical University Dresden, Germany


Study 2: Computer supported collaboration in higher education: Use of functional roles to support coordination in collaboration

Jan-Willem Strijbos, Open University, The Netherlands

Rob Martens, Open University, The Netherlands

Wim M. G. Jochems, Open University, The Netherlands


Study 3: Prior knowledge and hypertext learning in higher education

Jean Retschitzki, University of Fribourg, Switzerland

Veronique Zbinden Sapin, University of Fribourg, Switzerland

Martine Tercier, University of Fribourg, Switzerland


Study 4: Constructing the “good” e-learner

Peter Goodyear, Christopher Jones, Mireia Asensio, Vivien Hodgson and Christine Steeples, Lancaster University, United Kingdom


F 11 28th Aug 8:30 - 10:30 Room BIO 1 H


Symposium


LEARNING AND TEACHING OF RESEARCH METHODOLOGY


Organiser: Mari Murtonen, University of Turku, Finland


Chair: Sirpa Lehti, University of Turku, Finland


Discussant: Angela Brew, University of Sydney, Australia


How conceptions of science and research develop during three academic years?

Gunilla Petersson, Stockholm University and Karolinska Institute, Sweden


Equal or non-equal small groups in methods learning?

Thomas Lerche, University of Regensburg, Germany


Does computer-supported collaborative learning promote research methodology learning?

Tomi Jaakkola, University of Turku, Finland


Conceptions, experiences and motivational orientation patterns in research learning

Mari Murtonen, University of Turku, Finland


F 12 28th Aug 8:30 - 10:30 Room PSY 3 I


Symposium


STUDENT INTEREST WITHIN AND ACROSS DOMAINS


Organiser: Susan Bobbitt Nolen, University of Washington, USA


Chair: Suzanne Hidi, OISE, University of Toronto, Canada


Discussant: Suzanne Hidi, OISE, University of Toronto, Canada


Individual interest and its impact on students’ work with expository text and mathematical word problems

K. Ann Renninger, Swarthmore College, USA

A. Kristina Lasher, The Math Forum, USA

Liza Ewen, Friends’ Central School, USA


Interest and learning history: Effects of instructional context

Pietro Boscolo, University of Padova, Italy

Laura Del Favero, University of Padova, Italy


Student interest for physics generally, and for topics specific to physics

Tina Seidel, University of Kiel, Germany

Manfred Prenzel, University of Kiel, Germany

Lena Meyer, University of Kiel, Germany

Inger Marie Dalehefte, University of Kiel, Germany


The development of interest and motivation to read and write

Susan Bobbitt Nolen, University of Washington, USA


F 13 28th Aug 8:30 - 10:30 Room PSY 3 H


Symposium


WRITING TO LEARN AND LEARNING TO WRITE IN HIGHER EDUCATION


Organiser: Olga Dysthe, University of Bergen, Norway


Chair: Olga Dysthe, University of Bergen, Norway


Discussant: Leena Laurinen, University of Jyväskylä, Finland


Reading, writing and learning in higher education: Domain, level and role differences

Isabel Sole, University of Barcelona, Spain

Marta Gracia, University of Barcelona, Spain

Sandra Espino, University of Barcelona, Spain


Affective and social changes perceived by students in EFL academic writing courses: Sources and links

Bella Rubin, Tel Aviv University, Israel

Hadara Perpignan, Bar-Ilan University, Israel

Helen Katznelson, Tel Aviv University and Beit Berl College, Israel


Reflective writing in teacher training. Design, implementation and evaluation

Jacqueline Beckers, Univesity of Liege, Belgium

Caroline Scheepers, Univesity of Liege, Belgium


Communicative conditions for learning in e-mail discussions in teacher education

Torlaug L. Hoel, Norwegian Technical University, Trondheim, Norway


The power of the group in graduate student supervision. An empirical study of group based mentoring and writing groups combined with individual supervision

Kariane Westrheim, University of Bergen, Norway

Olga Dysthe, University of Bergen, Norway

F 14 28th Aug 8:30 - 10:30 Room PSY 4 S


Symposium


FOSTERING THE WILL TO LEARN: NORDIC EXPERIENCES OF DEVELOPING CRAFTS AND HOME ECONOMICS EDUCATION

AT COMPREHENSIVE SCHOOLS


Organiser: Päivi Palojoki, University of Helsinki, Finland


Chair: Sari Kivilehto, University of Helsinki, Finland


Discussant: Päivi Palojoki, University of Helsinki, Finland


Connections between the new role of the subject “slöjd” [craft and design] and the teacher training in the Swedish comprehensive schools

Peter Hasselskog, Göteborg University, Sweden

Marlene Johansson, Göteborg University, Sweden


Home economics teacher students' ICT-supported collaborative learning

Silpa Maria Pöntinen, University of Helsinki, Finland


Good practices in multicultural and domilicing work, implications for home economics education

Hille Janhonen-Abruquah, University of Helsinki, Finland


Developing practices in multicultural education: From teacher's culture-shock to joint learning experiences

Salla Simola, University of Helsinki, Finland


F 15 28th Aug 8:30 - 10:30 Room PSY 4 R


Symposium


USING NOTATIONS IN PROBLEM SOLVING. A DEVELOPMENTAL PERSPECTIVE


Organisers: Eduardo Martí, University of Barcelona, Spain

Annick Weil-Barais, Angers University, France


Chair: Eduardo Martí, University of Barcelona, Spain


Discussant: Merce Garcia-Mila, University of Barcelona, Spain


Using notation in different problem solving contexts: Relation between the sponta-neous notations and explicit knowledge related to the cognitive functions of the notations

Mathieu Charrier, Angers University, France

Sophie Ferret, Angers University, France

Annick Weil-Barais, Angers University, France

Using notation as cognitive tool to memorise or communicate a shape: Developmental trend in 6- to 9-year old children

Christine Gaux, Angers University, France


How to use a cell phone? Children's and adult's written instructions

Eduardo Martí, University of Barcelona, Spain

Raquel Mayordomo, University of Barcelona, Spain


Notational practices within activities of preschoolers’ constructions of scientific knowledge

Spyridon Tantaros, University of Patras, Greece

Dimitris Koliopoulos, University of Patras, Greece

Maria Papandreou, University of Patras, Greece

Konstantinos Ravanis, University of Patras, Greece


Note-taking, report writing and scientific thinking

Merce Garcia-Mila, University of Barcelona, Spain

Nubia Rojo, University of Barcelona, Spain

Christopher Andersen, Ohio State University, USA


F 16 28th Aug 8:30 - 10:30 Room PSY 4 P


Symposium


EUROPEAN WORLD VIEWS, MORALITY AND RELIGION


Organiser: Kirsi Tirri, University of Helsinki, Finland


Chair: Kirsi Tirri, University of Helsinki, Finland


Discussants: Fritz Oser, University of Fribourg, Switzerland

Hannele Niemi, University of Helsinki, Finland


Students’ views on social values, religion and moral education

Cees A. Klaassen, University of Nijmegen, The Netherlands

Han A. Leeferink, University of Nijmegen, The Netherlands


How do world views predict attitudes toward information society among Finnish adolescents?

Olli Poutiainen, University of Helsinki, Finland

Kirsi Tirri, University of Helsinki, Finland

Petri Nokelainen, University of Helsinki, Finland


Secondary students’ conceptions of Lutheran religion

Elina Hella, University of Helsinki, Finland


The Oser’s dilemma in Italian culture: A preliminary adaptation study

Anna Laura Comunian, University of Padova, Italy


F 17 28th Aug 8:30 - 10:30 Room BIO G A


Symposium


TEACHER THINKING IN HIGHER EDUCATION: DIALOGUE ACROSS EPISTEMOLOGIES AND METHODOLOGIES


Organiser: Malcom Eley, Monash University, Australia


Chair: Cynthia Weston, McGill University, Canada


Discussant: Noel Entwistle, University of Edinburgh, United Kingdom


How do professors explain their decisions when planning and teaching?

Lynn McAlpine, McGill University, Canada

Cynthia Weston, McGill University, Canada


Teachers’ experience of change in their understanding of the subject matter they have just taught

Keith Trigwell, University of Oxford, United Kingdom

Michael Prosser, University of Sydney, Australia

Elaine Martin, Victoria University, Australia

Paul Ramsden, University of Sydney, Australia


Teacher thinking during detailed planning, and a possible need to re-define the role of higher level constructs like conceptions of teaching

Malcolm G. Eley, Monash University, Australia


A factor analysis of the approaches to teaching inventory

Jan H. F. Meyer, University of Durham, United Kingdom

Malcolm G. Eley, Monash University, Australia


F 18 28th Aug 8:30 - 10:30 Room PSY 2 B


EARLI Invited Symposium


CULTURAL INVESTIGATIONS OF EPISTEMOLOGICAL UNDERSTANDING: EXPLORING CONCEPTIONS OF KNOWLEDGE AND KNOWING IN DIVERSE CULTURES


Organiser: Barbara Hofer, Middlebury College, USA


Chair: Paul R. Pintrich, University of Michigan, USA


Discussant: Angela O’Donnell, Rutgers University, USA


Epistemological beliefs and strategy use: Cross-cultural explorations in Japan and the U.S.

Barbara Hofer, Middlebury College, USA


Beliefs about knowledge in the Moslem world: Challenges and opportunities

Stuart Karabenick, Eastern Michigan University, USA

Samira Moosa, Sultan Oaboos University, Sultanate of Oman


Unresolved questions in the current models of epistemic development

Anna-Maija Pirttilä-Backman, University of Helsinki, Finland


Cognition, culture, and epistemic commitments: Why cross-cultural studies are not enough

Eli Gottlieb, Israel and University of Washington, USA


Epistemological beliefs and self-regulated learning among Norwegian post-secondary students

Helge I. Strømsø, University of Oslo, Norway

Ivar Bråten, University of Oslo, Norway


F 19 28th Aug 8:30 - 10:30 Room PSY 3 L


Symposium


MOTIVATION, EMOTION, COGNITION AND ACHIEVEMENT IN SCHOOL: RELATIONS AND DEVELOPMENTS


Organiser: Thea Peetsma, University of Amsterdam, The Netherlands


Chair: Thea Peetsma, University of Amsterdam, The Netherlands


Discussant: Willy Lens, University of Leuven, Belgium


Societal values and school motivation

Manfred Hofer, Stefan Fries, Heinz Reinders, Marten Clausen, Franziska Dietz and Sebastian Schmid, University of Mannheim, Germany


Learning in social context: Motivation, self-concept and identification with peers, families and school

Pam Maras, University of Greenwich, United Kingdom


Personal and school-based determinants of stability and change in motivation and emotion over adolescence

Jean-Luc Gurtner, University of Fribourg, Switzerland

Isabelle Monnard, University of Fribourg, Switzerland


Self-concept, social integration, well being and achievement in primary education: A longitudinal study

Jaap Roeleveld, University of Amsterdam, The Netherlands

Thea Peetsma, University of Amsterdam, The Netherlands

Reinoud Stoel, University of Amsterdam, The Netherlands


Relations between pupils’ investment in school, self-confidence, well-being and school achievement at different ages in primary education

Thea Peetsma, University of Amsterdam, The Netherlands

Jaap Roeleveld, University of Amsterdam, The Netherlands

Reinoud Stoel, University of Amsterdam, The Netherlands


F 20 28th Aug 8:30 - 10:30 Room BIO 1 M


Symposium


THE QUALITY OF STUDENTS’ PEDAGOGICAL KNOWLEDGE: WHAT THEY KNOW ABOUT LEARNING AND TEACHING


Organiser: Michael J. Lawson, Flinders University, Adelaide, Australia


Chair: Michael J. Lawson, Flinders University, Adelaide, Australia


Discussant: John R. Kirby, Queens University, Ontario, Canada


Identifying dimensions of quality in learners’ knowledge about teaching and learning

Helen Askell-Williams, Flinders University, Adelaide, Australia

Michael J. Lawson, Flinders University, Adelaide, Australia

Rosalind Murray-Harvey, Flinders University, Adelaide, Australia


Comparing regular strand and problem-based learning (PBL) strand teacher education students’ perceptions about what helps them to learn in class

Rosalind Murray-Harvey, Flinders University, Adelaide, Australia

Michael J. Lawson, Flinders University, Adelaide, Australia

Helen Askell-Williams, Flinders University, Adelaide, Australia


Teacher education students’ knowledge about how class discussions help them to learn

Michael J. Lawson, Flinders University, Adelaide, Australia

Rosalind Murray-Harvey, Flinders University, Adelaide, Australia

Helen Askell-Williams, Flinders University, Adelaide, Australia


University students’ pedagogical knowledge of teacher questioning

Tu Anh Thi Tran, Hue University, Vietnam

Michael J. Lawson, Flinders University, Adelaide, Australia


F 21 28th Aug 8:30 - 10:30 Room PSY 2 E


Symposium


LANGUAGE AND LEARNING IN MULTICULTURAL/MULTILINGUAL EDUCATIONAL SETTINGS


Organiser: Ed Elbers, Utrecht University, The Netherlands


Chair: Ed Elbers, Utrecht University, The Netherlands


Discussant: Guida de Abreu, University of Luton, United Kingdom


Discourse and learning in a Norwegian multicultural classroom

Lutine De Wal Pastoor, University of Oslo, Norway


Adaption processes in a multicultural classroom in Catalonia

Montse Benlloch, University of Vic, Spain

Fransesc Martinez, University of Barcelona, Spain

M. Teresa Feu, University of Vic, Spain


Drawing boundaries in everyday life. Identity markers in visually oriented school settings in Sweden

Sangeeta Bagga-Gupta, Örebro University, Sweden


Multilingual socialisation of young children in a Swiss kindergarten

Christiane Perregaux, University of Geneva, Switzerland


Collaboration and the construction of word meaning in a multicultural classroom in The Netherlands

Ed Elbers, Utrecht University, The Netherlands

Mariëtte De Haan, Utrecht University, The Netherlands


F 22 28th Aug 8:30 - 10:30 Room BIO 1 I


Symposium


BEYOND THE MEANS AND SCORES: WHAT CAN WE LEARN FROM PISA AND OTHER INTERNATIONAL STUDIES


Organiser: Zemira Mevarech, Bar-Ilan University


Chair: Zemira Mevarech, Bar-Ilan University


Discussant: Eckhard Klieme, German Institute for International Educational Research, Germany


Teaching style, and perceptions of grading: What we learn from the Israel Pisa project

Bracha Karmarski, Bar-Ilan University, Israel

Nura Resh, Hebrew University of Jerusalem, Israel


Comparisons of good schools and poor schools: What can we learn from Pisa data?

Zemira Mevarech, Bar-Ilan University, Israel

Bracha Kramarski, Bar-Ilan University, Israel

Or Katz, Bar-Ilan University, Israel


Impact of social capital on reading, mathematics and science literacy: What we learn from the Hong Kong Pisa project

Sui Chu Ester Ho, University of Hong Kong, China


Remarks on the “inner structures” of mathematical achievement: Evidences from the Pisa mathematics data

Michael Neubrand, University of Flensburg, Germany


F 23 28th Aug 8:30 - 10:30 Room BIO G B


Symposium


SUCCESSFUL UNIVERSITY STUDENT LEARNING IN DIFFERENT LEARNING CONTEXTS


Organiser: Kirsti Lonka, Karolinska Institute, Stockholm, Sweden


Chair: Jan Vermunt, Leiden University, The Netherlands


Discussant: John Richardson, Open University, United Kingdom


University students’ situational reaction tendencies: Reflections on general study orientations, learning strategies and study success

Jarkko Mäkinen, University of Turku, Finland

Erkki Olkinuora, University of Turku, Finland


The classroom as social context: Implications for our understanding of teaching and learning in higher education

Sarah J. Mann, University of Glasgow, United Kingdom


Learning in a Web-based system in medical education

Italo Masiello, Karolinska Institute, Stockholm, Sweden

Kirsti Lonka, Karolinska Institute, Stockholm, Sweden


The role of success expectation and task-avoidance in academic performance and satisfaction

Katariina Salmela-Aro, University of Jyväskylä, Finland

Jari-Erik Nurmi, University of Jyväskylä, Finland


Factors related to study success in technology education

Päivi Tynjälä, University of Jyväskylä, Finland

Risto Salminen, Lappeenranta University of Technology, Finland

Tuula Sutela, Lappeenranta University of Technology, Finland

Anita Nuutinen, University of Jyväskylä, Finland

Seppo Pitkänen, Lappeenranta University of Technology, Finland


F 24 28th Aug 8:30 - 10:30 Room PSY 2 A


Symposium


HOW CAN EXPERTS BE FLEXIBLE AND INNOVATIVE?


Organiser: Giyoo Hatano, University of the Air, Chiba, Japan


Chair: Giyoo Hatano, University of the Air, Chiba, Japan


Discussant: Patricia Alexander, University of Maryland, USA


Domain-crossing expertise of masters in the Japanese traditional weaving

Yoko Oura, Niigata University, Japan


Flexibility and consistency in experienced magistrates' sentencing of a thousand thieves

Jeanette Lawrence, University of Melbourne, Australia

Ross Homel, Griffith University, Australia


Socially supported cognitive autonomy of expert senior shutterbugs

Giyoo Hatano, University of the Air, Chiba, Japan

Keiko Takahashi, University of the Sacred Heart, Japan

Makiko Tokoro, University of the Sacred Heart, Japan


F 25 28th Aug 8:30 - 10:30 Room BIO G E


Expert Panel


PROFESSIONAL LEARNING IN SCHOOL AND BEYOND. AN EXPERT VIEW ON EMERGING THEMES


Organisers: Henny P.A. Boshuizen, Open University, The Netherlands

Hans Gruber, University of Regensburg, Germany


Chair: Erno Lehtinen, University of Turku, Finland


Theoretical underpinnings in analysing professional expertise

Anneli Eteläpelto, University of Helsinki, Finland


Changes of expert knowledge during professional learning: Do and should we care about differences within domains or differences between domains

Hans Gruber, University of Regensburg, Germany


Disrupted learning lines on the way from school to work

Henny P.A. Boshuizen, Open University, The Netherlands


Learning to use scientific knowledge in the workplace

Michael Eraut, University of Sussex, United Kingdom


How to change your way of learning when you start to become a professional

Robert-Jan Simons, Utrecht University, The Netherlands


F 26 28th Aug 8:30 - 10:30 Room BIO 1 L


Symposium


REASONING ABOUT ADVANCED SCIENCE CONCEPTS IN ELEMENTARY SCHOOL


Organisers: Ilonca Hardy, Max Planck Institute for Human Development, Berlin, Germany

Susanne Koerber, University of Munich, Germany


Chairs: Ilonca Hardy, Max Planck Institute for Human Development, Berlin, Germany

Susanne Koerber, University of Munich, Germany


Discussant: Joyce Moore, University of Iowa, USA


When is a difference, really a difference? Children's understanding of variation in an inquiry centered classroom

Anthony Petrosino, University of Texas, USA


Distributions as signatures of growth

Richard Lehrer, Vanderbilt University, USA

Leona Schauble, Vanderbilt University, USA


Why does a large ship of iron float? Elementary school students’ understanding of “floating and sinking“ in constructivist learning environments

Ilonca Hardy, Max Planck Institute for Human Development, Berlin, Germany

Angela Jonen, University of Münster, Germany

Kornelia Möller, University of Münster, Germany

Elsbeth Stern, Max Planck Institute for Human Development, Berlin, Germany


Understanding the nature of scientific knowledge in elementary school children

Claudia Thoermer, University of Munich, Germany

Beate Sodian, University of Munich, Germany

Patricia Grygier, University of Würzburg, Germany

Johannes Günther, University of Würzburg, Germany

Ernst Kircher, University of Würzburg, Germany


G 28th Aug 11:00-12:20 Room BIO G Aula Studio


Poster Presentations


TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT


Discussants: Theo Bergen, University of Nijmegen, The Netherlands (posters 1-10) and Michal Zellermayer, Levinsky College of Education, Israel (posters 11-20)


POSTER G 1

Processes of change in the course “change in the education system” – From a real course to a virtual course

Shosh Millet, Achva College of Education, Israel

Eti Gilad, Achva College of Education, Israel


POSTER G 2

The Digital Learning Center (DLC) in Levinsky college - A research-based model for training teachers to novel learning environments

Nili Mor, Levinsky College of Education, Israel

Ida Heilweil, Levinsky College of Education, Israel

Miriam Mevorach, Levinsky College of Education, Israel


POSTER G 3

Assumptions underlying adult educator practice

Jane Morgan, Auckland University of Technology, New Zealand


POSTER G 4

Dealing with diversity: Pre-service teachers’ perceptions of their training and preparedness

Donatille Mujawamariya,University of Ottawa, Canada

Gada Mahrouse, University of Toronto, Canada


POSTER G 5
  1   2   3   4   5   6   7   8

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