共查询到20条相似文献,搜索用时 15 毫秒
1.
The relative absence of Indigenous and multicultural perspectives in core undergraduate psychology curriculum is said to hamper the preparation of students for engaging with culturally diverse communities. An intercultural unit that includes perspectives on Australia's history of race relations, Indigenous issues, and migration as the basis from which to research and practise intercultural psychology was introduced into the psychology undergraduate syllabus at Victoria University. This article describes the unit framework, structure, and evaluation of the unit. Content analysis of survey data showed that students appeared to develop greater critical awareness of psychological perspectives on cultural and social diversity. Although many students reported positive learning and an increased awareness of cultural matters, there were also student responses that suggested dissatisfaction or disengagement from what was being taught. These responses are consistent with the dynamics of learning about self and other, and of dominance and subjugation. It is argued that promoting an understanding of psychological phenomena as socially, culturally, and historically embedded is important in preparing students to be culturally safe and respectful mental health practitioners. 相似文献
2.
DIAGNOSER is an Internet-based tool for classroom instruction. It delivers continuous formative assessment and feedback to
high school physics students and their teachers about the correct and incorrect concepts and ideas the students may hold regarding
physical situations. That is, it diagnoses misconceptions that underlie wrong answers of students, such as a confusion of
velocity with acceleration. We use data about patterns of student responses, particularly consistency of errors from question
to question, to improve the system’s understanding of student concepts. 相似文献
3.
Discussions about diversity, particularly race, gender, religion and spirituality, and sexual orientation, in marriage and
family therapy courses can generate emotional responses in students and professors that vary from shame to anger. These discussions
are necessary to help students understand diverse families as well as how one’s biases can affect his/her clinical work. Our
qualitative study consisted of phenomenological interviews, which focused on discussions of diversity by six students from
a marriage and family therapy program. Findings revealed that the ability of students to be aware of and discuss their reactions
to these discussions is complex and influenced by their families of origin, their perceptions of other students, their views
of the professor, and their race. Teaching implications are discussed in light of these findings. 相似文献
4.
Students, the future Information and Communication Technology (ICT) professionals, are often perceived to have little understanding
of the ethical issues associated with the use of ICTs. There is a growing recognition that the moral issues associated with
the use of the new technologies should be brought to the attention of students. Furthermore, they should be encouraged to
explore and think more deeply about the social and legal consequences of the use of ICTs.
This paper describes the development of a tool designed to raise students’ awareness of the social impact of ICTs. The tool
offers guidance to students undertaking computing and computer-related courses when considering the social, legal and professional
implications of the actions of participants in situations of ethical conflict. However, unlike previous work in this field,
this tool is not based on an artificial intelligence paradigm. Aspects of the theoretical basis for the design of the tool
and the tool’s practical development are discussed. Preliminary results from the testing of the tool are also discussed.
An earlier version of this paper was presented by one of the authors at the First International Conference on Teaching Applied
and Professional Ethics in Higher Education, Federal University of Surrey Centre for Applied Ethics, Southlands College, Roehampton,
London, 2–4 September, 2003. 相似文献
5.
ABSTRACTThe current article highlights the importance of indigenous psychology for Asian immigrant women. A brief overview is provided about Asian American immigration and the importance of understanding women’s experiences with the contextual lens of gender, ethnicity, and race. Key values relevant to help-seeking and service utilization are also presented. Complementary alternative approaches to Western-based mental health treatment are discussed as ways in which feminist and multicultural treatment approaches can be integrated. Given the inherent diversity of Asians and Asian Americans, which includes over 60 ethnic subgroups, the article is not meant to provide an exhaustive list of available native practices nor to reflect the experiences of Asians as a homogenous group. Instead, the goal of this article is to provide readers with an understanding of how culturally based healing practices and concepts are needed to complement and contribute to our extant understanding of help-seeking. We conclude by highlighting the ways in which Western-based healthcare would benefit by integrating indigenous practices with gender and ethnic/racial cultural perspectives. 相似文献
6.
Many philosophers of education emphasise the impossibility to really ‘solve’ philosophical—and with that, educational—problems
these days. Philosophers have been trying to give philosophy a new, constructive turn in the face of this insolvability. This
paper focuses on irony-based approaches that try to exploit the very uncertainty of philosophical issues to further philosophical
understanding. We will first briefly discuss a few highlights of historical uses of irony as a philosophical tool. Then we
concentrate on two different interpretations of irony, formulated by Bransen and Rorty, that aim at gaining insight into how
we make meaning of the world, while at the same time recognising that such an understanding would be impossible. After discussing
some problematic aspects of these interpretations a third interpretation of irony is developed, based on a third view of the
nature of meaning-making. Following these three interpretations, we will discuss their philosophical merits and the different
kinds of insight they can produce for philosophy of education. 相似文献
7.
《认知与教导》2013,31(4):505-523
In this article, we report the findings of research that was designed to identify factors associated with learning mathematics in groups with computers. The study was influenced by different theoretical perspectives on social interaction and learning mathematics, and we describe how we attempted to integrate these approaches into the research design. To cope with complex data based on eight groups of six students (aged 9-12 years), we developed a methodology that involved moving between quantitative and qualitative approaches in an iterative spiral. In this article, we focus on the patterns of learning associated with two group tasks incorporating the use of Logo. Quantitative analysis of learning measures indicated positive learning gains as a result of the groupwork, with no differences across gender or ability; qualitative and quantitative analysis of process factors pointed to explanations for the differing profiles of success across groups. Although balanced coconstruction at the computer, coupled with the coordination of others' perspectives, was most advantageous for learning conceptually based mathematics, this was not the case with "technology-driven" mathematics, where fragmentation and concentrated work at the computer proved to be more efficient. These findings suggest that detailed specification of the learning goal is crucial when evaluating groupwork within educational settings. 相似文献
8.
Mimi McEvoy Victoria Gorski Deborah Swiderski Elizabeth Alderman 《Journal of religion and health》2013,52(4):1066-1072
Teaching about spirituality in medical school training is lacking. Spirituality is a dimension of humanity that can put experiences of health and illness into a meaningful context. Medical students might benefit from understanding how spirituality is an important element in learning to care for patients. Spirituality also provides a context for medical students to explore their own motivations for doctoring. This article describes a longitudinal senior elective course at the end of their medical school training to delve into matters of religion/spirituality surrounding patient care. The authors pose their own perspectives on what both students and faculty gained from the experience. 相似文献
9.
A review of race socialization within Black families 总被引:1,自引:0,他引:1
10.
11.
Carolin Demuth Nandita Chaudhary Heidi Keller 《Integrative psychological & behavioral science》2011,45(1):48-67
The present study explores the dialogical relationship between autobiographical remembering, self and culture from a developmental
and trans-generational perspective. It draws on a comparative design including self-describing memories of 10 Indian students
from Delhi and 13 German students from Osnabrueck. Moreover, stories often told about oneself during childhood were investigated
from the students’ as well as from their mothers’ perspective. Analysis revealed not only culture-specific ways of telling
about one’s past that point to different prevailing socio-cultural philosophies, but also trans-generational similarities
of stories repeatedly told to and about the child. The findings suggest that self-defining stories develop and are dialogically
intertwined with the cultural narrative practices that children engage in during the course of socialization. Theoretical
implications for our understanding of self-development are discussed from a Bakhtinian perspective. 相似文献
12.
This study investigated whether instruction that involves comparing the equal sign with other relational symbols is more effective at imparting a relational interpretation of the equal sign than instruction about the equal sign alone. Third- and fourth-grade students in a comparing symbols group learned about the greater than, less than, and equal signs and had the opportunity to compare the inequality symbols with the equal sign. Students in an equal sign group learned about the equal sign only. A third group of students served as a control group. Three aspects of students’ knowledge were assessed before and after the lesson: (a) conceptual understanding of the equal sign, (b) equation encoding, and (c) problem solving. Students in the comparing symbols group showed greater gains in conceptual understanding from pretest to posttest than students in the other two groups, and students in the comparing symbols group also scored higher on a posttest that assessed knowledge about inequality symbols and inequality problem solving. Thus, they learned about three symbols in the same amount of time as other students learned about the equal sign alone or not at all. Therefore, an instructional approach involving comparison can be an effective tool for learning about concepts in mathematics. 相似文献
13.
Alexis D. Abernethy 《Group》1998,22(1):1-13
Racial themes frequently emerge in group psychotherapy but are often unaddressed by therapists. Confusion about the relevance of race to the psychotherapeutic process, countertransferential responses, and a lack of training in how to address racial content contribute to therapists' reluctance. Approaches to addressing racial content in groups are examined. Case examples are used to demonstrate therapist characteristics and perspectives on the group process that create a climate where racial content can be explored. An exploration of the meaning of racial content provides an opportunity for deepened understanding of interpersonal relationships for patients and therapists. 相似文献
14.
Peter Suedfeld Brian de Vries Susan Bluck Alistair B. C. Wallbaum Paul W. Schmidt 《International journal of psychology》1996,31(5):177-190
Although there are measurable differences in integrative complexity among solutions that individuals generate in dealing with problems, it is uncertain to what extent people comprehend, recognize, and have preferences among different levels of complexity. Integrative complexity is a function of differentiation (the perception of several attributes within, or perspectives about, a topic) and integration (combining the differentiated characteristics in an interactive or synthesizing solution). The current paper reports two experiments dealing with how university students perceive, interpret, and choose among solutions differing in complexity. Experiment 1 showed that subjects accurately rated the complexity of described solutions differing along the continuum, but that their assessment of their own responses differed from the results of expert scoring. Their self-estimated complexity was highly correlated with their preferences, and preferred complexity was reliably higher than either expert- or self-assessed complexity of subject-generated solutions. Subjects were able to hypothesize quite accurately about environmental and endogenous factors likely to affect complexity. Experiment 2 found that in response to problem scenarios, solutions selected as being potentially most effective were consistently more complex than solutions that participants considered themselves most likely to use. The idea of complexity seems to be intuitively recognizable and understandable by untrained subjects: They can and do distinguish among problem solutions (self-generated or presented) that vary on that dimension, and are able to assess accurately the effects of relevant variables. Such subjects also share the bias shown by experts in favour of the superiority of more complex approaches. 相似文献
15.
Jaak Panksepp 《Motivation and emotion》2012,36(1):4-15
Cross-species affective neuroscience aspires to provide an evidence-based foundation for understanding the primary-process emotional networks that concurrently control instinctual emotional actions and affective feelings—direct emotional circuit
mediated ‘rewards’ and ‘punishments’. In humans and other mammals, the ancestral subcortical regions of the brain are central
to such affective BrainMind functions (a monistic term, here used synonymously with MindBrain, depending on stylistic needs).
Although these circuits cannot be ‘identical’ across species (that would be incompatible with evolutionary principles) they
are sufficiently similar, anatomically, neurochemically and functionally, to allow animal brain research to illuminate (yield
testable predictions) about homologous human mind functions. Primal emotional feelings (affects) are inbuilt value functions
of the brain that energize and inform the rest of the mental apparatus about basic survival values, thereby promoting secondary-process learning/memory functions and tertiary-process cognitive thinking-ruminative functions, yielding bottom-up evolutionary controls that ultimately allow top-down regulatory
controls. As we envision how such “nested” hierarchies—two-way paths of causality—reflecting both bottom-up and top-down functions—we
will need disciplined distinctions between cognitions and emotions at the primary-process level, while also accepting total
interpenetrance of cognitions and affects at the tertiary-process level of MindBrain organization. This allows full and synergistic
integration of basic and dimensional approaches to emotions. Here the primal emotional networks, so critically important for
understanding ‘human-nature’ and psychiatric disorders, are discussed didactically in ways that can minimize dilemmas that
non-evolutionary, non-hierarchical perspectives are subject to in modern emotion research. 相似文献
16.
Germán Darío Fernández 《Human Studies》2010,33(4):371-393
I propose a few epistemological and methodological reflexions to account for intercultural daily communication. These reflexions
emerged during a sociological research in Mendoza, Argentina, with Huarpes Indigenous students at the University of Cuyo.
I observed that Indigenous people became quasi “ethnographers” of diverse environments. To make intelligible their classmates’
behavior, and to account for their own behavior, Huarpes follow, in diverse environments and interactions, public rules of
meaning. The objective of this paper is twofold: (a) to stress the methodological scope of ordinary communication and ordinary
reasoning in order to study understanding between people from different groups and categories, and (b) to contest a kind of
“pessimist” standpoint in social sciences and philosophy according to which the use of ordinary language reduces possibilities
for understanding. Interviews, participant observation in natural situations, and a review of literature about language and
understanding are the basis of this paper. 相似文献
17.
Medically oriented psychotherapists typically record progress notes by articulating client symptoms, diagnoses, functional
status, progress, and adherence to treatment plans. This orientation can challenge marriage and family therapists working
from discursive or post-modern perspectives. Although there are discursive therapy friendly treatment planning guides, no
published research on such practice exists. To address this gap the researchers conducted a recursive frame qualitative analysis
of 206 de-identified progress notes from 30 completed cases seen by MFT master’s students learning discursive approaches to
therapy in a university-based training clinic. Researchers found students noted problem to solution-focused discourse tipping
or turning points in 20 cases with positive outcomes and no comparable shifts in 10 cases with negative or unclear outcomes. 相似文献
18.
It is important for teachers to be able to accurately assess students’ performance. Such judgments can be influenced by characteristics of the student Südkamp et al. (J Educ Psychol 104:743–762, 2012. https://doi.org/10.1037/a0027627). Besides students’ actual performance, students’ group characteristics (e.g., gender or immigration background) may effect teachers’ judgments. In addition, judgment accuracy might be different for various student groups. We conducted an online study of 168 preservice teachers. We presented within a virtual classroom mathematics test results of 12 fictitious second-grade students who differed in their actual performance in a mathematical test, immigration background, and gender. Preservice teachers made a judgment about the students’ current performance. Students’ actual performance, immigration background, and gender showed statistically significant main effects on the judgment. Students with (vs. without) an immigration background and female (vs. male) students were evaluated less favorably. These effects were qualified by a statistically significant three-way interaction between actual performance, immigration background, and gender. The joint examination of student characteristics in terms of judgment accuracy shows that it is precisely the interaction of student characteristics that makes a difference: female students with and without an immigration background as well as students without an immigration background are assessed more accurately, while male students with an immigration background are assessed significantly more inaccurately. In sum, the judgment made by preservice teachers about students’ performance differed in terms of student characteristics that were unrelated to performance such as immigration background and gender in addition to differing on performance-related variables. 相似文献
19.
The authors present suggestions for enhancing a university course in race relations. These approaches were used in a series of classes offered at a state university in the southeastern United States during a historical period of notable racial tension. This course provided a supportive arena for personal questioning, student interaction, and positive change. Even 20 years later, former students reported that experiential components, such as living with a family of another race, were powerful instruments in self-growth, development, and racial understanding. Many reported this class as the basis of profound, life-long positive changes in racial attitudes. 相似文献
20.
Background. Dyslexia may lead to difficulties with academic writing as well as reading. The authorial identity approach aims to help students improve their academic writing and avoid unintentional plagiarism, and could help to understand dyslexic students’ approaches to writing. Aims. (1) To compare dyslexic and non‐dyslexic students’ authorial identity and approaches to learning and writing; (2) to compare correlations between approaches to writing and approaches to learning among dyslexic and non‐dyslexic students; (3) to explore dyslexic students’ understandings of authorship and beliefs about dyslexia, writing and plagiarism. Sample. Dyslexic (n= 31) and non‐dyslexic (n= 31) university students. Method. Questionnaire measures of self‐rated confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top‐down, bottom‐up and pragmatic approaches to writing (Student Authorship Questionnaire; SAQ), and deep, surface and strategic approaches to learning (Approaches and Study Skills Inventory for Students; ASSIST), plus qualitative interviews with dyslexic students with high and low SAQ scores. Results. Dyslexic students scored lower for confidence in writing, understanding authorship, and strategic approaches to learning, and higher for surface approaches to learning. Correlations among SAQ and ASSIST scores were larger and more frequently significant among non‐dyslexic students. Self‐rated knowledge to avoid plagiarism was associated with a top‐down approach to writing among dyslexic students and with a bottom‐up approach to writing among non‐dyslexic students. All the dyslexic students interviewed described how dyslexia made writing more difficult and reduced their confidence in academic writing, but they had varying views about whether dyslexia increased the risk of plagiarism. Conclusions. Dyslexic students have less strong authorial identities, and less congruent approaches to learning and writing. Knowledge to avoid plagiarism may be more salient for dyslexic students, who may benefit from specific interventions to increase confidence in writing and understanding of authorship. Further research could investigate how dyslexic students develop approaches to academic writing, and how that could be affected by perceived knowledge to avoid plagiarism. 相似文献