Four classes of ninth‐grade students in an international school in East Asia used a set of web‐based technology tools to evaluate two competing webpages about the Taiwan Straits. The findings highlight the ways these students developed disciplinary literacy in social studies by drawing upon cultural resources and contextual knowledge as they responded to and evaluated the claims and evidence within the two texts. Implications of this work point to the potential benefits of educators being more explicit about the relationship between metacognitive reading strategies and the metadiscursive skills that are part of the social studies. A related implication for practice is the need to guide students in discussing, comparing, and contrasting the cultural and contextual knowledge they use to make sense of different texts.
لقد استخدمت أربع غرف صف من طلاب الصف التاسع في مدرسة دولية في آسيا الشرقية مجموعة الأدوات التقنية على الشبكة العالمية لتحليل موقعين متنافسين بشأن مديق تاوان. وتسلط النتائج الضوء على الطرق التي طور من خلالها هؤلاء الطلاب معرفة القراءة والكتابة في مجال الدراسات الاجتماعية بواسطة استخدام الموارد الثقافية والمعرفة السياقية حين أجابوا وحللوا الادعايات والأدلة في النصين. وتشير أعقاب هذا العمل إلى الفوائد المحتملة في حالة يكون المعلمون أوضح تجاه العلاقة بين إستراتيجيات القراءة ما وراء المعرفة والمهارات ما وراء الخطاب التي تكوّن جزءاً من الدراسات الاجتماعية ويوجد هناك عاقبة متعلقة بالممارسة وهي الحاجة لتوجيه الطلاب في النقاش حول المعرفتين الثقافية والسياقية والقيام بمقارنتها ومفارقتها التي يستخدمونها كي يفهموا النصوص المختلفة.
在东南亚一所国际学校就读的四班九年级的学生,利用一套以网络为主的科技工具来评估两个有关台湾海峡的相互竞争网站。研究结果凸显出这些学生在回应与评估该两个网站文本所提出的声称与证据时,如何利用文化资源与语境知识来增强他们社会科的学科知识。这项研究的启示就是:教育工作者如果能以更明确的态度,去处理社会科所涉及的元认知阅读策略与元语篇技能之间的关系,学生便可得到其潜在的裨益。另一个相关的教学实践启示就是,教育工作者需要指导学生讨论、比较及对比他们用以理解不同文本的文化与语境知识。
Quatre classes de neuvième année d'une école internationale en Asie du Sud‐Est ont utilisé un ensemble d'outils technologiques basés sur la Toile pour évaluer des pages web traitant des détroits de Taïwan. Les résultats mettent en évidence de quelle façon ces élèves ont développé une littératie disciplinaire en sciences sociales en se basant sur des ressources culturelles et des connaissances contextuelles lorsqu'ils ont répondu en faisant face à la demande et aux données des deux textes. Les implications de ce travail montrent le bénéfice potentiel qu'il y aurait pour les enseignants à être plus explicites quant aux relations entre les stratégies métacognitives de lecture et les compétences métadiscursives qui sont partie intégrante des études sociales. L'implication pratique est la nécessité de guider les étudiants pour discuter, comparer, et contraster les connaissances culturelles et contextuelles qu'ils utilisent pour donner du sens à des textes différents.
Четыре девятых класса в международной школе в Юго‐Восточной Азии провели оценку двух конкурирующих вебсайтов, посвященных Тайваньским проливам, используя для этого определенный интернет‐инструментарий. Авторы демонстрируют, как девятиклассники реагировали на содержание текстов и анализировали пр...
This article discusses the findings of a survey of nearly 300 computing professionals who are involved in the design and/or development of software across a variety of industries. We report on the surveyed professionals’ perceptions of the importance of a range of topics and skills, and the degree to which 55 recent graduates felt that each topic or skill was emphasized in their undergraduate experience. Our findings highlight the value of breadth and flexibility in technical skills, and the universal importance of critical thinking, problem solving, on-the-job learning, and the ability to work well in cross-disciplinary teams. These findings align roughly with recommendations by the ACM/IEEE task force on computing curricula. However, the recent graduates we surveyed report inconsistent coverage of these most important areas within their degree experiences. We discuss implications for education and for future research.
This paper reports on part of the findings of a mixed-methods study which explored the educational experiences of Computing Professionals who design and develop educational software. A particular focus is given on the gaps professionals perceive between what was covered in their formal (university) education and the skills and knowledge that have been most important to them in their professional roles. Discrepancies were found particularly in areas related to practical skills (such as testing, maintaining code over time, use of source code control and development tools), communication, critical thinking and problem solving, and strategies used to continue learning on-the-job. Participant suggestions for improving university programs focused largely on the use of large scale, complex, authentic projects of significant duration. The author recommends further consideration be given to explicitly teaching the type of self-learning skills and strategies used by experienced professionals.
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