Reconstructing Undergraduate Education

Innes, Robert B.

doi:10.4324/9781410610829

Cited by 17 publications

(9 citation statements)

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“…The theory of schools referred to as “learning organizations” (Senge et al , 2000) is gaining acceptance, while practical initiatives for “professional learning communities” and “improved science” are also expanding (Hargreaves and Fullan, 2012; Lewis, 2015, 2016; Stigler and Hiebert, 2016). This refers to the expansion of active learning into an educational approach that is based on Dewey and Habermas’s idea that “knowledge is socially constructed within a community of learners” (Innes, 2004, p. 173). Similarly, Vygotsky’s argument that “thinking is internalized conversation” (Innes, 2004, p. 196) has also been further developed.…”

Section: Theoretical Contextmentioning

confidence: 99%

Raising the quality of teaching through Kyouzai Kenkyuu – the study of teaching materials

Arani

2017

IJLLS

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Purpose This study attempts to provide cross-cultural learning by focusing on a very important aspect of research, the study of teaching materials, known as Kyouzai Kenkyuu in Japan. The purpose of this paper is to investigate teachers’ views and awareness about the study of teaching materials, in particular, the views and awareness of Iranian teachers, who are beginning to understand their teaching practice and professional development through lesson study. Design/methodology/approach Qualitative research methods were employed for data collection. These methods included comparative analysis of an Iranian mathematics lesson from the perspective of Japanese educators and semi-structured interviews with all participants of the lesson analysis meetings. Findings The findings are intended to position Kyouzai Kenkyuu as an important aspect of Japanese lesson study and to make explicit the beliefs and values that underpin and shape pedagogical reasoning that support researchers and practitioners to improve the quality of teaching through lesson study. This was achieved through post-lesson discussion meetings, and the beliefs and values were those the participants were largely unaware of but could be clarified through a cross-cultural comparison. For instance, Japanese teachers focus more on learners and the study of teaching materials for raising the quality of teaching, whereas Iranian teachers focus more on the content of teaching and teacher behavior. Research limitations/implications This study delivers a transnational learning opportunity for teachers and researchers to learn how to provide evidence-based analysis of a lesson to raise the quality of teaching. However, as this is a case study and focuses specifically on Kyouzai Kenkyuu, it opens up the possibility for comparative analysis of more sample lessons and other aspects of Japanese lesson study. Practical implications It may be interesting for teachers and researchers to see how such a study could help them revise their quality of teaching through lesson study and construct shared knowledge about how to teach and to clarify “the pedagogical theories” that underpin such knowledge building. Social implications The value of this study is in its ability to reveal to educators their own unconscious teaching script and knowledge and “the pedagogical theories” that underpin such knowledge. It provides an opportunity for evidence-based critiques of our own teaching script, theory, view and values that we accept culturally, share tacitly and may not even be aware of in the construction process. Originality/value This study combines careful measurement with an “insider’s perspective” from Iran and an “outsider’s perspective” from Japan of differing educational concepts within the same subject area. The objective is to provide a deeper understanding of the real world of lesson study and how it can help educators to construct shared knowledge about how to teach in practice and to support teachers to revise the cultural context of teaching.

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Section: Theoretical Contextmentioning

confidence: 99%

Raising the quality of teaching through Kyouzai Kenkyuu – the study of teaching materials

Arani

2017

IJLLS

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“…Students here use knowledge to understand new situations and make predictions and test them. 16 There is also a humanistic dimension to active learning that I find persuasive. According to Keith Barton and Linda Levstik, "Human thought and action are embedded in social contexts that extend beyond the individual."…”

Section: Pedagogymentioning

confidence: 99%

“…13 The motivation stage is designed to get students' attention through immersion in a problem or issue; it also involves students directly in the research areas that motivate the instructor. 14 The second stage is knowledge construction that directly engages students in "an active exploration and discovery process." It requires active observation and communication of ideas, concepts, and findings.…”

Section: Pedagogymentioning

confidence: 99%

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The City and Public History

Wilson

2009

Journal of Urban History

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Focusing on a course titled “History, Communities and Memory,” this article examines the course content, undergraduate and graduate student learning outcomes, and the pedagogical approaches employed throughout the semester. Using Akron’s engaging history and the portrayal of the city in public sites as a case study, the class serves as both an introduction to public history and to the interplay between history and memory. Arthur Chickering and Zelda Gamson’s seven principles for best practice inform the teaching methodologies discussed here, combined with a focus on critical thinking and civic engagement. The course content emphasizes how communities and historic sites present their history (or histories) and (following the work of Maurice Halbwachs) how memory operates simultaneously on both the individual level and the social one. The students employ Akron—especially its industrial past—to understand how the concepts and theories presented in the readings can be applied.

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“…To this end, I use the general terms learning science and constructivist and sociocultural positions to capture the middle ground between the positions debated in this field. More extensive justifications for adopting this combined position appear elsewhere (Cobb, 1994;Innes, 2004).…”

Section: The Theoretical Foundation For Problem-based Learning Groupsmentioning

confidence: 99%

What can Learning Science Contribute to our Understanding of the Effectiveness of Problem-Based Learning Groups?

Innes

2006

Journal of Management Education

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Recent education reforms informed by learning science support the effectiveness of collaborative learning strategies such as problem-based learning groups. However, the efficacy of these methods depends on the authenticity of the problem context and the quality of the dialog established. Communication within groups must be dialogic, and students must address problems using relevant concepts and deep principles. Although dialogic communication is rare and difficult to facilitate, if it is achieved, students will construct useful knowledge that can be applied beyond the classroom.

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Reconstructing Undergraduate Education

Cited by 17 publications

References 0 publications

Raising the quality of teaching through Kyouzai Kenkyuu – the study of teaching materials

Raising the quality of teaching through Kyouzai Kenkyuu – the study of teaching materials

The City and Public History

What can Learning Science Contribute to our Understanding of the Effectiveness of Problem-Based Learning Groups?

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