The Experimental Ecology of Education

Bronfenbrenner, Urie

doi:10.2307/1174755

Cited by 172 publications

(270 citation statements)

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“…In this paper we propose the use of ecological theory (Bronfenbrenner, 1974;1976;1977;1979) to help set an appropriate framework for harnessing social and environmental influences. Using an established ecological model, we have developed and applied an approach that we believe is appropriate and fit for purpose as a strategic planning tool for social marketers.…”

Section: Valuable Contributions Have Been Made To This Way Of Thinkinmentioning

confidence: 99%

Social marketing and social influences: Using social ecology as a theoretical framework

Collins

Tapp

Pressley

2010

Journal of Marketing Management

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Section: Valuable Contributions Have Been Made To This Way Of Thinkinmentioning

confidence: 99%

Social marketing and social influences: Using social ecology as a theoretical framework

Collins

Tapp

Pressley

2010

Journal of Marketing Management

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“…This paper adheres to van Lier's (2004) and Garner's (2004) emphasis on "situatedness" or situating actions in original context (or in situ), i.e., how relationships in their original context are both situative and situated in a nature (or non-experimental) environment (see Bronfenbrenner, 1976) and from there situatedness replaces input. In this perspective, any relationships between learners and their environments are the interactions between the learners and the related community in a contextualized or meaningful way (van Lier, 2004).…”

Section: From Input/output To "Situatedness"/characteristicsmentioning

confidence: 86%

“…"Deep ecology" is thus meant in this sense (see van Lier, 2004). 2 Edge of chaos has not been used by van Lier to further explain how a complex order emerges from a chaotic disorder. First coined by Langton (1990), edge of chaos refers to a point of onset in a complex system in which restructuring or reorganization would emerge when predictable conditions (or order) and unpredictable conditions (or disorder) are mixed at their greatest complexity levels.…”

Section: From Input/output To "Situatedness"/characteristicsmentioning

confidence: 99%

Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective

Lai

2013

IJLL

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Abstract:Investigating the phenomenon of how a learning environment affords opportunities for individual learners to learn has recently become an increasing interest among researchers of applied linguistics and psychology. Traditional perspective in this regard has tended to limit the phenomenon to the environment's rigid conditions and novices' controlled responses; less attention has been given to exploring the potential light that broader strategies from other academic approaches may shed upon emergent relationships between the ever-changing environment and developing actions. With this trend in mind, this paper takes an ecological model based on the theory of affordances and semiotics of signs-a scope of epistemological thinking that conceives the inquiry as a second language (L2) learning ecology or an environmental system to supporting L2 learning actions. Upon this orientation, emphasis is placed on discovering actions situated in their original context (or in situ) and then the emergence of "ecosystem-wide characteristics". By "ecosystem" it is meant that all interrelated levels of contexts are fundamental to the nature of connecting students to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school ESL (English as a second language) program over 12 lessons, examining a range of teaching-learning activities. In this paper, the ecology concerned is of informational signs interlocked for meaning-making purposes; one where signs flowed along direct and immediate perception-action heuristics for achieving L2 learning goals. Drawing upon the notion of "education-friendliness" (i.e., providing students with greater access to diverse sources of information for learning), there are implications for educational practitioners to use real-world engagement that is likely to tap students' creativity and ignite motivational sparks for using L2 to understand the world more actively and strategically.

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“…The primary factor of interest was version, in which science texts were presented in either an original (inconsiderate) version or in a rewritten (considerate) version. To enhance external or ecological validity (Bronfenbrenner, 1976), a second factor, text, was included, as there were four science textbook passages presented both in their original version and in a rewritten version. Since it would not be permissible for subjects to read both the original and the rewritten versions of the same texts, subjects were assigned randomly to one of two groups such that texts were nested within groups.…”

Section: Subjects and Designmentioning

confidence: 99%

Effect of Rewritten Content Textbook Passages on Middle Grade Students' Comprehension of Main Ideas: Making the Inconsiderate Considerate

Baumann

1986

Journal of Reading Behavior

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This study sought to determine if content area textbook passages could be rewritten such that middle grade students' main idea comprehension ability was enhanced. Excerpts from fifth-grade science textbooks were read by fifthgrade students in one of two versions: (a) an original (inconsiderate) version in which main ideas were frequently implicit, those main ideas that were explicitly stated in the text were not always prominent (i.e., placed initially) in paragraphs and passages, and there were few, if any, headings or typographical aids to cue main ideas, or (b) a rewritten (considerate) version in which all main ideas were explicit in the text and typed in italic, each main idea appeared at the beginning of the text unit, and headings cued main ideas. Several recognition and recall items assessed students' ability to identify and generate main ideas at both the paragraph and passage levels. Results revealed that after reading the rewritten text versions, some students were able to compose significantly more passage main ideas, and all students were able to compose significantly more paragraph main ideas. Groups did not differ on a main idea recognition task. Additional data from a series of questions which required the students to compare original and rewritten versions of the science texts tended to support the finding that content area selections rewritten to make them more considerate improves students' main idea comprehension.

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The Experimental Ecology of Education

Cited by 172 publications

References 0 publications

Social marketing and social influences: Using social ecology as a theoretical framework

Social marketing and social influences: Using social ecology as a theoretical framework

Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective

Effect of Rewritten Content Textbook Passages on Middle Grade Students' Comprehension of Main Ideas: Making the Inconsiderate Considerate

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