“It was amazing to see our projects come to life!” Developing affective learning during geography fieldwork through tropophilia

This research, conducted with groups of undergraduate students before and after a European fieldwork exercise, critically examines the pedagogic value of fieldwork and its ability to provide students with transferable skills. This is achieved using Anderson and Erskine’s lens of tropophilia – the aesthetic connection between people and place – to explore the influence of “being” in the field upon affective learning. In doing so, this research suggests (1) that encouraging students to recognize how their own affective skills may influence the types of knowledge(s) that are produced on fieldtrips and (2) that people-place connections have the ability to inspire students to become more self-reflexive about their position(s) as learners.     

Using GIS in an Earth Sciences field course for quantitative exploration,data management and digital mapping

Field courses are essential for subjects like Earth Sciences, Geography and Ecology. In these topics, GIS is used to manage and analyse spatial data, and offers quantitative methods that are beneficial for fieldwork. This paper presents changes made to a first-year Earth Sciences field course in the French Alps, where new GIS methods were introduced. Students use GIS in preparation to explore their research area using an elevation model and satellite images, formulate hypotheses and plan the fieldwork. During the fieldwork, a pilot group managed their field-observations using GIS and made digital maps. Students praise the use of quantitative digital maps in the preparation. Students made use of the available techniques during the fieldwork, although this could be further intensified. Some students were extra motivated due to the technical nature as well as the additional analytical possibilities. The use of GIS was experienced as a steep learning curve by students, and not all staff members are confident in supervising students using GIS, which calls for a sufficient preparation and training of both students and staff. The use of GIS adds abstract analyses and quantitative assessment, which is a complementary learning style to fieldwork that mostly focuses on practical skills.     

Active learning through online quizzes: better learning and less (busy) work

Active learning is increasingly promoted within institutions of higher education to assist students develop higher order thinking and link knowledge to meaning. In this paper, the authors evaluate the use of weekly online quizzes based on prescribed preparatory material as a tool to incentivize preparatory reading in order to enable and encourage active learning. The study is based on mixed data sources, including three years of student-evaluation data, to understand student perceptions of the role and value of online quizzes. The study shows a high level of student engagement with the quizzes and positive assessment of their role in encouraging the completion of prescribed reading. Online quizzes were found to be an effective mechanism for incentivizing student completion of preparatory work, enhancing active learning (such as through in-class discussions), and were relatively time efficient from the perspective of the educator.     

Transformational design literacies: children as active place-makers

Innovative curriculum frameworks that support children as active researchers and designers in everyday learning contexts remain unprioritized in school settings. Design literacies challenge and expand existing curriculum structures at a time when state and national curriculum privilege literacy and numeracy testing. Drawing on a broader ethnographic study that examined children's inhabitation of school food gardens through pedagogies of food production, ecology and design in three Australian primary schools [Green, M. 2011 Green, M. 2011. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria [Google Scholar]. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria], this paper focuses on the design literacies or ‘design-centered pedagogy’ [McLaren, S. 2008 McLaren, S. 2008. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland. [Google Scholar]. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland] that supported children's engagement with everyday learning in one school community. Semi-structured and ‘walking interviews’ provide rich data for understanding the contributions of design and design processes in a garden-based curriculum. When linked to a framework of sustainability, design literacies can expand learning opportunities that deepen their connection to everyday places.     

Learning from Schools: School Choice,Political Learning,and Policy Feedback

This article investigates the policy feedback and political learning effects of school vouchers. Of particular interest is how market‐based policies affect the likelihood that program participants will connect their experiences with the policy to the government. I examine parent survey data from an evaluation of the Milwaukee school voucher program. I find that voucher parents are more likely than public school parents to perceive that the government has influenced their child's schooling and to believe that their experiences with their child's school have taught them about how government works. Further, voucher parents report that their experiences with the policy have made them more politically active. While majorities of voucher and public school parents support increased public school expenditures, there is some evidence that school vouchers may decrease support for public schools.     

晚清"古学复兴":中国旧学纳入近代新知体系之尝试

章太炎、刘师培等人在清末“保存国粹”、“复兴古学”的过程中,开始对中国古代学术进行初步整理,肇始了对中国学术遗产进行发掘、梳理、研究和整合之工作。以西方新知、新理、新法整理中国传统旧籍,发明中国旧学之新义,是晚清学术演进之必然趋势。以新知阐释旧学,以中学比附西学,以近代学科体系界定中国旧学,是晚清学者整理中国旧学之基本思路。正是在对中国传统学术不断进行整理和整合的过程中,中国传统学术开始转变其固有形态,逐步融入近代西学新知体系之中。     

陶澍与包世臣关系探微

陶澍和包世臣是近代中国地主阶级改革派的核心骨干,嘉道年间经世致用思潮的主要代表。包世臣是陶澍的主要幕僚,他们开始突破“重农轻商”的传统观念,提出了“利商”的思想和政策;并共同设计了对漕运、盐务等有关国计民生大政的改革,他们所推行的海运、票盐更是改革派的主要成果。同时,他们对当时货币危机的原因、对禁烟运动和抗击外国侵略者,都有共同的认识,是中国近代杰出的爱国主义者。     

Strategies for Teaching Maritime Archaeology in the Twenty First Century

Maritime archaeology is a multi-faceted discipline that requires both theoretical learning and practical skills training. In the past most universities have approached the teaching of maritime archaeology as a full-time on-campus activity designed for ‘traditional’ graduate students; primarily those in their early twenties who have recently come from full-time undergraduate study and who are able to study on-campus. The needs of mature-age and other students who work and live in different places (or countries) and therefore cannot attend lectures on a regular basis (or at all) have largely been ignored. This paper provides a case study in the teaching of maritime archaeology from Australia that, in addition to ‘traditional’ on-campus teaching, includes four main components: (1) learning field methods through field schools; (2) skills training through the AIMA/NAS avocational training program; (3) distance learning topics available through CD-ROM and using the Internet; and (4) practicums, internships and fellowships. The author argues that programs to teach maritime archaeology in the twenty first century need to be flexible and to address the diverse needs of students who do not fit the ‘traditional’ model. This involves collaborative partnerships with other universities as well as government underwater cultural heritage management agencies and museums, primarily through field schools, practicums and internships.     

Path dependence,policy learning and Australian manufacturing since the 1970s

The impending demise of passenger motor vehicle manufacturing in Australia provides a good opportunity to view the trajectory of industry policy since the Whitlam government commenced the process of tariff cuts in 1973. It is argued that industry policy over this period demonstrates the effects of path dependence and a lack of policy learning. In the industry policy context, the path dependence perspective suggests three key factors in explaining policy effects: the importance of initial conditions; the role of cumulative causation in the interaction between policy settings, actors and firms; and the shaping role of networks. While political or electoral factors could, on occasion, generate support for threatened industries, overall, neo-liberal policy ideas guided decision-making. An examination of Australian defence industry, and a comparison of the Australian and New Zealand dairy and milk processing industries reinforces the importance of institutionally shaped path dependency.     

美术学水彩画专业方向教与学解析

从分析水彩画教学的教育理念和影响水彩画教与学的二个方面,来培养学生的创新精神与绘画能力为重点来全面实施水彩画教与学。