Journals@UC (University of Cincinnati)
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The Dangerous World of Television: A Content Analysis of Physical Injuries in Children\u27s Television Programming
No full textCharacteristics of physical injuries were examined in a content analysis of children\u27s television programs. A sample of 57 programs was coded for type of injury, cause of injury, severity of injury consequences, others\u27 responses to injury victim, and victim characteristics. Results indicated arate of 15 injuries per hour, with significant differences in injury rate according to program time-slot. The majority of injuries resulted from impacts with objects, were intentionally caused, had only minor consequences, and were not followed by any response from other characters. Victims of injury were usually adult males or animal characters. Implications of the findings are discussed within acontext of social learning of injury information by child viewers
Back to Basics: Aesthetic Experience
No full textThis paper explores the importance of sensory experience as a basis for learning and teaching and considers the value of the environment asan educational resource. Links are made between aesthetic experience and art, design, and environmental education. These cover the following areas of study: 1) art education: to promote environmental awareness and develop an emotional response to place; 2) critical study: to enable pupils to make value judgements about environmental quality; 3) design activity: to consider environmental change. Examples of work in primary and secondary schools are described. Conclusions are drawn that point to the need for environmental education programs based on young people\u27s direct experience. Developing environmental consciousnesshould serve not only to increase visual awareness but also to form the basis for encouraging an appreciative and critical eye and promote interest in environmental improvement. The need is to enable young people to take a more creative and participatory stance in shaping their futurenvironment
User Participation: A Design Methodology for School Grounds Design and Environmental Learning?
No full textA research project was begun at the Department of Landscape Architecture at Sheffield University in 1988 to investigate the potential of user participatory design as a means of providing a school environment that provides for and promotes a wide range of environmental learning experiences for pupils. It seemed that participation not only held great potential as a means of producing such a design, but would be an ideal environmental learning experience in itself for both school users and designers. In a preliminary investigatory exercise into this topic (the School Design Project), the question of user participation as an environmental learning exercise was examined. This paper outlines the results of that examination discussing the implications of these to the development of a user participatory design methodology and the future directions of the research project
Change in Expectancy as a Function of Teacher Involvement: A Classroom Study
No full textStudents’ motivation frequently fluctuates during a semester. However, it is often difficult for instructors to determine the specific situation under which these changes occur and their academic impact. Furthermore, classroom research in the area is scarce. Utilizing multiple analytic procedures to analyze the responses of 34 students in an upper-division Theories of Personality psychology course, the current study examined changes in expectancy (“Can I do this task?”) as a function of instructor involvement and the effect of expectancy changes on exam performance and test anxiety. Expectancy declined from one teacher-involved action to the next. However, changes in expectancy had no impact on exam performance and test anxiety. These findings confirm that students’ motivation is sensitive to classroom situations and clarify the influence of motivation changes on academic outcomes. The study reveals the importance of carefully considering the nature of the classroom situation when seeking to effect positive motivation changes
Playing with Science: Models for Engaging Communities
No full textThis field report provides examples of how “play” is a model for science education in informal environments. By utilizing community settings such as parks during the summer, schools in the evening, and museum space on the weekend, these examples provide accessible contexts for children and their families. The contexts, methods, and activities of each of these examples are described in order to suggest the wide variety of ways in which science education can be woven with community through play
Response to Review of Awakening Creativity: Dandelion School Blossoms by Lily Yeh
No full textReviewed Work: Response to Review of Awakening Creativity: Dandelion School Blossoms by Lily Ye
“Up at the Shieling”: Place-Based Action Research
No full textThis paper describes action research undertaken with two groups of educators investigating place-based education. The participants discussed and refined their understanding of place-based learning through active reflection as a group and in their professional work. They advocated making “place” an explicit pedagogical concern, arguing that a focus on the locality allowed connections to be revealed and new perspectives taken on the cultural and ecological life in which learners are embedded. The outcome of the research articulates place-based education as a rich and open ethos, where themes of place, belonging, and care can inform different educational contexts. This paper also explores the practical and conceptual dimensions of what it might mean to do research in place, and the difficulties of reducing the lived experience of place to theories or research outputs. The approach of “thinking with places,” explored through the example of the shieling, is put forward as a way of grounding the theory and practice of place-based education in the author’s context
Participatory Creation of a Place-Based Teaching and Learning Methodology for Children’s Participation and Citizenship in the Urban Environment
No full textIn this paper we attempt to present a teaching and learning methodology for a place-based education that focuses on children’s participation and citizenship, inspired by the traditions of environmental education, critical pedagogy, citizenship education and children’s participation. The paper is based on the findings of an environmental education program with children who grow up in neighborhoods of Athens, Greece. We begin by presenting the research field, the methodology and the outcomes. We then critically review children’s route from low self-confidence and sense of inability to participation and citizenship. Furthermore, we explore the basic principles of the teaching and learning methodology that emerged through the research. Finally, we discuss the contribution of place-based education with a socially critical orientation to children’s inclusion, participation and emancipation within their communities
Making Sense of Place: School-Farm Cooperation in Norway
No full textThis paper describes the Norwegian “Living School” national project and its related university extension course, “The Farm as a Pedagogical Resource.” Since the national initiative began in the late 1990s, more than 250 separate local projects have been developed through the course. Here we focus on one such project in the community of Aurland. It illustrates the basic principal of “rooting” students in life processes and in the places in which they live through participation in practical, meaningful work outdoors