Relevant bibliographies by topics / Curricular reasoning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curricular reasoning'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Curricular reasoning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Curricular reasoning"

1

Jayathirtha, Gayithri. "An Analysis of the National Intended Geometry Curriculum." Contemporary Education Dialogue 15, no. 2 (June 28, 2018): 143–63. http://dx.doi.org/10.1177/0973184918783291.

Full text
Abstract:
Geometrical concepts play a crucial role in developing spatial thinking and reasoning. Further, curricular materials play a key role in shaping student-learning experiences in the classroom. The organisation of the content of textbooks plays a decisive role in how and when students are introduced to concepts, especially given the ‘textbook-centric’ teaching practices observed in the Indian classroom. I thus analysed the geometry curriculum from grades one through eight through the lens of the five-level hierarchical van Hiele model of geometrical thinking.1 I organized the analysis to highlight conceptual details at two levels—across a chapter in a particular grade level and across chapters in all the eight grade levels. The analysis has illuminated the affordances of curricular materials to constantly connect students to multiple levels of geometric reasoning, but at the same time it points to the need for reorganizing the curriculum to enable students to systematically progress from visual-based to deduction-based reasoning. The analysis also calls for redesigning certain conceptual representations to promote relational geometrical understanding among students.
APA, Harvard, Vancouver, ISO, and other styles
2

Ashby-King, Drew, and Karen Boyd. "Integrative Ethical Education: An Exploratory Investigation into a Relationally Based Approach to Ethics Education." Journal of Communication Pedagogy 3 (2020): 65–81. http://dx.doi.org/10.31446/jcp.2020.07.

Full text
Abstract:
The purpose of this exploratory study was to investigate the effect of a curricular application of the integrative ethical education (IEE) model and its effect on first-year college students’ ethical development. Using a pretest posttest design, participants’ moral judgment and reasoning were measured before and after they participated in an IEE-based academic course and compared using descriptive analysis. Results revealed that participants’ moral judgment and reasoning increased while participating in the program. These results provide initial support for the use of IEE-based curricula and academic experiences to promote college students’ ethical development. Implications for communication education and future research are discussed.
APA, Harvard, Vancouver, ISO, and other styles
3

Watson-Canning, Andrea. "Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction." Journal of Curriculum Studies Research 2, no. 1 (May 26, 2020): 55–75. http://dx.doi.org/10.46303/jcsr.02.01.4.

Full text
Abstract:
Due to intransigence of social studies curriculum-makers to broaden the scope of who and what is studied, women (especially non-white women) are lacking representation. However, some teachers go beyond the textbook to select alternative curriculum lenses. Utilizing curricular-instructional gatekeeping, complementary curriculum, and queer theory, this article examines how two secondary teachers who incorporate issues of gender and/or women’s experiences into their social studies curriculum describe their reasoning and intentions, how their expressed aims are manifested within their classrooms, and student reaction to the incorporation of gender and women’s experience in the social studies curriculum. Findings indicate participants value multiple perspectives and parity in social studies curriculum and map these ideas onto the explicit curriculum. However, student responses tend to resist teacher intentions and enactment of challenges to normative gender roles. This diffracted curriculum interferes with teacher aims, creating a curricular space where traditional assumptions of the gender binary play out in teacher-student and student-student interactions. These findings indicate a more relational approach to social studies curriculum may be needed to encourage students to engage constructively with nonnormative social ideas.
APA, Harvard, Vancouver, ISO, and other styles
4

Sugiono, Sugiono. "Integrating Themes of Care into English Curriculum: Toward the Enhancement of Students’ Moral Reasoning Skill." International Journal of English Education and Linguistics (IJoEEL) 3, no. 1 (July 3, 2021): 50–59. http://dx.doi.org/10.33650/ijoeel.v3i1.2362.

Full text
Abstract:
The purpose of the study is to explore possible strategies to ‘insert’ themes of care into Indonesia’s English curriculum. It is stipulated that the English curriculum containing themes of care, ethics and morality can contribute to the advancement of students’ engagement in learning and enable moral reasoning skill toward the generation of responsible members of society upholding values of tolerance and respect for difference of others. This is a library research, employing a qualitative content review of related literature to find strategies for integrating themes of care into English curriculum. It is found that integrating themes of care into curricular subjects, including English, is very possible to undertake, and provides students with higher order thinking skills in a functional manner. It is of great importance to students as they get benefits from being taught the ways to approach and eventually solve complex, real-life moral problems by applying particular skills drawn from the PAVE moral reasoning strategy. The English curriculum addressing such a long-term outcome for the application of the integration incorporates teaching students how to attain balanced competence, academically, socially and morally all at once.
APA, Harvard, Vancouver, ISO, and other styles
5

Belbase, Shashidhar. "A Comparative Study of Mathematics Education in the United States and Nepal." Mathematics Education Forum Chitwan 4, no. 4 (November 15, 2019): 1–20. http://dx.doi.org/10.3126/mefc.v4i4.26355.

Full text
Abstract:
The purpose of this paper is to compare four domains of mathematics education-curricular materials, pedagogical process, teacher education, and assessment of students’ learning in the United States of America (USA) and Nepal. I applied categorical thinking for document analysis from the literature to find some key concepts related to the four categories of comparison. The Common Core State Standards for Mathematics (CCSSM) is a major curriculum standard implemented in many states in the USA, whereas, the National Curriculum Framework (NCF) is the major policy document that guides school mathematics curricula in Nepal. Mostly, classroom practices are student-centred with problem-solving, reasoning and critical thinking in the USA, but it is mostly drill-and-practice in Nepal. Preservice mathematics teacher education in the USA and Nepal are conducted by universities, but there is a vast difference in the courses offered in these countries. Assessment of students’ learning in mathematics is continuously done in classroom activities and exams including some standardized exams in selected grades in the USA, whereas, assessment in Nepal is done with periodic and final exams including standardized district and national tests in selected grades. I discussed some implications of the study.
APA, Harvard, Vancouver, ISO, and other styles
6

Mayhew, Matthew J., and Patricia King. "How curricular content and pedagogical strategies affect moral reasoning development in college students." Journal of Moral Education 37, no. 1 (February 11, 2008): 17–40. http://dx.doi.org/10.1080/03057240701803668.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kicklighter, Taz H., Paul R. Geisler, Mary Barnum, Scott Heinerichs, and Malissa Martin. "Exploration of Factors Perceived to Influence Development of Diagnostic Reasoning in Athletic Trainers and Athletic Training Students." Athletic Training Education Journal 13, no. 2 (April 1, 2018): 120–30. http://dx.doi.org/10.4085/1302120.

Full text
Abstract:
Context:Diagnostic reasoning is acknowledged as a vital skill for medical practice, but research regarding this core aspect of medical cognition as it pertains to athletic training contexts is scarce. To compare athletic training–specific clinical reasoning skills with those of other health care practitioners, educators need to better understand how athletic trainers (ATs) think, what helps them think better, and what may hinder their thinking skills as related to diagnostic reasoning challenges in the clinical context.Objective:To conduct a preliminary investigation into ATs' and undergraduate athletic training students' perceptions about their diagnostic reasoning processes. Secondarily, to identify and compare activities or practices that may influence individual diagnostic reasoning abilities.Design:Qualitative research.Setting:Online interviews.Patients or Other Participants:Twenty-three participants (11 ATs, 12 senior-level athletic training students) were convenience sampled from a pool of participants used in a separate, multifaceted diagnostic reasoning study.Main Outcome Measure(s):Participants were interviewed in an online format to determine their diagnostic processing ability and perceived factors that enhance and hinder diagnostic reasoning. Data were analyzed using a general inductive approach.Results:Analysis determined ATs and athletic training students used similar reasoning processes to previously reported expert- and novice-level reasoning abilities, respectively. Professional socialization and metacognitive activities were found to enhance individual diagnostic reasoning abilities in both groups. Lack of professional socialization and time in ATs and limited experiences and educational settings in athletic training students were thought to detract from diagnostic reasoning development.Conclusions:Use of diagnostic reasoning and factors perceived to influence ATs' and athletic training students' ability found within our study correspond with previously reported theories and mimic the current understanding of expert and novice abilities respectively. Understanding factors that influence diagnostic reasoning ability is crucial for developing effective pedagogical and curricular strategies in athletic training education.
APA, Harvard, Vancouver, ISO, and other styles
8

Becker, Nicole, Courtney Stanford, Marcy Towns, and Renee Cole. "Translating across macroscopic, submicroscopic, and symbolic levels: the role of instructor facilitation in an inquiry-oriented physical chemistry class." Chemistry Education Research and Practice 16, no. 4 (2015): 769–85. http://dx.doi.org/10.1039/c5rp00064e.

Full text
Abstract:
In physical chemistry classrooms, mathematical and graphical representations are critical tools for reasoning about chemical phenomena. However, there is abundant evidence that to be successful in understanding complex thermodynamics topics, students must go beyond rote mathematical problem solving in order to connect their understanding of mathematical and graphical representations to the macroscopic and submicroscopic phenomena they represent. Though traditional curricular materials such as textbooks may provide little support for coordinating information across macroscopic, submicroscopic, and symbolic levels, instructor facilitation of classroom discussions offers a promising route towards supporting students' reasoning. Here, we report a case study of classroom reasoning in a POGIL (process-oriented guided inquiry learning) instructional context that examines how the class coordinated macroscopic, submicroscopic, and symbolic ideas through classroom discourse. Using an analytical approach based on Toulmin's model of argumentation and the inquiry-oriented discursive moves framework, we discuss the prevalence of macroscopic, submicroscopic and symbolic-level ideas in classroom reasoning and we discuss how instructor facilitation strategies promoted reasoning with macroscopic, submicroscopic, and symbolic levels of representation. We describe one sequence of instructor facilitation moves that we believe promoted translation across levels in whole class discussion.
APA, Harvard, Vancouver, ISO, and other styles
9

Possin, Kevin. "CAT Scan: A Critical Review of the Critical-Thinking Assessment Test." Informal Logic 40, no. 3 (August 29, 2020): 489–508. http://dx.doi.org/10.22329/il.v40i30.6243.

Full text
Abstract:
The CAT is entirely dedicated to assessing the critical-thinking skills involved in scientific reasoning and practical problem solving. While the test is found to have reasonable content validity, various issues with its prompts are discussed, along with significant issues with its scoring. The CAT’s recommended use as a “model” for curricular changes, called CAT Apps, is criticized as “teaching to the test.”
APA, Harvard, Vancouver, ISO, and other styles
10

Aminian, Gholamreza, and John Mitchell O’Toole. "Undergraduate prosthetics and orthotics programme objectives:a baseline for international comparison and curricular development." Prosthetics and Orthotics International 35, no. 4 (October 31, 2011): 445–50. http://dx.doi.org/10.1177/0309364611425094.

Full text
Abstract:
Background: Prosthetics and orthotics is a relatively recent addition to the suite of undergraduate professional preparation programmes. There has been limited publication regarding international patterns of curriculum development, particularly concerning how objectives differ across global regions. Objectives: This paper compares current prosthetics and orthotics curricula from a range of regions and identifies both common and distinctive objectives. Study Design: Mixed method: document analysis followed by modified Delphi process. Methods: Documents were analysed qualitatively to compare various curricula and emergent features were evaluated by a group of expert prosthetics and orthotics instructors. Results: There was substantial agreement that programmes should improve student knowledge and understanding. They should establish and extend student fabrication, communication skills and professional co-operation. However, there appeared to be regional differences in the priority given to critical thinking and clinical reasoning; integration of theory and practice and particular approaches to teaching prosthetics and orthotics. Conclusions: This study revealed substantial consensus regarding the importance of clear programme objectives dealing with student abilities, professional skills and contemporary understanding. However, this study also revealed regional differences that may well reward further investigation.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Curricular reasoning"

1

Mathis, Kimber Anne. "Secondary Preservice Mathematics Teachers' Curricular Reasoning." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7511.

Full text
Abstract:
Researchers have found that teachers' decisions affect students' opportunity to learn. Prior researchers have investigated teachers' decisions while planning, implementing, or reflecting on lessons, but few researchers have studied teachers' decisions and their reasoning throughout the teaching process. It is important to study teachers' reasoning for why they make the decisions they do throughout the teaching process. Furthermore, because inservice and preservice teachers differ in experience and available resources that they draw on while making decisions, it is helpful to consider the resources PSTs' draw on while reasoning. Curricular reasoning is a framework that describes teachers' thinking processes when making decisions during the teaching process. This study investigated secondary preservice teachers' decisions and curricular reasoning throughout the teaching process. Data were collected from two groups of secondary preservice teachers in a mathematics methods course focused on student thinking and mathematics. Results revealed that the preservice teachers used all seven curricular reasoning strands, especially drawing on mathematical meanings, mapping learning trajectories, and considering learners' perspectives. Specifically, this study demonstrates ways in which preservice teachers reason about their decisions and the intertwined nature of their curricular reasoning. The results from this study also imply that it may be helpful to consider the resources PSTs have access to, including their instructor, and that the order of their lesson planning may allow support for the mathematical learning trajectories within individual lessons. This study also provides validation for the curricular reasoning framework described by Dingman, Teuscher, Olson, and Kasmer (in press), provides subcategories of curricular reasoning strands, and has implications for teacher education.
APA, Harvard, Vancouver, ISO, and other styles
2

Bernard, Anand Mikel. "Curriculum Decisions and Reasoning of Middle School Teachers." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6488.

Full text
Abstract:
For decades curriculum materials have been used as a means to reform the manner in which mathematics is taught. In an attempt to better understand what impact curriculum materials have on the teaching and learning of mathematics, researchers have begun to analyze the process in which teachers transform curriculum materials into instruction. Given that many of these studies have been broad in nature, I sought to study the specific decisions that three teachers made when planning lesson on geometric transformation and their reasoning for those decisions. In this study I found that while the participants in this study ignored the curriculum material I gave them as well as their district adopted materials in planning instruction, they made a wide variety of decisions with regards to other curriculum. In an attempt to describe this variety of decisions I expanded the previous methods of describing curriculum use decisions adding a self-create category as well as differentiating between the different types of adaptations teachers make. I also found that although teachers used different curriculum materials, they made similar decisions in how they planned the mathematics content of geometric transformations that seem problematic.
APA, Harvard, Vancouver, ISO, and other styles
3

Gadd, Kolby J. "Teachers' Curricular Reasoning and MKT in the Context of Algebra and Statistics." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5686.

Full text
Abstract:
This study investigates 7th grade teachers' curricular reasoning and MKT in algebra and statistics. Although the use of curriculum materials and MKT both influence the quality of mathematics instruction, no relationship between teachers' curricular reasoning and MKT was found. Further, teachers' curricular reasoning across algebra and statistics was very similar despite differences in these fields and differences in MKT. A model for thinking about the knowledge needed to provide high quality instruction is proposed by considering the role of curricular reasoning and MKT in instruction.
APA, Harvard, Vancouver, ISO, and other styles
4

Morris, Anne Krislov. "Development of algebraic reasoning in children and adolescents: cultural, curricular, and age-related effects /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114114516.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hamza, Karim. "Contingency in high-school students’ reasoning about electrochemical cells : Opportunities for learning and teaching in school science." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-32303.

Full text
Abstract:
The thesis takes its departure from the extensive literature on students’ alternative ideas in science. Although describing students’ conceptual knowledge in many science areas, the literature offers little about how this knowledge enters into the science learning process. Neither has it focused on how particulars and contingencies of curricular materials enter into the learning process. In this thesis I make high-resolution analyses of students’ learning in action during school science activities about real or idealized electrochemical cells. I use a discursive mechanism of learning developed to describe how students become participants in new practices through slow changes in word use. Specifically, I examine how alternative and accepted scientific ideas, as well as curricular materials, enter into students’ reasoning. The results are then used for producing hypotheses over how a teacher can support students’ science learning. Alternative ideas in electrochemistry did not necessarily interfere negatively with, and were sometimes productive for, students’ reasoning during the activities. Students included the particulars and contingencies of curricular materials in their reasoning not only when interacting with a real electrochemical cell but also in a more theoretical concept mapping activity about an idealized cell. Through taxonomic and correlational investigations students connected the particulars and contingencies of the real electrochemical cell to the generic knowledge of electrochemistry. When actively introduced by the researcher, such investigations had consequences for how single students framed their explanations of a real electrochemical cell. The results indicate ways in which teachers may encourage the productive use of contingencies to promote learning within the science classroom. However, this may require consideration of what students say in terms of consequences for their further learning rather than in terms of correct or incorrect content.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows:Paper 3:Manuscript; Paper 4:Manuscript
Hur kan lärare hjälpa elever att resonera naturvetenskapligt
APA, Harvard, Vancouver, ISO, and other styles
6

Nielsen, Porter Peterson. "Teachers' Mathematical Meanings: Decisions for Teaching Geometric Reflections and Orientation of Figures." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8597.

Full text
Abstract:
Teachers' instructional decisions are important for students' mathematics learning as they determine the learning opportunities for all students. This study examines teachers' decisions about the activities and tasks they choose for students' mathematics learning, the ordering and connecting of mathematics topics, and the mathematics within curricula not to cover. These decisions are referred to as curricular decisions. I also identify teachers' mathematical schemes, referred to as mathematical meanings, in relation to geometric reflections and orientation of figures and examine teachers' reasoning with their mathematical meanings as they make these curricular decisions. Additionally, based on the results of this study I identify several productive and unproductive mathematical meanings in relation to geometric reflections and orientation of figures. Describing productive mathematical meanings as providing coherence to student mathematical understanding and preparing students for future mathematics learning (Thompson, 2016). These findings can be used to better understand why teachers make the curricular decisions they do as well as help teachers identify whether or not their mathematical meanings are productive in an effort to foster productive mathematical meanings for students.
APA, Harvard, Vancouver, ISO, and other styles
7

Bennevall, Marcus. "Creativity in Mathematics Curricula – An International Comparison between Singapore, Hong Kong, Sweden, and Norway." Thesis, Linköpings universitet, Matematiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138693.

Full text
Abstract:
Studies have shown that creative mathematically founded reasoning (CMR) outperforms algorithmic reasoning (AR) in regards to retention and (re)construction of knowledge. This suggests that creativity should be encouraged in national high-school mathematics curricula. The aim of the present study is to compare how creativity is framed in different national high-school mathematics curricula, using the following definition: creativity is the characteristics of people, processes, and environments which lead to new and original products that are useful or otherwise attractive to an individual or a society. Utilizing content and discourse analysis, the present study thus contrasts how the high-school mathematics curricula of Singapore, Hong Kong, Sweden, and Norway handle and value creativity, and also examines which role creativity takes in each curricula. Findings suggest that Singapore’s curriculum emphasizes creativity the most, and frequently does so in relation to assessment. Hong Kong’s curriculum is found to emphasize creativity in diverse ways, often using words with connotations to playfulness. Analysis of Sweden’s curriculum indicates a relatively minute focus on creativity, tending to put it in a teacher-centered context. A feature of Norway’s curriculum is an increasing emphasis on creativity as courses approach tertiary education. This also suggests a rising value of creativity in its curriculum. A similar though not as pronounced trajectory is found also in Singapore’s curriculum. In the Asian and Norwegian curricula, creativity is expressed both as a means and an end, while in Sweden’s curriculum it is only seen as an end. The results are discussed in terms of potential reasons for the prominent national features, and the study also includes an evaluation of the aptness of the suggested definition of creativity, a review of the limitations of the study, as well as propositions for further research. Finally, two recommendations are given to the National Agency for Education in Sweden – Skolverket – based on the results of the study: 1) diversify the emphasis on creativity in the curriculum, and 2) ensure alignment between what teachers value and what Skolverket values with respect to creativity.
APA, Harvard, Vancouver, ISO, and other styles
8

Nafea, Ebtihaj. "Clinical reasoning in dental students : a comparative cross-curricula study." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30395/.

Full text
Abstract:
Clinical reasoning is a skill required by all health professionals in managing patients. Research in clinical reasoning has come mostly from medicine and nursing, less from dentistry. The effect of curriculum on the development of clinical reasoning is still not well understood. Moreover, no research has been conducted to understand what clinical reasoning means to students and what educational strategies are valued by them. The aim of this research is to explore the effect of different educational strategies in different dental schools on clinical reasoning and to discover how students perceive clinical reasoning. Final year students from four different dental schools participated in the current research; a school using an integrated curriculum with conventional teaching, a school using Problem Based Learning (both from the UK) and two Saudi Arabian dental schools; a school using a traditional curriculum and a school using an integrated curriculum. Both UK schools participated in both studies, whereas each one of the Saudi Arabian schools participated in a different study. The research used both quantitative and qualitative methodology. An innovative clinical reasoning test measured final year students’ skills. An interview captured their own understanding of clinical reasoning and its acquisition plus they ‘talked through’ a clinical problem, using a ‘think aloud’ technique. Thematic analysis was used to analyse the transcripts of the recorded interviews. Results obtained were related to curriculum structure. The results indicated that the effect of curriculum structure, unlike teaching and assessment strategies, appeared to be minimal in final year students. Unfamiliarity with the term clinical reasoning was common in students. Students from different schools used different strategies to reason when discussing clinical vignettes. Different behaviours seemed to be affected by cultural factors. This research contributes to a greater understanding of how students learn, understand and apply dental clinical reasoning which hopefully will improve educational practices in the future.
APA, Harvard, Vancouver, ISO, and other styles
9

Law, Nancy Luk Wai Ying. "Eliciting and understanding commonsense reasoning about motion." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018472/.

Full text
Abstract:
The focus of the present research is on children's commonsense reasoning in mechanics. The important effect of pre-instructional ideas on children's learning is now widely recognised and much effort has gone into investigating what these ideas are like in various domain areas in science in the past few years. Early researches in this area have provided us with a comprehensive catalog of phenomenological descriptions of various aspects of children's reasoning about forces and motion. A related line of research has grown over recent years, which attempts to probe into whether there are deeper explanations underlying these misconceptions. If we take scientific theories and commonsense reasoning as two ends of a dichotomy, then early researches in this field have predominantly started from the scientific end, looking towards the intuitive end, trying to find out where the intuitive ideas go astray. To look for deeper levels of analysis, some have since turned to looking from the opposite end, trying to take children's ideas seriously, in their own right and not as a distortion of the scientific view. This latter perspective is the one taken by the present research and is believed to be appropriate if an understanding of the phenomenological descriptions of children's intuitive ideas is to be attained. The present research sets out to investigate the possible cognitive models used in the spontaneous interpretation of and reasoning about motion by students with varying amounts of Physics instruction. It is hoped that the resulting models will not only provide a context for interpreting children's misconceptions, but also provide insight into the evolution of naive cognitive models to more scientific ones. The research consists of two tasks. The first is a classification task asking students to categorize comic strip pictures about motion and to explain their underlying reasoning. The second is a programming task, asking students to write expert systems about motion in the language PROLOG. The second task is in fact one of self elicitation of knowledge by the students themselves under the assistance of the researcher. The advantage of such an exercise is that the representation is not only open for inspection by the students but is also explorable. The results from both tasks will be analysed and synthesized in the thesis.
APA, Harvard, Vancouver, ISO, and other styles
10

Storey, Syretha Orr. "Teacher questioning to improve early childhood reasoning." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280569.

Full text
Abstract:
Despite the more than 300 questions teachers ask on a daily basis, research indicates that teachers in elementary, secondary and post-secondary classrooms do not understand the power and potential of questions to advance student reasoning. It has been found that when teachers are taught to ask higher-level, open-ended, instructional questions, opportunities for student reasoning increases. However, there has been little research on the use of questions to advance reasoning in early childhood education. This research sought to determine the generalizability of available research on teacher questioning and reasoning to early childhood settings. Further, this research examined the effectiveness of a workshop developed by the researcher to teach teachers about the power and potential of questions. A quantitative examination of early childhood teachers' questioning techniques revealed that early childhood teachers' questioning techniques are similar to that of teachers in other settings. They were found to ask primarily lower-level, closed-ended and diagnostic questions. After participation in a workshop developed to improve the teachers' questioning techniques, the participants were found to ask more of the types of questions that advance reasoning.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Curricular reasoning"

1

Harmston, Matt. Trends in ACT mathematics and science reasoning achievement, curricular choice and intent for college major: 1995-2000. Iowa City, Iowa: ACT, Inc., 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Harmston, Matt T. Trends in ACT mathematics and science reasoning achievement, curricular choice and intent for college major: 1995-200. Iowa City, Iowa: ACT, Inc., 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Harmston, Matt. Trends in ACT mathematics and science reasoning achievement, curricular choice and intent for college major: 1995-2000. Iowa City, Iowa: ACT, Inc., 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Malliou, Kleoniki. Argumentieren im curricularen Prozess: Eine Fallstudie zu Anspruch und Qualität kommunikativer Handlungen in der Curriculum-Konferenz. Kiel: Institut für die Pädagogik der Naturwissenschaften an der Universität Kiel, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Macdonald, C. A. Reasoning skills and the curriculum. Pretoria: Human Sciences Reasearch Council, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Peters, William H. Developing reasoning skills through an integrated curriculum approach. Washington, D.C: Educational Resources InformationCenter, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lobato, Joanne. Developing essential understanding of ratios, proportions, and proportional reasoning for teaching mathematics in grades 6-8. Edited by Ellis Amy B and Charles Randall I. 1949-. Reston, VA: National Council of Teachers of Mathematics, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lobato, Joanne. Developing essential understanding of ratios, proportions, and proportional reasoning for teaching mathematics in grades 6-8. Edited by Ellis Amy B and Charles, Randall I. (Randall Inners), 1949-. Reston, VA: National Council of Teachers of Mathematics, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

National Council of Teachers of Mathematics. Focus in high school mathematics: Reasoning and sense making. Reston, VA: National Council of Teachers of Mathematics, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

National Council of Teachers of Mathematics. Focus in high school mathematics: Reasoning and sense making. Reston, VA: National Council of Teachers of Mathematics, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Curricular reasoning"

1

Castellar, Sonia Vanzella, Marcelo Garrido Pereira, Nubia Moreno Lache, and Simon Catling. "Geography Education in South America: Curricular Frameworks, Categories of Analysis and the Role of School Cartography." In Geographical Reasoning and Learning, 1–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79847-5_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Rivera, Ferdinand D. "Visual Thinking and Diagrammatic Reasoning." In Toward a Visually-Oriented School Mathematics Curriculum, 199–240. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-94-007-0014-7_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Castellar, Sonia Maria Vanzella, Carolina Machado Rocha Busch Pereira, and Raul Borges Guimarães. "For a Powerful Geography in the Brazilian National Curriculum." In Geographical Reasoning and Learning, 15–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79847-5_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Simmt, Elaine, Shannon Sookochoff, Janelle McFeetors, and Ralph T. Mason. "Curriculum Development to Promote Visualization and Mathematical Reasoning." In Reading for Evidence and Interpreting Visualizations in Mathematics and Science Education, 147–63. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-924-4_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zheng, Xin, and Jing Cheng. "The Development of Reasoning in Chinese Mathematics Curriculum." In Research in Mathematics Education, 169–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68157-9_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hurtado, Mario Fernando, and Luis Guillermo Torres. "The Social Sciences Curriculum in Colombia: A Proposal for the Strengthening of Geography Teaching in the Country." In Geographical Reasoning and Learning, 71–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79847-5_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Stefenon, Daniel Luiz. "The Challenges Faced by the Re-contextualisation of a National Curriculum in Local Contexts: An Approach Based on the Brazilian Case." In Geographical Reasoning and Learning, 33–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79847-5_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Salgado Labra, Verónica, and Ulises Sepúlveda. "Opportunities and Limitations for Spatial Justice in the Chilean National School Curriculum: An Overview of the Technologies Used in Geography Teaching." In Geographical Reasoning and Learning, 49–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79847-5_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tractenberg, Rochelle E. "Institutionalizing Ethical Reasoning: Integrating the ASA’s Ethical Guidelines for Professional Practice into Course, Program, and Curriculum." In Ethical Reasoning in Big Data, 115–39. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28422-4_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

ten Cate, Olle, and Gaiane Simonia. "Curriculum, Course, and Faculty Development for Case-Based Clinical Reasoning." In Innovation and Change in Professional Education, 109–19. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64828-6_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Curricular reasoning"

1

Burrill, Gail. "Statistical literacy and quantitative reasoning: Rethinking the curriculum." In New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/iase.20104.

Full text
Abstract:
The importance of statistical literacy/quantitative reasoning has been highlighted for decades; today the need is even more compelling with data science emerging as foundational in many disciplines. Educated students should understand how to make decisions in the presence of uncertainty and how to interpret quantitative information presented to them in the course of their professional and personal activities. Too often, however, students have limited experience in thinking and reasoning based on real data. This paper explores how ideas from data science interface with notions of statistical literacy/quantitative reasoning, considers foundational concepts necessary to enable students to engage with real data sets in the learning process, and identifies potential curricular elements that are important for all students from these perspectives.
APA, Harvard, Vancouver, ISO, and other styles
2

Groß Ophoff, Jana, Sandra Schladitz, and Markus Wirtz. "Differences in Research Literacy in Educational Science Depending on Study Program and University." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5556.

Full text
Abstract:
The ability to purposefully access, reflect on, and use evidence from educational research (Educational Research Literacy, ERL) are key competencies of future professionals in educational practice. Based on the conceptual framework presented in this paper, a test instrument was developed to assess ERL, consisting of the competence facets Information Literacy, Statistical Literacy, and Evidence-based Reasoning. This contribution aims to delve deeper into the question of whether Educational Science students differ in their overall ERL proficiency depending on their study program and university. This comparison is based on a large-scale study of 1,213 Educational Science students (Teacher Training and Educational Studies) at six German universities in the winter semester of 2012/13 and in the summer semester of 2013. The results indicate that students seem to profit from their studies at the different universities. Moreover, the ERL competence facets differentiate to some extent between universities and degree programs, which can serve as the starting point for curricular quality development measures. Subsequently, the results are critically discussed, and the desiderata for future research are stated, e.g., the identification of predictors that cause the reported differences.
APA, Harvard, Vancouver, ISO, and other styles
3

Krone, Joan, Doug Baldwin, Jeffrey C. Carver, Joseph E. Hollingsworth, Amruth Kumar, and Murali Sitaraman. "Teaching mathematical reasoning across the curriculum." In the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157208.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.

Full text
Abstract:
The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.
APA, Harvard, Vancouver, ISO, and other styles
5

Kautz, Christian H., and Gerhard Schmitz. "Probing Student Understanding of Basic Concepts and Principles in Introductory Engineering Thermodynamics." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41863.

Full text
Abstract:
We report on an ongoing research study on student understanding of thermodynamic concepts and principles in the context of an introductory engineering thermodynamics course at Hamburg University of Technology (TUHH). Through analysis of student responses to mostly qualitative questions, we have identified prevalent and persistent difficulties. In this paper, we describe the research methods, present some preliminary results, and discuss the implications of our work for instruction and the development of curricular materials. We also illustrate the use of interactive lecture questions as an instructional tool. In recent decades, research on student understanding in science and engineering has revealed that traditional quantitative problems often are not a suitable tool for the assessment of conceptual understanding. On the basis of results from prior investigations in the context of thermal physics we have therefore begun to administer “conceptual” questions to students of engineering thermodynamics. These questions are delivered through ungraded quizzes, course examinations, and as interactive lecture questions (ILQs or “clicker questions”) via a classroom communication system. While only the two written formats require students to explain the reasoning supporting their answers, we have found that there is good agreement between the results obtained through different methods. Our work so far has concentrated on probing student understanding of (1) work and the application of the first law to closed systems and flow processes, (2) the distinction between state and process quantities, in particular student understanding of entropy as a state function, and (3) the application of the second law, especially to refrigeration cycles. Conceptual difficulties that we have observed include, for example, the students’ tendency to associate an increase in entropy of the system with any irreversible process even if the state function property of the entropy leads to a different result. Similar difficulties have been documented in the context of introductory and upper-level physics courses. While ILQs serve as a research instrument, we also recognize their potential as an effective instructional tool. Data from post-tests suggest that the use of such questions can enhance student learning in traditional lectures. In addition, we discuss how results from this study contributed to the writing of a textbook on engineering thermodynamics.
APA, Harvard, Vancouver, ISO, and other styles
6

Astuti, Sri, Zuhrohtun Zuhrohtun, and Kunti Sunaryo. "Evaluation Of Learning Process Based On Outcomes-Based Education (Obe) In Study Program Of Accounting Faculty Of Economics And Business UPN “Veteran” Yogyakarta." In LPPM UPN "VETERAN" Yogyakarta International Conference Series 2020. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/pss.v1i1.185.

Full text
Abstract:
This study aims to evaluate the success of the learning process in the Accounting Study Program at UPN “Veteran” Yogyakarta. The success of the learning process can be seen from the learning outcomes. This study was conducted in order to prepare an educational curriculum using the OBE approach. This study is survey research conducted on students of the Accounting Study Program at UPN "Veteran" Yogyakarta. The number of respondents is 106. The instrument used in exploring the depth of the survey results is the Learning Outcomes (LO) which will be used in the preparation of the new curriculum “Merdeka Belajar – Kampus Merdeka”. The questionnaire instrument will be used as a basis for measuring the success of the LO which is formulated in the Curriculum Guide for Accounting Study Program of UPN "Veteran" Yogyakarta. LO is the ability to communicate and write; problem-solving skills; ethical reasoning skills; ability to work with teams; the soul of defending the country. Based on the survey results, the following results were obtained: the students' communication and writing skills are still lacking; the ability to solve the problem of the students is still lacking; students' ethical reasoning skills are quite good; the ability to work with the team is still lacking; the spirit of defending the country is still lacking. The results of this survey can be used as an input in developing the MBKM curriculum.
APA, Harvard, Vancouver, ISO, and other styles
7

Simpson, Z., N. Janse van Rensburg, and M. van Ryneveld. "Developing Students as Higher-Order Thinkers: Analyzing Student Performance Against Levels of Cognitive Demand in a Material Science Course." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37652.

Full text
Abstract:
Today’s increasingly complex engineering workplace demands skill in evaluation, reasoning and critical thinking; however, engineering curricula often test lower-order learning at the expense of higher-order reasoning. This paper analyzes the level of cognitive demand in a course on Material Science in the Department of Mechanical Engineering Science at the University of Johannesburg, South Africa. This is done by applying Biggs’ SOLO taxonomy to classify test and exam questions in the course and then analyzing student performance against this taxonomy of higher- and lower-order learning. The results demonstrate that many students battle with questions that require extended abstract reasoning (argument, evaluation, hypothesizing and generalization). Similarly, relational thinking (through comparison, contrast, application and so on) proves to be a significant problem for weaker students. The paper recommends that engineering lecturers build higher-order thinking into course outcomes, teaching and assessment and that engineering qualifications work systematically towards developing students as higher-order thinkers.
APA, Harvard, Vancouver, ISO, and other styles
8

Jia, Haitao, and Linjie Luo. "Applying Curriculum Learning on Path-based Knowledge Graph Reasoning Algorithems." In 2021 3rd International Conference on Natural Language Processing (ICNLP). IEEE, 2021. http://dx.doi.org/10.1109/icnlp52887.2021.00019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Maras, Karen. "This time without ‘feeling’: Children’s intuitive theories of art as a logical basis for learning progression in visual arts." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_3.

Full text
Abstract:
Learning in Visual Arts has traditionally been framed as an experiential process in which feeling and intuition complement the development of aesthetic knowledge. However, while art can be about feelings and processes that develop students’ expressive capacities, the complexity of art understanding and thinking extends beyond this narrow common-sense assumption. I argue that this assumption, which is represented in the Australian Curriculum: The Arts (ACARA, 2015), and even more firmly resonates in recent proposals for the revision of this curriculum (ACARA, 2021), obfuscates the conceptual and theoretical bases on which students make progress in art understanding. This paper examines the proposition that art understanding emerges progressively and can be described in conceptual terms, the basis of which can be identified in empirical research on the emergence of children’s intuitive theories of art. This paper examines how selected studies articulate the cognitive grounds on which students’ ontologies of art and epistemological beliefs are represented in their reasoning about art over time. It is argued that an empirically supported conception of learning anchored in students’ cognitive development in art that recognises the theoretical commitments underscoring their conceptual and practical reasoning in visual arts practices K–12 provides a logical basis for articulating progression in the subject.
APA, Harvard, Vancouver, ISO, and other styles
10

Heym, Wayne, Paolo A. G. Sivilotti, Paolo Bucci, Murali Sitaraman, Kevin Plis, Joseph E. Hollingsworth, Joan Krone, and Nigamanth Sridhar. "Integrating Components, Contracts, and Reasoning in CS Curricula with RESOLVE: Experiences at Multiple Institutions." In 2017 IEEE 30th Conference on Software Engineering Education and Training (CSEE&T). IEEE, 2017. http://dx.doi.org/10.1109/cseet.2017.40.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Curricular reasoning"

1

David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

Full text
Abstract:
The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Curricular reasoning' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography