Meanings Under the Microscope (Part 2)
Special Issue of International Journal of Pedagogies & Learning
Volume 1 Issue 2 October 2005
pages ISBN
A special issue of the International Journal of Pedagogies and Learning
Edited by Patrick Alan Danaher and Shirley O'Neill
Published in October 2005
Part 2 of a series of special issues on 'Meanings Under the Microscope' publishes proceedings from the 2nd international pedagogies and learning conference and reflects the conference's wide-ranging and thorough engagement with how meanings in teaching and learning are constructed and with what effects.
Fayyaz et al advocates selected teaching methodologies to enhance students' learning complex concepts associated with semiconductor electronics.
Wang and Zhang conduct a qualitative study of Chinese police officers and the strategies needed to enhance the effectiveness of their in-service training. The authors highlight crucial differences between individual and organisational learning needs, between Chinese and western approaches to andragogy, and between training in Australia and working in China.
Eddington argues that science and science education should continue to use common sense and appeals to experience as the warrants for claims about knowledge construction.
Moriarty et al investigate the mobile communities of Australian 'show people' as cooperative and symbolic communities of practice. The authors link show people's reflexive meaning-making with broader questions of pedagogy and learning, particularly those for with little access to formal education.
Hamat and Embi draw on behaviourist, cognitivist and constructivist learning theories to argue in favour of a learning-driven approach to the design and implementation of course management systems in the provision of e-learning.
Rasheed calls for a pedagogy where students engage in naming and where educators cross borders as a means of negotiating and translating the complexities of difference, explaining how she operationalises four key principles of this approach in her own classroom.
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