William B. Rawson

Bio: William B. Rawson is an academic researcher from University of Exeter. The author has contributed to research in topics: Situated & Knowledge transfer. The author has an hindex of 2, co-authored 11 publications receiving 71 citations.

Authentic activity and learning

Abstract: This article describes the tension that exists between the views of learning as a means of knowledge transfer and the alternative idea that it is socially situated and not separable from the activities in which it is developed. It concludes that the ‘authentic practices’ of particular academic domains should be employed in schools to encourage learning rather the culture of schooling itself.

En la búsqueda de lo importante en el aula de matemáticas

Abstract: Se quiere explicar como se concibe el desarrollo de una ensenanza de Resolucion de Problemas o de Investigaciones en el aula de Matematicas. Para ello, se presentan diversos extractos de transcripciones de estudiantes de 10-11 anos, obtenidas en clase de Matematicas, cuando estaban resolviendo problemas. Con ellas se descubre como trabajan de forma similar a como lo hace un matematico cuando se enfrenta a un problema: construyen, experimentan, se apoyan, divergen, preguntan, corrigen, comprueban, explican, dirigen, contestan, suponen, generalizan,...

Hacia unas Nuevas Matemáticas

Abstract: En la ensenanza de las Matematicas se reconoce hoy en dia que los estudiantes deben construir su propio conocimiento. Por consiguiente, el contenido matematico de lo que se ensena en el colegio es visto de forma diferente, mas cercano a la vida ordinaria. Para ello se recomienda la utilizacion de materiales y diversos recursos para su mejor ensenanza-aprendizaje. Pero estos no se tienen que convertir en un fin, sino que son un medio para adquirir el conocimiento. Ademas, la utilizacion de un recurso concreto solo es aconsejable cuando se conoce profundamente, se piensa que es adecuado para lo que se pretende y, ademas, se sabe como utilizarlo en el contexto que nos encontramos.

A vueltas con los números

Abstract: Bill y Jose han salido a pasear esta manana. Han quedado para buscar actividades relacionadas con numeros mientras pasean por una calle de cualquier ciudad. Jose se mostraba un poco incredulo acerca de la posibilidad de encontrar situaciones interesantes, pero Bill queria que descubriese que siempre es posible. En dias sucesivos seguiran buscando numeros en otras situaciones cotidianas, como las rebajas, el calendario, paseando por el campo o por los rincones tipicos de una ciudad, yendo al supermercado o haciendo deporte.

A Guide to Authentic e-Learning

Abstract: Part of the groundbreaking Connecting with e-Learning series, A Guide to Authentic e-Learning provides effective, working examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept familiar classroom or lecture-based pedagogies that rely on information delivery and little else. Situated and constructivist theories advocate that learning is best achieved in circumstances resembling the real-life application of knowledge. While there are multiple learning design models that share similar foundations, authentic e-learning tasks go beyond process to become complex, sustained activities that draw on realistic situations to produce realistic outcomes.

Designing Authentic Activities in Web-based Courses

Abstract: INFLUENCED by constructivist educational theory and advances in technology, there is increasing interest in authentic activities as a basis for learning in both face-to-face and Web-based courses. Whereas traditionally, real-world activities have primarily served as vehicles for practice of skills or processes that are taught using traditional instructional methods, a more radical approach is to build a whole course of study around authentic activities and tasks. The authors of this paper argue that the value of authentic activity is not constrained to learning in real-life locations and practice, but that there are critical characteristics of authentic activities that can be incorporated into the design of Web-based courses to enhance learning online. We include a description of the theory, research, and development initiatives that provide the foundations for this approach. Finally, we present guidelines and examples for the design of complex authentic activities for online learning, together with the implications of this approach for teachers, students, and designers.

What is an Authentic Learning Environment

Abstract: Recent research and learning theory provides a wealth of thought, ideas and strategies to inform the design and implementation of learner-centered, realistic and effective learning environments. This chapter proposes guidelines for designing authentic learning environments for higher education that can be applied across a range of disciplines and in a variety of modes. Characteristics of the approach are explored in depth, and the chapters of the book are introduced as examples of authentic learning environments in diverse subject areas and contexts. The chapter provides a practical framework for teachers wishing to break away from traditional, teacher-centered approaches in higher education, and who are willing to create learning environments where students are motivated to learn in rich, relevant and real-world contexts.

Primary children's views on science and environmental issues: examples of environmental cognitive and moral development

Abstract: Children from seven classes representing the year groups in a primary school were interviewed in groups of three or four to find out their understanding and views on issues related to the environment and science The large majority showed considerable interest and concern about environmental issues related to their experience and understanding, drawn from school and influences outside of the school, though most showed limitations and contradictions in their understanding of the issues The children's understanding of science was mainly limited to their experience of the subject at school and few showed any understanding of the impact of science on society or the environment Examples of children's cognitive and moral development of environmental issues are presented, including features of phases in the development, as identified from the interviews The implications for teaching science and environmental education are discussed

Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities.

Abstract: This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students’ mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third grade students (n=46) participated in the present study. The two teachers designed and implemented music activities as an integrated part of their regular mathematics lessons across five weeks. Results demonstrated that both teachers integrated a variety of music activities with different mathematical content. The music-math interdisciplinary lessons had positive effects on multiple mathematical ability areas.