Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives

Colette Laborde; Marie-Jeanne Perrin-Glorian

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Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives

机译：介绍教学情境作为研究对象：理论视角下的实证研究

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This volume gathers contributions that share the same double concern: to focus on teaching situations in classrooms, especially the work of the teacher, and to be strongly anchored in original theoretical frameworks allowing to take the classroom situation as unit of analysis. The contributions are not a representative sample of all research sharing this focus worldwide. The theoretical frameworks are grounded mainly (but not solely) in the theory of didactic situations (Brousseau, 1997) and the anthropological theory of didactics (Chevallard, 1992, 1999). There are 11 articles altogether, 9 of which present research works within the chosen theme and focus. The other two are commentary papers offering a reflection on studies of classroom situations from the point of view of other theoretical viewpoints.

机译：本书收集了同样引起双重关注的论文：关注教室的教学情况，尤其是老师的工作，并牢固地扎根于最初的理论框架，以教室的情况为分析单位。这些贡献并不是全世界共享这一关注点的所有研究的代表性样本。这些理论框架主要（但不仅限于）基于教学情境理论（Brousseau，1997）和人类学教学理论（Chevallard，1992，1999）。共有11篇文章，其中9篇是在所选主题和重点下进行的研究工作。另外两篇是评论性论文，从其他理论观点的角度对课堂情况的研究进行了反思。

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《Educational Studies in Mathematics》 |2005年第3期|1-12|共12页
作者
Colette Laborde; Marie-Jeanne Perrin-Glorian;
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作者单位

IUFM of Grenoble University Joseph Fourier;

IUFM Nord-Pas-de-Calais Equipe DIDIREM;

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正文语种 eng
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teaching situations; teacher’s activity; classroom situation; theory of didactic situations; anthropological theory of didactics; intertwining of theoretical frameworks and empirical data; dynamics of the teaching/learning process; knowledge progress in class; long term studies; ordinary teaching; time management;

机译：教学情况;教师活动;教室情况;教学论的理论;教学论的人类学理论;理论框架和经验数据的交织;教学/学习过程的动力学;课堂知识的进步;长期学习;常规教学;时间管理;

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7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. 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Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives

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