A subject of growing interest in mathematics education is the affective domain and its effects on the teaching and learning processes, giving rise to different models of its components and conditioning factors. In this paper, we apply the ontological and semiotic categories from the Onto-Semiotic Approach (OSA) to research in mathematics…

This paper outlines how ethics and democracy can be conceived procedurally within the context of education for global citizenship, using the process philosophy of Alfred North Whitehead as a starting point. Education for global citizenship aims to create active individual consciousness within a community and a commitment to build upon values and…

This project questions a core value that writing center workers have long held about tutoring writing: that we change writers. Applying sociocognitive and Bakhtinian lenses, I was able to complicate theory-practice connections. Tutor-tutee negotiations during tutorials, tutees' perceived learning outcomes, and their revisions were compared with…

"Educational Theories, Cultures and Learning" focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education--learners and teachers. Within this volume, internationally renowned…

This article presents results from a longitudinal study following a cohort of medical students. Semistructured interviews are conducted every year, in which the students tell about their experiences learning medicine, their daily life, and their social activities in relation to university. The aim of the study is to analyze how medical students…

Chinese society has a unique view of teaching and learning that has evolved from its long history and is heavily embedded in its social and cultural roots. However, no systematic effort has been made to outline how cultural factors such as values and beliefs influence learning. This paper identifies traditional Chinese values and beliefs in…

Reports on a study of 198 Canadian children, ages 4-8, on their understanding of the role of evidence on the formation of beliefs. Finds that younger children evaluate opinions based on their own beliefs about the situation; older children tend to ascribe knowledge to others on the basis of evidence available to those others. (CFR)

Argues that the quest to know God evokes fear. Explores the fear of knowing God (which includes the fear of questioning dominant metaphors of God) and the fear of knowing ourselves. Proposes an approach to education that inspires and encourages people to seek to know and respond to God. (MJP)

An analysis is presented of a conceptual change model for describing student learning by applying research on student learning to the process of conceptual change. Four general motivational constructs are suggested as potential mediators of the process. The role of classroom contextual factors is also discussed. (SLD)