Disney Curriculum

The purpose of this research is to investigate how pre-service elementary teacher candidates believe Disney films socialize children and what systems of values and ideas have been created by these cartoons. The conceptual framework for this study draws from the cultural systems paradigm (CSP) as a holistic study of cultural systems. A theme analysis was performed on a census of twenty animated films identified as the most watched in the Disney collection. The study examines images and actions through five sub-questions addressing issues such as: diversity in the society, characteristics of the protagonists, values, gender roles, and citizenship traits. The 116 students taking courses in social studies education methods at a midwestern university in the US served as respondents. Suggestions concerning how teachers can use Disney films to critically discuss symbolically embedded messages are also presented.

Secondary Students’ Analogical Reflections on Unfamiliar Scientific Concepts

In this article, we describe a method of reflection, analogical reflection, and present a supportive software tool, called ART (Analogical Reflection Tool). We focus on the contribution of analogical reflection to students’ comprehension of unfamiliar scientific concepts. There are two basic categories of reflection: self-reflection and comparative reflection. In self-reflection, the learner reflects on his or her actions. In comparative reflection, the learner reflects on others’ actions. We propose an alternative reflection type as a subcategory of comparative reflection: analogical reflection. In analogical reflection, students reflect on analogies, collating their actions with the analog’s functions. The hypothesis of our research is the following: If the learners study an analogical model, they will improve their performance, comprehending the unfamiliar scientific concept “electric capacitance” and identifying their alternative conceptions. According to the results, analogical reflection on unfamiliar concepts through ART appeared to be effective only after the students completed the learning activities. ART guides the students to make use of their existing knowledge, comprehend the studied domain, revise their alternative conceptions, and validate their correct perceptions.

Computer-assisted Language Learning: Collocation Analysis and Learning in Corpora

Course books on collocation are rare, and collocation knowledge is neglected in most educational settings. Yet some research showed that collocation knowledge can help students to achieve native-like accuracy and diversity in language production. Corpus-based approaches are helpful tools for addressing a range of linguistic areas of American and British English. This study suggested that the role of corpora is consistent with effective language learning theories and then investigated collocation with two corpora—COCA and BNC—focusing on the word “habit.” The methodology includes frequency list, mutual information, and KWIC (concordance), where both quantitative and qualitative techniques are interpreted. Frequent collocates (adjective, verb, and preposition) with the word “habit” are shown.