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André Rodrigues Juliano Camillo Cristiano Mattos 《Cultural Studies of Science Education》2014,9(3):583-589
In this review essay we examine five categories of dialectical materialism proposed by Paulo Lima Junior, Fernanda Ostermann, and Flavia Rezende in their study of the extent to which the articles published in Cultural Studies of Science Education, that use a Vygotskian approach, are committed to Marxism/dialectical materialism. By closely examining these categories (“thesis, antithesis and synthesis,” “unity of analysis,” “History,” “revolution,” “materialism”) we expect to enrich the general discussion about the possible contributions of Marxism to science education. We perceive part of science education practice as orientating toward positivism, which reduces human beings—teachers, learners and researchers—to isolated individuals who construct knowledge by themselves. The very same approach aggravates the inner contradiction of the capitalist society demanding commitments from researchers to continually build innovative science education from human praxis. Nevertheless, it is necessary to situate ourselves beyond a formal commitment with dialectical materialism and hence reach the heart of this method. Besides understanding the researchers’ commitments, we question the extent to which the respective research helps to radically refresh the current view on science, science education practice, and research in science education. 相似文献
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Paulo Lima Junior Fernanda Ostermann Flavia Rezende 《Cultural Studies of Science Education》2014,9(3):591-597
In the first three sections of this paper we comment on some of the ideas developed in the forum papers, pointing out possible misunderstandings and constructing new explanations that clarify arguments we made in the original article. In the last section we expand the discussion raised in the original paper, elaborating on the limits of the use of Marxist approaches to sociocultural studies of science education. Following insights suggested by Loxley et al. (Cult Stud Sci Edu. doi:10.1007/s11422-013-9554-z, 2013) and detailed by Zuss (Cult Stud Sci Edu, 2014) on the commodification of knowledge, we sketch an analysis of how knowledge is transformed into capital to understand why contemporary scholars are likely to be engaged in a relation of production that resembles capitalist exploitation. 相似文献
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Christina Siry 《Cultural Studies of Science Education》2014,9(2):297-304
In this forum paper, I respond to issues raised by Kristina Andersson and Annica Gullberg in their article titled What is science in preschool and what do teachers have to know to empower children? (2012). I seek to continue the discussion begun with Andersson and Gullberg’s paper, by further exploring the questions they introduce to guide their paper: “What is science in preschool?” and “What do teachers have to know to empower children?” In particular, I elaborate on the value of drawing on multiple perspectives and different epistemological frameworks, and I argue for the need for a reconceptualized notion of science as a school discipline; one that acknowledges the multifaceted ways in which young children engage in science. 相似文献
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Cultural Studies of Science Education - After reviewing the main discussions on scientific explanation in the literature, this paper outlines a particular approach to explanations based on... 相似文献
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The discussion in this forum aims to push some of the ideas further and thus clarify some of the concepts used in the feature article. This includes a debate of the concepts of meaning making, procedural and conceptual learning experiences, the distinction between realism and constructivism in our research practice, and finally how to foster productive disciplinary engagement. 相似文献
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Sociocultural approaches emphasize the interdependence of social and individual processes in the coconstruction of knowledge. This article uses three central tenets of a Vygotskian framework to examine the relation between learning and development: (a) social sources of individual development, (b) semiotic (signs and symbols, including language) mediation in human development, and (c) genetic (developmental) analysis. The role played by culture and language in human development is an essential aspect of the Vygotskian framework and provides an overarching theme for this article. The methodological foundation of this framework is examined, particularly as it contrasts with other perspectives on the process of internalization of social interaction in the construction of knowledge. The article concludes by surveying sociocultural research on and applications to classroom learning and teaching, particularly that which examines the role of collaboration. 相似文献
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Kathryn Crawford 《Educational Studies in Mathematics》1996,31(1-2):43-62
The paper explores the opportunities and challenges of learning and teaching mathematics in the information era from a Vygotskian perspective. A systemic approach is taken to an investigation of the ways in which information technologies have changed the contexts for and forms of mathematical activity in society and the challenge that this change presents to mathematics educators at all levels. 相似文献
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姜玲玲 《佳木斯教育学院学报》2014,(3):195-196
本文主要通过分析高校开展文化素质教育对于素质教育、时代发展、大学生全面发展的现实意义,介绍了我国目前高校开展文化素质教育的现状及其存在的主要问题,提出了开展文化素质教育的两大新途径,即专业教育与文化素质教育相结合,加强师资队伍建设,从而期望对高校文化素质教育发展有所借鉴。 相似文献
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Sven Ove Hansson 《Cultural Studies of Science Education》2018,13(2):517-523
The “multiculturalist” and “universalist” approaches to science education both fail to recognize the strong continuities between modern science and its forerunners in traditional societies. Various fact-finding practices in indigenous cultures exhibit the hallmarks of scientific investigations, such as collectively achieved rationality, a careful distinction between facts and values, a search for shared, well-founded judgments in empirical matters, and strivings for continuous improvement of these judgments. Prominent examples are hunters’ discussions when tracking a prey, systematic agricultural experiments performed by indigenous farmers, and remarkably advanced experiments performed by craftspeople long before the advent of modern science. When the continuities between science and these prescientific practices are taken into account, it becomes obvious that the traditional forms of both multiculturalism and universalism should be replaced by a new approach that dissolves the alleged conflict between adherence to modern science and respect for traditional cultures. 相似文献
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In response to Stetsenko’s [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural
perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present.
Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas
while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace
change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been
useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there
needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others
in the field.
Joanna Higgins is Associate Director of the Jessie Hetherington Centre for Educational Research and Director of the Mathematics Education Unit at Victoria University of Wellington, New Zealand. The primary focus of her research has been the teaching of elementary school mathematics incorporating four interrelated areas: children’s learning; teachers’ understanding and practice; the process of facilitation; and the links to policy. Studies from a sociocultural perspective include: teachers’ pedagogical content knowledge; models of facilitation for improving teacher knowledge and practices, representing mathematical ideas in teaching tasks, and classroom processes for mathematics teaching. She is particularly interested in exploring transformative practices that foster equitable outcomes for all learners. The investigations have had an impact on government policy in mathematics teacher education. In 2006 she won a contract to be the National Research Co-ordinator for the In-service Teacher Education Practice (INSTEP) Project. She gained her doctorate from Victoria University of Wellington in 1999. Geraldine McDonald is Research Associate in the School of Education Studies Victoria University of Wellington. Formerly she was Assistant Director of the New Zealand Council for Educational Research where she established the first program of research in early childhood education. She encountered exciting uses of Vygotskyan ideas when she was at Teachers College Columbia University in 1981. Her own first use of sociocultural theory was a study of early writing as a cultural artifact and this expanded to the study of classrooms. She is interested in the demographic characteristics of school populations and has for a long time argued against the use of psychometric tests standardized for age to compare population groups which differ in age at grade level. The results are unfair to disadvantaged groups which tend to be older for grade level than advantaged groups. She gained her doctorate from Victoria University of Wellington in 1976 and in 1993 the university awarded her an honorary DLit. She was the foundation president of the New Zealand Association for Research in Education. 相似文献
Geraldine McDonaldEmail: |
Joanna Higgins is Associate Director of the Jessie Hetherington Centre for Educational Research and Director of the Mathematics Education Unit at Victoria University of Wellington, New Zealand. The primary focus of her research has been the teaching of elementary school mathematics incorporating four interrelated areas: children’s learning; teachers’ understanding and practice; the process of facilitation; and the links to policy. Studies from a sociocultural perspective include: teachers’ pedagogical content knowledge; models of facilitation for improving teacher knowledge and practices, representing mathematical ideas in teaching tasks, and classroom processes for mathematics teaching. She is particularly interested in exploring transformative practices that foster equitable outcomes for all learners. The investigations have had an impact on government policy in mathematics teacher education. In 2006 she won a contract to be the National Research Co-ordinator for the In-service Teacher Education Practice (INSTEP) Project. She gained her doctorate from Victoria University of Wellington in 1999. Geraldine McDonald is Research Associate in the School of Education Studies Victoria University of Wellington. Formerly she was Assistant Director of the New Zealand Council for Educational Research where she established the first program of research in early childhood education. She encountered exciting uses of Vygotskyan ideas when she was at Teachers College Columbia University in 1981. Her own first use of sociocultural theory was a study of early writing as a cultural artifact and this expanded to the study of classrooms. She is interested in the demographic characteristics of school populations and has for a long time argued against the use of psychometric tests standardized for age to compare population groups which differ in age at grade level. The results are unfair to disadvantaged groups which tend to be older for grade level than advantaged groups. She gained her doctorate from Victoria University of Wellington in 1976 and in 1993 the university awarded her an honorary DLit. She was the foundation president of the New Zealand Association for Research in Education. 相似文献
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Michael Lachney 《Computer Science Education》2017,27(3-4):175-196
Enrolling the cultural capital of underrepresented communities in PK-12 technology and curriculum design has been a primary strategy for broadening the participation of students of color in U.S. computer science (CS) fields. This article examines two ways that African-American cultural capital and computing can be bridged in CS education. The first is community representation, using cultural capital to highlight students’ social identities and networks through computational thinking. The second, computational integration, locates computation in cultural capital itself. I survey two risks – the appearance of shallow computing and the reproduction of assimilationist logics – that may arise when constructing one bridge without the other. To avoid these risks, I introduce the concept of computational communities by exploring areas in CS education that employ both strategies. This concept is then grounded in qualitative data from an after school program that connected CS to African-American cosmetology. 相似文献
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Compatibility between cultural studies and conceptual change in science education: there is more to acknowledge than to fight straw men! 总被引:1,自引:0,他引:1
In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable
construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on
conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best
theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.
David F. Treagust is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development. 相似文献
Reinders DuitEmail: |
David F. Treagust is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development. 相似文献
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Cultural Studies of Science Education - This study addresses the need for innovative research approaches in science education for understanding better the inter-relationships between emotion and... 相似文献
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HPS科学教育是近年来西方一些科学教育专家以建构主义为指导思想,倡导的一种新的科学教育的课程与教学模式,是科学教育的一个非常重要而且可行的途径,是国际科学教育研究中一个前沿性课题,是科学教育的发展趋势。深入研究HPS教育有助于推动我国科学教育的改革,对其进行综述有助于HPS科学教育研究的进一步深化。 相似文献