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1.
Kristina Rolin 《Science & Education》2008,17(10):1111-1125
Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons.
One reason is that feminist analyses contribute to an understanding of a ‘chilly climate’ women encounter in many physics
university departments. Another reason is that feminist analyses reveal that certain styles of doing science are predominant
in the culture of physics. I introduce recent philosophical work in social epistemology to argue that the predominance of
certain styles of doing science is not good for science. Scientific communities would benefit from greater diversity in styles
of doing science.
相似文献
Kristina RolinEmail: |
2.
Don Howard 《Science & Education》2009,18(2):199-220
This paper asks what is necessary in a theory of science adequate to the task of empowering philosophers of science to participate
in public debate about science in a social context. It is argued that an adequate theory of science must be capable of theorizing
the role of values and motives in science and that it must take seriously the irreducibly social nature of scientific knowledge.
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
Don HowardEmail: |
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
3.
Koshi Dhingra 《Cultural Studies of Science Education》2008,3(1):123-144
In this essay review, four studies around the themes of identity and globalization are summarized and analyzed. The researchers’
perspectives are generally grounded in Brown and Campione’s ideas on situated knowledge (Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–270). Cambridge: The MIT Press/Bradford Books, 1994) and Lave and Wenger’s definition of learning as an activity fostered through participation in communities of practice (Situated learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press, 1991). Questions about the goals of science education spaces, the nature of globalization in relation to practices in schools,
the role of identities-in-practice in relation to participation in communities of practice such as classrooms are explored.
Recommendations for key design features in effective science educational spaces, based upon the findings presented in the
collection of four studies, are offered. School, it is suggested here, functions best as a clearing house for the myriad science-related
stories student participants generate in their various communities of practice (e.g., within popular culture, family, community,
informal educational sites). In this way, school has the potential to construct bridges between multiple student experiences
and identities-in-practice.
相似文献
Koshi DhingraEmail: |
4.
George Reisch 《Science & Education》2009,18(2):191-197
In responding to critics and reviewers of my book, How the Cold War Transformed Philosophy of Science, I attempt to identify some misleading conventional wisdom about the place of values in philosophy of science and then offer
three distinct ways in which philosophers of science can engage their work with ongoing social and political currents.
相似文献
George ReischEmail: |
5.
In this paper I examine the particular question of the meaning of the distinction between epistemic and non-epistemic values
in the natural sciences and, if this would make sense, the possibility to transcend this distinction. I claim that the distinction
between epistemic and non-epistemic values maintains its necessity as long as a certain sort of unity between the theoretical
and the practical sides of the scientific endeavour has not been achieved. The distinction in question would cease to have
meaning only from the perspective of such a unity, since in this manner the normative dimension of science would become an
internal term for its historical construction.
Maria Pournari Assistant Professor of Philosophy, Department of Primary Education, School of Education, University of Ioannina. Ph.D. from Department of Philosophy, B.A. from Department of Mathematics and from Department of Philosophy, University of Ioannina. Field of Expertise: Epistemology, Metaphysics, Philosophy of Science, Cognitive science, Epistemology of Education, Modern Philosophy. Books: David Hume: Critique of Causation as an Attempt towards a “True Metaphysics”, Ph. D. Thesis, University of Ioannina, 1994. (in Greek), David Hume, A Treatise of Human Nature, Of The Understanding, Introduction-Translation in Greek, Patakis Publication, Athens 2005 相似文献
Maria PournariEmail: |
Maria Pournari Assistant Professor of Philosophy, Department of Primary Education, School of Education, University of Ioannina. Ph.D. from Department of Philosophy, B.A. from Department of Mathematics and from Department of Philosophy, University of Ioannina. Field of Expertise: Epistemology, Metaphysics, Philosophy of Science, Cognitive science, Epistemology of Education, Modern Philosophy. Books: David Hume: Critique of Causation as an Attempt towards a “True Metaphysics”, Ph. D. Thesis, University of Ioannina, 1994. (in Greek), David Hume, A Treatise of Human Nature, Of The Understanding, Introduction-Translation in Greek, Patakis Publication, Athens 2005 相似文献
6.
Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(2):373-385
There are some fundamental—i.e., essential—differences between conceptual change theory and a rigorously applied discourse approach to the question of what and how
people know. In this rejoinder, I suggest that the differences are paradigmatic because, among others, the units of analysis
used and the data constructed are irreconcilably different. I now have abandoned my hopes for a collaborative extension of
the two approaches, which I articulated not so long ago. I conclude that as alternative paradigms, conceptual change and discursive
approaches will co-exist until one of them dies with its proponents.
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural–historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer 2003), Rethinking Scientific Literacy (Routledge 2004, with A. C. Barton), Talking Science (Rowman and Littlefield 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers 2005). 相似文献
Wolff-Michael RothEmail: |
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural–historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer 2003), Rethinking Scientific Literacy (Routledge 2004, with A. C. Barton), Talking Science (Rowman and Littlefield 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers 2005). 相似文献
7.
This paper argues that Amartya Sen’s (Development as freedom, New York: Random House, 1999) concept of “capabilities” provides a useful framework for interpreting the brokering of learning provisions that emerged
as a key feature of reforms to education and training in Queensland (Australia) for young people. Sen’s capability approach
is presented as a way of understanding the place of vocational learning in capability deprivation and enhancement. Methodologically,
this account comes from a case study of the reforms’ birthing and trial phases (2000–2006) (Harreveld and Singh 2007, Queensland’s education and training reforms for the future: the journey so far in senior phase learning. Brisbane, Qld: Department of Education, Training and the Arts). Evidence about the brokering of learning provision for young
people comes from Queensland’s youth support coordinators, community mentoring scheme, flexible learning services and a work
readiness program.
相似文献
Michael J. SinghEmail: |
8.
An explicit and reflective approach to the use of history to promote understanding of the nature of science 总被引:1,自引:1,他引:0
Monk and Osborne (Sci Educ 81:405–424, 1997) provide a rigorous justification for why history and philosophy of science should be incorporated as an integral component
of instruction and a model for how history of science should be used to promote learning of and about science. In the following
essay we critique how history of science is used on this model, and in particular, their advocacy of a direct comparison of
students’ conceptions of scientific phenomena with those of past scientists. We propose instead an alternative approach that
promotes a more active engagement by inviting students to engage in the sort of reasoning that led past scientists to reach
insights about scientific phenomena. As an example we describe in detail two lesson plans taken from an eight-class unit developed
with reference to the history of research on sickle-cell anemia. These lessons demonstrate how an open-ended, problem-solving
approach can be used to help students deepen their understanding of science. Throughout the unit students are invited to explicitly and reflectively consider the implications of their reasoning about the disease for their understanding of nature of science issues. The essay
draws attention to how this alternative approach actually more closely aligns with the constructivist rationale Monk and Osborne
have articulated. It concludes with a brief summary of empirical research demonstrating the efficacy of this approach.
相似文献
David W. RudgeEmail: |
9.
This paper presents findings on a hybrid guidance curriculum in Hong Kong, a place where East meets West in education and
in many other spheres. A qualitative case study method is applied that uses questions for understanding the ‘self’ in guidance
but incorporates Confucian cardinal human relationships of parent–child, brother–sister, husband–wife, superior–subordinate,
teacher–pupil and friend–friend in understanding the ‘other’ relationships. The study of ‘self–other relationship’ is combined
with Lawton’s (Social change, educational theory and curriculum planning, Hodder, London, 1973) model of curriculum development in Western traditions. Data obtained from stakeholders in schools include traditional Chinese
ideas as well as modern Western ideas. Implications of this framework to the study of other societies with a mix of Western
and traditional cultures are discussed.
相似文献
Pattie Yuk Yee Luk-FongEmail: |
10.
Alisa Clapp-Itnyre 《Children‘s Literature in Education》2007,38(2):153-161
The American Civil War has been a popular topic for young-adult writers for years, with new books now being written from young
women’s perspectives. In this paper, I will examine the gender ideologies that infiltrate contemporary Civil War books for
young adults. I will examine four recent young-adult Civil-War novels: G. Clifton Wisler’s Mr. Lincoln’s Drummer (1995); Maureen Stack Sappéy’s Letters from Vinnie (1999); Jim Murphy’s The Journal of James Edmond Pease: A Civil War Union Soldier (1998); and Karen Hesse’s A Light in the Storm: The Civil War Diary of Amelia Martin (1999). I will argue that in these books young women are often shown to be disengaged and apolitical, while their male counterparts
use language in powerful and political ways, even despite the historical record.
相似文献
Alisa Clapp-ItnyreEmail: |
11.
Jeanette M. Grover Eula Ewing Monroe James S. Jacobs 《Children‘s Literature in Education》2007,38(1):71-86
The first author, a student in a graduate children’s literature class, designed a project to locate “good” mathematics-based
children’s literature selections. However, the reference tools usually consulted (e.g., Books in Print) to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional
mathematics books rather than good read-aloud selections. Consequently, she perused the university library’s sizeable juvenile
collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents
for mathematics teaching and learning—Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) and Principles and Standards for School Mathematics (NCTM, 2000)—as she engaged in the process.
相似文献
Eula Ewing MonroeEmail: |
12.
On pigs and packers: Radically contextualizing a practice of science with Mexican immigrant students
This paper reports on instructional practices observed in a high school English Learner (EL) Science course serving newcomer
Mexican immigrant youth. The school is located in a rural Midwestern meatpacking community in which labor at the hog plant
is economically- and racially-segmented; it is the town’s Mexican residents, many of them undocumented, who comprise most
of the unskilled labor force. The general purpose of the paper is to document how the economic and racial context of this
community influences science instruction in the EL Science course and to describe how this presents particular challenges
in achieving equitable science instruction for Mexican immigrant youth in these rural, globalizing places. Entering the data
via critical discourse analysis (Fairclough, 1995) and then utilizing Barton’s (2003) “practice of science” perspective, with an eye toward achieving “radical contextuality” (Grossberg, 1997), we describe the
science events, identities, and structures of the pig dissection lesson and detail how what these students could do with science,
as rendered by that lesson, was limited by the roles the teacher attributed to the students, her inability to draw on their
funds of knowledge as resources for learning, and the voice and position she allowed them to take up. The data reinforce conventional
understandings of schools as sites of cultural reproduction (Bowels & Gintis, 1976), as well as of resistance (Giroux, 1983), but afford us a glimpse of the particularity of those mechanisms within the demographically-transitioning American Heartland,
iconic of the era of global capitalism.
相似文献
Katherine Richardson BrunaEmail: |
13.
Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of
the learning process (Winne and Hadwin in Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser
(Eds.), Metacognition in educational theory and practice (pp. 227–304). Mahwah, NJ: Erlbaum, 1998). In this investigation, we examined the impact of teaching 5th grade students how to self-monitor their comprehension and
make confidence judgments. One treatment class (N = 21) engaged in process-oriented comprehension monitoring training while the other (N = 24) engaged in both comprehension monitoring training and response-oriented monitoring accuracy training. Findings revealed
that students in both treatment classes improved their calibration accuracy and showed higher confidence on test performance
than students in two comparison classes (N = 47, N = 26) after 2 weeks of instruction. However, students in the monitoring accuracy training class also showed significant gains
in overconfidence in comparison to those in the other three classes. Implications for integrating comprehension-monitoring
training at the elementary school level are discussed.
相似文献
Jessica D. HuffEmail: |
14.
Sharon Crasnow 《Science & Education》2008,17(10):1089-1110
Feminist philosophy of science has been criticized on several counts. On the one hand, it is claimed that it results in relativism
of the worst sort since the political commitment to feminism is prima facie incompatible with scientific objectivity. On the other hand, when critics acknowledge that there may be some value in work
that feminists have done, they comment that there is nothing particularly feminist about their accounts. I argue that both criticisms can be addressed through a better understanding of the current work in
feminist epistemology. I offer an examination of standpoint theory as an illustration. Harding and Wylie have suggested ways
in which the objectivity question can be addressed. These two accounts together with a third approach, ‘model-based objectivity’,
indicate there is a clear sense in which we can understand how a standpoint theory both contributes to a better understanding
of scientific knowledge and can provide a feminist epistemology.
相似文献
Sharon CrasnowEmail: |
15.
Thomas Uebel 《Science & Education》2009,18(2):161-168
This paper comments on Reisch’s book How the Cold War Transformed Philosophy of Science. Overall supportive of Reisch’s project and perspective, it raises certain points where the data appear inconclusive and
either provides additional support or briefly explores some interpretative alternatives.
Thomas Uebel is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007). 相似文献
Thomas UebelEmail: |
Thomas Uebel is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007). 相似文献
16.
Patricia M. Cooper 《Early Childhood Education Journal》2007,34(5):315-322
Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention
from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional
terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature
that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example,
it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are [New York: HarperCollins Publishers] and Shannon’s (1998) No, David! [New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) [Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) [Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social
interaction. The second is Erikson’s (1950, 1985) [Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the
4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) [The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading. 相似文献
17.
Corrine M. Wickens 《Children‘s Literature in Education》2011,42(2):148-164
Since the publication of the first young adult novel to deal with issues of sexual identity, John Donovan’s (1969) I’ll Get There, It Better Be Worth the Trip, over 200 novels have been published centered around gay, lesbian, bisexual, transgender, queer and questioning (LGBTQ) characters
and conflicts (Cart and Jenkins, 2006, The Heart has Its Reasons: Young Adult Literature with Gay/Lesbian/Queer Content, 1969–2004. Lanham, MD: Scarecrow Press). In significant contrast to early texts, many authors in recent years have sought to promote
inclusion of LGBTQ individuals and to present LGBTQ characters in a positive light. To do so, they frequently create antagonistic
homophobic characters and situations that provide a sense of realism (Crisp, 2009, Children’s Literature in Education, 40, 333–348). In this paper, I present several representative examples from these novels that challenge homophobia, but ultimately
leave it intact. Text excerpts are drawn from the numerous contemporary realistic LGBTQ-themed texts, published between the
years 2000–2005, and marketed to young adults. I then contrast these texts with the novel Boy Meets Boy (Levithan, 2003). Through the novel’s blurred genres and inventive use of linguistic features, Boy Meets Boy is able to more effectively undermine heteronormative assumptions by presenting the unthinkable: children as sexual beings,
hegemonic masculinity as in fact non-hegemonic and detrimental to success, and homosexuality as normalized and even ordinary. 相似文献
18.
This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in
philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science.
It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to traditional philosophy of science.
Standpoint theory diverts attention away from the abiding educational and career needs of women in science. In the interest
of women in science, and in the interest of science, science educators would do best for their constituencies by a return
to feminist philosophy understood as the demand for equal access and a level playing field for women in science and society.
Dr. Cassandra L. Pinnick’s research interests focus on formal rationality and the epistemological weight of evidence, evidence in law and science, and anti scientific Realism. Her publications that concern women, science, and the philosophy of science, include essays in the journals Philosophy of Science, Metascience, Social Epistemology, a contributed chapter to the Routledge Companion for Philosophy of Science, and co-editorship of the anthology Scrutinizing Feminist Epistemology of Science (Rutgers). 相似文献
Cassandra L. PinnickEmail: |
Dr. Cassandra L. Pinnick’s research interests focus on formal rationality and the epistemological weight of evidence, evidence in law and science, and anti scientific Realism. Her publications that concern women, science, and the philosophy of science, include essays in the journals Philosophy of Science, Metascience, Social Epistemology, a contributed chapter to the Routledge Companion for Philosophy of Science, and co-editorship of the anthology Scrutinizing Feminist Epistemology of Science (Rutgers). 相似文献
19.
Richard E. Mayer Andrew T. Stull Julie Campbell Kevin Almeroth Bruce Bimber Dorothy Chun Allan Knight 《Educational Psychology Review》2007,19(4):443-454
The authors analyzed self-reported SAT scores and actual SAT scores for five different samples of college students (N = 650). Students overestimated their actual SAT scores by an average of 25 points (SD = 81, d = 0.31), with 10% under-reporting, 51% reporting accurately, and 39% over-reporting, indicating a systematic bias towards
over-reporting. The amount of over-reporting was greater for lower-scoring than higher-scoring students, was greater for upper
division than lower division students, and was equivalent for men and women. There was a strong correlation between self-reported
and actual SAT scores (r = 0.82), indicating high validity of students’ memories of their scores. Results replicate previous findings (Kuncel, Credé,
& Thomas, 2005) and are consistent with a motivated distortion hypothesis. Caution is suggested in using self-reported SAT scores in psychological
research.
相似文献
Richard E. MayerEmail: |
20.
Brian R. Belland Krista D. Glazewski Jennifer C. Richardson 《Educational technology research and development : ETR & D》2008,56(4):401-422
Problem-based learning (PBL) is an instructional approach in which students in small groups engage in an authentic, ill-structured
problem, and must (1) define, generate and pursue learning issues to understand the problem, (2) develop a possible solution,
(3) provide evidence to support their solution, and (4) present their solution and the evidence that supports it (Barrows,
How to design a problem-based curriculum for the preclinical years. Springer Publishing, New York, 1985). However, research has shown that novice problem-solvers and learners without deep content knowledge have difficulty developing
strong evidence-based arguments (Krajcik et al., J Learn Sci 7:313–350, 1998a; Reiser, J Lear Sci 13(3):273–304, 2004). In this paper, we discuss the components of (e.g., claims and evidence) and processes of making (e.g., define problem and
make claim) evidence-based arguments. Furthermore, we review various scaffolding models designed to help students perform
various tasks associated with creating evidence-based arguments (e.g., link claims to evidence) and present guidelines for
the development of computer-based scaffolds to help middle school students build evidence-based arguments.
相似文献
Brian R. BellandEmail: |