Adult experiences of science and technology in everyday life: Some educational implications

This paper outlines a project that is focussed on examining the complex ways in which adults experience science and technology in different areas of their everyday life including paid work, the home, health and leisure. The research has involved interviews with individual adults situated in a diverse range of life situations in New Zealand. A case study is presented to indicate the type of data being analysed and the implications emerging for education from the project. Specializations: science teacher education, science curriculum development, science and technology in society.     

The resurgence of everyday experiences in school science learning activities

Cultural Studies of Science Education - Science education can be alienating for students, as it is apart from the mundane world with which they are familiar. Science education research has...     

Rethinking diversity in learning science: The logic of everyday sense‐making

There are many ways to understand the gap in science learning and achievement separating low‐income, ethnic minority and linguistic minority children from more economically privileged students. In this article we offer our perspective. First, we discuss in broad strokes how the relationship between everyday and scientific knowledge and ways of knowing has been conceptualized in the field of science education research. We consider two dominant perspectives on this question, one which views the relationship as fundamentally discontinuous and the other which views it as fundamentally continuous. We locate our own work within the latter tradition and propose a framework for understanding the everyday sense‐making practices of students from diverse communities as an intellectual resource in science learning and teaching. Two case studies follow in which we elaborate this point of view through analysis of Haitian American and Latino students' talk and activity as they work to understand metamorphosis and experimentation, respectively. We conclude with a discussion of the implications of this new conceptualization for research on science learning and teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 529–552, 2001     

中学科学演示实验教学的心理分析

本文分析了影响中学科学实验教学效果的心理因素 ,在此基础上 ,提出了教学的具体要求 :第一 ,明确实验目的 ,激发学习动机 ;第二 ,现象明显直观 ,突出观察重点 ;第三 ,培养观察思路 ,揭示现象本质。     

Connecting science to everyday experiences in preschool settings

In this paper I discuss the challenges of teaching science concepts and discourse in preschool in light of the study conducted by Kristina Andersson and Annica Gullberg. I then suggest a complementary approach to teaching science at this level from the perspective of social construction of knowledge based on Vygotsky’s theory (1934/1987). In addition, I highlight the importance of the relational aspect of knowing using feminist standpoint theory (Harding 2004). I also draw from feminist research on preservice elementary teachers’ learning of science to further underscore the connection between learning content and everyday experiences. Combining these research strands I propose that science needs to be grounded in everyday experiences. In this regard, the idea is similar to the choices made by the teachers in the study conducted by Andersson and Gullberg but I also suggest that the everyday experiences chosen for teaching purposes be framed appropriately. In and of itself, the complexity of everyday experiences can be impediment for learning as these researchers have demonstrated. Such complexities point to the need for framing of everyday experiences (Goffman 1974) so that children can do science and construct meaning from their actions. In the conclusion of my discussion of science and its discourse in preschool settings, I provide examples of everyday experiences and their framings that have the potential for engaging children and their teachers in science.     

生活中的探究活动一例--在高硬度高含铁量水质地区毛巾又硬又黄的原因及其"再生"探究

本例从学生熟悉的生活用水入手,让化学知识向生活延伸,初步解决毛巾变硬变黄的小问题,将来就可能解决大问题。     

Beyond the school setting: language teachers and tensions of everyday life

As an emergent theme in educational research, examination of the lives and careers of teachers reveals a wide range of educational factors occurring in many different contexts. Despite the relationship between teaching and life outside school, research studies have been inclined towards the working aspects of teachers’ lives. Rather than following the predominant model in the research literature, this study focused on teachers’ lives in the broader sense exploring the life tensions faced by teachers of English language in Vietnamese primary schools. Drawing on narrative inquiry as a research approach, data were collected from interviews conducted with six participating teachers. The findings indicated that the participants, similar to the majority of Vietnamese teachers, were involved in struggles over living conditions. As a result of the low pay they received for their teaching jobs, they engaged in private tutoring to bolster their income to adequately support themselves and their family. As language teachers, the participants used the English language for access to other cultures but they lived under pressures caused by cultural differences. Along with depicting the lives of Vietnamese teachers, the study offers suggestions to education leaders and educational researchers on how the situation might be alleviated.     

An ethnographic eye on religion in everyday life

There are many pitfalls associated with teaching about religions. One such pitfall entails the risk of presenting religions as stereotypical monolithic systems; that is, all who belong to a particular religious tradition think and act in the same way. I like to call this sort of stereotyping the ‘robotic tendency’ because it has a habit of reducing practitioners to robot-like beings that uniformly perform identical actions. This article concerns how the adoption of what I have termed an ‘ethnographic eye’ can help educators to avoid both unfortunate stereotypes and the robotic tendency when teaching about religions.     

When risk becomes invisible in the everyday life of day care

Both the identification of children at risk in day care and multidisciplinary collaboration with other professions have a political focus. This study was designed as an organizational field study and attempts to establish a coherent practice of multidisciplinary collaboration between day care and social services. This article focuses on the mono-professional pedagogical identification of children at risk as well as on the underlying process of professional reasoning. Interviews with day care staff are analysed and the findings give reason to assume that central aspects of the children at risk and their life circumstances become invisible in the everyday life of day care. Due to defensive routines as well as an organizational culture that frames and creates a non-explicitly structured practice using intuitive processes, the problems of children at risk become invisible in the everyday life of day care. When risk become invisible, it not only impedes the mono-professional help the children receive, it also inhibits a crucial multidisciplinary collaborative provision of support to children at risk and their families. The identification of children at risk seems to be based on an unexamined selection of significant information, processed by intuitive processes.     

生命科学与人类的未来

20世纪70年代科学家在重任科学领域创造了对人类生活和经济活动产生深远影响的技术,一是重组DNA技术,一个是淋巴细胞杂交瘤技术.     

Learning science through contexts: helping pupils make sense of everyday situations

The study explores ways in which Swazi junior secondary school pupils who have been taught a contextualized science course deal with everyday science-based situations. In particular, this paper documents pupils' written explanations of everyday actions in terms of an awareness of the social and economic implications of science; their skills in designing an experiment to solve an everyday dilemma; and their abilities to draw on relevant science concepts to solve everyday problems. For all responses, pupils are asked to indicate the source of the knowledge they draw on. The findings show that considerably less than half of the sample display any of these abilities. A large majority of those displaying experimental design skills claim to have gained these from school science but only a minority of those showing social and economic awareness and problem solving skills relate these to school science education. Suggestions are made to increase the effectiveness of contextualized teaching in dealing with everyday situations.     

The quotidianisation of the war in everyday life at German schools during the First World War

Abstract

The outbreak of the First World War had a powerful impact on German schools. Undoubtedly, schools were institutions of socialisation that did offer support to the war. Indeed, research has shown that a specific “war pedagogy” made an aggressive propaganda possible in the classroom. This research usually emphasises the enthusiasm for war that swept up teachers and students in schools, as in the rest of the population, in the first few months of the war. However, this emphasis on the war frenzy obscures the fact that schools were not easily transformed into war institutions. Even if schools made a great effort to align themselves with the war effort, they remained independent associations, and soon after 1914, a quotidianisation (akin to routinisation) arose within the schools. To date, source materials that show this lack of influence of wartime propaganda on schools have only been analysed in terms of what they reveal about the deprivations and hardships of schools during the war. However, records from the schools also shed light on the everyday routines that continued during the war, and such evidence calls on scholars to reconsider the conditions in schools in the First World War. This article analyses selected records including school chronicles and exam protocols from the war years and shows that school life was often distinct from war enthusiasm. A more complex view is therefore advocated of the relationship between the First World War and the German school.     

当代“审美泛化”的全息结构——从“审美日常生活化”到“日常生活审美化”

当代“审美泛化”已成为了“后现代”的美学特质,然而,无论在中国还是西方,这种历史趋势都被直接等同于“日常生活审美化”。实际上,“审美泛化”包涵着双重的逆向运动的过程:一方面是“日常生活审美化”,另一方面则是“审美日常生活化”。前者是就“后现代文化”的基本转向而言的,它直接将“审美的态度”引进现实生活,主要包括“表层审美化”与“深度审美化”两类;后者则主要是就“后现代艺术”的大致取向来说的,它力图去消抹艺术与日常生活的界限,但这种趋势在前现代与现代主义艺术那里就已存在。由此观之,当代“审美泛化”的全息图景,便在历史整体性上被呈现了出来。     

遮蔽的重现抑或新的遮蔽--费瑟斯通的"日常生活的审美呈现"之审美意义探析

我们生活的世界越来越像一件精美的艺术品，因此，有人把这种现象看作“日常生活的审美呈现”，但也有学者以怀疑的眼光将其视为审美的物化。本文以“审美”这个关键词为切入点，一方面以细读的方式对费瑟斯遥的相关论述进行梳理；另一方面也试图站在一个制高点对审美这一概念的嬗变过程及其背后所蕴涵的真实意图进行总体现熙，从而找出他们意见分歧的症结所在：由于“审美”范畴对传统审美观的僭越，使得双方仿佛进行着一场错位的争辩。但这一过程给予我们无限启示。     

Education beyond socialisation: on becoming and being a citizen-subject in everyday life

This article is concerned with a dimension of young people's civic education beyond socialisation that is neither confined to the sphere of political decision-making, nor to the achievement of a particular civic identity. The two case studies emphasise the role and importance of significant others and of democratic and non-democratic relationships, engagements and practices in the everyday lives of the young people. Whilst schools have a duty to teach young people how to act and behave in a responsible way within a democratic society, they also have a unique opportunity to foster and maintain a safe environment where young people can originate action, respond to the actions of others and be citizen-subjects.