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1.
Virendra Singh 《Resonance》1997,2(10):82-91
In this article we discuss the more recent theories of the scientific revolution, the integration of mathematics with science
and the importance of conceptual frameworks.
This article is reproduced from the bookScience in the West and India: Some Historical Aspects, Editors B V Subbarayappa and N Mukunda, Published by Himalaya Publishing House, ‘Ramdoot’, Dr Bhalerao Marg, Kelewadi, Girgaon,
Mumbai 400 004, India.
The first part of this article appeared in September 1997. 相似文献
2.
Pei-Ling Hsu 《Cultural Studies of Science Education》2012,7(1):103-110
I respond to Baron and Chen’s article on creative cultural divergence, which they describe as the novel pedagogy of diverging
from culturally generated educational expectations. Their article provides an analysis on how an experienced Taiwanese teacher
drew on different forms of creative cultural divergence to facilitate students’ critical thinking and science inquiry. To
better understand the phenomenon of creative cultural divergence, I draw on Bakhtin’s concepts of outsideness, novelization, and internally persuasive discourse to analyze how these divergences are produced. These concepts not only help us to understand the phenomenon of creative cultural
divergence, they also help me to reflect on my own culture-crossing experience. The implications of these concepts for culture
and education are further discussed. 相似文献
3.
The article builds upon a study where students’ relations to science are related to their worldviews and the kind of worldviews
they associate with science. The aim of the study is to deepen our knowledge of how worldview and students’ ways to handle
conflicts between their own worldview and the worldview they associate with science, can add to our understanding of students’
relations to science. Data consists of students’ responses to a questionnaire (N = 47) and to interviews (N = 26). The study shows that for students who have a high ability in science, those who have taken science-intense programmes
in upper secondary school to a higher extent than others have worldviews in accordance with the worldviews they associate
with science. This indicates that students who embrace a worldview different from the one they associate with science tend
to exclude themselves from science/technology programmes in Swedish upper secondary school. In the article the results are
presented through case studies of single individuals. Those students’ reasoning is related to the results for the whole student
group. Implications for science teaching and for further research are discussed. 相似文献
4.
Néstor Herran 《Science & Education》2012,21(3):335-353
This paper provides a first approach to the history of Ibérica, one of the most important popular science magazines published in Spain before the Civil War. Founded in 1914 by members
of the Society of Jesus based at the Ebro Observatory, Ibérica reached a weekly circulation of about 10,000 in the mid 1920s, and was instrumental in extending science education in Jesuit
education facilities and in developing a “reactionary modernist” culture that embraced Catholicism and modernisation. By focusing
on its coverage of radioactivity and the radium industry, the article aims to examine the magazine’s popularising style and
ideology, and to determine its role in the debates regarding the cultural value of science in the first decades of twentieth
century Spain. 相似文献
5.
6.
Sara Tolbert 《Cultural Studies of Science Education》2011,6(1):251-263
In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both
the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several
themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access
to the dominant Discourses in science and literacy, (2) builds on students’ lived experiences, and (3) connects new material
to socially and culturally relevant contexts in both science and literacy instruction—all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research
that ‘ascends to the concrete’. I also discuss where we could build on the work of the authors to integrate literacy and science
instruction with the purpose of ‘humanizing and democratizing’ science education in K-12 classrooms. 相似文献
7.
Grady Venville 《Cultural Studies of Science Education》2009,4(2):323-334
In this article I initially borrow a metaphor from an art exhibition, Ocean to Outback, as a way to express my perspective on the contribution that Léonie Rennie has made to science education in Australia. I
then consider Léonie’s contributions as overlapping themes. In particular, Léonie’s well-known research on gender and issues
of equity in science education is explored as well as her highly regarded work on learning science in out-of-school settings.
Curriculum integration is a less well-known aspect of Léonie’s research that also is considered. Léonie’s important contributions
to research training and policy in science education are briefly described and commented on. Finally, I return to the metaphor
of Ocean to Outback that reflects the enormity of the contribution that Léonie has made but also gives insight into her personal journey and
qualities.
相似文献
Grady VenvilleEmail: |
8.
In this Forum paper we synthesize some of the main ideas from three papers: Auli Orlander and Per-Olof Wickman’s (Cult Stud
Sci 6, 2011), Bodily experiences in secondary school biology, Roger Sages’ (Cult Stud Sci Educ 6, 2011), About Descartes: Uses and misuses, and Steve Alsop’s (Cult Stud Sci Educ 6, 2011), The body bites back! These papers challenged us to identify how emotions functioned as elements of bodily experiences in classroom transactions
and why science teachers often are not responsive to students’ emoting. We also explored how teachers making use of curriculum and companion meanings could support the construction of learning
environments that more productively support students’ science learning. 相似文献
9.
Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This
notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge.
This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative
ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations
of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of
science teaching, leads to theconstructivist paradox. The second interpretation explores theconstructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’
learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the
possibilities of helping teachers lead students towards a constructivist school science.
Specializations: Teachers’ knowledge and culture, educational change, qualitative research methodology.
Specializations: Teachers’ knowledge, imagery and teachers’ work, teacher collegiality, supervision of teachers’ work. 相似文献
10.
Sedat Ucar 《Journal of Science Education and Technology》2012,21(2):255-266
Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced
by teachers’ attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding
teaching and learning. The purpose of the study was to document pre-service teachers’ views on science, scientists, and science
teaching as well as the relations between these views and the offered courses over several years spent in an elementary science
teacher training program. The sample consisted of 145 pre-service elementary science teachers who were being trained to teach
general science to students in the 6th through 8th grades. The research design was a cross-sectional study. Three different
instruments were used to collect the data, namely, the “Draw a Scientist Test”, “Draw a Science Teacher Test”, and “Students’
Views about Science” tests. The elementary science teacher training program influenced pre-service science teachers’ views
about science, scientists and science teaching to different degrees. The most pronounced impact of the program was on views
about science teaching. Participants’ impressions of science teaching changed from teacher-centered views to student-centered
ones. In contrast, participants’ views about scientists and science did not change much. This result could be interpreted
as indicating that science teacher training programs do not change views about science and scientists but do change beliefs
regarding teaching science. 相似文献
11.
Raquel Farmer-Hinton 《The Urban Review》2011,43(5):567-596
This article reports findings from a four-year case study of an urban college preparatory charter high school. Through analyses
of teacher and staff interviews, the author highlights how the school approached the idea of “college for all” under the archetypal
influence of “college preparatory.” The interview data show how the charter school staff engaged in important educational
questions about what defines college preparation even though those questions became more complex as the school matured. These
findings are presented in three themes: (1) building a school, which reflects staff members’ views on the school’s start-up period of building renovation and growth, (2) building a curriculum, which reflects staff members’ views on teachers’ instructional practices, and (3) building a college culture, which reflects staff members’ efforts to provide students with supplemental academic and social supports for college planning
and preparation. 相似文献
12.
Elizabeth Allan Joseph Shane Erica M. Brownstein Cathy Ezrailson Rita Hagevik William Veal 《Journal of Science Teacher Education》2009,20(6):495-500
Standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and
skills to understand and successfully engage students in a safe and ethical manner. This standard contains four components
describing science teachers’ legal and ethical responsibilities, appropriate use of instructional materials (chemicals in
particular), emergency procedures and safety equipment, and guidelines for proper use of living organisms in the classroom.
In this article, we describe the requirements of Standard 9 and provide guidance on assessments that can be used to present
evidence for preservice teachers’ competence in each of the four components. 相似文献
13.
Jenni Adams 《Children‘s Literature in Education》2010,41(3):222-233
This article examines the consolatory possibilities presented by Markus Zusak’s recent crossover novel The Book Thief, investigating the degree to which the novel delivers the simultaneous consolation and confrontation identified with children’s
and young adults’ Holocaust texts by such critics as Adrienne Kertzer and Lawrence Baron. Contending that the supernatural
nature of the novel’s redemptive imagery ultimately undermines its apparently consolatory purpose, the article concludes with
an analysis of the extent to which such a reading is complicated by the novel’s status as crossover text, and the triangular
gaze that might subsequently be attributed to its adult readers. 相似文献
14.
Mark A. Seals 《Cultural Studies of Science Education》2010,5(1):251-255
In David Long’s article, Scientists at Play in a Field of the Lord, he studies the discourse between a network of regional scientists, atheists, activists and evolutionists at the opening
of The Creation Museum on Memorial Day, 2007. This review essay examines the teaching of evolution through the teacher’s ‘lens
of empathy’ and also considers a ‘pupil centeredness’ approach. As a practicing science educator, I have found it paramount
to take into consideration my students’ backgrounds and their families’ beliefs in order to understand their preconceived
notions about the origins of life. By teaching evolution as ‘a theory with both facts and fallacies’ only then does it become
an opportunity for critical thinking that fosters growth and risk taking in a safe environment. Most times students hear evolution
preached as a one-sided lecture by teachers who believe it’s “my way or the highway” and leave little or no room for dialogue.
I believe that a teacher’s job is to stay updated with current research on the theory of evolution and then present all the
information to students in a way that creates personal opportunities for them to adjust their existing schema without demeaning
them, their ideas, or their faith or belief system. This not only shows value, compassion and tolerance for them as thinking
humans, but also allows them opportunities to develop critical thinking, which helps to shape whom they become as adults. 相似文献
15.
Hayo Siemsen 《Science & Education》2012,21(4):447-484
George Sarton had a strong influence on modern history of science. The method he pursued throughout his life was the method
he had discovered in Ernst Mach’s Mechanics when he was a student in Ghent. Sarton was in fact throughout his life implementing a research program inspired by the epistemology
of Mach. Sarton in turn inspired many others (James Conant, Thomas Kuhn, Gerald Holton, etc.). What were the origins of these
ideas in Mach and what can this origin tell us about the history of science and science education nowadays? Which ideas proved
to be successful and which ones need to be improved upon? The following article will elaborate the epistemological questions,
which Darwin’s “Origin” raised concerning human knowledge and scientific knowledge and which led Mach to adapt the concept
of what is “empirical” in contrast to metaphysical a priori assumptions a second time after Galileo. On this basis Sarton
proposed “genesis and development” as the major goal of Isis. Mach had elaborated this epistemology in La Connaissance et l’Erreur (Knowledge and Error), which Sarton read in 1913 (Hiebert 1905/1976; de Mey 1984). Accordingly for Sarton, history becomes not only a subject of science, but a method of science education. Culture—and science
as part of culture—is a result of a genetic process. History of science shapes and is shaped by science and science education
in a reciprocal process. Its epistemology needs to be adapted to scientific facts and the philosophy of science. Sarton was
well aware of the need to develop the history of science and the philosophy of science along the lines of this reciprocal
process. It was a very fruitful basis, but a specific part of it, Sarton did not elaborate further, namely the psychology
of science education. This proved to be a crucial missing element for all of science education in Sarton’s succession, especially
in the US. Looking again at the origins of the central questions in the thinking of Mach, which provided the basis and gave
rise to Sarton’s research program, will help in resolving current epistemic and methodological difficulties, contradictions
and impasses in science education influenced by Sarton. The difficulties in science education will prevail as long as the
omissions from their Machian origins are not systematically recovered and reintegrated. 相似文献
16.
Alberto J. Rodriguez 《Cultural Studies of Science Education》2008,3(4):867-873
This paper provides a critical review essay of Ajay Sharma’s Portrait of a science teacher as a bricoleur: A case study from India. The main focus is two fold. First, arguments are presented to draw attention to how little advances in science teaching and
science learning research have impacted teachers’ practice and student achievement in the last 40 years. Second, the paper
describes how the researcher’s traditionally detached role and truncated agency may inadvertently contribute to preserving
the status quo by only documenting the Other’s struggles and challenges. I suggest that researchers need to re-conceptualize
their roles as co-agents of change if we are to assist the Other effect positive and long-lasting change in the increasingly
complex and demanding contexts in which teachers are expected to teach and students to learn.
相似文献
Alberto J. RodriguezEmail: |
17.
We review Brown and Kloser’s article, “Conceptual continuity and the science of baseball: using informal science literacy
to promote students science learning” from a Vygotskian cultural-historical and dialectic perspective. Brown and Kloser interpret
interview data with student baseball players and claim that students’ conceptual understanding articulated in vernacular genres
involves continuities (similarities) with the canonical scientific explanations. In this commentary, we suggest that the authors’
approach presupposes the dichotomy of the formal and the informal, which brings the authors’ attention to continuity into
the separation of cognition from language. We propose a Vygotskian approach that points out the problem of theorizing cognition
(conceptual understanding) by depending on specific forms of representation (e.g., scientific terms). As alternative, we envision
a Vygotskian cultural-historical approach to language, which considers different, irreducible modes of communication as an
integrated whole and therefore allows theorizing cognition without dichotomizing it from the concrete ways by which human
being communicates. We provide an exemplary analysis of a lecture talk in a university physics classroom and exemplify dialectic
theories that explain the development of conceptual understanding. We discuss that this Vygotskian dialectic approach shows
that people communicate scientific concepts through hybridization, which does not reproduce a genre self-identically; the continuity of conceptual understanding involves dis/continuity. 相似文献
18.
Pei-Ling Hsu 《Cultural Studies of Science Education》2010,5(1):201-212
This commentary dialogues with three articles that analyze the same database about science and religion discourse produced
17 years ago. Dialogues in these three articles and this commentary across space and time allow us to develop new and different
understandings of the same database and situation. As part of this commentary, I discuss topics approached in the three articles
including the collective nature of discourses, emotion, and constructivist view on learning. I draw on three essential concepts
of the dialogical nature of utterance, the emotional-volitional tone and internally persuasive discourse informed by Bakhtin’s dialogism. In particular, I conclude that Bakhtin’s dialogism not only invites us to understand science
learning discourse in a more holistic way but also encourages us to open up dialogues between science and religion that often
are considered to be two hostile opponents. 相似文献
19.
Vicente Mellado Constantino Ruiz María Luisa Bermejo Roque Jiménez 《Science & Education》2006,15(5):419-445
One of the most important topics on the international agenda in educational research is to gain an understanding of the processes
of educational change in teachers and of the factors that favour or hinder it. Such understanding is, for instance, an essential
element in planning and putting into practice initial and ongoing teacher education programs. This article reviews the research
on science teachers’ educational change. To organize the information, an analogy is made with the process of scientific change,
analyzing and evaluating the contributions of the different models taken from the philosophy of science – positivism, Popper’s
principle of falsifiability, Lakatos’ scientific research programs, Laudan’s research traditions, Toulmin’s evolutionism,
and Kuhn’s relativism. We conclude the article with the implications for science teacher education. 相似文献
20.
Mattias Lundin 《Journal of Science Education and Technology》2007,16(5):369-377
This article sets out to examine how school science activities can encourage students’ participation while supporting a specific
science content. One ordinary class with 12-year-old students was chosen and their regular classroom work was studied without
intervention and with a minimum of interference. Lessons were video filmed, transcribed and analyzed focussing on the participants’
speech acts. It was found that students’ initiatives and experiences were important parts of their participation. The results
show how students’ participation was orchestrated with a science content by means of four different kinds of activities. The
activities are called ‘individual inventory of experiences’, ‘building a common platform of experiences’, ‘sharing new experiences’
and ‘concluding a common platform’. The activities form a foundation for participation in human biology topics. For example,
to ‘build a common platform of experiences’ seems to level out students’ different prerequisites for participating in subsequent
tasks. Furthermore, to ‘conclude a common platform’ implied a checkpoint of the shared new experiences. The activities support
students’ tentative use of scientific words as well as their learning of what counts as knowledge in the school science setting.
However, it can be questioned if the time spent on each separate activity is necessary or if similar achievements could be
made even if some activities were integrated. The question is open for further research.
相似文献
Mattias LundinEmail: |