马克思历史科学:实证与批判

马克思确立的历史唯物主义,自创立之初开始,就遭到各种非议或责难.有人认为马克思没有批判哲学,只有实证科学,其突出表现为马克思的社会经济理论.而实际上,这些肤浅的理解显然是忽视了马克思哲学的革命性变革,原初的历史语境和时代使命赋予了马克思历史科学的实证批判性.     

There is no equity in a vacuum: on the importance of historical,political, and moral considerations in science education

Cultural Studies of Science Education - As a response to Fortney and Atwood’s “Teaching with understanding while teaching for understanding” (this issue), this paper challenges...     

Toward a science for and of the people: promoting civil society through the application of developmental science

Applied developmental science (ADS) is scholarship that seeks to advance the integration of developmental research with actions-policies and programs-that promote positive development and/or enhance the life chances of vulnerable children and families. Through this integration ADS may become a major means to foster a science for and of the people. It may serve as an exemplar of the means through which scholarship, with community collaboration, may contribute directly to social justice. In so doing, ADS helps shift the model of amelioration, prevention, or optimization research from one demonstrating efficacy to one promoting outreach. When this contribution occurs in the context of university-community partnerships, ADS may serve also as a model of how higher education may engage policy makers, contribute to community capacity to sustain valued programs, and maintain and perpetuate civil society through knowledge-based, interinstitutional systems change.     

Changing practice by changing practice: Toward more authentic science and science curriculum development

Recent policy documents from the Ontario Ministry of Education called for teachers to present a more authentic view of the nature of scientific practice at all levels of education. Sadly, this call for substantial curriculum change coincided with severe cuts in the education budget. The authors describe how two teachers collaborated with a university‐based researcher/teacher educator to design and implement more authentic science in a Grade 7 classroom. The ways in which the teachers changed their views about science and science teaching, the anxieties they experienced, and the institutional constraints that impacted on their practice are discussed, and some more general features of the action research experience are described. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 521–539, 1999     

Evolution and the nature of science: On the historical discord and its implications for education

Research in the teaching and learning of evolutionary biology has revealed persistent difficulties in student understanding of fundamental Darwinian concepts. These difficulties may be traced, in part, to science instruction that is based on philosophical conceptions of science that are no longer viewed as adequately characterizing the diverse nature of scientific practice, especially in evolutionary biology. This mismatch between evolution as practiced and the nature of science as perceived by researchers and educators has a long history extending back to the publication of Darwin's theory of natural selection. An examination of how this theory was received by the scientific community of the time may provide insight into some of the difficulties that students have today in learning these important biological concepts. The primary difficulties center around issues of metaphysics and scientific method, aspects of the nature of science too often ignored in science education. Our intent is not to offer a specific course of action to remedy the problems educators currently face, but rather to suggest an alternative path one might take to eventually reach a solution. That path, we argue, should include the use of broader models of science that incorporate these elements of scientific practice to structure teaching and education research in evolution. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1069–1089, 1998     

Professional Pathways: a case for measurements in more than one dimension

Recent developments in UK professional education are leading to competence-based National Vocational Qualifications (NVQs) being offered alongside academic awards made within the Credit Accumulation and Transfer (CAT) system. Although dual accreditation of this type may be a welcome development, the NVQ and CAT systems have different philosophies and cannot easily be linked in structural relationships. The context-specific notion of competence represented by NVQs is only one dimension of effective professional practice, as in order to operate intelligently in many of the situations with which they are faced, practitioners increasingly need transcendant abilities of reflection, enquiry and creative synthesis. A solution lies in a coherent approach to professional development and accreditation which is based in a constructivist epistemology and allows these overarching abilities to be recognised through the CAT system independently of NVQ requirements, while enabling students to work towards awards through both systems simultaneously without duplication of effort     

Young Women and Science: do we need more science?

This article considers some of the implications of women's absence from science and technological fields at all levels of the education system. The authors consider whether the greater participation by women in scientific and technological studies would influence significantly their position in society. The discussion is placed in the context of the ‘needs of the economy’, and the question as to whether or not there is an economic ‘need’ for a workforce which has received a high level of scientific and technological training. There is an examination of the educational case for encouraging young women to study within scientific and technological fields. The authors express concern at the high status attributed to scientific knowledge, and suggest that in focusing on the issue of young women and science, some feminists are legitimising that status.     

An investigation of the Iowa tests of basic skills for sex bias: A developmental look

Results of the Vocabulary, Reading Comprehension, and Mathematics Concepts subtests for third-, sixth-, and eighth-grade students who took Form 5 of the Iowa Tests of Basic Skills in the 1976 school year were analyzed for sex bias. Statistical significance was found for each subtest for all of the grade levels. Follow-up analyses considered skill classification, sex-stereotypicalness, and item location of the items contributing to the statistical significance. No trends for these factors were found within each grade level for the four subtests considered. For all subtests, fewer items are identified at the third-grade level than for sixth or eighth grade, and these items, in general, favored boys. For the older students, when items are found to function differently for boys and girls, nearly half favor each sex. On the whole, little evidence for sex bias was found for the four subtests and three grade levels examined.     

Primary science and technology: How confident are teachers?

Science and Technology is a new Key Learning Area in NSW Primary Schools. Survey results are used to compare preservice teachers (on entry and in the third year of their degree) with practising teachers, on their confidence in their knowledge about the topics in the syllabus, as well as their confidence to teach these topics. Reasons for stated confidence (or lack of it) are reported together with preservice and practising teachers' views about what needs to be done to improve their confidence. Preservice and practising teachers' opinions of the major sources of their knowledge about the topics in the new syllabus are contrasted. Results are discussed in the light of severalDiscipline Review recommendations. Specializations: primary science teacher education; environmental education; curriculum development.     

(Re)considering Foucault for science education research: considerations of truth,power and governance

This article is a response to Anna Danielsonn, Maria Berge, and Malena Lidar’s paper, “Knowledge and power in the technology classroom: a framework for studying teachers and students in action”, and an appeal to science educators of all epistemological orientations to (re)consider the work of Michel Foucault for research in science education. Although this essay does not come close to outlining the importance of Foucault’s work for science education, it does present a lesser-known side of Foucault as an anti-polemical, realist, modern philosopher interested in the way objective knowledge is entangled with governance in modernity. This latter point is important for science educators, as it is the intersection of objective knowledge and institutional imperatives that characterizes the field(s) of science education. Considering the lack of engagement with philosophy and social theory in science education, this paper offers one of many possible readings of Foucault (we as authors have also published different readings of Foucault) in order to engage crucial questions related to truth, power, governance, discourse, ethics and education.     

Toward socio-scientific participation: changing culture in the science classroom and much more

In response to Tali and Yarden’s presentation of their efforts to teach socioscientific issues, the discussants address issues of authentic versus simulated activities; teachers as learners or co-creators with their students; educating people to contribute to science-based decisionmaking; the development of such socioscientific competence; the relationship between group or participatory processes and individual development; framing real world cases for every age of student; making space to delve into the historical and social background to any scientific theory, practice, or application; educating teachers who can coach students in socioscientific inquiry; and facing off against the traditional and resurgent emphasis on highstakes, content-oriented testing of students in science.     

Teaching science skills and knowledge to students with developmental disabilities: A systematic review

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.     

Presidential Address: Forging a developmental science mission to improve population outcomes and eliminate disparities for young children

Child development science has not fully realized its mission to improve population outcomes for children and eliminate disparities across race and income groups. One domain with great need but also great potential is the challenge parents face in raising a young child. A system of universal primary psychosocial care is proposed, with three components: a comprehensive infrastructure of community resources, such as North Carolina's Smart Start; financial supports for specific interventions, such as pre-kindergarten; and a way to help families identify and address family-specific needs, such as Family Connects. Empirical studies demonstrate the promise of each component for population impact and disparity elimination but also the need for continued improvement. Developmental scientists are called upon to fulfill their mission.     

Advancing scholarship on anti-racism within developmental science: Reflections on the special section and recommendations for future research

To date, theoretical and conceptual scholarship on anti-racism has been advanced through leading contributions from several disciplines (e.g., sociology, education, psychology). Still, there remain fewer empirical studies on anti-racism constructs, and we know little about the development of anti-racism among diverse youth across key stages of development. In this special section of Child Development, we sought to address this gap by highlighting scholarship in developmental science that attends to the development of anti-racism in children across contexts (e.g., families, schools) and developmental stages (e.g., early childhood through emerging adulthood). In our introduction to the special section, we review the collective contributions of included studies and outline recommendations for future research in the development of anti-racism in youth.     

Two Methodological Challenges for Teacher-researchers: Reflexivity and Trustworthiness

Teacher research is lauded as a beneficial enterprise both for practitioners and for learners. However, teachers are sometimes accused of not possessing the necessary knowledge and skills to conduct research effectively. This article focuses on the need for teacher-researchers to find means of addressing the methodological challenges of engaging in reflexivity and establishing trustworthiness. By means of accounts written by their peers, teachers may discover how such theoretical constructs can be dealt with in practice.     

Getting more from getting out: increasing achievement in literacy and science through ecological fieldwork

This paper demonstrates the positive impact of learning through ecological fieldwork upon children's ability to write, and to write about science. Specifically we have carried out a relatively large-scale study (involving 379 children aged 9–11 years from 8 primary schools in North East England) comparing intervention classes (involved in fieldwork) and comparison classes (no fieldwork). Pre-intervention assessments revealed no differences between classes in mean literacy scores; post-intervention assessments revealed that significantly higher literacy scores were achieved by children who had carried out fieldwork (girls consistently outperformed boys in all classes). Intervention class children achieved higher scores in science (ecology) assessments than their comparison class peers before and after the intervention. We suggest that this may be an effect of these children thinking as scientists throughout the project. Our work confirms that a child-centred outdoor learning experience focused upon science can result in learning benefits across the wider curriculum.