The presentation of science in everyday life: the science show

This paper constitutes a case-study of the ‘science show’ model of public engagement employed by a company of science communicators focused on the popularization of science, technology, engineering and mathematics (STEM) subject disciplines with learner constituencies. It examines the potential of the science show to foster the interest and imagination of young learners in STEM; challenge popular pre/misconceptions of science and scientists; reveal the broadness, plurality and everyday relevance of science; and induce a more fluent and equitable science nexus between expert and non-expert or learner groups. Discussion focuses on conversations with members of a UK and university based science communication outfit who comment on the potential of the science show as a model of non-formal science education and science engagement and the necessary conditions for its success.     

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.     

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...     

The construction of Taiwan’s educational indicator systems: experiences and implications

This study was designed to illuminate the state of education in Taiwan by constructing Educational Indicator Systems. The study, sponsored by the National Science Council between 1998 and 2000, was the first comprehensive indicator project to cover all educational levels in Taiwan. Various research methods were used, including panel discussion, conference, setting up website, Delphi technique, questionnaires and visits to 14 international organizations and government agencies. In the process, two educational indicator systems based upon the “Context-Input-Process-Progress” (CIPP) model were formulated: “Taiwan’s Educational Indicator System by educational level” (TEIS by el) with 99 indicators, and “Significant Indicators of Taiwan’s Education” (SITE) with 34 indicators. Finally, some limitations and suggestions were offered for the future development of Educational Indicator Systems.     

安徽科技学院生命科学学院

生命科学学院成立于1986年，现设生物科学（师范类）、生物工程、中药学、生物技术、园艺教育、园艺、园林7个本科专业生物科学（师范类）专升本专业，生物教育、城镇规划、园林工程技术3个专科专业。教师中有正副教授18人，博士8人，硕士21人，在校学生1800多人。     

Appropriate educational technology: Does “appropriateness” have implications for the theoretical framework of educational technology?

It is argued here that educational technology can be inappropriate in developing countries due to dependence on the practices, rather than the principles, of educational technology. Practices have, inevitably, a cultural dimension, and it is proposed that the solution to the problem is the clearer identification of principles and the encouragement of educational technologists to work from principles rather than from practices.     

基因芯片技术与生命科学的发展

基因芯片技术的诞生是基于人类基因组计划的成果,它以一种全面、综合、系统的方式来研究生命现象。同时,它还是疾病诊断和治疗的重大方法学突破,也是新药开发筛选的新技术。     

关于加强高校科技专利管理工作的思考

进入21世纪，技术竞争归根结底是专利的竞争。高校作为重要的科技力量，虽然专利申请增长强劲，但还存在重成果轻专利、专利保护力度不够等诸多问题。有必要从专利观念、激励政策、专利管理机制、专利产业化等方面进行思考，采取有效措施，进一步加强高校科技专利管理工作，促进高校科技专利工作的稳步、快速发展。     

Using educational games and simulation software in a computer science course: learning achievements and student flow experiences

This study investigates how educational games impact on students' academic performance and multimedia flow experiences in a computer science course. A curriculum consists of five basic learning units, that is, the stack, queue, sort, tree traversal, and binary search tree, was conducted for 110 university students during one semester. Two groups of students participated in learning activities: the experimental group was instructed using the gaming method; and the control group was instructed using the non-gaming method. During the study, tests, a survey, and interviews were conducted with students. The evaluation results for academic performance and multimedia flow experiences show that compared to the non-gaming method, incorporating the gaming method into the learning process can enhance students' academic performance and multimedia flow experiences. The results also indicated that there is a non-significant and positive relationship between students' academic performance and multimedia flow experiences.     

论邓小平的科技教育观

邓小平“科学技术是第一生产力”和“发展科学技术,不抓教育不行”等一系列关于科技、教育方面的论断,构成了邓小平同志的科技教育观。它指明了我国科技、教育事业的发展方向,为我国科技、教育事业迅猛发展作出了杰出贡献。     

Philosophic stance of secondary school science teachers,curriculum experiences,and children's understanding of science: Some preliminary findings

This study sought to establish whether teachers' views about the nature of science and scientific inquiry are reflected in their choice and design of learning experiences and, therefore, are significant influences on children's understanding of science. Even those teachers who hold clear and coherent views about science do not plan laboratory-based activities consistently in relation to those views, concentrating instead on the immediate concerns of classroom management and on concept acquisition and development.     

中国科技教育史中的李约瑟情结

李约瑟对中国古代科技成就的充分肯定和和赞誉,在中国科技教育的研究工作中产生了情绪化的影响,导致在中国古代科技教育的认识和评价方法出现片面夸大和“拨高”现象,这种倾向对中国科技教育史学科自身的建设及其价值带来了某些负面效果。应该以理智的 度全面认识和总结中国历史上科技教育的得失利弊及其经验教训,那样才可能为提高中华民族的科学化素质,落实“科教兴国”战略提供有益的借鉴和理论资源。     

生命科学史的教育价值及其在教学实践中的应用

本文通过细胞的发现实例分析了生物科学史的教育价值,介绍了科学史在教学中实践中的应用。     

The social character of knowing and learning: implications of cultural psychology for educational technology

Abstract

A cultural-psychological view of knowledge and learning is presented. Its concerns are defined by comparative discussion of other theoretical traditions in psychology. The cultural view frames intelligent action as something that is mediated. This renders knowledge as participatory, distributed, and socially guided. It is argued that adoption of this perspective has implications for the support of learning and the design of resources, such as those associated with educational technology. It is suggested that a number of innovations of computer use within education implicitly endorse this cultural view of knowing. However, the cultural-psychological emphasis on social aspects of learning urges more careful protection of some educational practices from unplanned consequences of re-mediations with information and communications technology – particularly as these may arise within networked learning. Four traditional arenas for educational practice are analysed in order to illustrate the subtle nature of such social grounding