Transformative praxis in teacher practice: one tauira finds her place in education

This paper reports on an initial teacher education programme that has been designed to facilitate and support Māori student teachers in New Zealand. This paper highlights the ambiguity in New Zealand on the theoretical foundation of initial teacher education. Therefore a background on transformative praxis and how it has impacted on the education system of New Zealand is first presented. Then the tauira’s (student teacher’s) narrative is presented which has been informed by two years of a Te Ao Māori (Māori worldview) programme. The programme was built upon critical theory to facilitate transformative praxis in student teachers. Specifically, this narrative was a vehicle for how her own past in mainstream education and the programme has impacted upon how she sees teaching and being the teacher. The paper highlights the positive impact a culturally responsive programme can have on the self‐efficacy of marginalised members of society.     

法学职业教育模式的探索

法学职业教育模式是一种以人为本,侧重于职业技能教育,培养适用于社会的技能型法律人才为主要目标的教育模式。在我国,随着经济与社会的发展,我们在大力提升传统法学教育模式质量的同时,在未来教育发展的探索中,建立有效的法学职业教育的模式也势在必行。     

Language choice for science education: policy and practice

The Maltese National Minimum Curriculum published in 1999 sought to strengthen bilingualism by reinforcing the practice of teaching and assessing some subjects in English and others in Maltese. It also pointed out that code-switching should only be used in cases of severe pedagogical difficulties. As a new National Curriculum Framework was being prepared some educators suggested language as a possible barrier to student progress and argued that the traditional practice of teaching subjects such as science in English should be reconsidered. This study investigated language choices, function and code-switching in science lessons. Classroom observations, interviews and focus groups showed that in state schools 12-13 year old students were being taught science predominantly in Maltese while reading, writing and formal assessment were in English. Students who were more exposed to English, irrespective of class stream, used this language more frequently than those who were less exposed to the language. The findings seem to suggest that teachers may be overcautious. While code-switching may initially provide technical terms and serve as a bridge between the two languages, eventually it can give way to a more precise and formal use of English thus ensuring both learning of science and development of bilingualism.     

Intention and practice in school science education

This paper reports on a study of the mismatch between science teachers' stated purposes and their actual teaching of science in a secondary school. Factors affecting teachers' practices include their personal beliefs about teaching, learning and the purposes of science education, the school program and the school culture. Specializations: science and technology education, professional development.     

实施素质教育的探索与实践

实施素质教育是当前教育改革和发展中的一个重大问题。全面实施素质教育，应从以下几个方面进行探索与实践。 一、更新观念，增强使命感，全面实施素质教育 　　实施素质教育是一项涉及教育各个方面的综合性改革和涉及价值观、人才观等思想观念的重大变革的教育过程。要摒弃应试教育的弊端，实施素质教育，学校领导和教师必须转变陈旧的教育观念，转变那种妨碍学生创新精神和创新能力形成和发展的教育观念、教育模式，改革由教师单向灌输知识和以考试分数作为惟一标准衡量教育成果的教育教学制度，积极实行启发式和讨论式教学，激发学生的…     

谈比较音乐教育学理论与实际应用

比较音乐教育学是教育领域内正在兴起和形成的一门边缘学科，它是以比较法为主要方法，研究当代世界各国音乐教育的一般规律与特殊规律，以揭示教育的主要因素及其相互关系，探索未来音乐教育趋势的一门学科。     

大学生创新创业教育的探索与实践

我们要培养全面发展,创新型,应用型综合实力强的人才。创新创业教育对于大学生尤为重要。它能让大学生在就业时拥有更强的竞争力,还能提升大学生自身的创新能力。所以,开展大学生科技创新教育,提升大学生的动手实践,自主创新能力,既能够促进我国对于高校教育的改革,又有望实现我国发展创新型国家的重大战略。     

植物科学实验教学的探索与实践

植物科学实践性很强,涵盖学科较多,其实验教学显得尤其重要。本文从植物科学实验教学的实际出发,对植物科学实验教学特点进行了细致分析,并对实验教学的组织与建设进行了总结。     

Environmental education and the science of ecology: exploration of an uneasy relationship

While modern science is receiving harsh criticism within the framework of environmental education, at the same time ecology is presented as an alternative science, characterized as ‘holistic’ and ‘non‐exploitative’. However, many of the characteristics of the science of ecology do not comply with its characterization as alternative science. Furthermore, ecology is a science with competing paradigms, provisional theories, incommensurable worldviews, and extensive theoretical and methodological debates. The treatment of the science of ecology in environmental education is not taking into account the relevant evidence, resulting in a quite strong positivistic and dogmatic educational approach. The importance of approaches that comply more with a post‐positivistic account of education are discussed in the light of the possible contribution of environmental education to science education discourse.     

Practical reasoning and science education: Implications for theory and practice

Practical reasoning is a fundamental competence required for everyday decision-making as well as for the production of scientific knowledge. However, very little attention is given to developing this competence in school science classrooms or in educational research programs. In this paper we explain the tradition of practical reasoning and its relevance to science and science education. We then suggest ways in which practical reasoning may be developed in students such that they are enabled to better understand how scientific knowledge is produced and how they may be better able to contribute to improving scientific practices.     

Globalisation and science education: Rethinking science education reforms

Like Lemke (J Res Sci Teach 38:296–316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship. © 2005 Wiley‐Liss, Inc.     

知识教育：现象学教育学的检视

现象学教育学摒弃先在的理论成见和抽象的形而上学，倾注于个体真实的生活世界，力图发现教育的“意义”之所在。这样的探究理路，为我们认识知识教育提供了一种新的可能，为我们在知识教育实践中摆脱无休止的理论吵闹和纷争，重新找回生命的本真提供了新思路。在现象学教育学的视野中，不仅知识教育的生活面貌得以恢复，而且知识教育的根本使命也得以再认和申明。     

Conceptual change research and science education practice: a response from educators

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we consider the role of participants in the research process and contextual factors in conducting research on science conceptions, and draw implications for the teaching of science.

Research and practice in science education: a response to Traianou and Hammersley

A reader of Traianou and Hammersley’s article (in this issue), which discusses at some length the work we undertook in the Evidence‐based Practice in Science Education (EPSE) Research Network, might attribute to us views that are rather different from those which we in fact hold, and which we have sought to present in our own accounts of this work. We highlight several points on which their interpretation of our work and views differs markedly from ours. The aim of the EPSE Network was to explore the practical implications of ‘evidence‐based practice’ in the context of a mainstream curriculum subject such as science, not to advocate any particular interpretation of that term. We would encourage readers interested in the relationship between research and practice in the teaching of specific subjects to base their view of our work, and the perspectives underpinning it, on our own account.     

理工类本科院校双语教学的探索与实践

本文通过对双语教学定义的理解以及在双语教学过程中存在问题的分析,总结出理工类本科院校客观上存在双语师资力量缺乏,学生英语水平不一,双语教材选择困难等问题,并探讨了解决这些问题的具体措施,以期能提高双语教学的有效性。     

岗位任职教育中理科教员的实践能力培养

本文以岗位任职教育中,理科任课教员的实践能力培养为主题,分析了加强对岗位任职教育教员实践能力培养重要性的认识,以及岗位任职教育教员实践能力培养的主要内容,提出了岗位任职教育教员实践能力培养的主要方法和途径。     

论基础教育科学课程的创造性探究教学

将科学课程探究教学与创造性教学整合为创造性探究教学,以培养学生的创造性和探究性;提出以“把握问题—推论或提出假设—设计研究方案、收集证据—研讨、解释、建构模型—评估推广—应用创造”等六个阶段组成一个教学结构环的基本教学模式,以推进课程改革的进程。