Language science in the tertiary curriculum

The goal of linguistics has been in dispute since its origin as a scientific discipline. The situation remains confused and consequently the curricular position of linguistics is ambiguous. An examination of the historical reasons for this indicates the following conclusions: At the time when language was first proposed as a subject for scientific study the natural sciences were still dominated by the mechanical model of Newtonian physics; this attitude of mind has inhibited the development of linguistics.Further development ought logically to depend on the harmonisation of linguistics with modern scientific concepts, such as relativity, probability, system and field. Such a move would constitute in part a new goal for linguistics. If such an innovation is admitted, those areas where language study overlaps with other subjects, e.g. psychology, logic and anthropology, provide natural exit points for a study of language and the epistemology of science.Linguistics is therefore capable of serving as a foundational discipline in a liberal arts curriculum. Its particular claim to assume this role lies in the fact that language is the object of both humanistic and scientific study. Hence to give linguistics a more central role in the tertiary curriculum offers a fundamental educational benefit in narrowing the cultural gap between the arts and science, and it is worth considering a change of emphasis in the curriculum to achieve this end.The aim of this paper is not to suggest detailed changes but to stimulate discussion of this consideration.     

Indigenous knowledge in the science curriculum: avoiding neo-colonialism

Science education in Papua New Guinea has been influenced by neo-colonial practices that have significantly contributed to the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that are irrelevant to the students for whom they are written. To avoid being caught up in neo-colonial practices, Western science educators ought to consider the notion of cultural mediators. This position, I argue, infers an obligation to take responsibility for their actions and to consider postcolonial discourses as a way of understanding the relationships and dialogue between different ways of knowing.     

Aboriginal studies and the science curriculum: Affective outcomes from a curriculum intervention

The study of Aboriginal culture in schools is supported by an increasing number of educators and government committees. However, in the absence of substantial research evidence, it has been difficult to propose justifiable curricular recommendations. The results of this exploratory study suggest that student attitudes towards Aborigines and Aboriginal culture can be improved by a science program which features an Aboriginal Studies component. Further, it is suggested that there is scope for the development of up-to-date curriculum materials and more comprehensive studies. Specializations: science education, teaching thinking. Specializations: science education, curriculum theory and design, teacher development.     

Developing networks of grass-roots science curriculum action

This paper describes an ongoing process of participatory curriculum development. It outlines some of the tensions which need to be explored in science curriculum development: debates about the nature of science, of society, of school science content and of learning theories. The process whereby action can arise from this debate is also explored. An example will be outlined of a network of science curriculum action which has developed from the work of a range of science education projects in Natal, South Africa. Specializations: science curriculum development from primary to tertiary level. Specializations: inservice primary science teacher development. Specializations: inservice teacher development, biology education. Specializations: environmental education, teacher development. Specializations: environmental education, teacher development.     

The science curriculum and education for democracy in the risk society

How can the science curriculum make a contribution to education for democracy in 'the risk society'? The characteristics of a 'risk society' are identified and the problematic role of scientific knowledge in such a society briefly reviewed. Kuhn's notion of science as a community of practice is suggested as the most appropriate model if the aim is to teach a view of science which is compatible with the provisional, 'risky' and collaborative nature of all knowledge in the contemporary context. Those features of the model which are particularly relevant to life in present-day society are clarified and the educational implications of this particular model are discussed under three headings: science as a way of knowing; science as cultural communication; and science as an expression of interests.     

试论文化教育学视角下的新课程三维目标

文化教育学以培养知、情、意融为一体的人为目的、以人文科学为主要陶冶财,采用体验、表达、理解的方法对儿童进行陶冶,唤醒,促进个体人格的生成。在此视角下,新课程以培养知情意融为一体的人为最终目的,在实践中注意教育的效率与价值的平衡。并关注体验的价值。     

Forces which shape the implemented curriculum in high school science and mathematics

A synthesis of five studies of high school science and mathematics classes indicated that the ability of teachers to manage student behavior effectively was a major driving force on the implemented curriculum. Other factors which influenced what happened in classrooms were tests and examinations, and textbooks. Most teachers endeavored to cover the curriculum in the planned time whether or not learning occurred and the cognitive demands of the work were low. During whole-class activities a few target students dominated interactions with the teacher. These higher ability students, who usually were males, asked most questions, answered most teacher questions, and received most feedback from the teacher. The results suggest that teachers' knowledge and beliefs are the potent forces which influence academic work in science and mathematics classes.     

材料科学基础B精品课程建设中的一些思索

课程建设是实现人才培养目标的基本途径。通过阐述精品课程建设,提出了“材料科学基础B”精品课程建设中存在以及应注意的问题,并提出了在精品课程建设中应采取的措施。     

论我国综合科学课程内容组织的发展特征

综合科学课程与分科形式的科学课程相比,最大的特点就在于其课程内容的组织。本文主要从课程内容组织的视角,分析80年代之后我国综合科学课程内容组织的发展变化,具体从课程内容组织的宏观、中观和微观层次对我国综合科学课程综合范围、综合的基础、综合方式、综合程度等方面的特点进行探讨。     

深入开展信息技术与理科课程整合刍议

本文通过具体分析几个英国科学教学案例,提出了深化我国信息技术与理科课程整合的几方面途径。(1)树立现代科学教育理念;(2)善于利用各种信息技术观察实验、问题解决以及讨论交流,特别是善于利用传感器、模拟与仿真、网络搜索引擎等信息技术来发现问题和解决问题;(3)还要注意数字化学习环境的建设;(4)注重信息技术与科学课程整合的实际效果。     

Elementary school quality,the mathematics curriculum and the role of local knowledge

This article uses data from several elementary school classrooms in Chicago on how students learn to calculate, and reviews similar data from a number of developing countries to examine the strengths and limitations of using the mathematical knowledge which students develop on their own outside of formal schooling to increase the amount, range and power of mathematical knowledge which is acquired through formal schooling. In so doing it attempts to reconcile the views of those who believe that the key to improving elementary school quality lies in improving the technology of instruction and those who believe that it lies in a deeper understanding of the mental life of children. It concludes by arguing that the quality of elementary schooling can be improved through skilled management of the environmentally acquired knowledge which students bring to instruction, if this knowledge is transformed through pedagogic and curricular interventions into a set of portable intellectual skills.

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Zusammenfassung In diesem Artikel werden Daten von einigen Chicagoer Grundschulklassen zu den von Schülern zum Rechnenlernen benutzten Methoden verwertet. Anhand ähnlicher Daten aus einigen Entwicklungsländern wird überprüft, ob es von Vorteil oder Nachteil ist, das außerhalb des Schulunterrichts entwickelte mathematische Wissen zu verwenden, um den Umfang, die Reichweite und die Fähigkeit des durch die formale Bildung gewonnenen Wissens zu erweitern. Dadurch wird versucht, die oft vertretene Meinung, der Schlüssel zur Qualitätsverbesserung in den Grundschulen läge in der Verbesserung der Instruktionstechnologien mit dem Standpunkt derjenigen in Einklang zu bringen, die glauben, es läge am tieferen Verständnis der Denkweise von Kindern. Der Artikel schließt mit dem Argument, daß die Qualität des Grundschulunterrichts durch geschicktes Handhaben des durch die Umwelt erworbenen Wissens, das die Schüler zum Lernen anregt, verbessert werden kann, wenn dieses Wissen durch pädagogische und curriculare Mitsprache in eine Reihe tragbarer intellektueller Fähigkeiten verwandelt wird.

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Résumé Le présent article se sert des données fournies par plusieurs classes élémentaires de Chicago sur la manière dont les élèves apprennent à calculer, et examine les données similaires de plusieurs pays en développement pour analyser les points forts et les points faibles de l'exploitation des connaissances en mathématiques que les élèves acquièrent seuls en dehors de l'école formelle pour renforcer la quantité, la portée et l'intensité du savoir mathématique qui est acquis à l'école formelle. Pour ce faire, on tente de rapprocher les vues de ceux qui croient que la clé de l'amélioration de la qualité de l'école élémentaire réside dans l'amélioration de la technologie et de ceux qui pensent qu'elle réside plutôt dans une plus grande compréhension de la vie mentale des enfants. L'auteur de cet article conclut en montrant que la qualité de l'enseignement fondamental peut être améliorée grâce à une gestion experte du savoir acquis localement que les élèves apportent dans leur éducation, à condition que ce savoir puisse être transformé par des interventions pédagogiques et curriculaires en une série de compétences intellectuelles valables.

     

Classroom environment in the implementation of an innovative curriculum project in science education

A curriculum project can be positively or negatively influenced by the environment of the classroom in which it is implemented. Analysis of the perceptions of students, teachers, and external observers has allowed us to study the influence of classroom environment in the implementation of an innovative project in science education. The main conclusions indicate that even though the global evaluation is positive, more so among teachers than among students, there are differences between the perceptions of the participants, probably due to differences in interests and needs. Moreover, in the classroom environment, the teacher and the actual dynamic and spatial organization are of great importance, and it can be difficult to maintain interest or to achieve a satisfactory evaluation on the part of those students whose academic performance is lowest. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 655–671, 1998.