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1.
Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers 总被引:1,自引:0,他引:1
Ken Appleton 《Journal of Science Teacher Education》2008,19(6):523-545
Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for
this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes
two case studies of a professional development program for elementary teachers involving mentoring by a university professor.
The mentor took the role of a critical friend in joint planning and teaching of science. The study examines the nature of
the mentoring relationship and reports the type of teacher learning that occurred, with a particular focus on the teachers’
development of science PCK.
相似文献
Ken AppletonEmail: |
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3.
Language in Science Education as a Gatekeeper to Learning,Teaching, and Professional Development 总被引:1,自引:0,他引:1
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(2):319-343
In this study, I used a feminist poststructural perspective to explain how language is a gatekeeper in learning science, in
achieving professional honors in teaching science, and in teaching science to English language learners. The various uses
of language revealed interesting dynamics related to the culture of power of language and the culture of power of science
along race–ethnicity, gender, and class dimensions for teachers. Teachers did not necessarily see language as having distinct
purposes and uses. This further maintained the gatekeeping nature of language and discourse in science education. I discuss
implications for looking at language in science education for teacher professional development and student learning.
相似文献
Felicia M. MooreEmail: |
4.
Bryan A. Brown 《Cultural Studies of Science Education》2009,4(2):379-386
A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood
theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual
innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of
the relationship between critical agency and student identity development in science.
相似文献
Bryan A. BrownEmail: |
5.
Catherine Milne Laurie Rubel Alberto J. Rodriguez Christopher Emdin Maria Rivera Maulucci Donyagay Locke Edna Tan Neil Clairmont Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(2):399-407
This metalogue addresses the ways Sreyashi Jhumki Basu mediated our practices in science education and life. We focus on Basu’s
uses of critical science agency, democratic science classrooms, and critical feminist ethnography to transform the possibilities
for all participants in her research and educational practices. We also examine her use of cases and pedagogical strategies
to support youth set practice goals based on conceptions of self and preferred learning trajectories. These strategies allow
youth to develop power through the use of disciplinary knowledge and modes of inquiry to support their understanding of themselves
as powerful, able to change their position in the world, and make the world more socially just. This (Key Contributors) article
acknowledges a life cut short through disease, reflects our personal loss of a friend and colleague, and expresses determination
to ensure that her contributions to science education are sustained and continued.
相似文献
Catherine MilneEmail: Email: |
6.
Christopher Emdin 《Cultural Studies of Science Education》2009,4(1):239-254
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her
2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches
to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves
as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with
marginalized urban youth in urban science classrooms.
相似文献
Christopher EmdinEmail: Email: |
7.
Physics teachers’ approaches to teaching physics are generally considered to be linked to their views about physics. In this
qualitative study, the views about physics held by a group of physics teachers whose teaching practice was traditional were
explored and compared with the views held by physics teachers who used conceptual change approaches. A particular focus of
the study was teachers’ views about the role of mathematics in physics. The findings suggest the traditional teachers saw
physics as discovered, close approximations of reality while the conceptual change teachers’ views about physics ranged from
a social constructivist perspective to more realist views. However, most teachers did not appear to have given much thought
to the nature of physics or physics knowledge, nor to the role of mathematics in physics.
相似文献
Pamela MulhallEmail: |
8.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
Sheau-Wen LinEmail: |
9.
Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254
Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children
during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs
and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson
and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize
hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged
them to think more critically about their roles as teachers in creating spaces where all children have access to quality science
learning experiences.
相似文献
Tamara Holmlund NelsonEmail: |
10.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
Angela Calabrese BartonEmail: |
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12.
Sharon Crasnow 《Science & Education》2008,17(10):1089-1110
Feminist philosophy of science has been criticized on several counts. On the one hand, it is claimed that it results in relativism
of the worst sort since the political commitment to feminism is prima facie incompatible with scientific objectivity. On the other hand, when critics acknowledge that there may be some value in work
that feminists have done, they comment that there is nothing particularly feminist about their accounts. I argue that both criticisms can be addressed through a better understanding of the current work in
feminist epistemology. I offer an examination of standpoint theory as an illustration. Harding and Wylie have suggested ways
in which the objectivity question can be addressed. These two accounts together with a third approach, ‘model-based objectivity’,
indicate there is a clear sense in which we can understand how a standpoint theory both contributes to a better understanding
of scientific knowledge and can provide a feminist epistemology.
相似文献
Sharon CrasnowEmail: |
13.
Ethan Campbell 《Academic Questions》2007,20(4):307-310
Ideological differences in a writing class evoke the passion of political sensitivities. A graduate student tells of “coming
out” as a pro-life advocate in an essay before his feminist classmates and professor. The exchange created instant and irreconcilable
enemies, but he also found some unexpected support from a hesitant voice within that classroom.
相似文献
Ethan CampbellEmail: |
14.
Sumi Hagiwara Angela Calabrese Barton Isobel Contento 《Cultural Studies of Science Education》2007,2(2):475-515
The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban
middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners
with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops,
collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The
following study analyzes the role of culture, language, and identity as four mothers navigated their position as ‘insiders’
in a science classroom.
相似文献
Sumi HagiwaraEmail: |
15.
Meadow Schroeder Anne Mckeough Susan Graham Hayli Stock Gay Bisanz 《Research in Science Education》2009,39(2):231-250
Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e.,
a literary work intended for sale to the general public) in North American school classrooms to support the development of
science literacy invites an examination of the quality of science content disseminated to students. A total of 116 trade books
were examined to: (a) determine the degree to which science trade books complement expected science knowledge outcomes outlined
in school curricula, and (b) compare trade book content to the goals of scientific literacy. Analysis across four science
topics, Dinosaurs, Space, Inheritance, and Growth and Life Properties, revealed that this body of children’s literature is
inconsistent in its coverage of curricular goals and elements of scientific literacy. Because trade books represent children’s
first exposure to science, these shortcomings should be addressed if these books are to be maximally effective in promoting
science literacy. Implications for using trade books in the classroom are discussed.
相似文献
Hayli StockEmail: |
16.
Sreyashi Jhumki Basu 《Cultural Studies of Science Education》2008,3(4):859-865
In this paper, in response to Ajay Sharma’s paper titled “Portrait of a science teacher as a bricoleur: A case study from
India” and associated reviews, I address the value of bridging two narrative styles for describing teacher development, discuss
questions of over-essentializing an Indian school context, propose that teacher and student participants should be included
in this type of writing series, and identify institutional barriers to researchers acting as agents-of-change.
相似文献
Sreyashi Jhumki BasuEmail: |
17.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
相似文献
Jacqueline T. McDonnoughEmail: |
18.
This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in
philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science.
It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to traditional philosophy of science.
Standpoint theory diverts attention away from the abiding educational and career needs of women in science. In the interest
of women in science, and in the interest of science, science educators would do best for their constituencies by a return
to feminist philosophy understood as the demand for equal access and a level playing field for women in science and society.
Dr. Cassandra L. Pinnick’s research interests focus on formal rationality and the epistemological weight of evidence, evidence in law and science, and anti scientific Realism. Her publications that concern women, science, and the philosophy of science, include essays in the journals Philosophy of Science, Metascience, Social Epistemology, a contributed chapter to the Routledge Companion for Philosophy of Science, and co-editorship of the anthology Scrutinizing Feminist Epistemology of Science (Rutgers). 相似文献
Cassandra L. PinnickEmail: |
Dr. Cassandra L. Pinnick’s research interests focus on formal rationality and the epistemological weight of evidence, evidence in law and science, and anti scientific Realism. Her publications that concern women, science, and the philosophy of science, include essays in the journals Philosophy of Science, Metascience, Social Epistemology, a contributed chapter to the Routledge Companion for Philosophy of Science, and co-editorship of the anthology Scrutinizing Feminist Epistemology of Science (Rutgers). 相似文献
19.
George Reisch 《Science & Education》2009,18(2):191-197
In responding to critics and reviewers of my book, How the Cold War Transformed Philosophy of Science, I attempt to identify some misleading conventional wisdom about the place of values in philosophy of science and then offer
three distinct ways in which philosophers of science can engage their work with ongoing social and political currents.
相似文献
George ReischEmail: |
20.
Stephen Klassen 《Science & Education》2009,18(5):593-607
The Millikan oil drop experiment has been characterized as one of the ‘most beautiful’ physics experiments of all time and,
certainly, as one of the most frustrating of all the exercises in the undergraduate physics laboratory. A literature review
reveals that work done on addressing student difficulties in performing the oil drop experiment has, to date, not achieved
a significant measure of success. The historical background of the oil drop experiment is well established in the literature
from the perspective of historians of science, but not so from the perspective of teachers and students of science. A summary
of historical details surrounding the original experiment suitable for use in revising the instructional approach is presented.
Both Millikan and his graduate student, Fletcher, are featured with the view to emphasizing details that humanize the protagonists
and that are likely to raise student interest. The issue of the necessary reliance on presuppositions in doing speculative
research is raised, both from the historical account and from the insights of university physics students who heard the historical
account and performed the experiment. Difficulties current students have in performing the experiment are discussed from the
perspective of Hodson (Stud Sci Educ 22:85–142, 1993) framework and the students’ own observations. Last, further historical
materials are outlined that may be used to encourage student insight into the fundamental nature of electricity. It is proposed
that these aspects are essential as a basis for identifying and addressing student difficulties with the Millikan oil drop
experiment.
Stephen Klassen teaches in the Department of Physics at the University of Winnipeg. His BSc and MSc were earned in Physics, and his PhD in Science Education. He has presented research at many conferences with special emphasis on including history of science in classroom activities at the college and university level. His present research interests focus on the basis of narrative and learning theories for contextual learning and for pedagogical thought experiments. 相似文献
Stephen KlassenEmail: |
Stephen Klassen teaches in the Department of Physics at the University of Winnipeg. His BSc and MSc were earned in Physics, and his PhD in Science Education. He has presented research at many conferences with special emphasis on including history of science in classroom activities at the college and university level. His present research interests focus on the basis of narrative and learning theories for contextual learning and for pedagogical thought experiments. 相似文献