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61.
Learning environments research is generally premised on an assumption that something like an environment independent of the
individual can be identified. However, research in many disciplines questions this assumption. I outline here a phenomenological
perspective of theorizing the environments in which we act and to which we react, our individual lifeworlds. Lifeworld analysis
requires a sense of solidarity. Because it allows an understanding of the world of the Other, it constitutes a lens particularly
important and useful in teaching as praxis.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
62.
This study reports the results of a research project conducted as part of high school teachers' efforts to bring about reform of science education in their school. Two classes of Grade 8 students (N = 43) taught by the same teacher were monitored in terms of students' perceptions of their learning environment, achievement levels, and conceptual understanding of research. Quantitative methods (questionnaire, tests and examinations, GPA) and qualitative methods (interviews, videotaped lessons, artifacts) were combined while the learning environment was changed to a student-centered open inquiry format. Not unexpectedly, relationships between the Autonomy and Student-Centeredness scales of the Constructivist Learning Environment Survey (CLES) and immediate (unit test) and delays post-tests (examination subsection) were detected. On the other hand, although student-student interactions in small-groups and whole-class sessions were a significant part of the learning environment, the Negotiation scale was not related to achievement. Three case studies of representative students (in terms of achievement and perceptions of the learning environment) are featured, further underscoring the importance of monitoring reform of teaching at the classroom level. 相似文献
63.
This study assessed teachers' environmental literacy and analysed predictors of teachers' responsible environmental behaviour (REB). A nine page instrument was administered by mailed questionnaire to 300 randomly selected secondary teachers in the Hualien area of Taiwan with a 52.3% effective response rate. As a result of stepwise multiple regression analyses, the most parsimonious set of predictors of REB for all teachers included: perceived knowledge of environmental action strategies (KNOW), intention to act, area of residence and perceived skill in using environmental action strategies (SKILL, total r2 = 0.3867). For urban teachers, the most parsimonious set of predictors included: intention to act, SKILL, major sources of environmental information and membership in environmental organisations (total r2 = 0.4711). For rural teachers, the most parsimonious set of predictors included: KNOW, intention to act and perceived knowledge of environmental problems and issues (total r2 = 0.3200). Implications for programme development and instructional practice are presented. Recommendations for further research are also provided. 相似文献
64.
Professor Wolff-Michael Roth Campbell J. McRobbie Keith B. Lucas 《Research in Science Education》1998,28(1):107-118
We analyse and explore, in the form of dialogues and metalogues questions about the dialogic nature of beliefs and students
belief talk about the nature of science and scientific knowledge. Following recent advances in discursive psychology, this
study focuses not on students' claims but on the discursive resources and dialogical practices that support the particular
claims they make. We argue that students' discourse is better understood as a textual bricolage that is sensitive to conversational
context, common sense, interpretive repertoires, and textual resources available in the conversational situation. Our text
is reflexive as it embodies the discursive construction of knowledge and undercuts any claims to authoritative knowledge.
The very conception of “belief” is itself an expression or construction from within the mundane idiom.... We learn to use
“belief” in conditions when the “objective facts” are unknown or problematic and we want to indicate the tenuous character
of our claim.... The notion of “real world” or “objective reality” is embedded in an extensive, pervasive language game which
includes as an intelligible move or possibility the use of the very concept of “belief” itself. (Pollner, 1987, p. 21) 相似文献
65.
Abstract: Gestures may provide the long sought‐for bridge between science laboratory experiences and scientific discourse about abstract entities. In this article, we present our results of analyzing students' gestures and scientific discourse by supporting three assertions about the relationship between laboratory experiences, gestures, and scientific discourse: (1) gestures arise from the experiences in the phenomenal world, most frequently express scientific content before students master discourse, and allow students to construct complex explanations by lowering the cognitive load; (2) gestures provide a medium on which the development of scientific discourse can piggyback; and (3) gestures provide the material that “glues” layers of perceptually accessible entities and abstract concepts. Our work has important implications for laboratory experiments which students should attempt to explain while still in the lab rather than afterwards and away from the materials. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 103–136, 2001 相似文献
66.
Recent research in science and technology studies changed the way we understand science as it is practiced—that is, how scientific knowledge emerges from social, natural, social, political, cultural, historical, and economic contingencies of scientific work. Many science educators agree that students should learn not only science but also about science. In this article, we (a) outline important findings, research methods, and ways of reporting research that emerged from science and technology studies; and (b) show how familiarity with science and technology studies research can provide science educators with valuable insights about curriculum design and research on learning. We conclude that science and technology studies can serve as a resource to science education and that there is a potential for conducting collaborative work between science education and science and technology studies. Such collaborations have the potential to yield better theories about how people become competent in science from childhood to adulthood. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 213–235, 1998. 相似文献
67.
Bringing a greater number of students into science is one of, if not the most fundamental goals of science education for all, especially for heretofore-neglected groups of society such as women and Aboriginal students. Providing students with opportunities
to experience how science really is enacted—i.e., authentic science—has been advocated as an important means to allow students to know and learn about science. The purpose of this paper is
to problematize how “authentic” science experiences may mediate students’ orientations towards science and scientific career
choices. Based on a larger ethnographic study, we present the case of an Aboriginal student who engaged in a scientific internship
program. We draw on cultural–historical activity theory to understand the intersection between science as practice and the
mundane practices in which students participate as part of their daily lives. Following Brad, we articulate our understanding
of the ways in which he hybridized the various mundane and scientific practices that intersected in and through his participation
and by which he realized his cultural identity as an Aboriginal. Mediated by this hybridization, we observe changes in his
orientation towards science and his career choices. We use this case study to revisit methodological implications for understanding
the role of “authentic science experiences” in science education.
相似文献
Michiel van EijckEmail: |
68.
Many science educators encourage student experiences of “authentic” science by means of student participation in science‐related workplaces. Little research has been done, however, to investigate how “teaching” naturally occurs in such settings, where scientists or technicians normally do not have pedagogical training and generally do not have time (or value) receiving such training. This study examines how laboratory members without a pedagogical background or experience in teaching engage high school students during their internship activities. Drawing on conversation analysis, we analyze the minute‐by‐minute transactions that occurred while high school students participated in a leading environmental science laboratory. We find that the participation trajectory was based on demonstration‐practice‐connect (D‐P‐C) phases that continually recurred in the process of “doing” science. Concerning the transactional structures, we identify two basic conversation patterns—Initiate‐Clarify‐Reply (I‐C‐R) and Initiate‐Reply‐Clarify‐Reply (I‐R‐C‐R)—that do not only differ from the well‐known Initiate‐Reply‐Evaluate (I‐R‐E) patterns previously observed in science classrooms, but also could be combined to constitute more complex patterns. With respect to the organization of natural pedagogical conversations, we find that there were not only of preferred and dispreferred modes of responding but also ambiguous dispreferred modes; and the formulating organization not only includes self‐formulating but also other‐formulating. These natural pedagogical conversations helped, on the one hand, students to clarify their understanding and, on the other hand, technicians (or teachers) to teach toward different needs for different students in different contexts. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 481–505, 2009 相似文献
69.
The purpose of this review paper is to contribute to the effort of rethinking scientific literacy in a form that is appropriate for describing and theorizing its occurrence “in the wild,” that is, in the everyday world that we share with others (as opposed to testing situations in classrooms and laboratories). Consistent with our commitment to practice, we exemplify relevant theories of everyday cognition with a case study of scientific literacy in the wild. Accordingly, we conceive scientific literacy as situated, distributed, and dynamic. We use this case study as a touchstone for reviewing the literature on scientific literacy as it has been developed over the past 50 years. Our review shows that sociocultural and cultural-historical activity theoretic models of knowing account for scientific literacy in the wild better than other theories. If the purpose of science education is to produce a scientifically literate citizenry, the question now can be asked what these models propose to frame school science and the possible trajectories that might lead to scientific literacy in the wild. 相似文献
70.
Maria Inês Mafra Goulart Wolff-Michael Roth 《Cultural Studies of Science Education》2010,5(3):533-562
In this study we investigate how 5-year-old children in Brazil and their teachers collectively design science curriculum.
More specifically, we develop an agency|structure dialectic as a framework to describe this collective praxis in which science
curriculum may emerge as the result of children–teacher transactions rather than as a result of being predetermined and controlled
by the latter. We draw on a cultural-historical approach and on the theory of structure and agency to analyze the events showing
the complexity of the activity inside a classroom of very young children by science education standards. Data were collected
in the context of a science unit in an early-childhood education program in Belo Horizonte. Our study suggests that (a) throughout
the movement of agency|passivity || schema|resources one can observe participative thinking, a form of collective consciousness
that arises in and from lived experience; (b) learning is a process in which a group is invested in searching for solutions
while they create schemas and rearrange resources to evolve a new structure; and (c) the emergent curriculum is a powerful
form of praxis that develops children’s participation from early childhood on. 相似文献