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61.
Paul Joslin Karen S. Stiles J. Stanley Marshall O. Roger Anderson James J. Gallagher Jane Butler Kahle Peter Fensham Ruben Lazarowitz Léonie J. Rennie Barry Fraser John R. Staver Alejandro Gallard María Pilar Jiménez-Aleixandre Justin Dillon Hedy Moscovici Hsiao-Lin Tuan Christopher Emdin Kenneth Tobin Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207
In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable
from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living
history that both shapes and was shaped by the biographies of its members.
相似文献
Kenneth TobinEmail: |
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In this forum, we discuss the ways in which the culture of science has become conflated with categorical groupings of students
according to race, class, and gender – so as to better understand how Black female students from economically disadvantaged
backgrounds may become alienated from dominant school discourses that emphasize college and non-college bound trajectories.
In addition, we examine the power and limitations of creating spaces inside and outside of science classrooms that value student
discourses, goals, and ways of being. Specifically, we debate whether cogenerative dialogues can allow for (a) conscious critical
conversations that cut across student, teacher and administration levels, (b) expanded possibilities for local action, and
(c) the building of solidarity and respect amongst stakeholders. 相似文献
65.
Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools 总被引:1,自引:0,他引:1
How do new teachers become confident and competent while they are interns in inner‐city neighborhood schools challenged by many problems, often associated with economic shortfalls and cultural differences between the students and their teachers? Many science teacher education programs place a lot of emphasis on the planning stages of curriculum. But considerable discrepancies emerge between planned and lived curriculum, particularly in inner‐city, comprehensive high schools, and especially in classrooms that honor student interests and culture as starting points for learning. Previous research showed that coteaching provides opportunities for learning to teach even though the lived curriculum emerges often in unpredictable ways from the dialectic of collective (teacher and students) agency and structure. The present study allowed us to understand the underlying processes: the presence of a coteacher increases access to social and material resources, and thereby increases opportunities for actions that otherwise would not occur. Greater teaching opportunities provide newcomers with greater opportunities of learning to teach. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 882‐904, 2004. 相似文献
66.
Wolff‐Michael Roth Kenneth Tobin Andrea Zimmermann Natasia Bryant Charles Davis 《科学教学研究杂志》2002,39(3):253-282
During their training, future teachers usually learn the subject matter of science. However, they are largely left on their own when it comes to figuring out how to teach this subject matter, that is, how to find appropriate pedagogical forms. In this article we present a model of collective teaching and learning, which we term coteaching/cogenerative dialoguing, as a way to build deep learning of science concepts while learning about alternative ways to teach the same subject matter. As praxis, coteaching brings about a unity between teaching and learning to teach; cogenerative dialoguing brings about a unity between teaching and researching. Both are potential sites for deep learning. We articulate coteaching/cogenerative dialoguing in terms of activity theory and the associated first‐person research methodology that has been developed by critical psychologists as a method of choice for dealing with the theory–praxis gap. Our detailed case study highlights opportunities of learning subject matter and pedagogy by university professors who participate in coteaching/cogenerative dialoguing in an urban high school. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 253–282, 2002 相似文献
67.
Jonna Bobzien Corrin Richels Sharon A. Raver Peggy Hester Elle Browning Lisa Morin 《Early Childhood Education Journal》2013,41(5):339-346
Early peer relationships and interactions influence social acceptance and a child’s ability to form social relationships later in life (Ladd 2005). Although it has been reported that some children with profound hearing loss who have experienced the oral approach since diagnosis display language skills similar to children with typical hearing (DeLuzio and Girolametto 2011), many may still be excluded socially and have subtle communication differences that impact friendships. More information is needed about how differences and similarities are manifested in young children with hearing loss. This investigation observed the frequency of three social communicative behaviors displayed by eight preschoolers with and without hearing loss as they played in dyads during unstructured table activities. The results revealed that the children with hearing loss produced about a quarter as many initiated verbal comments; however, they engaged in more verbal and play turns than their playmates with typical hearing. Implications for teaching young children with hearing loss in inclusive preschool settings are discussed. 相似文献
68.
Information technology (IT) incidents that make data inaccessible may cause businesses to lose customers, reputation and market position. Previous studies on information management have identified data availability as a key priority, and the literature on disaster recovery and business continuity describes ways of preparing for and avoiding IT incidents. However, no frameworks for information system continuity management (ISCM) have yet been validated. This research draws on a framework for business continuity management, and extends it to the context of information systems. The framework is validated in a survey of IT managers and chief information officers in large private and public organisations operating in Finland. The results suggest that the embeddedness of continuity practices in an organisation has perceived business impacts whereas, in contradiction of previous theory, there is no such direct relation in the case of organisational alertness and preparedness. The theoretical contribution is to validate the ISCM framework statistically. On the practical level, social factors such as committed managers and employees are influential in decreasing negative business impacts. Further research on the embeddedness of continuity practices is called for. 相似文献
69.
Emma Tobin 《Science & Education》2013,22(7):1581-1592
This paper examines the notion of laws in chemistry. Vihalemm (Found Chem 5(1):7–22, 2003) argues that the laws of chemistry are fundamentally the same as the laws of physics they are all ceteris paribus laws which are true “in ideal conditions”. In contrast, Scerri (2000) contends that the laws of chemistry are fundamentally different to the laws of physics, because they involve approximations. Christie (Stud Hist Philos Sci 25:613–629, 1994) and Christie and Christie (Of minds and molecules. Oxford University Press, New York, pp. 34–50, 2000) agree that the laws of chemistry are operationally different to the laws of physics, but claim that the distinction between exact and approximate laws is too simplistic to taxonomise them. Approximations in chemistry involve diverse kinds of activity and often what counts as a scientific law in chemistry is dictated by the context of its use in scientific practice. This paper addresses the question of what makes chemical laws distinctive independently of the separate question as to how they are related to the laws of physics. From an analysis of some candidate ceteris paribus laws in chemistry, this paper argues that there are two distinct kinds of ceteris paribus laws in chemistry; idealized and approximate chemical laws. Thus, while Christie (Stud Hist Philos Sci 25:613–629, 1994) and Christie and Christie (Of minds and molecules. Oxford University Press, New York, pp. 34--50, 2000) are correct to point out that the candidate generalisations in chemistry are diverse and heterogeneous, a distinction between idealizations and approximations can nevertheless be used to successfully taxonomise them. 相似文献
70.
Tobin White 《Educational Studies in Mathematics》2009,72(1):17-37
This paper introduces an applied problem-solving task, set in the context of cryptography and embedded in a network of computer-based
tools. This designed learning environment engaged students in a series of collaborative problem-solving activities intended
to introduce the topic of functions through a set of linked representations. In a classroom-based study, students were asked
to imagine themselves as cryptanalysts, and to collaborate with the other members of their small group on a series of increasingly
difficult problem-solving tasks over several sessions. These tasks involved decrypting text messages that had been encrypted
using polynomial functions as substitution ciphers. Drawing on the distinction between viewing functions as processes and
as objects, the paper presents a detailed analysis of two groups’ developing fluency with regard to these tasks, and of the
aspects of the function concept underlying their problem-solving approaches. Results of this study indicated that different
levels of expertise with regard to the task environment reflected and required different aspects of functions, and thus represented
distinct opportunities to engage those different aspects of the function concept. 相似文献