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21.
Catherine Milne 《Cultural Studies of Science Education》2011,6(2):305-310
In The Secret Identity of a Biology Textbook: straight and naturally sexed, Jesse Bazzul and Heather Sykes conduct a case study of a biology textbook as an oppressive instructional material. Using
queer theory they explore how the text of the biology textbook produces “truths” about sex, gender, and sexuality. Their analysis
is complemented by the Forum papers by Jay Lemke and Francis Broadway who broaden the analysis examining the way that what
counts as knowledge in science is a political decision while also encouraging authors, including Bazzul and Sykes, to also
look critically at their own theoretical lenses. In this paper I pull together their ideas while exploring cultural contexts
for a more nuanced representation of biological knowledge and the politics of what it means to know science. 相似文献
22.
Major holdings libraries within the UK higher education (HE) sector have until very recently received no compensation for the ‘burden’ imposed by visiting research‐active staff and students from other UK higher education institutions. The joint UK higher education funding bodies' Research Support Libraries Programme (RSLP) Access strand seeks to compensate the libraries for extra costs incurred in providing access and services for these ‘external researchers’. As there was no comprehensive and auditable data already available, RSLP commissioned the first large‐scale survey of the use made of UK higher education libraries by external researchers. Almost 5,000 research‐active staff and students were surveyed. The work was carried out between March and August 1999 and measured the number (and length, where appropriate) of in‐person, e‐mail, letter, fax and telephone contacts that researchers had with libraries other than those of their own institution. It also asked respondents to list the top five UK HE libraries in terms of importance for research in their discipline(s). The survey confirmed that there is very extensive use of libraries beyond those of the ‘home’ institution and provided the data on which the RSLP Access strand annual allocations for the academic years 1999–2000 to 2001–2002 were made. 相似文献
23.
Catherine Milne 《Cultural Studies of Science Education》2009,4(4):1013-1022
I respond to Zeyer and Roth’s (Cultural Studies of Science Education, 2009) paper on their use of interpretive repertoire analysis to explicate Swiss middle school students’ dialogic responses to
environmental issues. I focus on the strategy of interpretive repertoire analysis, making sense of the stance Zeyer and Roth
take with this analysis by synthesizing their argument and comparing their analysis with other researchers that have also
used this analytic tool. Interpretive repertoires are discourse resources, including mores, tropes, and metaphors that can
be evoked by speakers in support of a tenuous claim. So interpretive repertoires have rhetorical character and function. Interpretive
repertoire analysis requires looking for patterns in the contradictions in the speech of a collective of participants that
can be codified as interpretive repertoires. Interpretive repertoires provide insight into macro-structures that frame, and
are used to justify participants’ behavior. My response to Zeyer and Roth’s argument might also be thought to be contradictory
but I think defensible. In this paper, I outline why I am excited by the possibilities I can image for this type of analysis
in areas of science education research. However, I also felt the need to identify possible limitations of Zeyer and Roth’s
exclusive focus on environmental issues to the neglect of other issues, such as those associated with gender, embedded in
participants’ discourse. I argue that a critical and historical focus, in conjunction with interpretive repertoire analysis,
offer a rich strategy for analysis in science education research, especially in the study of macrostructures, such as gender,
race, identity and power. 相似文献
24.
Anne Cockcroft Neil Andersson Deborah Milne Khalid Omer Noor Ansari Amir Khan Ubaid Ullah Chaudhry 《International Journal of Educational Development》2009
There is speculation about madaris in Pakistan as sources of terrorists and about levels and reasons for enrolment, but a dearth of empirical data. We studied madarsah enrolment among 53,960 representative households; 853 focus groups of parents discussed enrolment choices. In 2004, 2.6% of all children (3.8% of school-going children) aged 5–9 years attended a madarsah. Children from urban and less educated households were more likely to attend a madarsah, but there was no difference by sex of the child or household vulnerability. Parents chose madaris because they offered an Islamic education. Our findings challenge misconceptions about madaris in Pakistan. 相似文献
25.
AbstractEducation research demonstrates that positive and trusting family/school relationships support academic achievement but for many Indigenous parents in Canada legacies of residential schooling have made it difficult to develop strong bonds with schools and teachers. Drawing on interviews with 69 Indigenous parents and eight non-Indigenous parents of children who identify as Indigenous from two Canadian provinces, this study explores the intersection between family/school relationships and social class, and highlights distinct ways that middle-class Indigenous parents are involved in schooling. Shifting from a “deficit” approach to a “strength based” approach highlights existing resources and capacities among those who are comfortable and familiar with navigating the education system while also creating prospects to build on that capacity to empower others who are less familiar/comfortable. 相似文献
26.
We have conducted a web-based questionnaire on the various concepts and topics of object-oriented programming that students on introductory courses found most difficult to cope with.A statistical analysis of our results shows that those topics that rely on a clear understanding of pointers and memory-related concepts (such as copy constructors and virtual functions) prove to be the most difficult. In other words, we believe these concepts are only hard because of the student's inability to comprehend what is happening to their program in memory, as they are incapable of creating a clear mental model of its execution.These results would suggest that a clearer approach to teaching these topics would be beneficial to students. We are currently working on a visualization-based approach to address these issues. 相似文献
27.
Across various social cognitive theories, behavioral intention is broadly argued to be the most proximal and important predictor of behavior (Ajzen, 1991; Gibbons, Gerrard, Blanton, & Russell, 1998; Rogers, 1983). It seems probable that an intention to increase behavior might be differentially determined from an intention to maintain behavior. Thus, the purpose of the current study was to examine (1) the change in two types of behavioral intention over time and (2) the relationship between intention and the social-cognitive factor mental imagery. Behavioral intention, exercise imagery, and observed exercise behavior was measured in 68 exercise initiates participating in a 12-week exercise program. Results revealed that behavioral intention to increase exercise behavior decreased over the exercise program, whereas intentions to maintain exercise behavior increased. Appearance and technique imagery were found to be significant predictors of intention to increase behavior during the first 6 weeks of the program, and only appearance imagery predicted intention to maintain exercise behavior during the last 6 weeks. These findings suggest that the two types of behavioral intention are distinguishable and may be useful targets for exercise behavior interventions. 相似文献
28.
29.
Rachel Batchelor Ania Bobrowicz Robin Mackenzie Alisoun Milne 《Ethics and Information Technology》2012,14(2):99-108
Successful technologies’ ubiquity changes uses, users and ethicolegal responsibilities and duties of care. We focus on dementia
to review critically ethicolegal implications of increasing use of social networking sites (SNS) by those with compromised
decision-making capacity, assessing concerned parties’ responsibilities. Although SNS contracts assume ongoing decision-making
capacity, many users’ may be compromised or declining. Resulting ethicolegal issues include capacity to give informed consent
to contracts, protection of online privacy including sharing and controlling data, data leaks between different digital platforms,
and management of digital identities and footprints. SNS uses in healthcare raise additional issues. Online materials acting
as archives of ‘the self’ bolster present and future identities for users with compromised capacity. E-health involves actual
and potential intersection of data gathered for the purpose of delivering health technological support with data used for
social networking purposes. Ethicolegal guidance is limited on the implications of SNS usage in contexts where users have
impaired/reduced capacity to understand and/or consent to sharing personal data about their health, medication or location.
Vulnerable adults and family/carers face uncertainty in regard to consent, data protection, online identity and legal liabilities.
Ethicolegal responsibilities and duties of care of technology providers, healthcare professionals, regulatory bodies and policymakers
need clarification. 相似文献
30.
In this Forum paper we synthesize some of the main ideas from three papers: Auli Orlander and Per-Olof Wickman’s (Cult Stud
Sci 6, 2011), Bodily experiences in secondary school biology, Roger Sages’ (Cult Stud Sci Educ 6, 2011), About Descartes: Uses and misuses, and Steve Alsop’s (Cult Stud Sci Educ 6, 2011), The body bites back! These papers challenged us to identify how emotions functioned as elements of bodily experiences in classroom transactions
and why science teachers often are not responsive to students’ emoting. We also explored how teachers making use of curriculum and companion meanings could support the construction of learning
environments that more productively support students’ science learning. 相似文献