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161.
Wolff-Michael Roth 《Cultural Studies of Science Education》2010,5(1):163-167
In and with this text, I introduce the Forum that centers around a series of essays written by a high school student and an interview with his teacher all collected as part of a larger study about students’ discourses with respect to (nature of) science, learning, and knowing. I provide a brief review of the original findings, which had been published in a study co-authored by the student and myself, his physics teacher. 相似文献
162.
This ethnographic study of teaching and learning in urban high school science classes investigates the ways in which teachers
and students talk, gesture, and use space and time in interaction rituals. In situations where teachers coteach as a means
of learning to teach in inner-city schools, successful teacher-teacher collaborations are characterized by prosodic expressions
that converge over time and adapt to match the prosodic parameters of students’ talk. In these situations our ethnographic
data provide evidence of solidarity and positive emotions among the teachers and also between students and teachers. Unsuccessful
collaborations are associated with considerable differences in pitch between consecutive speakers participating in turns-at-talk,
these being related to the production of negative emotions and conflicts at longer time scales. Situational conflicts are
co-expressed by increases in pitch levels, speech intensities, and speech rates; and conflict resolution is accelerated by
the coordination of pitch levels. Our study therefore suggests that prosodic alignment and misalignment are resources that
are pragmatically deployed to manage face-to-face interactions that have solidarity and conflict as their longer-term outcomes. 相似文献
163.
164.
This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted. Through longitudinal interviews and surveys, students shared narratives about their developing science identities, SEM participation and aspirations. In analysis, three groups emerged (High Achieving Persisters, Low Achieving Persisters, and Lost Potentials), each experiencing different interactions and experiences within science communities of practice in and outside of school and within the extended family. These different microclimates framed students' perceptions of their SEM study, abilities, career options, and expected success, thereby shaping their science identities and consequent SEM trajectories. School science was often hard and discouraging; there were very few science advocates at school or home; and meaningful opportunities to work with real science professionals were scarce, even in schools with science or health academies. Students expressed positive attitudes toward science and non‐science pursuits where they experienced success and received support from important people in their lives. Results underscore the key role communities of practice play in career and identity development and suggest a need for interventions to help socializers better understand the value and purpose of science literacy themselves so as to encourage students to appreciate science, be aware of possible career options in science and enjoy learning and doing science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 564–582, 2010 相似文献
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166.
David H. Hargreaves Professor 《Curriculum Journal》2013,24(1):33-41
This is a revised version of a paper first presented at the Curriculum Association's annual conference at the University of York in April 1990. 相似文献
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169.
Professor Peter Coaldrake 《高等教育研究与发展》1998,17(1):127-132
The discussion paper released by the Review of Higher Education Financing and Policy (West Review) touches on some important issues for Australian higher education, notably the status and quality of teaching and the potential effect of information technology. However, its weaknesses lie in a failure to address the interrelationship between research and teaching; a simplistic view of the potential for information technology to drive down costs; and little consideration of ways in which the university sector is coping with change. 相似文献
170.