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51.
Mike Thelwall Carol Bailey Catherine Tobin Noel-Ann Bradshaw 《Journal of Informetrics》2019,13(1):149-169
Although the gender gap in academia has narrowed, females are underrepresented within some fields in the USA. Prior research suggests that the imbalances between science, technology, engineering and mathematics fields may be partly due to greater male interest in things and greater female interest in people, or to off-putting masculine cultures in some disciplines. To seek more detailed insights across all subjects, this article compares practising US male and female researchers between and within 285 narrow Scopus fields inside 26 broad fields from their first-authored articles published in 2017. The comparison is based on publishing fields and the words used in article titles, abstracts, and keywords. The results cannot be fully explained by the people/thing dimensions. Exceptions include greater female interest in veterinary science and cell biology and greater male interest in abstraction, patients, and power/control fields, such as politics and law. These may be due to other factors, such as the ability of a career to provide status or social impact or the availability of alternative careers. As a possible side effect of the partial people/thing relationship, females are more likely to use exploratory and qualitative methods and males are more likely to use quantitative methods. The results suggest that the necessary steps of eliminating explicit and implicit gender bias in academia are insufficient and might be complemented by measures to make fields more attractive to minority genders. 相似文献
52.
The Value of Fieldwork in Life and Environmental Sciences in the Context of Higher Education: A Case Study in Learning About Biodiversity 总被引:1,自引:1,他引:0
Graham W. Scott Raymond Goulder Phillip Wheeler Lisa J. Scott Michelle L. Tobin Sara Marsham 《Journal of Science Education and Technology》2012,21(1):11-21
Fieldwork is assumed by most practitioners to be an important if not essential component of a degree level education in the
environmental sciences. However, there is strong evidence that as a result of a wide range of pressures (academic, financial
and societal) fieldwork is in decline in the UK and elsewhere. In this paper we discuss the value of fieldwork in a higher
education context and present the results of a case study which illustrates its value to student learning and the wider student
experience. We used qualitative and quantitative methods to compare the impact of two learning tasks upon the affective and
cognitive domains of students. We designed two tasks. One task that included fieldwork, and required students to collect organisms
from the field and make labelled drawings of them, and one task that omitted the fieldwork and simply required drawing of
specimens that the students had not collected. We evaluated the students’ experience through structured and semi-structured
questionnaires and written exercises. Students did not perceive the two tasks as being equivalent to one another. They reported
that they enjoy fieldwork and value it (in the contexts of their learning at university, life-long learning, and in relation
to their career aspirations) and felt that they learn more effectively in the field. Our students were better able to construct
a taxonomic list of organisms that they had collected themselves, better able to recall the structural detail of these organisms
and were better able to recall the detail of an ecological sampling methodology that they had personally carried out in the
field rather than one that a tutor had described to them in a classroom setting. Our case study supports the growing body
of evidence that fieldwork is an important way of enhancing undergraduate learning and highlights some key areas for future
research. 相似文献
53.
The study is a component of a larger investigation that focused on exemplary practice in science and mathematics education. This case study involved an investigation of two chemistry teachers in high schools in Perth, Western Australia. The study utilized an interpretive methodology in which the questions emerged from intensive observations of chemistry lessons in classes taught by the two teachers. The principal finding was that the two teachers focused on teaching for understanding. One teacher tended to emphasize whole-class activities while the other utilized more small-group and individualized activities. The teachers were successful in their goal of teaching for understanding because they were effective classroom managers and they had strong science content knowledge that enabled them to focus on instructional strategies that facilitated student understanding. They asked appropriate questions, responded to student questions, and used effective cognitive monitoring strategies. The teachers were able to teach effectively because they had adequate content knowledge and pedagogical content knowledge. 相似文献
54.
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: |
55.
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57.
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
58.
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
59.
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
60.
Kenneth Tobin 《Cultural Studies of Science Education》2007,2(3):529-538
This article reviews the significance of the contributions of Ernst von Glasersfeld to research in science education, especially
through his theoretical contributions on radical constructivism. As a field shaper, Glasersfeld’s subversive ideas catalyzed
debate in the science education community and fuelled transformation of many facets including research methods, ways of thinking
about teaching and learning, curriculum, and science teacher education. Perturbations emanating from the debates on constructivism
forged new pathways that led to the development and use of many of the sociocultural frameworks employed by authors in Cultural
Studies of Science Education.
Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of City College. In 2004 Tobin was recognized by the National Science Foundation as a Distinguished Teaching Scholar and by the Association for the Education of Teachers of Science as Outstanding Science Teacher Educator of the Year. Prior to commencing a career as a teacher educator, Tobin taught high school science and mathematics in Australia and was involved in curriculum design. His research interests are focused on the teaching and learning of science in urban schools, which involve mainly African American students living in conditions of poverty. A parallel program of research focuses on coteaching as a way of learning to teach in urban high schools. Recently Tobin published a book with Wolff-Michael Roth entitled Teaching to learn: A view from the field and edited two volumes entitled The culture of science education: Its history in person and Science, learning, and identity: Sociocultural and cultural-historical perspectives. In 2006 Tobin edited Teaching and learning science: A handbook. 相似文献
Kenneth TobinEmail: |
Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of City College. In 2004 Tobin was recognized by the National Science Foundation as a Distinguished Teaching Scholar and by the Association for the Education of Teachers of Science as Outstanding Science Teacher Educator of the Year. Prior to commencing a career as a teacher educator, Tobin taught high school science and mathematics in Australia and was involved in curriculum design. His research interests are focused on the teaching and learning of science in urban schools, which involve mainly African American students living in conditions of poverty. A parallel program of research focuses on coteaching as a way of learning to teach in urban high schools. Recently Tobin published a book with Wolff-Michael Roth entitled Teaching to learn: A view from the field and edited two volumes entitled The culture of science education: Its history in person and Science, learning, and identity: Sociocultural and cultural-historical perspectives. In 2006 Tobin edited Teaching and learning science: A handbook. 相似文献