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101.
The course as token: A construction of/by networks 总被引:1,自引:0,他引:1
In actor-network theory (ANT) the movement from the instability of science-in-the-making to the relative stability of ready-made-science
is followed by tracing the path of a token or focal actor (either human or non-human) as it both constructs a network and
is simultaneously transformed by the developing network. Within science education, a new course can be seen to be a token.
It undergoes various transformations as it simultaneously changes those who encounter it (teachers, students, and interested
actors beyond the school) and is changed by those same actors. This paper describes the way a new applied physics course introduced
in British Columbia as part of a program in applied academics can be seen to construct different networks in different contexts
and, in the process, to take on significantly different characteristics. Data are collected from interviews and observations
in two different settings characterized in part by differences in the types of partnerships developed with industry, labour,
and post-secondary groups. The success of the applied physics course in challenging traditional forms of school physics is
seen to rely on the size and strength of the network in which it is imbedded. 相似文献
102.
David Carr on Religious Knowledge and Spiritual Education 总被引:1,自引:0,他引:1
Jim Mackenzie 《Journal of Philosophy of Education》1998,32(3):409-427
This paper is a reply to David Carr's two recent articles on religious education in this Journal . It argues that the examples Carr cites as distinctively religious are not, and that the present emphasis in schools on education about (rather than in) religion is justified. 相似文献
103.
Target Setting in Special Schools 总被引:1,自引:0,他引:1
Jim Muncey, Chief Adviser, City of Coventry Education Service, and John McGinty, Headteacher, Wainbody Wood School, examine a model which ensures that target setting in special schools reflects both national demands and the particular nature of special provision. 相似文献
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Research in the teaching and learning of evolutionary biology has revealed persistent difficulties in student understanding of fundamental Darwinian concepts. These difficulties may be traced, in part, to science instruction that is based on philosophical conceptions of science that are no longer viewed as adequately characterizing the diverse nature of scientific practice, especially in evolutionary biology. This mismatch between evolution as practiced and the nature of science as perceived by researchers and educators has a long history extending back to the publication of Darwin's theory of natural selection. An examination of how this theory was received by the scientific community of the time may provide insight into some of the difficulties that students have today in learning these important biological concepts. The primary difficulties center around issues of metaphysics and scientific method, aspects of the nature of science too often ignored in science education. Our intent is not to offer a specific course of action to remedy the problems educators currently face, but rather to suggest an alternative path one might take to eventually reach a solution. That path, we argue, should include the use of broader models of science that incorporate these elements of scientific practice to structure teaching and education research in evolution. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1069–1089, 1998 相似文献
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Jim Hordern 《欧洲师范教育杂志》2015,38(4):431-444
This paper starts by exploring the relevance of Bernstein’s work on vertical and horizontal discourses and the constitution of professional knowledge for conceptualisation of the knowledge needed for teaching practice. Building on arguments for the differentiated nature of knowledge, and drawing on the work of Winch, Young and Muller on expertise, and the sociology of the professions, this paper advances a conception of teaching as a ‘specialised professional practice’ that requires the support of particular socio-epistemic arrangements and conditions embedded in professional communities. Prevalent notions of teaching and teacher education that find favour in some European countries are examined in the light of these arguments, with particular reference to recent reforms in England. 相似文献
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