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251.
Bringing a greater number of students into science is one of, if not the most fundamental goals of science education for all, especially for heretofore-neglected groups of society such as women and Aboriginal students. Providing students with opportunities
to experience how science really is enacted—i.e., authentic science—has been advocated as an important means to allow students to know and learn about science. The purpose of this paper is
to problematize how “authentic” science experiences may mediate students’ orientations towards science and scientific career
choices. Based on a larger ethnographic study, we present the case of an Aboriginal student who engaged in a scientific internship
program. We draw on cultural–historical activity theory to understand the intersection between science as practice and the
mundane practices in which students participate as part of their daily lives. Following Brad, we articulate our understanding
of the ways in which he hybridized the various mundane and scientific practices that intersected in and through his participation
and by which he realized his cultural identity as an Aboriginal. Mediated by this hybridization, we observe changes in his
orientation towards science and his career choices. We use this case study to revisit methodological implications for understanding
the role of “authentic science experiences” in science education.
相似文献
Michiel van EijckEmail: |
252.
Emily H. van Zee 《Cultural Studies of Science Education》2009,4(4):847-854
In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the
discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers’ discourse
practices due to a summer institute and how their pragmatic awareness seems to have been enhanced through institute activities.
Finally I ponder whether, when, how, and why professional development should include a focus on ways of speaking during inquiry-based
science instruction. 相似文献
253.
Maaike J. van den Haak Menno D.T. de JongPeter Jan SchellensAuthor Vitae 《Government Information Quarterly》2009
Usability methods have received relatively little methodological attention within the field of E-Government. This paper aims to address this gap by reporting on a usability test of the municipal website of Deventer (the Netherlands), carried out by means of three variants of the think-aloud method (concurrent/retrospective think-aloud protocols and constructive interaction). These three methods had proved successful in a previous evaluation of a different municipal website, yet we decided to replicate our study in order to investigate whether the three methods would reveal different results when applied to another municipal website with a different information architecture. The results of our study showed that, as in the previous municipal website evaluation, the three evaluation methods were largely comparable in terms of output. Nevertheless, we did find a number of differences between the present and previous municipal website evaluation regarding the workings of the three methods—differences that could be explained by the different information architectures of the municipal websites tested. This suggests that the three evaluation methods might indeed work differently depending on the nature of the website that is being evaluated, and calls for more research into the effect of task type on the validity of evaluation methods. 相似文献
254.
In this paper we explore the phenomenon of writing online. We ask, 'Is writing by means of online technologies affected in a manner that differs significantly from the older technologies of pen on paper, typewriter, or even the word processor in an off-line environment?' In writing online, the author is engaged in a spatial complexity of physical, temporal, imaginal, and virtual experience: the writing space, the space of the text, cyber space, etc. At times, these may provide a conduit to a writerly understanding of human phenomena. We propose that an examination of the phenomenological features of online writing may contribute to a more pedagogically sensitive understanding of the experiences of online seminars, teaching and learning. 相似文献
255.
Tim Mainhard Roeland van der Rijst Jan van Tartwijk Theo Wubbels 《Higher Education》2009,58(3):359-373
The supervisor–doctoral student interpersonal relationship is important for the success of a PhD-project. Therefore, information
about doctoral students’ perceptions of their relationship with their supervisor can be useful for providing detailed feedback
to supervisors aiming at improving the quality of their supervision. This paper describes the development of the questionnaire
on supervisor–doctoral student interaction (QSDI). This questionnaire aims at gathering information about doctoral students’
perceptions of the interpersonal style of their supervisor. The QSDI appeared to be a reliable and valid instrument. It can
be used in research on the relationship between supervisor and doctoral student and can provide supervisors with feedback
on their interpersonal style towards a particular student. 相似文献
256.
The purpose of this review paper is to contribute to the effort of rethinking scientific literacy in a form that is appropriate for describing and theorizing its occurrence “in the wild,” that is, in the everyday world that we share with others (as opposed to testing situations in classrooms and laboratories). Consistent with our commitment to practice, we exemplify relevant theories of everyday cognition with a case study of scientific literacy in the wild. Accordingly, we conceive scientific literacy as situated, distributed, and dynamic. We use this case study as a touchstone for reviewing the literature on scientific literacy as it has been developed over the past 50 years. Our review shows that sociocultural and cultural-historical activity theoretic models of knowing account for scientific literacy in the wild better than other theories. If the purpose of science education is to produce a scientifically literate citizenry, the question now can be asked what these models propose to frame school science and the possible trajectories that might lead to scientific literacy in the wild. 相似文献
257.
258.
Pavlo Antonenko Fred Paas Roland Grabner Tamara van Gog 《Educational Psychology Review》2010,22(4):425-438
Application of physiological methods, in particular electroencephalography (EEG), offers new and promising approaches to educational
psychology research. EEG is identified as a physiological index that can serve as an online, continuous measure of cognitive
load detecting subtle fluctuations in instantaneous load, which can help explain effects of instructional interventions when
measures of overall cognitive load fail to reflect such differences in cognitive processing. This paper presents a review
of seminal literature on the use of continuous EEG to measure cognitive load and describes two case studies on learning from
hypertext and multimedia that employed EEG methodology to collect and analyze cognitive load data. 相似文献
259.
260.
Geerdina van der Aalsvoort Bette Prakke Anke König Suzanne Goorhuis 《International Journal of Early Years Education》2010,18(4):349-363
This study compares the attitudes of preschool teachers and students between the Netherlands and Germany towards typical play activities in preschool. The data were responses to short video clips of preschool children's play and elicited the respondents’ attitudes through questionnaires. The data were analysed by classifying the written responses into four categories. The frequencies of the categories were tested with MANOVA with regard to expert–novice position and country. Differences between professionals and novices were found, and for professionals only, the four categories were interrelated, showing a stronger holistic view of early childhood activities. Differences were also found between the countries, and two of the categories seemed especially sensitive to cultural differences. We discuss how reflection on activities can add to a higher degree of professionalism, as well as a more profound understanding of ways to improve preschool teacher training. 相似文献