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While education communities have well defined commitments to protect their learners from oppressive instructional materials,
discourses of science education are often left unexamined. This analysis/critique employs queer theory as a perspective to
look at how one widely used textbook in Ontario schools conceptualizes notions of gender and sexuality. Results indicate the
use of discourses that promote exclusively heteronormative constructions of sexuality along with sex/gender binaries. Challenging
such oppressive misconceptions of sex/gender and sexuality is discussed. 相似文献
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Sammy Perone Stephen J. Molitor Aaron T. Buss John P. Spencer Larissa K. Samuelson 《Child development》2015,86(3):812-827
Executive functions enable flexible thinking, something young children are notoriously bad at. For instance, in the dimensional change card sort (DCCS) task, 3‐year‐olds can sort cards by one dimension (shape), but continue to sort by this dimension when asked to switch (to color). This study tests a prediction of a dynamic neural field model that prior experience with the postswitch dimension can enhance 3‐year‐olds' performance in the DCCS. In Experiment 1A, a matching game was used to preexpose 3‐year‐olds (n = 36) to color. This facilitated switching from sorting by shape to color. In 3 , 3‐year‐olds (n = 18) were preexposed to shape. This did not facilitate switching from sorting by color to shape. The model was used to explain this asymmetry. 相似文献
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Edgerly Hallie S. Kruse Jerrid W. Wilcox Jesse L. 《Research in Science Education》2022,52(5):1467-1480
Research in Science Education - Many nature of science (NOS) studies have demonstrated that teachers can improve their understandings of NOS with explicit and reflective instruction; however, the... 相似文献
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Helping the One You Hurt: Toddlers’ Rudimentary Guilt,Shame, and Prosocial Behavior After Harming Another
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Jesse D. K. Drummond Stuart I. Hammond Emma Satlof‐Bedrick Whitney E. Waugh Celia A. Brownell 《Child development》2017,88(4):1382-1397
This study explored the role of guilt and shame in early prosocial behavior by extending previous findings that guilt‐ and shame‐like responses can be distinguished in toddlers and, for the first time, examining their associations with helping. Toddlers (n = 32; Mage = 28.9 months) were led to believe they broke an adult's toy, after which they exhibited either a guilt‐like response that included frequently confessing their behavior and trying to repair the toy; or a shame‐like response that included frequently avoiding the adult and seldom confessing or attempting to repair the toy. In subsequent prosocial tasks, children showing a guilt‐like response helped an adult in emotional distress significantly faster and more frequently than did children showing a shame‐like response. 相似文献
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The authors explored the relationship between counseling trainees' emotional intelligence (EI), empathy, stress, distress, and demographics. Results indicated that higher levels of EI were associated with lower stress and distress, higher affective and cognitive empathy, and age. These findings suggest curricular integration of EI and potential utility of EI measures to evaluate students' progress throughout the program. 相似文献
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Stephanie Spencer 《Journal of educational administration and history》2017,49(4):321-329
The remit for this short piece was to identify themes emerging from the articles in this edition by Julie McLeod, Duncan Waite and Eugenie Samier, to consider how these themes reflect on the current field, and to identify their ongoing relevance. Additionally, I was asked to consider the current challenges that the field is facing and what this means for research and journals such as this one. My short response is that our research has to matter. It has to matter to us as individuals so that what we do is worthwhile; it has to matter that we can provide rigorous research that is reliable so that it can inform policy makers and administrators; and it has to provide teachers and students with a greater understanding of why they are doing what they are being asked to do. 相似文献
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