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Where practice and theory intersect in the chemistry classroom: using cogenerative dialogue to identify the critical point in science education 总被引:2,自引:0,他引:2
Sonya Martin 《Cultural Studies of Science Education》2006,1(4):693-720
This paper argues for an inclusive model of science education practice that attempts to facilitate a relationship between
“science and all” by paying particular attention to the development of the relationship between the teacher, students and
science. This model hinges on the implementation of cogenerative dialogues between students and teachers. Cogenerative dialogues
are a form of structured discourse in which teachers and students engage in a collaborative effort to help identify and implement
positive changes in classroom teaching and learning practices. A primary goal of this paper is to introduce a methodological
and theoretical framework for conducting cogenerative dialogue that is accessible to classroom teachers and their students.
I propose that researchers must learn to disseminate their findings to teachers in ways that are practical, in that they provide
teachers with information needed to make concrete connections between the research and their teaching, while continuing to
make available the theories that support their findings. Using an integration research framework in conjunction with a temporality
of learning model, I introduce a method of disseminating research findings that provides both classroom teachers and researchers
with access to different forms of knowledge about cogenerative dialogues in the same paper. In doing so, this article examines
the relationships between teacher knowledge and researcher knowledge by exploring the practical application of cogenerative
dialogues for classrooms teachers and the theoretical implications of using cogenerative dialogues for researchers.
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Sonya MartinEmail: |
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Denise E. Agosto Michelle Purcell Rachel M. Magee Andrea Forte 《Public Library Quarterly》2013,32(4):318-327
This article presents a brief overview of research relating to teens, libraries, and social media. It also summarizes a recent multimethod study of how public and school libraries fit into U.S. teens’ increasingly online information lives. The study results debunk five popular myths about teens and social media and reveal many positive ways that teens are using social media to connect with peers and adults and to seek and share information. The article concludes with a discussion of the role that libraries can play in designing services and programs to encourage teens to engage in positive social media use. 相似文献
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The aim of this study was to examine both positive and negative aspects of relationship quality in relation to condom use. Sexually active young women aged 14–18 years (n = 111; 34% non-white) were recruited from community clinics and schools in the Midwest USA and provided data via an online survey. The number of unprotected sex acts in the past month with the most recent male partner was regressed on relationship quality with that partner, adjusting for demographics and other characteristics. Negative relationship quality was associated with a greater number of unprotected sex acts among women reporting a low level of positive relationship quality and among women taking hormonal/IUD contraception. Positive relationship quality was associated with unprotected sex among women who reported multiple partners in the past month. Both positive and negative aspects of relationship quality may confer risk for unprotected sex. This risk appears to be modified by patterns of contraceptive use and other sexual behaviours. Health professionals and sexual health educators may be more effective in promoting condom use if they ask questions about both positive and negative aspects of young people’s relationship quality and tailor their conversations based on the responses received. 相似文献
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Kim Myeong Ji Kang Da Yeon Martin Sonya N. 《Cultural Studies of Science Education》2022,17(2):341-354
Cultural Studies of Science Education - Science museums have long been heralded as important informal science education sites where people can engage in voluntary and experiential science learning.... 相似文献
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Cultural Studies of Science Education - In this paper, we explore themes that emerged while reading “How does one recognize contextual mitigating factors (CMFs) as a basis to understand and... 相似文献
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Amanda Sheffield Morris Aesha John Amy L. Halliburton Michael D. S. Morris Lara R. Robinson Sonya S. Myers 《Early education and development》2013,24(6):813-828
This study used a short-term longitudinal design to examine the role of effortful control, behavior problems, and peer relations in the academic adjustment of 74 kindergarten children from primarily low-income families. Teachers completed standardized measures of children's effortful control, internalizing and externalizing problems, school readiness, and academic skills. Children participated in a sociometric interview to assess peer relations. Research Findings: Correlational analyses indicate that children's effortful control, behavior problems in school, and peer relations are associated with academic adjustment variables at the end of the school year, including school readiness, reading skills, and math skills. Results of regression analyses indicate that household income and children's effortful control primarily account for variation in children's academic adjustment. The associations between children's effortful control and academic adjustment do not vary across the sex of the child or ethnicity. Mediational analyses indicate an indirect effect of effortful control on school readiness through children's internalizing problems. Practice or Policy: Effortful control emerged as a strong predictor of academic adjustment among kindergarten children from low-income families. Strategies for enhancing effortful control and school readiness among low-income children are discussed. 相似文献
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Andrew M. Terranova Amanda Sheffield Morris Sonya Myers Mumbe Kithakye Michael D. S. Morris 《Early education and development》2013,24(4):534-548
Research Findings: It is clear that disasters negatively affect both adults and children. Yet there is little research examining the mechanisms whereby some people are negatively affected by disasters whereas others are resilient to these negative effects. Family functioning and child characteristics might be factors that influence the impact of disasters on young children. We tested this premise in a sample of 118 children living in an area affected by a Category 3 hurricane, with 47 of these children participating before and after the hurricane. Results indicated that disaster experiences and emotion regulation are predictors of adjustment following natural disasters. Findings also suggested that the effects of disaster experiences on children’s adjustment are sometimes indirect through their impact on parental depression and parent hostility. Practice or Policy: These findings indicate that working to minimize the likelihood of parent–child separations during disasters could reduce the negative effects of disasters on children. In addition, promoting better emotional regulatory abilities in young children may help them to be more resilient when experiencing natural disasters, and providing parents with the support they need to more effectively parent may also decrease the likelihood that children will experience adjustment difficulties following disasters. 相似文献