Negotiating science and engineering: an exploratory case study of a reform-minded science teacher

Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the perspective of the science teacher, this would require not only the development of knowledge and pedagogies associated with engineering, but also the construction of new identities operating within the reforms and within the context of their school. In this study, a middle school science teacher was observed and interviewed over a period of nine months to explore his experiences as he adopted new values, discourses, and practices and constructed his identity as a reform-minded science teacher. Our findings revealed that, as the teacher attempted to become a reform-minded science teacher, he constantly negotiated his professional identities – a dynamic process that created conflicts in his classroom practices. Several differences were observed between the teacher’s science and engineering instruction: hands-on activities, depth and detail of content, language use, and the way the teacher positioned himself and his students with respect to science and engineering. Implications for science teacher professional development are discussed.     

基于学科引文的文献生命周期模型探析

基于文献老化负指数模型与生命周期曲线并借助函数推导与曲线分析方法,揭示出文献老化率在负指数模型中为常量,而在生命周期曲线下则为时间函数且具有复杂的数学特征。在此基础上,深入探讨了文献生命周期数学模型的理论特征、模型构建与数学验证问题。结果表明对数正态模型能够较好地拟舍学科引文历时分布数据且符合文献生命周期理论曲线与老化率函数的典型数学特征。     

知识视角的组织:概念、边界及研究主题

从知识的视角来研究组织是20世纪末以来管理学研究的前沿领域之一,但由于目前学术界及实践中对知识视角组织的理解尚不统一,影响了对组织概念、组织边界及研究主题的系统深入分析研究。针对这些缺陷,本文在对知识视角组织的相关研究文献进行梳理的基础上,明确界定了知识与组织的概念,分析了组织边界的确定,并立足于企业发展层面对知识视角的组织研究主题进行了讨论,结合组织前沿思想探索了该领域研究的发展趋势,旨在对知识视角的组织未来研究提供有益的参考和启示。     

当代图书馆学科体系建设的开拓之作——《图书馆社会价值评估研究》评析

熊伟先生新著《图书馆社会价值评估研究》的最大学术创见,是系统提出了"图书馆广义本体论",明确了当代图书馆学科的逻辑起点、逻辑主体和逻辑终点,推动当代图书馆学科体系发生了"客观知识本体论"转向。该书提出的当代图书馆学研究对象要从"无居之变"转向"有居之变"、研究思维要从"如吾所识"转向"如其所能"、研究方法要从"逻辑实证"转向"计算模拟"等重要学术主张将对图书馆学科建设产生深远的影响。     

西部高校图书馆学科化服务实践体系探析——以贵州大学图书与信息中心为例

本文从图书馆是为资讯建立检索点并为使用者提供服务的角度出发,以贵州大学图书与信息中心为例,阐明了西部高校图书馆服务的现状及存在问题的原因,探讨了如何秉承现代服务理念以服务于西部高校的教学与科研,及时解决地方经济和社会发展中出现的现实问题,推助贵州地方经济社会发展,从而建构专业化、学术化、特色化的西部高校图书馆学科化服务体系框架：原则、实践及新路向.     

人工智能时代情报学发展走向之辨——对本体论、感知论、方法论、服务论的再思考

人工智能相关技术的迅猛发展和逐步普及,使得情报学难以避免人工智能的融合趋势,无论这种融合是主动为之或是被动选择。然而学界对人工智能时代情报学学科的发展走向并未予以充分探讨,大部分研究均将焦点置于大数据与下一代互联网环境中进行论述。本研究将人工智能时代情报学学科走向解构为"本体论""感知论""方法论""服务论"四个论题,对每个论题借由理论面向与实践面向的二分法展开阐释,并从整体视角上提出应在人工智能洪流中找准情报学定位,不能忽视"人"在情报学中的价值以及重视跨学科融合、跨领域应用的发展趋势。     

中国教育学“学科危机论”述评

中国教育学正面临着学科危机是学术界的一致认识。本文梳理了教育学“学科危机论”的三类代表性观点,提出应该在以下几个方面理性认识教育学学科危机：加强教育学的反思,促使教育学走上良性发展之路;走出唯科学主义的认识迷途;多学科加入,确立教育学立场。     

论比较教育的学科属性与学科体系

比较教育究竟是不是一门学科,一直引起人们的争议,随着比较教育研究范围的进一步拓展,这一问题更是遭到人们的质疑,其中主要涉及比较教育的研究对象和研究方法两个根本性问题.从比较教育学科发展来看,比较教育的研究对象和研究方法都具有明显的层次性,由此可以把比较教育的学科体系具体描述为"三圈层、多交叉结构".因此,比较教育是一门既具有学科独立性又与其他教育学科相交叉的教育学科.     

The problems of the beginning teacher in the Arab schools in Israel

This article focuses on the problems of beginning teachers in the Arab sector in Israel. The participants were 146 beginning teachers, 5 mentors, and 5 advisors. The research measurements included an open-ended question and a semi-structured interview. Our research revealed many different cultural aspects related to most of the problems of the beginning teachers. These problems are accompanied by difficult conflicts within the beginning Arab teachers who are exposed to western democratic educational models which are partially rejected by traditional Arab culture and society. The expectations of the teacher to become an agent of change in Arab society are not fulfilled in the first year, in which he/she tries to fit into the school, as well as the culture from which she/he comes and to which he returns. The problems which the beginning teachers report are related to didactic and disciplinary knowledge, adjustment to the organizational climate and culture of the school, problems of work overload, and individual differences among the pupils.