Crossing cultural borders into science teaching: Early life experiences,racial and ethnic identities,and beliefs about diversity

The purpose of this ethnographic study was to explore the development of belief systems as related to racial and ethnic identities of preservice teachers as they crossed cultural borders into science teaching. Data were collected throughout a yearlong teacher preparation program to learn how early life experiences and racial and ethnic identities of preservice teachers influenced both their beliefs about diversity in science classrooms and science teaching pedagogy. Case studies of three preservice teachers from diverse racial and ethnic background are presented: Asian American, African American, and Rural Appalachian. Using Bank's ethnicity typology, findings suggest that racial and ethnic identity, developed in early life experiences of preservice teachers, provided clarity on the rigidity of their beliefs about diversity and how they view science teaching. By learning about the border crossing experiences of preservice teachers in relation to their beliefs about diversity as related to racial and ethnic identities, the researchers hoped to provide insight on preparing preservice teachers for the challenges of working in diverse classrooms. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 119–141, 2004     

The effects of hands-on and teacher demonstration laboratory methods on science achievement in relation to reasoning ability and prior knowledge

The present study compared the relative effects of hands-on and teacher demonstration laboratory methods on declarative knowledge (factual and conceptual) and procedural knowledge (problem-solving) achievement. Of particular interest were (a) whether these relationships vary as a function of reasoning ability and (b) whether prior knowledge and reasoning ability predict student achievement. Ninth-grade physical science students were randomly assigned to classes taught by either a hands-on or a teacher demonstration laboratory method. Students' reasoning ability and prior knowledge of science were assessed prior to the instruction. The two instructional methods resulted in equal declarative knowledge achievement. However, students in the hands-on laboratory class performed significantly better on the procedural knowledge test than did students in the teacher demonstration class. These results were unrelated to reasoning ability. Prior knowledge significantly predicted performance on the declarative knowledge test. Both reasoning ability and prior knowledge significantly predicted performance on the procedural knowledge test, with reasoning ability being the stronger predictor.     

Anogenital warts in childhood

Fifteen children with anogenital warts are presented. Twelve cases were referred for assessment of sexual abuse which was established in six cases, strongly suspected in one, and excluded in three. In two, the source was unclear. Papillomavirus typing was carried out by HPV DNA dot and Southern blot hybridization using mixed HPV 6/11, 16/18, and 2/3 DNA probes on 15 specimens from 12 of the children. Seven biopsy specimens were positive for HPV 6 or 11 and one hybridized with both HPV 6/11 and 16/18 mixed sets of probes. Two specimens were positive for HPV 2, and a further two hybridized with both HPV 18 and 2. Three wart specimens could not be typed with the available genital or skin probes. The viruses causing genital tract papillomata are the same for children and adults. The identification of HPV 16/18 raises the concern of potential oncogenicity and stresses the need for long-term assessment. The diagnosis of sexual abuse was made on history rather than examination, as only two cases showed additional physical signs of sexual abuse. It is advocated that the presence of anogenital warts alone be sufficient grounds to pursue the possibility of sexual abuse. Nonsexual transmission, although possible, is far less likely.     

Improving Physics Teaching through Collaborative Research

For one semester a team of researchers observed, recorded and discussed the manner in which physics knowledge was being transmitted by the teacher and acquired by a class of Year 11 students (aged 15‐16 years) and the role of the students' textbooks in this process. The collaboration provided an environment in which the teacher, as a member of the research team, could reflect on practice and initiate changes in his teaching. The results of the study are presented as two assertions. First, the collaborative approach enhanced the teacher's philosophical basis for his physics teaching and created an environment in which changes in teaching could occur. Secondly, deficiencies in students' use of the required textbooks were identified, and more effective means for student learning from text were adopted and evaluated.     

Revitalization of the shared commons: education for sustainability and marginalized cultures

Education for sustainability provides a vision for revitalizing the environmental commons while preserving cultural traditions and human rights. What happens if the environmental commons is shared by two politically disparate and conflicting cultures? As in many shared common lands, what happens if one culture is dominant and represents a more affluent society with more resources and educational opportunities? In the case of the Tal and Alkaher study (Cult Stud Sci Edu, 2009), asymmetric power differences between the dominant Israeli society and the minority Arab population yielded different environmental narratives and perceptions of students involved in learning about a mediated conflict in national park land. Similarly, marginalized indigenous cultures in Malawi, Africa share common lands with the dominant European landowners but have distinctly different environmental narratives. Although indigenous ways of living with nature contribute to the sustainability of the environment and culture, African funds of knowledge are conspicuously absent from the Eurocentric school science curriculum. In contrast, examples of experiential learning and recent curriculum development efforts in sustainability science in Malawi are inclusive of indigenous knowledge and practices and are essential for revitalizing the shared commons.     

The Development of a Multi-media Portfolio for Enhancing Learning and Assessment in a K-8 Science Methods Class

Journal of Science Teacher Education -     

Global environmental crisis: is there a connection with place-based, ecosociocultural education in rural Spain?

Environmental educators are challenged by how to teach children about global environmental crisis such as the Gulf oil spill, which only serves to engender children’s fears and apprehensions about the negative impact of humans on ecosystems. Eduardo Dopico and Eva Garcia-Vazquez’s article presents an interesting context from which to analyze and reflect on the connections between local and global environmental education issues. The authors’ study involves student researchers in actively learning about place-based, sustainable agricultural practices in rural Spain that are passed down through generations. These ecofriendly, culturally mediated farming practices, referred to as “traditional” by the farmers, were contrasted to “modern” practices that are used throughout market-based globalized economy. The connection between local (traditional) and global (modern) practices became very important in the reflections and learning of the student participants about sustainability and ecojustice issues associated with traditional farming. Students learned from the local farmers a positive, non-dualistic approach to sustainable agriculture in which human activity and culture is connected to ecological sustainability. Further, the students’ active research of sustainable and culturally medicated agricultural practices at the local level provided a frame of reference to understand global environmental crises.