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1.
Konstantinos Alexakos 《Cultural Studies of Science Education》2010,5(1):237-242
In his article Scientists at Play in a Field of the Lord, David Long (2010) rightly challenges our presumptions of what science is and brings forth some of the disjunctures between science and deeply
held American religious beliefs. Reading his narrative of the conflicts that he experienced on the opening day of the Creation
Museum, I cannot help but reconsider what the epistemology of science is and science learning ought to be. Rather than science
being taught as a prescribed, deterministic system of beliefs and procedures as it is often done, I suggest instead that it
would be more appropriate to teach science as a way of thinking and making sense of dialectical processes in nature. Not as
set of ultimate “truths”, but as understandings of processes themselves in the process of simultaneously becoming and being
transformed. 相似文献
2.
S. Selcen Guzey Elizabeth A. Ring-Whalen 《International Journal of Science Education》2018,40(7):723-741
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. 相似文献
3.
This study explores through a naturalistic inquiry the tensions between a science professor’s two enacted identities. More
specifically, this study looks at how a biology professor’s identity-in-practice shifts and evolves over time through collaborations
with a science education professor. These shifts were marked by an emphasis on teaching, rather than solely a focus on science.
Data were collected through formal interviews and notes taken during planning sessions that took place between the biology
professor and the science educator. Findings reveal that although the biology professor is able to reconcile both his science
and teacher identity, structural elements of his workplace do not encourage him to enact his teacher identity. Recommendations
for college science teaching are discussed. 相似文献
4.
Abstract Researchers in science education recognise the importance of information processing capacity as a constraint on the abilities and achievements of science students. This constraint has been referred to as ‘mental capacity’ or ‘working memory capacity’, with the latter leading to the so‐called ‘working memory overload hypothesis’. However, rarely have researchers in this area been explicit as to the nature or theory of the mental capacity or the working memory system to which these terms refer. In this paper we outline two possible models which have proved useful in studies of information processing in other domains. The first model (of mental capacity) developed by Pascual‐Leone and his colleagues has been applied in science education with varying degrees of success. The second model (of working memory) developed by Baddeley and his colleagues has been very successful in accounting for a wide range of cognitive activity, although it has not been applied to science education hitherto. We conclude that consideration of elements of the working memory framework may well prove fruitful in science education. 相似文献
5.
Trevor H. Maddock 《Interchange》1997,28(2-3):171-182
A recent attempt to answer questions on the scientific status of education draws on the thoughts of Jürgen Habermas. There is a tension in Habermas's work because he consigns scientific endeavour to the realm of instrumental action, while attempting to base his theory of communication on scientific results. This suggests that either his theory is wrong and science is not merely instrumental, or that his recent proposals mistake manipulation for understanding. This proposition is considered by examining the work of Wilfred Carr, who has taken up the ideas of Habermas. Carr interprets and develops Habermas's theory within an analytical framework, situating it in relation to recent developments in the philosophy of education and philosophy more generally, bringing new light on the relationship between critical theory and education, and overcoming certain limitations of previous scientific characterisations. However, it is argued here that Habermas's idea of science is too abstract to provide a sufficiently complex grounding for substantive, socially liberating, educational practise. 相似文献
6.
梁民愫 《江西师范大学学报(哲学社会科学版)》2003,36(3):78-84
霍布斯鲍姆的史学方法论基础是马克思主义的科学方法论，即历史唯物主义方法。从此核心问题着手，就他关于历史研究方法的价值及其对社会科学意义问题展开论述，探讨和呈现他从方法论角度对以下问题的思考：历史学与社会科学的关系、历史的证据和历史学研究方法对社会科学的方法论意义、历史学和社会科学与历史证据的关系等。 相似文献
7.
Amy Trauth-Nare 《Cultural Studies of Science Education》2016,11(2):327-334
This review explores Michelle Hollingsworth Koomen’s “Inclusive science education: Learning from Wizard,” a case study of a middle school student with learning exceptionalities in a mainstream science classroom. The strength of Koomen’s work lies in her elucidation of the ways in which normative science instruction fails to adequately support Wizard’s learning. His classroom experiences position him, if unintentionally, as deficient and incapable, which in turn serves to undermine his ability to fully engage in science or to capitalize on his strengths as a learner in the service of developing disciplinary literacy. I extend this conversation by arguing for a broader view of scientific literacy and the need for a more relational pedagogy in classrooms that supports meaningful and productive engagement in science learning and fosters positive identification with science. 相似文献
8.
Robert Karplus (1927–90), who began his career as a brilliant theoretical physicist, switched to science education in the early 1960s. He made many substantial contributions to this field in addition to developing a complete K–6 hands-on science curriculum. Karplus provided his curriculum with a sound epistemological foundation, based on the work of Piaget. He developed an effective classroom teaching strategy, the learning cycle. He and his team used a scientific approach to curriculum development. They focused on teacher development. Karplus was committed to science for ALL students. Through science activities he sought to share the joy of discovery. A recent book collects some of his important papers and enables you to examine his work for yourself and see what you discover. 相似文献
9.
科学·宗教·道德生活 总被引：1，自引：0，他引：1
柳延延 《上海师范大学学报(哲学社会科学版)》2005,34(5):8-14
20世纪以来,人类的物质发展水平借助科学有了极大的提高,但人类的幸福感、道德自律、审美情趣和共同生活的智慧没有同步的提升。这表现为人的生存的虚无化和价值观的低俗化。如果我们正视历史,就能体会到宗教的社会整合和赋予意义的功能。也许我们应当意识到:科学、宗教、艺术是人类面对自然发展出来的三种不同的、彼此无法替代的互补的认知方式。宗教与科学在当代的接触也促进了宗教的改变,使得她有可能与现代理性和谐地组成“经纬”关系,共同编织现代全球的文化生态。断言“人类历史未来的方向取决于现代人如何看待科学与宗教的关系”可能不是危言耸听。 相似文献
10.
Joseph Agassi 《Science & Education》2012,21(10):1405-1418
Mario Bunge has repeatedly discussed contributions to philosophy and to science that are worthless at best and dangerous at worst, especially cases of pseudo-science. He clearly gives his reason in his latest essay on this matter: ??The fact that science can be faked to the point of deceiving science lovers suggests the need for a rigorous sifting device??. Moreover, this sifting has its rewards, as ??sometimes intellectual gold comes mixed with muck??. Furthermore, the sifting device is a demarcation of science, which answers interesting questions: what is valuable in science and what makes it tick? The question is under dispute. So before coming to it we should admit a few preliminary ideas that are more difficult to contest than ideas that purport to demarcate science. 相似文献
11.
自然科学家与宗教的关系成为时下的一个热门话题,＂科学家信教＂甚至成为那些护教学者的＂杀手锏＂。这正有力不过地表明了,科学的巨大飞速发展已经确实使得宗教的地位江河日下,宗教已经沦落到要攀附科学来谋传播,靠科学家的青睐而求生存,昔日至高无上的主宰不得不向＂奴婢＂低眉屈膝。＂科学家信教＂这一＂杀手锏＂其实是虚假的,因为没有一个自然科学家是依靠其宗教信仰而取得科学成就的,宗教信仰在科学家的科研活动中根本起不了积极作用。 相似文献
12.
刘永谋 《华东师范大学学报(哲学社会科学版)》2012,(2):57-63,154
科学技术是制度经济学创始人凡勃伦重要的研究主题。他将进化论、心理学等引入科学技术研究,提出了科学技术决定论、科学技术进化论和专家治国论。凡勃伦科学技术论属于被忽视的美国人文主义科学技术论传统,是技治主义思潮承上启下的枢纽,对当前的科学技术哲学研究不乏借鉴意义。 相似文献
13.
李程 《蒙自师范高等专科学校学报》2006,4(4):1-3,14
严复从救国救民、挽救危机的目的出发,撰《老子评点》,认为《老子》的“无为而治”是与民主、自由的精神相符的,而君主专制则是与“无为而治”相对立的,且认为《老子》在逻辑和公例等方面具有近代科学的因素。据此,严复认为中国古代就具有反对专制,提倡自由、科学、民主的传统。因此,他主张在中国进行民主政治的改革。 相似文献
14.
Arvind Kumar 《Resonance》2006,11(12):10-20
Newton’s epochal work on dynamics and gravitation sometimes tends to eclipse his great contributions to optics. Also, his
work in optics is rivalled by equally significant work by his contemporaries, especially Huygens. Yet his creativity is apparent,
even in ideas and models in optics that were later abandoned in science.
His main areas of interest are theoretical physics and physics education. He has been involved in the science olympiad programme
in India from its inception in 1998. 相似文献
15.
评马尔库塞的科技批判理论 总被引：2，自引：0，他引：2
陈向义 《衡阳师范学院学报》2001,22(4):11-14
马尔库塞的科学技术批判理论可以分为两部分：一是对发达工业社会中现存科学技术的批判,一是对能导致未来自由社会的“新技术”的憧憬。这两部分在逻辑上是一致的,都是以技术的自主性观念作为理论基础的。马尔库塞在对现存科学技术的批判中把目光聚焦于其消极功能上,而对其积极功能存而不论,特别是将科学技术直接看作是一种意识形态,更显示了他的观点的偏颇性。马尔库塞建立的“新技术”,割断了与现存技术的联系,又不能给出实现的具体途径,因而难免不沦为一种乌托邦纪想。 相似文献
16.
17.
In this article I explore a case for the inclusion of some aspects of critical thinking and of philosophy of science within science education that appeals to two commonly accepted aims of science education. Although motivated by reading Harvey Siegel's Educating Reason (1988), and emerging from his discussion there, the aspects I explore go beyond that discussion. 相似文献
18.
在《逻辑研究》中通过对心理主义的批判,胡塞尔确立了其个人终生的科学信念,即哲学应当满足确定性理论的最高需求、为任何一门科学奠定基础。通过本质直观,胡塞尔要求再次确立形而上学对经验科学的权威,使形而上学为一切认识、一切其他学问提供认识以终极的意义。 相似文献
19.
哲学是宗白华学术、人生道路上隐形的支点、灯塔,给他以智慧和高度。从艺术学角度看,他的哲学思想发展可以分成五个阶段。但奠定整个艺术学学术基础的,是第一和第二的佛性和科学两个阶段;第二阶段末的传统回归,与佛性、科学一起,保驾他达到学术的成熟与高峰阶段的第三阶段;第四阶段为短暂的自觉接受思想改造阶段,与第五阶段受政治束缚期,是宗白华内收应世学术思想蔫落时期。 相似文献
20.
Much research in science education has focused on the conflicts that exist between individuals' ways of knowing the world
and science. We have been left without an image of the compatibility or congruency that is necessary for science to occupy
a fundamental position in a person's life. In this study we argue that Keith, a Jamaican American pre-service teacher, provides
us with such an image. Using narrative, we trace the development of Keith's relationship with science over time and space
in order to understand how Keith has constructed an identity through science amid the larger structures and contexts that
comprise his life. We believe Keith's stories of practicing science in and out of the classroom illustrate how science, while
taking an essential position in his lifeworld, extends and articulates Keith's subjective stances on experience. As part of
his lifeworld, Keith finds a sense of value in science that turns it into a discipline that is part of the person he both
is and wants to be and the world he wants to shape as a teacher.
Richard Kozoll is an assistant professor of science education at the School of Education of DePaul University. His research interests include
students' identity constructs as a means to understand engagement with and participation in science and inform inclusive science
teaching practices. An additional line of research includes the use of narrative in science education research.
Margery Osborne is an Associate Professor in the College of Education at the University of Illinois at Urbana-Champaign. She teaches early
childhood and elementary science education courses. Her research interests, located within the intersections constructed between
ideas of reflective practice and research on critical and feminist pedagogy, include exploring the dynamic and complex nature
of teacher knowledge. 相似文献