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1.
Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(3):569-586
This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary
teacher’s identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I
argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating
their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage
in teaching decisions that accommodate school demands and students’ needs to succeed in high-stakes tests. This paper presents
in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that
emphasize high-stakes testing. I found that a teacher’s identities generate tensions while teaching science when: (a) schools
prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory
science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a
teacher perceives a threat to one’s identities in the context of high stakes testing. Further, the results suggest that stronger
links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms
that support minority students’ success in science.
Bhaskar Upadhyay is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning. 相似文献
| Bhaskar UpadhyayEmail: |
Bhaskar Upadhyay is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning. 相似文献
2.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
| Angela Calabrese BartonEmail: |
3.
Konstantinos Alexakos 《Cultural Studies of Science Education》2009,4(2):495-504
In his December editorial on Michael Reiss, Kenneth Tobin (Cult Stud Sci Educ 3:793–798, 2008), raises some very important questions for science and science teachers regarding science education and the teaching of creationism
in the classroom. I agree with him that students’ creationist ideologies should be treated not as misconceptions but as worldviews.
Because of creationism’s peculiarly strong political links though, I argue that such discussion must address three critical
and interconnected issues, including the uncertain state of teaching evolution in public schools nationally, the political
convergence of the creationist political beliefs with bigoted worldviews, and creationism’s inherent contrariness to science
and human progress. I suggest that we as science educators therefore not consider all sides to be equally right and to instead
take side against the politics of creationism. I also argue that we need much more serious discussion on how to better teach
science to students who hold creationist worldviews, and that science educators such as Reiss need to be part of that.
Konstantinos Alexakos is an assistant professor in the School of Education at Brooklyn College (CUNY). He is a former New York City high school science teacher and a former NYC transit worker. His research interests include sociocultural issues especially fictive kinships among minority science students and perseverance and success. 相似文献
| Konstantinos AlexakosEmail: |
Konstantinos Alexakos is an assistant professor in the School of Education at Brooklyn College (CUNY). He is a former New York City high school science teacher and a former NYC transit worker. His research interests include sociocultural issues especially fictive kinships among minority science students and perseverance and success. 相似文献
4.
Jennifer D. Adams 《Cultural Studies of Science Education》2007,2(2):393-440
In this article I critically examine the historical context of science education in a natural history museum and its relevance
to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance
to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education
department in a natural history museum to demonstrate the historical constitution of current practices of the education department.
Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a
teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation
and association with a museum-based professional education program.
相似文献
| Jennifer D. AdamsEmail: |
5.
Pauline W. U. Chinn 《Cultural Studies of Science Education》2009,4(3):639-647
This response draws from the literature on adaptive learning, traditional ecological knowledge, and social–ecological systems
to show that Brad’s choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective
recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of
constructing and legitimizing knowledge. Brad’s decision is seen as an example of adaptive learning, identity development
and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will
conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.
相似文献
| Pauline W. U. ChinnEmail: |
6.
Alisa Clapp-Itnyre 《Children‘s Literature in Education》2007,38(2):153-161
The American Civil War has been a popular topic for young-adult writers for years, with new books now being written from young
women’s perspectives. In this paper, I will examine the gender ideologies that infiltrate contemporary Civil War books for
young adults. I will examine four recent young-adult Civil-War novels: G. Clifton Wisler’s Mr. Lincoln’s Drummer (1995); Maureen Stack Sappéy’s Letters from Vinnie (1999); Jim Murphy’s The Journal of James Edmond Pease: A Civil War Union Soldier (1998); and Karen Hesse’s A Light in the Storm: The Civil War Diary of Amelia Martin (1999). I will argue that in these books young women are often shown to be disengaged and apolitical, while their male counterparts
use language in powerful and political ways, even despite the historical record.
相似文献
| Alisa Clapp-ItnyreEmail: |
7.
Grady Venville 《Cultural Studies of Science Education》2009,4(2):323-334
In this article I initially borrow a metaphor from an art exhibition, Ocean to Outback, as a way to express my perspective on the contribution that Léonie Rennie has made to science education in Australia. I
then consider Léonie’s contributions as overlapping themes. In particular, Léonie’s well-known research on gender and issues
of equity in science education is explored as well as her highly regarded work on learning science in out-of-school settings.
Curriculum integration is a less well-known aspect of Léonie’s research that also is considered. Léonie’s important contributions
to research training and policy in science education are briefly described and commented on. Finally, I return to the metaphor
of Ocean to Outback that reflects the enormity of the contribution that Léonie has made but also gives insight into her personal journey and
qualities.
相似文献
| Grady VenvilleEmail: |
8.
Christina Rose Dubb 《Children‘s Literature in Education》2007,38(3):219-232
This article compares the first-person narratives of two adolescent girls in the novels The Rain Catchers and The House on Mango Street. I propose that adolescent girls can use literacy to read the world around them as a text and therefore help them to form
their own identities enough to ultimately find authority in telling their own stories. I use Judith Langer’s theory of envisionment-building
as a primary lens through which to interpret the girls’ narrative work and further elucidate the feminist aspects involved
through Belenky et al.’s famous work, Women’s Ways of Knowing.
相似文献
| Christina Rose DubbEmail: |
9.
David F. Feldon 《Educational Psychology Review》2007,19(2):91-110
Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies.
However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994; Cooke & Breedin, 1994). This article evaluates research on experts’ cognition, the accuracy of experts’ self-reports, and the efficacy of instruction
based on experts’ self-reports. Analysis of this evidence indicates that experts’ free recall of strategies introduces errors
and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge
elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based on these findings,
the article provides a theoretical explanation of experts’ self-report errors and discusses implications for the continued
improvement of instructional design processes.
相似文献
| David F. FeldonEmail: |
10.
11.
Bryan A. Brown 《Cultural Studies of Science Education》2009,4(2):379-386
A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood
theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual
innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of
the relationship between critical agency and student identity development in science.
相似文献
| Bryan A. BrownEmail: |
12.
Sumi Hagiwara Angela Calabrese Barton Isobel Contento 《Cultural Studies of Science Education》2007,2(2):475-515
The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban
middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners
with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops,
collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The
following study analyzes the role of culture, language, and identity as four mothers navigated their position as ‘insiders’
in a science classroom.
相似文献
| Sumi HagiwaraEmail: |
13.
Maria Inês Mafra Goulart Eduardo Sarquis Soares 《Cultural Studies of Science Education》2009,4(3):587-594
Elementary science teaching has been considered by recent researchers as a process in which students should be engaged in
a variety of activities to develop science concepts, science process skills and scientific attitudes. From this perspective,
hands-on activities are prominent in this approach because it leads the students to both reflect on the natural and physical
world, and understand the social role of science in society. In Upadhyay’s article we follow an elementary teacher who struggles
to implement a participatory method of science teaching in an environment that prioritizes high-stakes tests as the benchmarks
for teachers’ and students’ success. In so doing, the teacher negotiates her identities in order to engage the students in
the process of learning science even though the environment requires a teaching methodology that is against her beliefs. In
our commentary on Upadhyay’s article we argue that (a) the tensions experienced by teachers create the core of the process
of fluidity identity; (b) the different forms of external control over the teaching are inherent in educational systems and
also a demand of parents and society; and (c) the possibility for social mobility of minority students is a complex process
that goes beyond the dichotomy identified in Upadhyay’s article, namely that either the students learn to think scientifically,
or the students learn tricks that enable them to succeed in the tests.
相似文献
| Eduardo Sarquis Soares (Corresponding author)Email: |
14.
Koshi Dhingra 《Cultural Studies of Science Education》2008,3(1):123-144
In this essay review, four studies around the themes of identity and globalization are summarized and analyzed. The researchers’
perspectives are generally grounded in Brown and Campione’s ideas on situated knowledge (Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–270). Cambridge: The MIT Press/Bradford Books, 1994) and Lave and Wenger’s definition of learning as an activity fostered through participation in communities of practice (Situated learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press, 1991). Questions about the goals of science education spaces, the nature of globalization in relation to practices in schools,
the role of identities-in-practice in relation to participation in communities of practice such as classrooms are explored.
Recommendations for key design features in effective science educational spaces, based upon the findings presented in the
collection of four studies, are offered. School, it is suggested here, functions best as a clearing house for the myriad science-related
stories student participants generate in their various communities of practice (e.g., within popular culture, family, community,
informal educational sites). In this way, school has the potential to construct bridges between multiple student experiences
and identities-in-practice.
相似文献
| Koshi DhingraEmail: |
15.
On pigs and packers: Radically contextualizing a practice of science with Mexican immigrant students
This paper reports on instructional practices observed in a high school English Learner (EL) Science course serving newcomer
Mexican immigrant youth. The school is located in a rural Midwestern meatpacking community in which labor at the hog plant
is economically- and racially-segmented; it is the town’s Mexican residents, many of them undocumented, who comprise most
of the unskilled labor force. The general purpose of the paper is to document how the economic and racial context of this
community influences science instruction in the EL Science course and to describe how this presents particular challenges
in achieving equitable science instruction for Mexican immigrant youth in these rural, globalizing places. Entering the data
via critical discourse analysis (Fairclough, 1995) and then utilizing Barton’s (2003) “practice of science” perspective, with an eye toward achieving “radical contextuality” (Grossberg, 1997), we describe the
science events, identities, and structures of the pig dissection lesson and detail how what these students could do with science,
as rendered by that lesson, was limited by the roles the teacher attributed to the students, her inability to draw on their
funds of knowledge as resources for learning, and the voice and position she allowed them to take up. The data reinforce conventional
understandings of schools as sites of cultural reproduction (Bowels & Gintis, 1976), as well as of resistance (Giroux, 1983), but afford us a glimpse of the particularity of those mechanisms within the demographically-transitioning American Heartland,
iconic of the era of global capitalism.
相似文献
| Katherine Richardson BrunaEmail: |
16.
Alberto J. Rodriguez 《Cultural Studies of Science Education》2008,3(4):867-873
This paper provides a critical review essay of Ajay Sharma’s Portrait of a science teacher as a bricoleur: A case study from India. The main focus is two fold. First, arguments are presented to draw attention to how little advances in science teaching and
science learning research have impacted teachers’ practice and student achievement in the last 40 years. Second, the paper
describes how the researcher’s traditionally detached role and truncated agency may inadvertently contribute to preserving
the status quo by only documenting the Other’s struggles and challenges. I suggest that researchers need to re-conceptualize
their roles as co-agents of change if we are to assist the Other effect positive and long-lasting change in the increasingly
complex and demanding contexts in which teachers are expected to teach and students to learn.
相似文献
| Alberto J. RodriguezEmail: |
17.
Tara E. Higgins Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical
research synthesizes the effective elements of professional development programs that support science teachers in learning
about technology integration. Studies are examined that explore how professional development supports technology use within
inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding
and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination
of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning
beyond formal professional development programs.
相似文献
| Tara E. HigginsEmail: |
18.
Justin Dillon 《Cultural Studies of Science Education》2008,3(2):397-416
This paper provides a critical commentary on a suite of eight papers, which focus on conceptual change research in science
education. Responses by Mercer, Smardon and Wells to a paper by Treagust and Duit are observed to reflect the backgrounds
of the three authors with Wells focusing on issues of ontology and the affective domain. Mercer and Smardon focus on issues
of identity and the role of dialog. Hewson’s, Vosniadou’s and Tiberghien’s responses to Roth, Lee and Hwang offer robust critique
of what appear to be exploratory ideas. To what extent the authors of the response papers enter into dialog with the papers
is discussed. How far research into learning in science has progressed since the 1980s is examined.
相似文献
| Justin DillonEmail: |
19.
Erica Rosenfeld Halverson 《Cultural Studies of Science Education》2009,4(1):67-76
Recently, the relationship between identity and learning has come front and center in discussions about how to design successful
learning environments for youth who struggle in mainstream institutions. In this essay, I explore the role identity development
plays in constructing learning environments for traditionally marginalized youth. While I agree with DeGennaro and Brown on
the importance of identity development for learning, I stretch the relationship between these two constructs in several ways:
First, I will argue that how we define “technology” and what that means for marginalized youth, particularly those who are
assumed to be victims of the “digital divide” is a crucial aspect of the design of successful digital learning environments.
Second, I discuss how identity is represented in these digital learning spaces, and analyze how meaning is constructed in
multimodal spaces such as websites. Finally, I reflect on DeGennaro and Brown’s notion of “emergent design,” as a positive
contribution to design research, and propose the idea of incorporating youths’ already existing competencies into the emergent
design process.
相似文献
| Erica Rosenfeld HalversonEmail: |
20.
Jeanette M. Grover Eula Ewing Monroe James S. Jacobs 《Children‘s Literature in Education》2007,38(1):71-86
The first author, a student in a graduate children’s literature class, designed a project to locate “good” mathematics-based
children’s literature selections. However, the reference tools usually consulted (e.g., Books in Print) to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional
mathematics books rather than good read-aloud selections. Consequently, she perused the university library’s sizeable juvenile
collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents
for mathematics teaching and learning—Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) and Principles and Standards for School Mathematics (NCTM, 2000)—as she engaged in the process.
相似文献
| Eula Ewing MonroeEmail: |