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1.
Sara Tolbert 《Cultural Studies of Science Education》2011,6(1):251-263
In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both
the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several
themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access
to the dominant Discourses in science and literacy, (2) builds on students’ lived experiences, and (3) connects new material
to socially and culturally relevant contexts in both science and literacy instruction—all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research
that ‘ascends to the concrete’. I also discuss where we could build on the work of the authors to integrate literacy and science
instruction with the purpose of ‘humanizing and democratizing’ science education in K-12 classrooms. 相似文献
2.
Andrew Marks 《Higher Education》2005,50(4):613-630
This paper argues that the conceptions of ‘space’ (and increasingly ‘time’) in the discussion of ‘the university’ (in its
most transcendent sense) have gone through four distinct phases in the UK. Using a Heideggerian conception of ‘space’ where
usefulness is more important than proximity, the ‘ancient’ universities were ‘useful’ to the gentry and thus were ‘closer’
to them than to the excluded ‘local’ poor in the institutions’ vicinities. The ‘civic’ universities on the other hand stressed
‘localism’ as part of their mandate – to educate the people of their locality (but only those of the new industrial middle
class). The ‘Robbins’ universities were a partial return to the ‘ancient’ notion of learning as a ‘lived’ activity, providing
scenic landscapes on green-belt campuses where students could ‘retreat’ from the ‘real world’ for the duration of their studies.
The ‘spatial’ quality of these places was thus part of a conception of higher education as ‘lifestyle choice’ where young
people moved away from their locality to study. As such ‘proximity’ was an issue only insofar as the greater the distance
from one’s point of origin the better for successful immersion in the growing student ‘culture’. The ‘new/post-1992’ universities
partially retained their polytechnic mandate to educate local people, but embraced a colonialist impulse regarding local space
usage. ‘
‘The discussion can be further refined to argue that these four stages are merely two phases which have repeated themselves:
from ancient ‘exclusivity’ to civic ‘localism’ and back to Robbins era ‘exclusivity’ and thence to post-1992 ‘localism’ once
more’. The opening up of higher education via the Internet in the late 20th and early 21st centuries provides for the possibility
of the growth of entirely non-spatial and asynchronous learning experiences, and as such we may well be on the verge of the
fifth stage of university development. 相似文献
3.
Colin Webb 《Research in Science Education》1993,23(1):327-336
This study examines teacher perceptions regarding professional development practices used in a region of the NSW Department
of School Education to support the implementation of the K-6 Science and Technology Syllabus. The findings from a survey of
97 teachers indicate that teachers have a preference for ‘traditional’ models of in-service which may not bring about significant
changes. Teachers also perceive that change is brought about through the influence of external factors such as in-service
and resources which are not directly the responsibillity of individual teachers. This contrasts with the perception that the
inability to change is due to internal personal qualities.
Specializations; K-6 teacher education in science and technology education, children's learning in science and technology. 相似文献
4.
This paper is part of a larger study that aims at highlighting students’ interpretations of the idea of the ‘Balance of Nature’,
as well as its use in their reasoning about the future of an ecosystem, in order to subsequently develop a learning environment
that might promote a reconsideration of its validity and usefulness. Our focus here is particularly set on whether and how
non biology-major students use this idea when making predictions about (a) the future of an ecosystem that is supposed to
have suffered a human-driven disturbance, and (b) the future of an ecosystem that is supposed to be protected against such
disturbances. Administering a questionnaire of 12 items - 4 of which concern us here - to 61 1st-year educational sciences
students at the University of Patras, we traced - among others - their reasoning about (a) the future of three ecosystems
(forest, sea, lake), supposed to have suffered different human-driven disturbances (fire, oil spill, new population introduction),
and (b) the future of a protected forest ecosystem of a national park. According to our findings, most of the students found
it very likely for a disturbed ecosystem to fully recover its initial state - mainly due to a ‘recovery process’ or inherent ‘recovery mechanisms’ - showing a strong belief in an extremely resilient ‘Balance of Nature’. Moreover, most of them appeared to believe that
if human-protected, an ecosystem will be in a continuous ‘balance’, while very few were skeptical enough to claim a non-predictable
future for it. 相似文献
5.
Todd Campbell Shaing Kwei Wang Hui-Yin Hsu Aaron M. Duffy Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous
potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry.
This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework
and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in
using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful
and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how
students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical
and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school.
This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature
because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning
‘with technology’ to enhance science learning. 相似文献
6.
MS Ruth Coulson 《Research in Science Education》1992,22(1):101-105
The attitude towards science of first year early childhood education students was explored using an instrument developed for
the purpose. The instrument comprises four Likert-type scales, biographical items and two open-ended attitude items. The four
scales, characterised as ‘confidence’, ‘enjoyment’, ‘usefulness’ and ‘appropriateness of science for young children’, were
supported by varimax factor analysis and had reliabilities from 0.83 to 0.88. Use of the combined scales as a general ‘attitude
towards science’ scale was supported by principal components analysis; reliability for the combined scale was 0.94. Comments
made in response to the open-ended items supported the validity of the scales. For the student group as a whole, mean scores
on all scales were slightly to moderately positive, with the highest mean being for the ‘science for young children’ scale.
Students who had studied at least one science subject at Year 12 level had significantly higher scores on all scales than
students who had not studied science at senior level.
Australia.Specializations: early childhood science education, biological aspects of child development, conservation biology of gulls. 相似文献
7.
This study investigates the mechanisms of scaffolding in a synchronous network-based environment – the ‘collaborative virtual
workplace’. A theoretical ‘multi-actor’ scaffolding model was formulated. The study itself focused on the role and inter-relations
of verbal scaffolding by tutor and peers during a collaborative process of making decisions about environmental issues. The analysis drew on data from the decision-making
discussions of 31 groups – material that was saved automatically by the learning environment software. The age of the 62 students
ranged from 14 to 17. Discourse act categories were devised to describe the tutor’s and the students’ task-related, supportive
and social communicative acts. The scaffolding situation was characterized through a causal discourse act interaction approach.
Tutor and students appeared to be elaborating and replacing each other’s process scaffolding acts in the collaborative decision-making
situation. The influence of certain tutor’s and students’ inter-related scaffolding patterns on students’ decision-making
provided empirical support for the ‘multi-actor’ scaffolding model.
in final form: 12 May 2005 相似文献
8.
Elizabeth Warren 《Educational Studies in Mathematics》2006,62(2):169-189
This paper examines the change in young children’s understanding of ‘equal’, ‘more’, ‘less’, and ‘between’, words commonly
used in equivalent and non-equivalent situations, over a 3-year period. Seventy-six children participated in the longitudinal
study. Each year they were asked to share their understanding of these four words. Past research has indicated that many children
have limited understanding of ‘equal’ as quantitative sameness. The results of this research suggested that many children
also have limited understanding of ‘more’ and ‘less’ and that these understandings did not significantly change over the 3-year
period. 相似文献
9.
This study contributes to research that characterises the affective learning that is evoked and taken on by students in response
to their perceptions of their contextual learning environments. Interview-discussions were held with lecturers of both introductory
and higher-level physics courses (n = 3) concerning how they formulated their patterns of teaching in terms of a particular conceptual framing that they considered
to best optimize making learning possible. Subsequently their students (n = 212) were asked with written questions, and some select follow-up interview-discussions, to describe what they expected
from ‘a good physics lecturer’. The relationships between these two things—the lecturer’s crafting of practice and the students’
expectations of quality teaching—were investigated. Results show that students’ expectations tend to match their lecturers’
practice, indicating that students are strongly influenced by a contextually based appreciation of ‘good’ teaching. 相似文献
10.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献
11.
A partnership project was developed in which parents volunteered to support teachers in training years 1-3 children in computer
skills at a primary school in a small, low socio-economic community. This article identifies the ways teachers and the ‘tutors’
(as the volunteers were called) understood the value of the project. ‘Being a teacher’ and ‘being a volunteer’ were structured
by different forms of social engagement, which in turn influenced the ways individuals were able to work with each other in
collaborative processes. We argue that the discursive practices encoded in homeschool-community partnership rhetoric represent
ruling-class ways of organising and networking that may be incompatible with those of people from low socio-economic backgrounds.
When such volunteers work in schools their attendance may be sporadic and short-term whereas teachers would like ‘reliable’
ongoing commitment. This mismatch wrought of teachers’ and volunteers’ differing everyday realities needs to be understood
before useful models for partnerships in disadvantaged communities may be realised. 相似文献
12.
Creativity is viewed in different ways in different disciplines: in education it is called ‘innovation’, in business it is
‘entrepreneurship’, in mathematics it is often equated with ‘problem solving’, and in music it is ‘performance’ or ‘composition’.
A creative product in different domains is measured against the norms of that domain, with its own rules, approaches and conceptions
of creativity. 相似文献
13.
This study focuses on the policy issues generated by the reintroduction of Liberal Studies and evaluates the predicted effectiveness
of the proposed curriculum in Hong Kong (HK) secondary schools. Theorised by Ball (1992) ‘policy cycle’, approximately 200
newspaper articles and 30 government documents were collected to identify the issues in the process of policy-making. The
documentary inquiry shows that ‘Public Recognition’, ‘Learning Objectives’ and ‘Curriculum Structure’ were the three major
issues surrounding the reintroduction. Little evidence of any ‘explicit’ political influence related to the government of
the People’s Republic of China (PRC) is demonstrated. The interviews conducted later in this study illustrate that there were
diversified opinions of the Liberal Studies curriculum. Whilst scholars and teachers disapproved of it, parents showed appreciation.
It seems that the stakeholders working in the education field were uncertain, divided and displeased with the process of policy-making.
A follow-up questionnaire-based survey clearly uncovered a sharp contrast between the beliefs of the teachers and the expectations
of the students with regard to Liberal Studies. In other words, the gap formed between the two showed considerable differences
in the level of satisfaction with the proposed curriculum. 相似文献
14.
This study investigated teacher educators’, prospective teachers’, and K-12 teachers’ opinions about the effectiveness of
ICT related courses and the ways to improve the courses in Turkey’s pre-service teacher education programs. The researchers
used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were
collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from
6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants
felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be
more beneficial in practice. 相似文献
15.
Towards a research training curriculum: What, Why, How, Who? 总被引：3，自引：0，他引：3
Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by which new ‘content’ and ‘process’ knowledge — and thus a new set of pedagogical tasks and relationships — are being configured in the field of higher degree research. The outcomes of research training have traditionally been products of a one-on-one supervisory relationship, that is, academic apprentice-to-disciplinary mentor. This is especially the case in the fields of arts/humanities. Any ‘curriculum’ necessary to such a model has been both implicit and at the discretion of the disciplinary ‘master’. 相似文献
16.
Markku Kankkunen 《Learning Environments Research》2001,4(3):287-324
This article grapples with the problem of how to track a student's real progress in learning, which cannot be absolutely quantified
at any given point as a result of a particular intervention. Results are presented for a long-term qualitative and quantitative
classroom study, during which the method of concept mapping was applied and interpreted in light of the semiotic paradigm
developed by Charles Sanders Peirce (1931–1958). Peirce's semiotic paradigm was thought to have sufficient intellectual rigour
and flexibility to give new access to the multiplicity of processes at work in the learning environment.
A natural learning environment was built over a four-year period in a Finnish primary school. The students, ranging in age
from 9–12 years, were encouraged to use qualitative judgement (intuition, tacit knowledge) to give them greater intellectual
access to the meanings of the concepts taught. The goal was to bring them to Vygotsky's stage of ‘conceptual learning’, and
to evaluate the effectiveness of concept mapping as an ‘advance organiser’ used in conjunction with Peirce's semiotic paradigm.
This article evaluates the success of concept mapping in constructing a conceptually-meaningful learning environment. The
qualitative results - and certain quantitative evidence - show that concept mapping provided a means for students to discover
tentative meanings for the concepts taught. In parallel, Peirce's semiotic paradigm provided a pragmatic framework for tracking
the process of ‘updating meanings’ which is intrinsic to learning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
17.
Reiko Yamada 《Prospects》1995,25(4):791-802
Conclusion The 1947 education reform and mass education after the period of high economic growth have greatly influenced women's higher
education attainments. These changes are beginning to transform women's views towards education and more women with higher
education attainment are entering the labour marker.
However, as previously indicated, many obstacles to equal opportunity and results in the labour market still remain for women.
Higher education for women has never had the same social impact as that for men. So far as the academic career of women is
regarded as having ‘symbolic value’—it has a close relationship to marriage in Japanese society. Women's higher education
is a social way of maintaining a sub-culture and traditional gender norms.
Ph.D. in education (dissertation: ‘The gender roles of Japanese women’) from the University of California in 1993. At present
affiliated to the PHP Research Institute (Japan) as a senior research associate. Areas of interest include comparative higher
education, educational policy, and gender and education. Her most recently published works in English are ‘Higher education
in partnership with industry: the necessity to employ off-the-job-training system’ in theInternational journal of lifelong education (vol. 12, no. 2, 1994) and ‘The gender roles of Japanese women: an assessment of gender roles of Japanese housewives in the
United States’ inPHP research report (vol. 9, 1995). 相似文献
18.
This paper presents the systematic development of a ‘Uses and Gratification Expectancy’ (UGE) conceptual framework which is
able to predict students’ ‘Perceived e-Learning Experience. ’ It is argued that students’ UGE as regards e-learning resources
cannot be implicitly or explicitly explored without first examining underlying communication theories and learning perspectives.
As such, the theoretical framework is grounded in the confluence of theories from communication theories and learning perspectives.
The integration of Expectancy-value Theory, and the Uses and Gratification Theory serves to accommodate the suggestion that
elearning resources offer gratifications that are expected and valued by students. The key theoretical and practical assumptions
of the UGE approach are highlighted and consistently implemented in the conceptual edifice. 相似文献
19.
Stuart Rowlands 《Science & Education》2010,19(1):55-73
There appears to be a widespread assumption that deductive geometry is inappropriate for most learners and that they are incapable
of engaging with the abstract and rule-governed intellectual processes that became the world’s first fully developed and comprehensive
formalised system of thought. This article discusses a curriculum initiative that aims to ‘bring to life’ the major transformative
(primary) events in the history of Greek geometry, aims to encourage a meta-discourse that can develop a reflective consciousness
and aims to provide an opportunity for the induction into the formalities of proof and to engage with the abstract. The results
of a pilot study to see whether 14–15 year old ‘mixed ability’ and 15–16 year old ‘gifted and talented’ students can be meaningfully
engaged with two such transformative events are discussed. 相似文献
20.
Frank Uhlig 《Educational Studies in Mathematics》2002,50(3):335-346
We describe how elementary Linear Algebra can be taught successfully while introducing students to the concept and practice
of ‘mathematical proof’.This is done badly with a sophisticated Definition–Lemma–Proof–Theorem–Proof–Corollary(DLPTPC) approach;
badly – since students in elementary Linear Algebra courses have very little experience with proofs and mathematical rigor.
Instead, the subjects and concepts of Linear Algebra can be introduced in an exploratory and fundamentally reasoned way. One
seemingly successful way to do this is to explore the concept of solvability of linear systems first via the row echelon form
(REF). Solvability questions lead to row and column criteria for a REF that can be used repeatedly to: compute subspaces,
settle linear (in)dependence, find inverses, perform basis change, compute determinants, analyze eigensystems etc. If these
subjects are explained heuristically from the first principles of linear transformations, linear equations, and the REF, students
experience the power of a concept–built approach and reap the benefit of deep math understanding. Moreover, early ‘salient
point’ proofs lead to an intuitive understanding of ‘math proof’. Once the basic concept of ‘proof’ is ingrained in students,
more abstract proofs, even DLPTPC style expositions, on normal matrices, the SVD etc. become accessible and understandable
to sophomore students. With the help of this gentle early approach, the concept and construct of a ‘math proof’ becomes firmly
embedded in the students' minds and helps with future math courses and general scientific reasoning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献