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1.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
2.
Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers 总被引：1，自引：0，他引：1
Ken Appleton 《Journal of Science Teacher Education》2008,19(6):523-545
Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for
this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes
two case studies of a professional development program for elementary teachers involving mentoring by a university professor.
The mentor took the role of a critical friend in joint planning and teaching of science. The study examines the nature of
the mentoring relationship and reports the type of teacher learning that occurred, with a particular focus on the teachers’
development of science PCK.
相似文献
| Ken AppletonEmail: |
3.
Meadow Schroeder Anne Mckeough Susan Graham Hayli Stock Gay Bisanz 《Research in Science Education》2009,39(2):231-250
Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e.,
a literary work intended for sale to the general public) in North American school classrooms to support the development of
science literacy invites an examination of the quality of science content disseminated to students. A total of 116 trade books
were examined to: (a) determine the degree to which science trade books complement expected science knowledge outcomes outlined
in school curricula, and (b) compare trade book content to the goals of scientific literacy. Analysis across four science
topics, Dinosaurs, Space, Inheritance, and Growth and Life Properties, revealed that this body of children’s literature is
inconsistent in its coverage of curricular goals and elements of scientific literacy. Because trade books represent children’s
first exposure to science, these shortcomings should be addressed if these books are to be maximally effective in promoting
science literacy. Implications for using trade books in the classroom are discussed.
相似文献
| Hayli StockEmail: |
4.
Ji Shen Patrick C. Gibbons John F. Wiegers Ann P. McMahon 《Journal of Science Teacher Education》2007,18(3):431-459
We present a practical way of adapting and using four research-based assessments for different purposes in an electricity
and magnetism course for K-8 science teachers. The course is designed to accomplish conceptual change toward accepted scientific
conceptions as well as introducing teachers to materials and activities appropriate for their classrooms. Our data support
that using the research-based tests to identify alternative conceptions and discuss test results with teachers is a promising
way to use the knowledge of alternative conceptions in professional development. We also identify some mismatches between
the research of conceptual change and its use in programs of professional development.
相似文献
| Ji ShenEmail: |
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.
7.
Dimitri Jordan Ginev 《Science & Education》2008,17(10):1139-1156
In this paper, I consider the relevance of the view of cognitive existentialism to a multi-gendered picture of science education.
I am opposing both the search for a particular feminist standpoint epistemology and the reduction of philosophy of science
to cultural studies of scientific practices as championed by supporters of postmodern political feminism. In drawing on the
theory of gender plurality and the conception of dynamic objectivity, the paper suggests a way of treating the nexus between
the construction of gender within the interrelatedness of scientific practices and the constitution of particular objects
of inquiry. At stake is the notion of characteristic hermeneutic situation which proves to be helpful in designing a multi-gendered
pedagogy as well.
相似文献
| Dimitri Jordan GinevEmail: |
8.
9.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
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| Sheau-Wen LinEmail: |
10.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
| Angela Calabrese BartonEmail: |
11.
Introductory thermodynamics is a topic which is covered in a wide variety of science and engineering educations. However,
very different teaching traditions have evolved within different scientific specialties. In this study we examine three courses
in introductory thermodynamics within three different scientific specialties: physics, chemical engineering and mechanical
engineering. Based on a generalization of Kuhn’s theory of disciplinary matrix, and the idea of boundary objects we analyse
how basic thermodynamics theory is conceived in the different scientific specialties. The study is based on interviews with
teachers and analysis of the different textbook traditions. It is concluded that teachers need to take into account how subject
matter is conceived in other related scientific specialties when designing courses. Two examples demonstrating how this may
be done are given.
相似文献
| Camilla RumpEmail: |
12.
Sharon Crasnow 《Science & Education》2008,17(10):1089-1110
Feminist philosophy of science has been criticized on several counts. On the one hand, it is claimed that it results in relativism
of the worst sort since the political commitment to feminism is prima facie incompatible with scientific objectivity. On the other hand, when critics acknowledge that there may be some value in work
that feminists have done, they comment that there is nothing particularly feminist about their accounts. I argue that both criticisms can be addressed through a better understanding of the current work in
feminist epistemology. I offer an examination of standpoint theory as an illustration. Harding and Wylie have suggested ways
in which the objectivity question can be addressed. These two accounts together with a third approach, ‘model-based objectivity’,
indicate there is a clear sense in which we can understand how a standpoint theory both contributes to a better understanding
of scientific knowledge and can provide a feminist epistemology.
相似文献
| Sharon CrasnowEmail: |
13.
Felicia M. Moore 《Journal of Science Teacher Education》2008,19(1):85-109
This study reports the learning of elementary preservice teachers regarding diversity and teaching science in diverse urban
elementary classrooms. From participating in a semester-long book club, the preservice teachers reveal their cultural biases,
connect and apply their knowledge of diversity, and understand that getting to know their students are important elements
for teaching science in diverse classrooms. These 3 things connect in ways that allow the preservice teachers to understand
how their cultural biases impede student learning and gain new knowledge of diversity as they change their cultural biases.
Implications of this study reveal that preservice teachers need opportunities to reveal, confront, challenge, and change their
cultural models and to develop new models for teaching science in urban elementary classrooms.
相似文献
| Felicia M. MooreEmail: |
14.
15.
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: |
16.
Eileen Carlton Parsons Stephanie Foster Crystall Travis Gomillion Jamila Smith Simpson 《Journal of Science Teacher Education》2008,19(1):69-83
Science education reforms promote access to quality science education for all students. Outcome disparities in various measures
indicate that such access remains elusive for African Americans. Cultural incongruence is one among many explanations for
this previously described inaccessibility. The intent of this article is not to report additional research findings, but to
translate the information provided in the literature into an instructional form that science teacher educators can employ
in the preparation of prospective science teachers or the further development of practicing ones. Pivoting around a role play,
the authors discuss communication within African American communities, its incongruence with the discourse patterns typically
valued and reinforced in school science, and the importance of such knowledge for science teacher educators.
Lieutenant Colonel Stephanie Foster is now product manager in the U.S. Army Research Development and Engineering Command.
相似文献
| Eileen Carlton ParsonsEmail: |
17.
Janis Dawson 《Children‘s Literature in Education》2007,38(2):141-152
This article discusses Philip Reeve's young adult science fiction novels as literary collages. It explores the ways in which
the author uses postmodernisms to introduce big ideas and construct a compelling futuristic world that combines fast-paced
adventure with the bildungsroman.
相似文献
| Janis DawsonEmail: |
18.
Igal Galili 《Science & Education》2009,18(1):1-23
This paper considers thought experiment as a special scientific tool that mediates between theory and experiment by mental
simulation. To clarify the meaning of thought experiment, as required in teaching science, we followed the relevant episodes
throughout the history of science paying attention to the epistemological status of the performed activity. A definition of
thought experiment is suggested and its meaning is analyzed using two-dimensional conceptual variation. This method allows one to represent
thought experiment in comparison with the congenerous conceptual constructs also defined. A similar approach is used to classify
the uses of thought experiments, mainly for the purpose of science curriculum.
Igal Galili is professor of science education at the Hebrew University of Jerusalem, Israel. Educated in physics, he turned to the area of physics education where his research addresses students’ knowledge of physics and its structure, the nature of physics concepts to be taught, physics knowledge structure and the ways of its representation in teaching. This orientation implies addressing the history and philosophy of science, both by teachers and students, as providing conceptual framework of the meaningful and cultural knowledge of the subject. Within this effort, a special framework of discipline-culture was developed and suggested for teaching science. The same framework was used to explain students’ conceptual change, the structure of science curriculum, as well as of scientific revolutions. 相似文献
| Igal GaliliEmail: |
Igal Galili is professor of science education at the Hebrew University of Jerusalem, Israel. Educated in physics, he turned to the area of physics education where his research addresses students’ knowledge of physics and its structure, the nature of physics concepts to be taught, physics knowledge structure and the ways of its representation in teaching. This orientation implies addressing the history and philosophy of science, both by teachers and students, as providing conceptual framework of the meaningful and cultural knowledge of the subject. Within this effort, a special framework of discipline-culture was developed and suggested for teaching science. The same framework was used to explain students’ conceptual change, the structure of science curriculum, as well as of scientific revolutions. 相似文献
19.
George Reisch 《Science & Education》2009,18(2):191-197
In responding to critics and reviewers of my book, How the Cold War Transformed Philosophy of Science, I attempt to identify some misleading conventional wisdom about the place of values in philosophy of science and then offer
three distinct ways in which philosophers of science can engage their work with ongoing social and political currents.
相似文献
| George ReischEmail: |
20.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
相似文献
| Jacqueline T. McDonnoughEmail: |