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1.
I reflect on studies by Rodriguez and Carlone, Haun-Frank, and Kimmel to emphasize the ways in which they excavate silences in the science education literature related to linguistic and cultural diversity and situating the problem of reform in teachers rather than contextual factors, such as traditional schooling discourses and forces that serve to marginalize science. I propose that the current push for top-down reform and accountability diminishes opportunities for receptivity, learning with and from students in order to transform teachers’ practices and promote equity in science education. I discuss tensions of agency and passivity in science education reform and argue that attention to authentic caring constitutes another silence in the science education literature. I conclude that the current policy context positions teachers and science education researchers as tempered radicals struggling against opp(reg)ressive reforms and that there is a need for more studies to excavate these and other silences.  相似文献   

2.
This review explores Ben-Zvi Assaraf, Eshach, Orion, and Alamour’s paper titled “Cultural Differences and Students’ Spontaneous Models of the Water Cycle: A Case Study of Jewish and Bedouin Children in Israel” by examining how the authors use the concept of spontaneous mental models to explain cultural knowledge source of Bedouin children’s mental model of water compared to Jewish children’s mental model of water in nature. My response to Ben-Zvi Assaraf et al.’s work expands upon their explanations of the Bedouin children’s cultural knowledge source. Bedouin children’s mental model is based on their culture, religion, place of living and everyday life practices related to water. I suggest a different knowledge source for spontaneous mental model of water in nature based on unique history and traditions of South Korea where people think of water in nature in different ways. This forum also addresses how western science dominates South Korean science curriculum and ways of assessing students’ conceptual understanding of scientific concepts. Additionally I argue that western science curriculum models could diminish Korean students’ understanding of natural world which are based on Korean cultural ways of thinking about the natural world. Finally, I also suggest two different ways of considering this unique knowledge source for a more culturally relevant teaching Earth system education.  相似文献   

3.
In this commentary, I discuss how policy initiatives play out in two different contexts for elementary school teachers yet produce very similar outcomes regarding teachers’ professional development and school science learning for elementary students. Ironically, the outcomes that we want see in elementary school science learning and professional development are not realized when policies are introduced that distract from practices that were working prior to new reforms.  相似文献   

4.
This commentary dialogues with three articles that analyze the same database about science and religion discourse produced 17 years ago. Dialogues in these three articles and this commentary across space and time allow us to develop new and different understandings of the same database and situation. As part of this commentary, I discuss topics approached in the three articles including the collective nature of discourses, emotion, and constructivist view on learning. I draw on three essential concepts of the dialogical nature of utterance, the emotional-volitional tone and internally persuasive discourse informed by Bakhtin’s dialogism. In particular, I conclude that Bakhtin’s dialogism not only invites us to understand science learning discourse in a more holistic way but also encourages us to open up dialogues between science and religion that often are considered to be two hostile opponents.  相似文献   

5.
This is a commentary on some major issues raised in Carter and Dediwalage’s “Globalisation and science education: The case of Sustainability by the bay” (this issue), particularly their methodology and theoretical framework for understanding how globalisation shapes education (including science education). While acknowledging the authors’ contribution to the literature on globalisation and education, it questions the degree to which their analysis captures and explains how globalisation shapes science education, and examines how the research can be complemented by altering its methodology and expanding its theoretical framework.  相似文献   

6.
In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space of their work and their dispositions towards teacher leadership. Research into the representation of school science departments through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779–804, 2000). These representations, expressed during regular science department meetings, occur in the social space of Bourdieu’s “field” and are a reflection of the “game” of science education being played within the department. This departmentally centred space suggests an important implication when considering the relationship between subject departments and their schools. The development of an individual’s representation of teacher leadership and the wider “field” of science education appears to shape the individual towards promoting their own sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals, the important “game” is science education, not school improvement. Consequently, the subject department may be a missing link between efforts to improve schools and current organizational practices.  相似文献   

7.
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8.
A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3–24, 2004; Schneider et al. in J Res Sci Teach 42:283–312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers’ ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245–253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment.  相似文献   

9.
In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers’ discourse practices due to a summer institute and how their pragmatic awareness seems to have been enhanced through institute activities. Finally I ponder whether, when, how, and why professional development should include a focus on ways of speaking during inquiry-based science instruction.  相似文献   

10.
This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of science, and NoS activities can help children to link school science to science itself.  相似文献   

11.
In this commentary, I will critically elaborate on the potential impact of the coordinated papers of this volume on further development of research in mathematics education. The papers, which share common theoretical frameworks, will be categorized into three different classes: ‘demolishers of illusions’, ‘economizers of thought’ and ‘energizers of practice’. I will analyze the role played by psychology and related sciences as a possible enrichment of the frameworks, especially where technologies are concerned. Finally, I will discuss the possible conflict between the need to consider the phenomena elicited in this kind of studies and the sophistication required by the theoretical constructs, which makes the results of these studies very difficult to communicate to the international community.  相似文献   

12.
The objective of this study is to facilitate in-service chemistry teachers’ understanding of nature of science and what ‘ideas-about-science’ can be included in the classroom. The study is based on 17 in-service teachers who had registered for a 11-week course on ‘Epistemology of Science Teaching’ as part of their Master’s degree program. The course is based on 17 readings drawing on nature of science and its critical evaluation. Course activities included written reports, classroom discussions based on participants’ presentations and written exams. Based on the results obtained this study has the following educational implications: (a) Experimental data need to be interpreted carefully due to underdetermination of theories by data; (b) Kuhn’s normal science manifests itself in the science curriculum through the scientific method and wields considerable influence; (c) Trilemma posed by Collins (Stud Sci Educ 35:169–173, 2000), viz., creation of new knowledge ⇔ Kuhn’s normal science ⇔ teaching nature of science, provided a big challenge and was thought provoking; (d) Of the different aspects of nature of science suggested by experts, these teachers endorsed the following as most important: Creativity, Historical development of scientific knowledge, Diversity of scientific thinking and Scientific method and critical testing; (e) With respect to the contradiction between the positions of Lederman et al. (J Res Sci Teach 39:497–521, 2002) and Osborne et al. (J Res Sci Teach 40:692–720, 2003), few supported the position of latter, viz., inclusion of scientific method in the classroom and a majority supported the former, viz., scientific method as a myth; and (f) Participants were critical of the present stage of research with respect to the scientific method and suggested the introduction of history, philosophy and epistemology of science to counteract its influence.  相似文献   

13.
Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts. Our National Science Foundation-funded GK-12 program paired science graduate students—fellows—with secondary science teachers in order to enhance inquiry-based instruction. This research examined the roles of the fellows, teachers, and school culture in the implementation of inquiry and the fellows’ conceptions of classroom inquiry versus that in their own research. Qualitative data were collected for two academic years. Overall, the classrooms shifted toward a more inquiry-oriented approach over the academic year. Several aspects of school culture influenced inquiry implementation. Fellows described their research as similar in overall structure but less constrained by known concepts, less guided by mentors, and more in-depth than that of secondary school students. The teacher-fellow scientist partnership is a potentially effective professional development model to create positive and lasting change within the science classroom.  相似文献   

14.
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15.
This study tested a hypothesis that focused on whether or not teachers’ pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher’s PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score (r = .831, p < .01) and sub-component scores (ranging from r = .616 to .805, p < .01). Implications for science teacher education and future research are discussed.  相似文献   

16.
Parents are generally less involved in their children’s science education (as compared to reading and mathematics) due to low self-efficacy and a lack of home-school communication. This study examined parental interest and attitudes in science as well as the nature of parent-to-child questioning during an interactive home, school, and community collaboration in the southeastern United States. Study results, compiled from observations, exit surveys, and interviews revealed largely positive family interactions and attitudes about science learning and increased parental interest toward involvement in elementary science. Parents frequently used productive questioning techniques during activities. These results imply that successful home, school, and community partnerships may elevate levels of parental participation in their children’s science education and the parents’ perception of themselves as being competent in assisting in science.  相似文献   

17.
One of the first places children encounter science and scientists is children’s literature. Children’s books about science and scientists have, however, received limited scholarly attention. By exploring the history of children’s biographies of Marie Curie and Albert Einstein, the two most written about scientist in children’s literature, this paper taps this unutilized resource to cultivate a unique perspective on the history of gender and authority in science and science education. Through analysis of explicit discussions of womanhood and science and implicit gendering of Curie and Einstein’s school experiences within these books, this study demonstrates that while much has changed in how these stories are framed the gender of the scientist is still central to how they are represented in children’s literature.  相似文献   

18.
Even during an era of cultural globalization where diversity, hybridity, and heterogeneity prevail, educational institutions remain unchanged and economically and racially marginalized students continue to experience a sense of exclusion in school. Whereas the science education community often addresses such exclusion in terms of the achievement gap or the lack of materials and qualified teachers in urban schools, there are also more subtle ways in which these students remain as outsiders to the culture of science. The study highlights how the acceptance and affordance of students’ cultural capital can encourage a sense of belonging with school science. Specifically, this paper contributes to the literature by sharing longitudinal findings that reveal students’ skills of orality, in the form of rap practices, can be rich resources for developing creolized forms of school science, and how rap creates entryways for students to form and reform hybridized identities in which canonical science discourse and lyrics about non-science subjects can begin to emerge in integrated, fluid and seamless manners.  相似文献   

19.
One of the central challenges globalization and immigration present to education is how to construct school language policies, procedures, and curricula to support academic success of immigrant youth. This case-study compares and contrasts language experience narratives along Elena’s developmental trajectory of becoming an urban science teacher. Elena reflects upon her early language experiences and her more recent experiences as a preservice science teacher in elementary dual language classrooms. The findings from Elena’s early schooling experiences provide an analysis of the linkages between Elena’s developing English proficiency, her Spanish proficiency, and her autobiographical reasoning. Elena’s experiences as a preservice teacher in two elementary dual language classrooms indicates ways in which those experiences helped to reframe her views about the intersections between language learning and science learning. I propose the language experience narrative, as a subset of the life story, as a way to understand how preservice teachers reconstruct past language experiences, connect to the present, and anticipate future language practices.  相似文献   

20.
We provide a response to Michiel van Eijck and Wolff-Michael Roth’s article and Michael Mueller and Deborah Tippins’ rejoinder. As we adhere to the conversation, we hope to bring new insights on the matter of Traditional Ecological Knowledge and/in science education. As the title suggests, we divided the present commentary in two distinct but interconnected sections. The first section (Giuliano) deals with the limitations imposed by language in dealing with a possible amalgamation of TEK into the traditional school science curriculum and the threat that such a move would represent to the value of keeping them distinct from one another. The second section (Nicholas) touches on the unseen (or ignored?) perils of neglecting indigenous voices in the debate—which, in itself, corresponds to yet another limiting factor inherent to this forum. Also, the second section reports on a professional experience with B.Ed. students that speaks to the practical implications of the current discussion. Combined, the two sections seek to uncover the potential significance of the TEK-WMS discussion to different education actors beyond the non-aboriginal scholarly world.  相似文献   

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