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1.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
相似文献
| Catherine MilneEmail: |
2.
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: |
3.
Andrée Tiberghien 《Cultural Studies of Science Education》2008,3(2):283-295
This commentary on Roth, Lee, and Hwang’s paper aims at analysing their theoretical approach in terms of its object of study,
and the aspects that are brought to the fore, like the cultural activity of conversation, and those that are overshadowed,
like the role of the material world and its perception on learning. This analysis, developed on the basis of a pragmatic approach
that combines theoretical frameworks, leads to a debate about the relevant components of teaching–learning situations according
to the theoretical approaches, and the extent to which, due to the complexity of the studied phenomena, some theoretical frameworks
are complementary or concurrent.
Andrée Tiberghien obtained her Ph.D. in condensed matter physics from the University of Paris 6 in 1972. She started her research in science education with studies on students’ conceptions in several domains (electricity, heat-temperature, light). Currently her research work is focused on classroom practices and the evolution of students’ knowledge during teaching sequences. She is in charge of a database project on video recordings of teaching and training situations (ViSA). She has contributed for more than 10 years to a research-development group of researchers and teachers who are producing new teaching resources. She is a member of the science expert group of PISA 2006 and 2009. 相似文献
| Andrée TiberghienEmail: |
Andrée Tiberghien obtained her Ph.D. in condensed matter physics from the University of Paris 6 in 1972. She started her research in science education with studies on students’ conceptions in several domains (electricity, heat-temperature, light). Currently her research work is focused on classroom practices and the evolution of students’ knowledge during teaching sequences. She is in charge of a database project on video recordings of teaching and training situations (ViSA). She has contributed for more than 10 years to a research-development group of researchers and teachers who are producing new teaching resources. She is a member of the science expert group of PISA 2006 and 2009. 相似文献
4.
William Medina-Jerez 《Research in Science Education》2008,38(2):189-212
A lack of congruency between the teaching and learning of science and the student’s personal worlds has long been recognised
by the international science education community as an issue deserving space in the research agenda. The purpose of this study
was to explore the diversity of student reactions when subcultures such as family, community peers, and personal worldviews
are considered along side the subculture of school science. Two-hundred and fifty students from urban and provincial schools
in the northeastern region of Colombia (South America) participated. From this group, 18 students were interviewed. It was
observed that students adopt a compartmentalisation of knowledge that is evident as both an avoiding strategy in the classroom
and as a mechanism to differentiate between the natural world of their everyday situations and the one portrayed by a Westernised
science instruction in the classroom. The findings reflect how multiple worldviews correlate with student frameworks as implanted
by school science.
相似文献
| William Medina-JerezEmail: |
5.
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.
相似文献
| Sheau-Wen LinEmail: |
6.
In this rejoinder, we respond to the major points made by Gallo-Fox (this forum), Beers (this forum), Carambo and Stickney
(this forum), and Murphy, Carlisle and Beggs (this forum). We focus primarily on the benefits and considerations that stem
from employing additional theoretical frameworks for analyzing research in coteaching. We also address some of the future
directions that should be explored in coteaching research.
相似文献
| Beth WassellEmail: |
7.
8.
Exploring the contexts of urban science classrooms. Part 1: Investigating corporate and communal practices 总被引：1，自引：1，他引：0
Christopher Emdin 《Cultural Studies of Science Education》2007,2(2):319-350
In this paper, I discuss the existence of varying ideologies and perspectives within urban science classrooms and uncover
the importance of focusing on student and teacher practices as a means to bridge these disconnections. Specifically, I describe
the existence of corporate and communal ideologies and the dynamics that create the misalignment between groups that hold
allegiances to these varying belief systems. Utilizing three allied theoretical frames, this paper provides a multi layered
and timely analysis of the teaching of science in an urban high school in New York City. I conjoin Bourdieu’s sociocultural
theory, an analysis of social life through the use of the structure|agency dialectic, and a theorizing of corporate and communal
practice to embark on a journey into how African American and Latino/a students’ ways of knowing and being can be utilized
to meet the goal of improving their success in science.
相似文献
| Christopher EmdinEmail: |
9.
10.
Catherine Milne Laurie Rubel Alberto J. Rodriguez Christopher Emdin Maria Rivera Maulucci Donyagay Locke Edna Tan Neil Clairmont Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(2):399-407
This metalogue addresses the ways Sreyashi Jhumki Basu mediated our practices in science education and life. We focus on Basu’s
uses of critical science agency, democratic science classrooms, and critical feminist ethnography to transform the possibilities
for all participants in her research and educational practices. We also examine her use of cases and pedagogical strategies
to support youth set practice goals based on conceptions of self and preferred learning trajectories. These strategies allow
youth to develop power through the use of disciplinary knowledge and modes of inquiry to support their understanding of themselves
as powerful, able to change their position in the world, and make the world more socially just. This (Key Contributors) article
acknowledges a life cut short through disease, reflects our personal loss of a friend and colleague, and expresses determination
to ensure that her contributions to science education are sustained and continued.
相似文献
| Catherine MilneEmail: Email: |
11.
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: |
12.
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: |
13.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
| Claire Howell MajorEmail: |
14.
Science educators have yet to identify ways to enable inner city African American high school students to experience success
in science. In this paper, we argue that understanding the ways in which cultural practices from fields outside of school
mediate what happens inside classrooms and contribute to the learning of students is crucial to addressing current disparities
in science performance. Specifically, we explore the significance of movement expressiveness dispositions to the lives and
the learning of economically disadvantaged African American youth. These particular dispositions have been repeatedly observed
in our research, and they can be important resources for the creation of individual emotional energy, collective solidarity,
and heightened engagement in learning activities since they provide resources for the (re)shaping of identity. Thus movement
expressiveness dispositions hold potential for transforming the teaching and learning of these students.
相似文献
| Gale SeilerEmail: |
15.
The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting 总被引：2，自引：2，他引：0
Eli M. Silk Christian D. Schunn Mari Strand Cary 《Journal of Science Education and Technology》2009,18(3):209-223
This study examines the use of engineering design to facilitate science reasoning in high-needs, urban classrooms. The Design
for Science unit utilizes scaffolds consistent with reform science instruction to assist students in constructing a design
solution to satisfy a need from their everyday lives. This provides a meaningful context in which students could reason scientifically.
Eighth grade students from two urban schools participated in the unit. Both schools contained large percentages of racial/ethnic
minority and economically disadvantaged students. Students demonstrated statistically significant improvement on a paper-and-pencil,
multiple-choice pre and post assessment. The results compare favorably with both a high-quality inquiry science unit and a
traditional textbook curriculum. Implications for the use of design-based curricula as a viable alternative for teaching science
reasoning in high-needs, urban settings are discussed.
相似文献
| Eli M. SilkEmail: |
16.
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: |
17.
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: |
18.
Kenneth Tobin 《Cultural Studies of Science Education》2007,2(3):529-538
This article reviews the significance of the contributions of Ernst von Glasersfeld to research in science education, especially
through his theoretical contributions on radical constructivism. As a field shaper, Glasersfeld’s subversive ideas catalyzed
debate in the science education community and fuelled transformation of many facets including research methods, ways of thinking
about teaching and learning, curriculum, and science teacher education. Perturbations emanating from the debates on constructivism
forged new pathways that led to the development and use of many of the sociocultural frameworks employed by authors in Cultural
Studies of Science Education.
Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of City College. In 2004 Tobin was recognized by the National Science Foundation as a Distinguished Teaching Scholar and by the Association for the Education of Teachers of Science as Outstanding Science Teacher Educator of the Year. Prior to commencing a career as a teacher educator, Tobin taught high school science and mathematics in Australia and was involved in curriculum design. His research interests are focused on the teaching and learning of science in urban schools, which involve mainly African American students living in conditions of poverty. A parallel program of research focuses on coteaching as a way of learning to teach in urban high schools. Recently Tobin published a book with Wolff-Michael Roth entitled Teaching to learn: A view from the field and edited two volumes entitled The culture of science education: Its history in person and Science, learning, and identity: Sociocultural and cultural-historical perspectives. In 2006 Tobin edited Teaching and learning science: A handbook. 相似文献
| Kenneth TobinEmail: |
Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of City College. In 2004 Tobin was recognized by the National Science Foundation as a Distinguished Teaching Scholar and by the Association for the Education of Teachers of Science as Outstanding Science Teacher Educator of the Year. Prior to commencing a career as a teacher educator, Tobin taught high school science and mathematics in Australia and was involved in curriculum design. His research interests are focused on the teaching and learning of science in urban schools, which involve mainly African American students living in conditions of poverty. A parallel program of research focuses on coteaching as a way of learning to teach in urban high schools. Recently Tobin published a book with Wolff-Michael Roth entitled Teaching to learn: A view from the field and edited two volumes entitled The culture of science education: Its history in person and Science, learning, and identity: Sociocultural and cultural-historical perspectives. In 2006 Tobin edited Teaching and learning science: A handbook. 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.