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1.
Worldwide, science education reform movements are stressing the need to promote ‘scientific literacy’ among young people. Increasingly, this is taken to include empowering students to engage critically with science-related news reporting. Despite this requirement now featuring in statutory curricula throughout the UK, there has, to date, been a dearth of research-informed advice to assist science teachers as they identify appropriate instructional objectives in this regard and design relevant learning activities through which these might be achieved. In this study, prominent science communication scholars, science journalists, science educators and media educators were interviewed to determine what knowledge, skills and habits of mind they judged valuable for individuals reading science-related news stories. Teachers of science and of English from nine secondary schools in Northern Ireland addressed the same issue. A striking – and significant – finding of the study was the very substantial number of statements of knowledge, skill and disposition offered by participants that relate to ‘media awareness’, an issue largely overlooked in the science education literature. The school-focused phase of the research suggests that cross-curricular approaches involving teachers of science collaborating with those of English/media education or media studies may best serve to address this important curricular goal. 相似文献
2.
Although articulated in different terms at different times, some understanding of ‘the nature of science’ and, more particularly, of ‘scientific method’ has been a central and enduring feature of the rhetoric of school science education. However, it is now clear that many of the assumptions about the nature of scientific activity which have traditionally underpinned school science teaching are no longer tenable. This paper outlines the rhetorical and political importance of method as a unifying element of the sciences, reviews some of the themes evident in recent scholarly debates about the nature of scientific activity, and considers some of the difficulties which arise from the incorporation of the ‘nature of science’ within school science curricula. It is suggested that among these difficulties are fundamental issues relating to objectivity and rationality and to the claims made about the status of science and its role in everyday discourse and action. 相似文献
3.
Angela A. Daddow 《高等教育研究与发展》2017,36(7):1369-1382
Students who have followed routes to Western universities other than the ‘traditional’ one – that is, an uninterrupted path from school to university – face greater challenges to their democratic participation in higher education than their ‘traditional’ counterparts. Until recently, universities have predominantly expected students with diverse entry points to assimilate into existing curricula and academic modes of operating. Such expectation, when combined with reductionist managerial accountability, has largely marginalised non-traditional students. This paper reports on a project which aimed to reverse this marginalisation in an Australian Bachelor of Social Work degree. It is argued that students from diverse linguistic, cultural and educational backgrounds, having greater challenges in negotiating privileged academic and discipline literacies, are better served pedagogically by curriculum design that resonates with their lifeworlds and makes tacit assumptions in university literacies explicit. Using practitioner action research in a partnership between a social work and an academic language and learning academic, pedagogies that utilised students’ literacy practices as assets for learning were enacted over two research cycles. The possibilities and constraints that emerged to support student learning and more equitable participation were examined. The findings suggest that it is possible, even under current preoccupations with measurements and budget constraints, to signal key points of negotiation for pedagogic change to respond more inclusively and equitably to contemporary university students. 相似文献
4.
Andrew Wilkins 《International Journal of Inclusive Education》2019,23(11):1180-1195
ABSTRACTSince 2010 the government in England has committed to accelerating the expansion of academies (‘state-funded independent schools’) through displacing the role of local government as principal manager and overseer of schools. In response increasing numbers of schools are embracing the co-operative trust model to improve economies of scale, facilitate stakeholding and community resilience and resist capture from the monopolising tendencies of some large multi-academy trusts seeking wholesale takeover of certain underperforming schools. Yet there are concerns that co-operative schools do not represent a radical departure from routines of neoliberalism – defined by managerial deference, technocratic efficiency, upward accountability and performativity – despite clear signs that co-operative schools promote themselves as jointly-owned, democratically-controlled enterprises. In this paper, I adopt a ‘processual view of neoliberalisation’ [Peck, J., and A. Tickell. 2002. “Neoliberalizing Space.” Antipode 34 (3): 380–404] to complicate the idea that co-operative schools can be judged in binary terms of ‘either/or’ – neoliberal or democratic, exclusionary or participatory – and instead point to the variegated organisational life of co-operative schools and their messy actualities as they straddle competing and sometimes conflicting sets of interests, motives and demands in their practice of school governance. 相似文献
5.
Lately, a deliberative conception of democracy has gained influence in policy debates throughout Europe. Individuals are here seen to be fostered into responsible, mature – democratic – citizens by being involved in dialogue. In the 1990s, calls for ‘democratic education’ intensified in Sweden. This article analyses two pedagogical models influenced by programmes developed in the USA that have recently had a great impact in Swedish schools and elsewhere, Social and Emotional Training and Aggression Replacement Training, both teaching pupils the ‘art of democratic deliberation’. By analysing manuals and interviews with school staff, we find that both models are based on the idea that through constant dialogue, pupils develop a ‘democratic mentality’. Referring to Foucault, this kind of dialogue can be seen as a technology of confession, where pupils are encouraged to reflect upon themselves and their behaviour, abilities and qualities as a way to change themselves and become democratic subjects. 相似文献
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7.
Ángela Saiz-Linares Carlos Rodríguez-Hoyos Teresa Susinos-Rada 《British Educational Research Journal》2019,45(1):83-98
The objective of this study [Susinos, T. (Dir.), ‘Schools moving towards inclusion: Learning from the local community, the student voice and educational support’ (I+D+I, EDU2011-29928-C03-03)] is to gain a deeper understanding of the analysis of the discourses that different education professionals in the Spanish education system have on student participation in schools, based on the premise that they tacitly reflect different models of democracy and advance very diverse school practices. The study is based on the Student Voice Movement, which is defined by its commitment to deliberative democratic education and its role in the development of inclusive schools. In this article, we have conducted a qualitative analysis of the data from 31 in-depth interviews carried out with teachers and other education professionals from nine schools. These teachers’ discourses are summarised in four dimensions, which we have named individual, pedagogical, organisational and socio-political. Some conclusions of this work demonstrate a predominance of discourses linked to an individual and pedagogical dimension of participation, based on the idea that this fundamentally depends on the personal dispositions that some students have. It is less common to appeal to the socio-political dimension, which refers to participation as a citizen's right to debate and make decisions regarding common and public affairs. This suggests that teachers still see their work from a technical point of view, rather than envisaging the school as a space for democratic participation and practice. In short, with this study we aim to contribute to normative theories on participation and democracy in order to expand their empirical and practical support in schools. 相似文献
8.
Using a mixed methods design, the researchers investigated understandings and practices of democracy across Round Square, a worldwide network of 180 schools committed to shared values. An extensive questionnaire received 4020 student and 863 teacher returns; additionally, leaders, students, and parents from five case study schools on different continents were interviewed. All stakeholder groups were found to value democracy highly, but saw its implementation in their schools as challenging and limited. While staff and parents espoused more holistic understandings of democratic practices and cultures, students focused primarily on systems of election and representation. A philosophically informed framework for developing ‘responsible leadership’, and a values-led approach to school improvement, are offered to deepen students’ democratic agency through informed, active, and reflective engagement with people, situations, and curricula. 相似文献
9.
Giulia Tasquier Olivia Levrini Justin Dillon 《International Journal of Science Education》2016,38(4):539-563
The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic education. However, despite these European recommendations, relatively little emphasis is still given to climate change within science curricula. Climate change, although potentially engaging for students, is a complex topic that poses conceptual difficulties and emotional barriers, as well as epistemological challenges. Whilst the conceptual and emotional barriers have already been the object of several studies, students’ reactions to the epistemological issues raised by climate changes have so far been rarely explored in science education research and thus are the main focus of this paper. This paper describes a study concerning the implementation of teaching materials designed to focus on the epistemological role of ‘models and the game of modelling’ in science and particularly when dealing with climate change. The materials were implemented in a course of 15 hours (five 3-hour lessons) for a class of Italian secondary-school students (grade 11; 16–17 years old). The purpose of the study is to investigate students’ reactions to the epistemological dimension of the materials, and to explore if and how the material enabled them to develop their epistemological knowledge on models. 相似文献
10.
Wolff‐Michael Roth 《课程研究杂志》2013,45(4):377-398
Received conceptualizations of scientific literacy are grounded in (1) the notions of ‘knowledge’, ‘concepts’, and ‘skills’ that science students have to ‘acquire’, ‘appropriate’, or ‘construct’ or (2) the notion of ‘practices’ to which they have to be ‘enculturated’ so that they become part of a ‘community of practice’. All such notions articulate scientific literacy in a static form, which does not correspond to the dynamic nature of the literacies that can be observed in society. This study proposes a dialectical notion of scientific literacy, which makes thematic its nature as a situated, distributed, collective, emergent, indeterminate, and contingent process. It articulates the idea that knowing a (scientific) language is indistinguishable from knowing one's way around the world. As a consequence, the goal of science education can no longer be to make individual students exhibit particular forms of knowledge but to provide them with contexts in which it is more important to deal with, select, and negotiate different forms of expertise and knowledgeability. This leads one to think of science education as but a part of a democratic liberal education that allows students to become competent to participate in any conversation that includes others with different forms and levels of expertise than their own. 相似文献
11.
Bing Wei 《International Journal of Science Education》2013,35(2):259-277
This paper is about the process of developing integrated science curricula at junior secondary schools in the Peoples’ Republic of China in the past 20 years. The history has witnessed two stages of developing integrated science curricula during this period in China: one was at the provincial level in the 1980s/1990s, while the other was at the national level in the new millennium. Using the concept of curriculum emphases, this paper purported to investigate the advocated forms of integration and the reasons and causes behind them in integrated science curriculum during the period under study. Data were collected from two sources: curriculum documents related to the integrated science curricula, and interviews with key informants who were involved in designing the official documents of this kind of science curriculum. Two models of integration have been identified from the two stages respectively: one is ‘integration within science subjects’, while the other ‘integration beyond science subjects’. The social–political roots of the two models of integration have been traced. To meet the goal of scientific literacy, it is suggested in the final part of this paper that the model of ‘integration within science subjects’ should be abandoned while the model of ‘integration beyond science subjects’ should be advocated in the process of developing integrated science curriculum. 相似文献
12.
This article examines the significance of the concept of participation for teacher meaning-making processes in education for sustainable development and health education. In Scandinavian public schools, education for sustainable development and health education focus on a wide palette of societal problems rather than on narrow curricula. Drawing on selected reviews of research literature on education for sustainable development and health education, Lacanian psychoanalysis provides inspiration for our analysis of the concept of participation, and how it is positioned and enacted in these fields of practice. Essentially, we argue that the concept of participation has a dual nature: it serves both as an educational ideal and as a teaching strategy. We also explore how the failure to achieve the ideal of ‘true’ participation may serve a positive purpose for the teacher; the acknowledgement that participation is not always as genuine as desired establishes a pedagogical situation where ideals of engaging pupils through true participation can continue to exist side by side with clear signs of a less consequential participation. 相似文献
13.
Nick J. Gozik 《Compare》2012,42(1):5-25
Schooling is widely considered to be vital to the development of modern nation-states, yet little is known about how teachers might go about transmitting national culture within schools. Using the case of history–geography lycée teachers in the French overseas department of Martinique, this article makes the argument that teachers’ professional identities must be taken into account when considering the ways in which teachers implement curricula and understand their role in passing on national and other collective identities to students. Through local-level research in schools – comprised of interviews with teachers, school administrators, local officials and others, classroom observations and archival research – it becomes evident that teachers on the island, as elsewhere in France, enjoy considerable autonomy in implementing curricula. By training students to think critically, teachers encourage students to consider new meanings of ‘French’ and ‘Martinican’ identities on an everyday basis. 相似文献
14.
ABSTRACTThis paper examines visions of ‘learning’ across humans and machines in a near-future of intensive data analytics. Building upon the concept of ‘learnification’, practices of ‘learning’ in emerging big data-driven environments are discussed in two significant ways: the training of machines, and the nudging of human decisions through digital choice architectures. Firstly, ‘machine learning’ is discussed as an important example of how data-driven technologies are beginning to influence educational activity, both through sophisticated technical expertise and a grounding in behavioural psychology. Secondly, we explore how educational software design informed by behavioural economics is increasingly intended to frame learner choices to influence and ‘nudge’ decisions towards optimal outcomes. Through the growing influence of ‘data science’ on education, behaviourist psychology is increasingly and powerfully invested in future educational practices. Finally, it is argued that future education may tend toward very specific forms of behavioural governance – a ‘machine behaviourism’ – entailing combinations of radical behaviourist theories and machine learning systems, that appear to work against notions of student autonomy and participation, seeking to intervene in educational conduct and shaping learner behaviour towards predefined aims. 相似文献
15.
Yonatan I. Fishman 《Science & Education》2009,18(6-7):813-837
Several prominent scientists, philosophers, and scientific institutions have argued that science cannot test supernatural worldviews on the grounds that (1) science presupposes a naturalistic worldview (Naturalism) or that (2) claims involving supernatural phenomena are inherently beyond the scope of scientific investigation. The present paper argues that these assumptions are questionable and that indeed science can test supernatural claims. While scientific evidence may ultimately support a naturalistic worldview, science does not presuppose Naturalism as an a priori commitment, and supernatural claims are amenable to scientific evaluation. This conclusion challenges the rationale behind a recent judicial ruling in the United States concerning the teaching of “Intelligent Design” in public schools as an alternative to evolution and the official statements of two major scientific institutions that exert a substantial influence on science educational policies in the United States. Given that science does have implications concerning the probable truth of supernatural worldviews, claims should not be excluded a priori from science education simply because they might be characterized as supernatural, paranormal, or religious. Rather, claims should be excluded from science education when the evidence does not support them, regardless of whether they are designated as ‘natural’ or ‘supernatural’. 相似文献
16.
Vusi Mncube 《Journal of educational administration and history》2009,41(1):29-43
This article explores governors’ perceptions of the role played by school principals in the democratic governance of secondary schools in South Africa. The South African Schools Act No. 84 of 1996 has mandated that all public schools in South Africa must have democratically elected school governing bodies, comprised of the principal (in his or her official capacity), educators, non‐teaching staff, parents and learners, but the latter is applicable only in secondary schools. This reform is intended to foster tolerance, rational discussion and collective decision‐making. In the light of this reform an empirical study investigated the role of the principal in the school governing body (SGB), particularly in promoting parent and learner participation in SGBs. The findings highlighted the important functions that principals fulfil with regard to the functioning of the SGB. Principals are viewed by governors as playing a positive role in SGBs. Governors referred to principals as ‘the finger on the pulse of what is happening at school’; they are resource persons for other members of the SGBs and ‘the engines’ of the schools. Governors viewed the principal as in charge of the professional management of the school, ensuring that all duties are carried out adequately, setting the tone in SGB meetings, and responsible for interpreting education policies and ensuring that they are well implemented. Furthermore, principals have the responsibility of ensuring the maximum participation of both parent and learner governors in SGBs meetings. Principals can also contribute greatly to school governance issues, since they are usually at an advantage in terms of their familiarity with official regulations, provincial directives and knowledge of educational reform measures. The findings highlighted persistent power struggles in rural schools that may arise when principals overplay their roles as this creates tension among SGB members. However, principals enabled implementation of democratic values such as tolerance, rational discussion and collective decision‐making in schools through their leadership roles. 相似文献
17.
Ola Erstad 《Education and Information Technologies》2006,11(3-4):415-429
Digital literacy is now defined as a key area of competence in the new national curriculum for schools in Norway. For policy makers the terms ‘information society’ and ‘knowledge society’ has been used to argue for implementing new technologies in education, and for improving learning. These views have been highly problematic, partly because they do not take into consideration how new technologies are used by young people, or how schools work as social practices. This article will focus on how we conceptualize a student perspective in schools related to the use of digital technologies. Combining an increased focus on digital literacy in school curricula with an increased focus on student participation challenges our conception of the school-aged learner. In discussing these issues I will draw on results from a number of school-based ICT projects that I have been involved in since 1998. 相似文献
18.
This paper uses one national case to illustrate how diverse ideological agendas of central state agencies contest the discursive space within which major education policy reforms are developed. In Aotearoa New Zealand in 1988, ‘self‐managed’ schools were promoted ostensibly to allow parents more say in their children’s education and local school administration. The Tomorrow’s Schools reform policy texts included an existing social democratic partnership rhetoric, positioning principals as professional leaders working collaboratively with elected parent boards of trustees. However, the new ideology of ‘parental choice’ of school within a local schooling marketplace, underpinned by a chief executive or market managerial model of principalship, was later operationalised through mechanisms of ‘steerage’ from the centre. To explain this shift, we examine selected policy text pre‐cursors to the reforms and identify how contrasting forms of ‘principal’ and ‘teacher’ identity emerged within social democratic, neo‐liberal and market managerial ideologies. We further show that while radical (Treasury) market liberal arguments for labour market deregulation and consumer choice failed to gain widespread support, the State Services Commission preferred market managerialist strategies for promoting public accountability of schools (based on aggregate student achievement outcome data and centrally determined national educational priorities) were successfully embedded during the 1990s. 相似文献
19.
Leon Benade 《Educational Philosophy and Theory》2014,46(11):1243-1257
AbstractThe prominence given in national or state-wide curriculum policy to thinking, the development of democratic dispositions and preparation for the ‘good life’, usually articulated in terms of lifelong learning and fulfilment of personal life goals, gives rise to the current spate of interest in the role that could be played by philosophy in schools. Theorists and practitioners working in the area of philosophy for schools advocate the inclusion of philosophy in school curricula to meet these policy objectives. This article tests claims that philosophy can aid in the acquisition of democratic dispositions and develop critical thinking and considers to the extent to which these aims are compatible with each other. These considerations are located in the context of certain policy statements relating to the curricula of Western Australia and New Zealand. 相似文献
20.
Roger Maskill 《International Journal of Science Education》2013,35(5):485-495
The role of formal logic in the development and investigation of science education is analysed. Firstly, the way in which teachers use language, logical and otherwise, is described and the necessary use of logical relations in the learning of abstract concepts and ideas is investigated. The conclusions drawn from the literature indicate that learners have great difficulty in comprehending the normal logic implied in ordinary words such as ‘because’ and ‘therefore’, and that the more difficult the context, the more likely it is that even the most common logical argument will be misunderstood. Less common logical words may be misunderstood by a majority of typical pupils in science lessons. Secondly, the development of efficient cognitive processes in the context of science curricula is investigated. The conclusion drawn from literature describing experiments (rather than suggestions based more in philosophy) suggests strongly that formal logics probably have little to offer science educators. It is argued that until science teaching starts to base itself more on ‘natural strategies’, in much the same way as it is now looking seriously at ‘alternative frameworks’ as the basis for concept development, process development in science teaching will not seriously affect the ability of most pupils to solve either scientific or everyday problems more efficiently. 相似文献