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1.
Mara Zapata 《Cultural Studies of Science Education》2010,5(3):729-734
An analysis of student connections through time and space relative to the core discipline of physics is attempted, as viewed
through the lens of actor-network-theory, by Antonia Candela. Using lenses of cultural realities, networks, and perceived
power in the discourse of one specific university in the capital city of Mexico and one undergraduate physics classroom, the
trajectories and itineraries of students are analyzed, relative to a physics professor’s pedagogical practices. This ethnographic
study then yields comparisons between Mexican undergraduate students and students from the United States. Actor network theory
recognizes that the symbiotic relationship existing between an actor and a continuum of space and time is defined by the symbiotic
yet interdependent relationships and networks of practice (Lemke in Downward causation: Minds, bodies, and matter 2000). As part of this study and in line with actor-network-theory, human actors and non-human participants were viewed in relation
to how subjects acted and were acted upon within networks of practice. Through this forum I reflect on this work with particular
focus on the issues of situatedness of actors from a sociocultural perspective and how established networks viewed within
this perspective frame and subsequently impact student trajectories and itineraries. In essence I argue for a need to look
at a myriad of further complexities driving the symbiotic relationships being analyzed. 相似文献
2.
Ajda Kahveci 《Cultural Studies of Science Education》2010,5(3):735-741
Recent elaborations on cultural-historical activity theory (CHAT) (Engestr?m et al., eds., Perspectives on activity theory.
New York: Cambridge University Press, 1999) and its relation to organizational theories have produced a theoretical amalgam of these earlier ideas, which allow for
the exploration of learning in formal organizational contexts such as schools. In this paper I reflect on Candela’s work situated
in undergraduate Mexican physics by drawing attention to the CHAT-IT framework (Ogawa et al., Educational Researcher 37(2):83–95,
2008) as a viable lens. I suggest that it is important to understand the historical development of the Mexican university as an
educational organization as well as the role of physics professors as agents of change whose practices contribute to not only
breaking classroom walls but also to transforming the organization affecting future activity systems. 相似文献
3.
This article explores the geographies of difference at LI-NSU, a Mexican university program where English is the predominant language of instruction. The interactions between
LI-NSU students and students from other programs are marked by themes of national identity and symbolically charged views
of English, creating a contested ‘poetics of space’ within the classroom and beyond. The article questions the impact that
English-only classrooms may have on student identity in contexts where English is not the official or dominant language. 相似文献
4.
On pigs and packers: Radically contextualizing a practice of science with Mexican immigrant students
This paper reports on instructional practices observed in a high school English Learner (EL) Science course serving newcomer
Mexican immigrant youth. The school is located in a rural Midwestern meatpacking community in which labor at the hog plant
is economically- and racially-segmented; it is the town’s Mexican residents, many of them undocumented, who comprise most
of the unskilled labor force. The general purpose of the paper is to document how the economic and racial context of this
community influences science instruction in the EL Science course and to describe how this presents particular challenges
in achieving equitable science instruction for Mexican immigrant youth in these rural, globalizing places. Entering the data
via critical discourse analysis (Fairclough, 1995) and then utilizing Barton’s (2003) “practice of science” perspective, with an eye toward achieving “radical contextuality” (Grossberg, 1997), we describe the
science events, identities, and structures of the pig dissection lesson and detail how what these students could do with science,
as rendered by that lesson, was limited by the roles the teacher attributed to the students, her inability to draw on their
funds of knowledge as resources for learning, and the voice and position she allowed them to take up. The data reinforce conventional
understandings of schools as sites of cultural reproduction (Bowels & Gintis, 1976), as well as of resistance (Giroux, 1983), but afford us a glimpse of the particularity of those mechanisms within the demographically-transitioning American Heartland,
iconic of the era of global capitalism.
相似文献
| Katherine Richardson BrunaEmail: |
5.
Timothy Patrick Fukawa-Connelly 《Educational Studies in Mathematics》2012,81(3):325-345
This paper is a case study of the teaching of an undergraduate abstract algebra course, in particular the way the instructor presented proofs. It describes a framework for proof writing based on Selden and Selden (2009) and the work of Alcock (2010) on modes of thought that support proof writing. The paper offers a case study of the teaching of a traditionally-taught abstract algebra course, including showing the range of practice as larger than previously described in research literature. This study describes the aspects of proof writing and modes of thought the instructor modeled for the students. The study finds that she frequently modeled the aspects of hierarchical structure and formal–rhetorical skills, and structural, critical, and instantiation modes of thought. This study also examines the instructor’s attempts to involve the students in the proof writing process during class by asking questions and expecting responses. Finally, the study describes how those questions and responses were part of her proof presentation. The funneling pattern of Steinbring (1989) describes most of the question and answer discussions enacted in the class with most questions requiring a factual response. Yet, the instructional sequence can be also understood as modeling the way an expert in the discipline thinks and, as such, offering a different type of opportunity for student learning. 相似文献
6.
Bradley E. Cox Kadian L. McIntosh Patrick T. Terenzini Robert D. Reason Brenda R. Lutovsky Quaye 《Research in higher education》2010,51(8):767-788
Decades of research demonstrate that college students benefit from positive interaction with faculty members, although that
same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively
little is known about which, when, how, and why faculty members choose to engage with students outside of the classroom. Guided
by the theory that faculty members use in-class behaviors to signal their “psychosocial approachability” for out-of-class
interaction with students (Wilson et al. in Sociology of Education 47(1):74–92, 1974; College professors and their impact on students, 1975), this study uses data from 2,845 faculty members on 45 campuses to identify the personal, institutional, and pedagogical
factors that influence the frequency and type of interaction faculty members have with students outside of the classroom. 相似文献
7.
Remy Dou Eric Brewe Geoff Potvin Justyna P. Zwolak Zahra Hazari 《International Journal of Science Education》2018,40(13):1587-1605
Modeling Instruction (MI), an active-learning introductory physics curriculum, has been shown to improve student academic success. Peer-to-peer interactions play a salient role in the MI classroom. Their impact on student interest and self-efficacy – preeminent constructs of various career theories – has not been thoroughly explored. Our examination of three undergraduate MI courses (N?=?221) revealed a decrease in students’ physics self-efficacy, physics interest, and general science interest. We found a positive link from physics interest to self-efficacy, and a negative relationship between science interest and self-efficacy. We tested structural equation models confirming that student interactions make positive contributions to self-efficacy. This study frames students’ classroom interactions within broader career theory frameworks and suggests nuanced considerations regarding interest and self-efficacy constructs in the context of undergraduate active-learning science courses. 相似文献
8.
Jamilia J. Blake Bettie Ray Butler Chance W. Lewis Alicia Darensbourg 《The Urban Review》2011,43(1):90-106
There is a large body of research examining the discipline experiences of Black males (Lewis et al. in Souls: A Critical Journey of Black Politics, Culture, and Society,
2009; Skiba et al. in The Urban Review, 34, 317–348, 2002); however, less is known about the types of behavioral infractions Black female students exhibit and the discipline sanctions
imposed for Black girls for such infractions. As a result, the purpose of this study is to examine the type of discipline
infractions exhibited by Black female students enrolled in an urban school district and to explore whether the pattern of
discipline infractions and sanctions imposed for Black girls disproportionately differs from all female students, but more
specifically White and Hispanic females. Results suggest that Black girls are overrepresented in exclusionary discipline practices
and Black girls reason for discipline referrals differs significantly from White and Hispanic girls. Based on these findings,
recommendations are provided for urban educational stakeholders. 相似文献
9.
This paper reports multi-layered analyses of student learning in a science classroom using the theoretical lens of Distributed
Cognition (Hollan et al. 1999; Hutchins 1995). Building on the insights generated from previous research employing Distributed Cognition, the particular focus of this
study has been placed on the “public space of interaction” (Alac and Hutchins 2004, p. 639) that includes both participants’ interaction with each other and their interaction with artefacts in their environment.
In this paper, a lesson from an Australian science classroom was examined in detail, in which a class of grade-seven students
were investigating the scientific theme of gravity by designing pendulums. The video-stimulated post-lesson interviews with
both the teacher and the student groups offered complementary accounts (Clarke 2001a) that assisted the interpretation of the classroom data. The findings of this study provide supporting evidence to demonstrate
the capacity of Distributed Cognition for advancing our understanding of the nature of learning in science classrooms. 相似文献
10.
Joanna O. Masingila Samson M. Muthwii Patrick M. Kimani 《International Journal of Science and Mathematics Education》2011,9(1):89-108
This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling
in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more
about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice
may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science
in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and
after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and
log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified
as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned
mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the
data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53,
2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they
used was connected to their views of what science is. 相似文献
11.
Maria Berge Anna Danielsson Malena Lidar 《Research in Science & Technological Education》2020,38(1):63-83
ABSTRACTBackground: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned.Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empirical enquiry’ and ‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in the discipline.Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education. 相似文献
12.
Frans ?rsted Andersen 《Educational Assessment, Evaluation and Accountability》2010,22(2):159-175
The research project presented in this article was designed to provide a better understanding of the stable and significant
differences in the PISA results between two otherwise very similar Nordic welfare states, Denmark and Finland. In the PISA
studies, Finnish students repeatedly achieve the highest Nordic (and partly worldwide) scores in e.g. reading, science and
math, while Danish students score lower. Even though Denmark has one of the world’s most expensive educational systems, the
OECD ranks the Finnish school system as the world’s best both in terms of quality and equity (OECD 2004). The basic research question is why these differences continue to persist. The case study methodology was mainly inspired by Kirsti Klette’s classroom research (Klette 2003) which involves both interviews and observations. Thus, the overall design could be labeled mixed methods (Johnson and Onwuegbuzie Educational Researcher, 33(7): 14-26, 2004). Five regular public schools in each country were sampled for the comparative classroom studies. The basic theoretical approaches
follow Hundeide’s theory of pedagogical communication and relations (2003) and Csikszentmihalyi’s flow-theory (1992). Both this study and statistical studies (S?rensen 2008) show that the difference in the Danish and Finnish PISA results mainly consists in the relatively better score by the lowest
scoring 25% of the Finnish pupils compared to the lowest scoring Danish quartile. The results of this study point to a number
of possible classroom related reasons why the Finnish school system can produce a better outcome for the lowest scoring quartile
of pupils. These reasons are presented and discussed in the article. The study underlines the need to focus more on good classroom
management in Denmark—and recommends further international, comparative research in order better to understand the huge differences
shown in large scale international programmes such as PISA, PIRLS and TIMMS. The study also reveal the need for more knowledge
about inclusive classroom practices, the use of teacher assistants and free, healthy school meals for all pupils. 相似文献
13.
We came to this study with a set of beliefs about good science teaching that had been heavily influenced by the constructivist literature of the past decade. In this article we reexamine some of our own assumptions about good teaching by exploring the classroom practices of an experienced physics teacher. This teacher did not fit the mold of the constructivist teacher and, yet, there was much to suggest that he was meeting the needs of the students in his class. His methods were almost entirely whole class—focusing mainly on physics content, examination technique and algorithm practice. Our close observation of this teacher in his Grade 11 classroom over several months suggests an alternative framework for examining his work. We examine this framework through a number of themes: teacher confidence, the structure of the discipline, student motivation, trust, and the cultural context of learning. We argue for a broader view of good science teaching than that proposed by the constructivist literature, one that takes into account teachers' and students' understandings of science in relation to their social and cultural contexts. 相似文献
14.
Silvia Cristina Bettez Jean Rockford Aguilar-Valdez Heidi B. Carlone Jewell E. Cooper 《Cultural Studies of Science Education》2011,6(4):941-950
This article is a response to Randy Yerrick and Joseph Johnson’s article “Negotiating White Science in Rural Black America:
A Case for Navigating the Landscape of Teacher Knowledge Domains”. They write about research conducted by Yerrick in which
videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis
is framed through Shulman’s (1986) work on “domains of teacher knowledge” and Ladson-Billings’ (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier
emphasis on Shulman’s work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential
to provide a more nuanced analysis of what occurred in Yerrick’s classroom from a critical lens. Thus we examine Yerrick and
Johnson’s work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical
reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but
also users and critics of such knowledge. 相似文献
15.
Gabrielle Cliff Hodges Maria Nikolajeva Liz Taylor 《Children‘s Literature in Education》2010,41(3):189-206
The paper discusses the children’s novel Gaffer Samson’s Luck (1984), by Jill Paton Walsh, from three different perspectives; those of a cultural geographer, a literary scholar and an English
teacher. It is part of a larger research project on children’s perception of their place-related identities through reading
and writing. The novel is used as a case study to develop a multidisciplinary approach, drawing upon theories of literature
and reading, and a conceptualisation of space in cultural geography. Employing ideas from different disciplines, the paper
offers an original interpretation of the text as well as innovative analytical tools for future research and for classroom
application. 相似文献
16.
Juan L. Núñez 《Teachers and Teaching》2013,19(2):147-159
ABSTRACTThis research has a dual purpose: to translate into Spanish and validate a classroom engagement measure and, over a semester, to analyse the effect of students’ perception of autonomy support on the need for autonomy and the effect of autonomy, in turn, on four types of engagement. Data were collected at three time points from 448 undergraduate students via a longitudinal design. The results revealed adequate psychometric properties for the engagement scale, and the hypothesised effects were supported. Autonomy support was a significant predictor of the need for autonomy, which, in turn, predicted changes in four types of classroom engagement. Emotional engagement displayed the strongest relationship with need for autonomy. Moreover, need for autonomy mediated the relationship between perceived autonomy support and each indicator of student engagement. The findings are interpreted as supporting self-determination theory’s motivation mediation model and could be considered in future intervention programmes to improve the teaching–learning process in education. 相似文献
17.
Julide Inozu 《Asia Pacific Education Review》2011,12(4):523-531
This article draws on qualitative interview data from a case study of an English teacher in Turkey. It explores the implementation
of learner autonomy in English as a foreign language classroom and identifies the challenges, such as students’ negative attitudes
towards classroom practices, dissatisfaction with the language learning activities and lack of motivation among the students,
the teacher encountered while promoting learner autonomy. The main purpose of the paper is to analyse the issues that have
emerged during the process of implementing learner autonomy in language learning with specific reference to the case study
conducted and to discuss the themes relevant to its classroom practice. 相似文献
18.
David Devraj Kumar Robert D. Sherwood 《Journal of Science Education and Technology》2007,16(3):239-246
A study of the effect of science teaching with a multimedia simulation on water quality, the “River of Life,” on the science
conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly
recommended by the National Science Education Standards (National Research Council, 1996). Water quality provides an information-rich context for relating classroom science to real-world situations impacting the
environment, and will help to improve student understanding of science (Kumar, 2005a; Kumar and Chubin, 2000). The topics addressed were classes of organisms that form river ecosystem, dissolved oxygen, macroinvertebrates, composition
of air, and graph reading skills. Paired t-test of pre- and post-tests, and pre- and delayed post-tests showed significant
(p < 0.05) gains. The simulation had a significant effect on the conceptual understanding of students enrolled in a K-9 science
education course for prospective teachers in the following areas: composition of air, macroinvertebrates, dissolved oxygen,
classes of organisms that form a river ecosystem, and graph reading skills. The gain was more in the former four areas than
the latter one. A paired t-test of pre- and delayed post-tests showed significant (p < 0.05) gains in the water quality and near transfer subsets than the dissolved oxygen subset. Additionally students were
able to transfer knowledge acquired from the multimedia simulation on more than one concept into teachable stand-alone lesson
plans. 相似文献
19.
Richard Kirk 《Journal of Latinos & Education》2018,17(3):257-271
This qualitative study examines how Mexican American students participating in an AVID for Higher Education course perceived their preparation for the workforce and efficacy of completing a college credential. A focus group approach was used to explore how social and cultural networks (networks for success) contribute to college completion. The study is guided by the theoretical framework of building social networks through the availability and reception of social capital. Findings include Mexican American students’ efficacious beliefs of how networks for success assist in their persistence toward college graduation and entry into the workforce. Major themes are college success and social/cultural capital. 相似文献
20.
Motivation theory suggests that autonomy supportiveness in instruction often leads to many positive outcomes in the classroom, such as higher levels of intrinsic motivation and engagement. The purpose of this study was to determine whether perceived autonomy support and course-related intrinsic motivation in college classrooms positively predict student ratings of instruction. Data were collected from 47 undergraduate education courses and 914 students. Consistent with expectations, the results indicated that both intrinsic motivation and autonomy support were positively associated with multiple dimensions of student ratings of instruction. Results also showed that intrinsic motivation moderated the association between autonomy support and instructional ratings—the higher intrinsic motivation, the less predictive autonomy support, and the lower intrinsic motivation, the more predictive autonomy support. These results suggest that incorporating classroom activities that engender autonomy support may lead to improved student perceptions of classroom instruction and may also enhance both student motivation and learning. 相似文献