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1.
David M. Moss 《International Journal of Science Education》2013,35(8):771-790
The purpose of this research was to examine pre-college students' understandings of the nature of science and track those beliefs over the course of an academic year. Students' conceptions of the nature of science were examined using a model of the nature of science developed for use in this study. The model has eight tenets which address both the nature of the scientific enterprise and the nature of scientific knowledge. Findings indicate participants held fully formed conceptions of the nature of science consistent with approximately one-half of the premises set out in the model. Students held more complete understandings of the nature of scientific knowledge than the nature of the scientific enterprise. Their conceptions remained mostly unchanged over the year despite their participation in the project-based, hands-on science course. Implications for teaching the nature of science are discussed. 相似文献
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Sophia Catsambis 《科学教学研究杂志》1995,32(3):243-257
This article examines gender differences in science achievements and attitudes during the middle grade, when our nation's scientific pipeline begins to emerge. It uses data from a large, nationally representative sample of eighth-grade students (NELS-88). The findings show that in these grades female students do not lag behind their male classmates in science achievements tests, grades, and course enrollments. Actually, some female students have higher probabilities of enrolling in high-ability classes than males. However, female students have less positive attitudes toward science, participate in fewer relevant extracurricular activities, and aspire less often to science careers than males. Students' science attitudes and career interests vary according to students' gender as well as their racial or ethnic background. These findings emphasize the need to further examine the interrelationships between gender and race or ethnicity in our efforts to understand the processes leading to women's limited participation in science-related careers. 相似文献
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Ralph Levinson 《Studies in Science Education》2013,49(1):69-119
Contemporary policy statements from government and reforms to science curricula in schools emphasise the importance of educating a scientifically literate public for democratic participation in science and technology. While such an aspiration is seemingly uncontentious and appears consistent with progressive educational thinking, the reality of democratic participation is problematic. I propose four frameworks for describing democratic participation in schools. The first two – deficit and deliberative democracy – fulfil a limited role for democratic participation. ‘Science education as praxis’ and ‘science education for conflict and dissent’ present more radical programmes but reflect tensions with the dominant discourse of scientific literacy and citizenship as reflected in school curricula. To operationalise aspects of democratic participation, teachers need to make explicit the role of scientific knowledge and decision‐making within each framework. While radical change is likely to meet with resistance, this process will in turn generate new discourses about the problems and opportunities of democratic participation. 相似文献
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Girls are underrepresented in mathematical and science Olympiads, global informal learning activities which often serve as stepping stones for admission to top universities and future STEM careers. The present article aims to investigate the role of implicit gender‐science stereotypes on representation and achievement among participants of the German Chemistry Olympiad using a cross‐sectional online study (N = 445, mean age 16.5 years, 51% female) entailing the Implicit Association Test and two motivational scales. This study was the first of its kind to use moderated mediation analysis to examine the effects of gender‐science stereotypes on participation and achievement, mediated by the expectancy and value beliefs self‐concept and topic interest. We found that in the female group, gender‐science stereotypes negatively predicted the participants' willingness to continue in the competition. This relationship was mediated through topic interest. In addition, we found self‐concept predictive for further participation among female participants, as well as for competition score among both gender groups. Furthermore, topic interest positively predicted male participants' willingness to continue with the competition. The results underline the negative association of implicit gender stereotypes with female participation in the German Chemistry Olympiad. Organizations such as the German Chemistry Olympiad should therefore critically reflect on existing gender biases within their own structure. In doing so they can create an environment that has the potential to heighten self‐concept and interest for all participants equally. Our findings add to existing expectancy‐value research in the context of gender differences in mathematics and science, supporting potential strategies toward gender equity. 相似文献
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Thomas E. Van Koevering George T. O’Hearn Dr. Joseph M. Moran Michael D. Morgan 《Journal of Science Teacher Education》1992,3(1):27-31
Conclusions In view of growing national concern over the decline in scientific literacy among students and the need to attract more students
to science and engineering, it is incumbent upon college and precollege science faculties to work together to find ways to
help solve these problems. To this end, college and precollege science teachers and administrators established the NEW Science
Forum and its dinner-and-lecture series and Science Teacher Day field trips. These activities stimulate teacher interest in
science, upgrade scientific understanding, and provide new insights and information for classroom use. In addition, the Forum
is an opportunity for discussion among techers and between teachers and university science faculty members. The continued
high level of participation by teachers and professors during the seven years since the founding of the NEW Science Forum
attests to its value to area educators. Our experience prompts us to encourage our colleagues at other colleges and universities
to explore the feasibility of establishing a similar program in their regions. The rewards of strengthening ties with area
school science teachers far outweigh lost time from research and the trepidation of operating with a zero budget. 相似文献
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Juliana M. Amara 《International Journal of Science Education》2013,35(3):317-324
Female school enrolment in Sierra Leone is consistently and significantly lower than that of boys at all levels of the educational system. Certain traditional beliefs, values and practices discriminate against the education of girls. There is an urgent need to adapt the science curriculum to the needs of girls, by including aspects they can relate to and identify with. Using indigenous technology as a basis for science education is a good way to begin. The use of familiar materials and processes will remove the fear often associated with science, thereby encouraging more female participation. 相似文献
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Gendered patterns in mathematics and science interest emerge in early childhood, develop over time, and ultimately reflect advanced course selection in secondary education. During the crucial time adolescents become aware of their strengths and interests and specialize accordingly, they get the opportunity to participate in out-of-school learning programs such as mathematics and science competitions. This raises the question whether mathematics and science competitions contribute to gender equity by equally promoting female and male interests. In this article, we present a systematic review on gender differences and the mechanisms explaining success and failure in mathematics and science competitions. On an international level, we found large gender differences regarding participation in all Olympiads with the exception of the biology Olympiad. In fairs and national Olympiads, overall participation rates were not gendered as such, but females preferred biology topics whereas males preferred physics related topics. Male and female achievement in fairs was comparable, but males clearly outperformed female participants at the Olympiads, with the smallest differences in the biology Olympiad. Variables and theoretical frameworks explaining participation and achievement and the role of gender in mathematics and science competitions are discussed. We suggest that gender stereotypes, through their influence on self-concept and interest, play an important role in the mechanisms resulting in low female participation rates in and beyond mathematics and science competitions (especially in physics and chemistry). The mechanisms we found explaining female representation during a national selection competition might be considered as reflecting those in female mathematics or science careers and could thus serve as food for thought on countering the gender gap in mathematics and science. 相似文献
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Mary Hanrahan 《科学教学研究杂志》1999,36(6):699-717
For many students the study of science can be very disaffirming. This may lead to passivity in class and a lifelong disaffection with science, outcomes which defeat the long‐term purpose of trying to achieve scientific literacy for all students. This article represents a new way of framing scientific literacy with a “science for all” goal, based on a nexus of psychological, sociological, and critical literacy theory. A science education researcher and a science teacher collaborated in trialing the use of affirmational dialogue journal writing with early adolescents in a high school situated in a low socioeconomic status area. The intervention was found to be successful on a number of fronts. An approach which affirms students' experience can lead to a deeper approach to learning for adolescent science students. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 699–717, 1999 相似文献
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ABSTRACTThis paper examines the insistent claims by advocates of evidence-based teaching that it is a rigorous scientific approach. The paper questions the view that randomised controlled trials and meta-analyses are the only truly scientific methods in educational research. It suggests these claims are often based on a rhetorical appeal which relies on too simple a notion of “science”. Exploring the tacit assumptions behind “evidence-based teaching”, the paper identifies an empiricist and reductionist philosophy of science, and a failure to recognise the complexity of education and pedagogy. Following a discussion of large-scale syntheses of evidence (Hattie’s Visible Learning; the Education Endowment Foundation’s Teaching and Learning Toolkit), it examines in detail one strand of the latter concerning sports participation, which is used to illustrate flaws in procedures and the failure to take seriously the need for causal explanations. 相似文献
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This study examines teachers’ experiences with and opinions on a web‐based, cross‐cultural project. Students from the Czech Republic, Denmark, Macedonia, and Sweden used information and communication technology and international collaboration to explore the links among youth, culture, and the use of alcohol. The data was generated through interviews with the teachers co‐ordinating the project in each of the classes. The teachers’ experiences with the approach as a whole led them to emphasize that the action‐oriented and participatory approach, combined with the use of information and communication technology and international collaboration, brought new, valuable perspectives to their own teaching and to their reflections about emerging new roles and teaching skills needed. The provisions for genuine student participation, authenticity in learning, intrinsic motivation, and the sense of the other were identified by the teachers as the main strengths of the approach. 相似文献
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Bryan A. Brown 《科学教学研究杂志》2004,41(8):810-834
This study examined how, in some instances, participation in the cultural practices of high school science classrooms created intrapersonal conflict for ethnic minority students. Discourse analysis of videotaped science classroom activities, lectures, and laboratories was the primary methodology employed for analyzing students' discursive identity development. This analysis demonstrated differential appropriation of science discourse as four significant domains of discursive identities emerged: Opposition status, Maintenance status, Incorporation status, and Proficiency status. Students characterized as Opposition Status avoided use of science discourse. Students who exhibited Maintenance Status illustrated a commitment to maintaining their normative discourse behavior, despite a demonstrated ability to appropriate science discourse. Students characterized as Incorporation Status made active attempts to incorporate science discourse into their normative speech patterns, while Proficiency Status students demonstrated a fluency in applying scientific discursive. Implications for science education emerging from the study include the illumination of the need to make the use of specific scientific discourse an explicit component of classroom curriculum. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 810–834, 2004 相似文献
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《Distance Education》2012,33(2):221-236
This article focuses on the potential of free tools, particularly inquiry tools for influencing participation in twenty-first-century learning in science, as well as influencing the development of communities around tools. Two examples are presented: one on the development of an open source tool for structured inquiry learning that can bridge the formal/informal spaces for inquiry learning. This is contrasted with an example of the use of free tools and community development for observation of scientific phenomena supported by open educational resources (OER) with a citizen science perspective. The article provides an assessment of how the availability of the resources has a potential for shaping the communities using OER for science learning and a discussion of the means of supporting inquiry. 相似文献
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Dr Paul Strube 《Research in Science Education》1994,24(1):313-321
Internationally, science curricula make specific demands on students for the achievement of some level of scientific literacy.
The details of what this means, and how it is to be achieved, have often been left for the teacher to elaborate. This paper
argues thatnarrative, as a valued component of scientific literacy, offers a structure that allows scientific concepts to be (1) more easily integrated
into other conceptual understandings, (2) more easily recalled, (3) more easily ordered and structured in the mind, and (4)
an important component of the what it means to be a Self. The paper ends with practical suggestions for the use of narratives
in the science classroom.
Specializations: language and science, science for nurses, narrative and science education. 相似文献
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As a result of the reductionist approach to science curricula in tertiary education, students are learning science in a fragmented way. With the purpose of providing students with tools for a more holistic understanding of science, an integrated approach based on the use of general systems theory (GST) and the concept of 'mapping' scientific knowledge (its relationships, connections and generalities) is developed. GST is used as the core methodology for understanding science and its complexity. By analogy with geographic maps, we introduce scales of educational 'science maps' - scales of integration. Three principal scales of integration can be distinguished in GST, which we consider necessary for GST to be effectively applied in education. They are (a) the scale of branches and fields of science, (b) the scale of hypotheses and theories, and (c) the scale of structures and hierarchies. Examples of each of these three scales are provided from the field of physical science. The role of the scientific community in producing accessible, and essential, maps of scientific knowledge for science education is discussed. 相似文献
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Our research project was guided by the assumption that students who learn to understand phenomena in everyday terms prior to being taught scientific language will develop improved understanding of new concepts. We used web‐based software to teach students using a “content‐first” approach that allowed students to transition from everyday understanding of phenomena to the use of scientific language. This study involved 49 minority students who were randomly assigned into two groups for analysis: a treatment group (taught with everyday language prior to using scientific language) and a control group (taught with scientific language). Using a pre–post‐test control group design, we assessed students' conceptual and linguistic understanding of photosynthesis. The results of this study indicated that students taught with the “content‐first” approach developed significantly improved understanding when compared to students taught in traditional ways. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 529–553, 2008 相似文献
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鲁兴启 《十堰职业技术学院学报》2001,14(2):25-34
公理化方法是演绎科学方法，但其基本精神早已渗透到经验科学之中，如何从科学方法论和科学认识论的角度对此作深入而系统的探讨，归当代科学哲学及跨学科理论研究中一个十分重要且又有相当难度的问题。本从分析经验科学公理化的特征入手，指出经验科学的公理化与演绎科学的公理化有不尽相同的模式，进而探讨了经验科学公理化的客观基础和可行性，最后分析了在经验科学中运用公理化方法的意义。 相似文献
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Antonio Fco. Canales 《History of education》2018,47(1):36-53
This article aims to question the widely accepted idea that female university students in Spain have, in the past, tended to opt for degrees in the field of humanities. Based on an analysis of the official statistics that are currently available, the paper demonstrates that Spanish female university students showed a clear preference for scientific studies, first medicine and later pharmacy. This pattern was not affected by Franco’s regime and remained stable until the great transformation of Spanish universities during the 1960s. Finally, the paper argues that the basic reasons for this preference for the scientific field were equal access to the prestigious male baccalaureate curriculum, which was a characteristic of the Spanish model for incorporating women into secondary education, and the uneven prestige of the professions to which the degrees provided access. The conclusion drawn is that, historically, pharmacy was the most common professional career pursued by female university graduates in Spain. 相似文献