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1.
Not understanding is central to scientific work: what scientists do is learn about the natural world, which involves seeking out what they do not know. In classrooms, however, the position of not‐understanding is generally a liability; confusion is an unfortunate condition to resolve as quickly as possible, or to conceal. In this article, we argue that students' public displays of uncertainty or confusion can be pivotal contributions to the classroom dynamics in initiating and sustaining a class's science inquiry. We present this as a central finding from a cross‐case analysis of eight episodes of students' scientific engagement, drawing on literature on framing to show how participants positioned themselves as not‐understanding and how that was consequential for the class's scientific engagement. We show how participants enacted this positioning by asking questions or expressing uncertainty around a phenomenon or model. We then analyze how participants' displays of not‐understanding shaped the conceptual, epistemic, and social aspects of classroom activity. We present two cases in detail: one in which a student's positioning helped initiate the class's scientific engagement and another in which it helped sustain it. We argue that this work motivates considering how to help students learn to embrace and value the role of expressing one's confusion in science.  相似文献   

2.
For educational technology integration in content disciplines to succeed, teachers and teacher educators need clear standards delineating why, how, where, and how much educational technology they should include in their teaching. This paper examines the visions offered by current science, mathematics, and educational technology standards for educational technology integration in K-12 schools. Since national assessments exert a profound influence on what teachers and students choose to teach and learn, the vision of educational technology use supported by national assessments is also examined. The National Council of Teachers of Mathematics Standards (NCTM, 2000. Principles and Standards for School Mathematics. Retrieved April 6, 2002 from http://standards.nctm.org), the National Science Education Standards (National Research Council (NRC) 1996. National Science Education Standards. Available at http://books.nap.edu/catalog/4962.html), and the National Educational Technology Standards (International Society for Technology in Education (ISTE) 2000. National Educational Technology Standards for Students: Connecting Curriculum and Technology, ISTE, Eugene, Oregon) provide different visions of educational technology use in the classroom. In addition, the current technology use policies for national assessments in science and mathematics, in particular the college admission tests (ACT, SAT I and SAT II subject area tests), Advanced Placement (AP) course assessments, and the Praxis Series assessments indicate that while mathematics assessments often recommend or require the use of educational technology, few science assessments permit the use of educational technology by students. Recommendations are offered for science educators regarding teacher preparation for the technology-rich classrooms of the future.  相似文献   

3.
This design‐based research study was conducted to identify what importance of a tangible user interface (TUI) can add to teaching and learning. Over a 2‐year period, teachers (n = 39) and students (n = 145) participated in the study. The identified problem for investigation was how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts combining cognitive and physical activity. A didactical application was designed during the first iteration and implemented in inclusive classrooms during the second and third iterations. Qualitative research methods were applied. A relationship between diverse students’ needs and geometry concept learning in relation to computer‐supported learning by TUI was discovered. Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities. The study outcomes contributed to the design process of the TUI didactical application and its implementation in inclusive classrooms, and to the body of knowledge in teaching and learning geometry concepts applied for computer‐assisted learning environments supported by TUI.  相似文献   

4.
What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002  相似文献   

5.
Considerable research has compared how students learn science from computer simulations with how they learn from “traditional” classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two college classes studying introductory oceanography. One class learned using an interactive computer simulation based on a dynamic, three‐dimensional model of physical oceanography. The other class learned by spending a day on a research ship using scientific tools and instruments to measure physical properties of the ocean directly. In classes preceding and following the simulation or field experience, students performed the same exercises regarding currents and salinity, had the same instructor presentations, and did the same homework. The study found that the field experience helped contextualize learning for students with little prior experience of the ocean while the simulation made it easier for students to connect what they learned from it to other content they learned in class. These and other findings shed light on what computer simulations can and cannot help students learn, and what concepts are best learned in the real environment. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 25–42, 2006  相似文献   

6.
The purpose of this study was to explore a new learning environment instrument which could be used by teaching practitioners and other educators to measure the language learning environment in the secondary science classroom. The science teacher is central in creating science classrooms conductive to the language needs of students and should be promoting the learning of language in the science curriculum and in the teaching strategies with English as second language learners. The data in this study were collected using a structured self-administered survey with a sample of 240 secondary school students from eight science classrooms. Factor analysis identified five dimensions, namely, Teacher Support, Vocabulary Development, Assessment, Motivation and Language for Learning Science. These five dimensions explained 56.9% of the variance in the language learning environment instrument. The internal reliability of the dimensions using Cronbach’s α ranged from 0.603 to 0.830. The study revealed significant differences in the dimensions of the language learning environment between what the students perceived to actually be occurring to what they would prefer. Implications from this preliminary research include the ability for measuring the language learning environment in the secondary science class and the potential for practitioners to use the information to develop teaching strategies conducive to learning for all students.  相似文献   

7.
In this response to Konstantinos Alexakos, Jayson K. Jones, and Victor H. Rodriguez’s study, I discuss ways attending to student membership in groups can both inform research on equity and diversity in science education and improve the teaching of science to all students. My comments are organized into three sections: how underrepresented students’ experiences in science classrooms are shaped by their peers; how science teachers can help students listen to and learn from one another; and how the subject matter can invite or discourage student participation in science. More specifically, I underscore the need for teachers and students to listen to one another to promote student learning of science. I also highlight the importance of science education researchers and science teachers viewing students both as individuals and as members of multiple groups; women of color, for example, should be understood as similar to and different from each other, from European American women and from ethnic minorities in general.  相似文献   

8.
Background: Incorporating student voice into the science classroom has the potential to positively impact science teaching and learning. However, students are rarely consulted on school and classroom matters. This literature review examines the effects of including student voice in the science classroom.

Purpose: The purpose of this literature review was to explore the research on student voice in the science classroom. This review includes research from a variety of science education sources and was gathered and analyzed using a systematic literature review process.

Design and methods: I examined articles from a variety of educational journals. I used three key terms as my primary search terms: student voice, student perceptions, and student perspectives. The primary search terms were used in conjunction with qualifiers that included science education, science curriculum, student emergent curriculum, student centered curriculum, and science. In order to be included in the literature review, articles needed to be published in peer-reviewed, academic journals, contain clearly defined methods (including quantitative, qualitative, or mixed methods), include research conducted in K through 12 classrooms, include the term ‘student voice’, and focus specifically on science. I included articles from a variety of science classrooms including general middle school science, science-specific after-school programs, secondary science classrooms in a variety of countries, and physics, biology, and aerospace classrooms. No restrictions were placed on the country in which the research was conducted or on the date of the research.

Conclusions: The results of the literature review process uncovered several themes within the literature on student voice. Student voice research is situated within two main theoretical perspectives, critical theory and social constructivism, which I used as the main themes to structure my findings. I also identified subcategories under each main theme to further structure the results. Under critical theory, I identified three subcategories: determining classroom topics, developing science agency, and forming identities. Under social constructivism, I discovered four subcategories: forming identities, incorporating prior knowledge and experience, communicating interest in topics and classroom activities, and improving student–teacher relationship. The research supports that allowing students a voice in the classroom can lead them to feel empowered, able to construct their own meaning and value in science, demonstrate increased engagement and achievement, and become more motivated. I conclude students should be allowed a voice in the science classroom and to continue to ignore these voices would be a disservice to students and educators alike.  相似文献   


9.
As Herb Kohl has pointed out, some students learn to not-learn, refusing to pay attention in school, overriding curiosity. Often students are trying to short-circuit a pattern of failure and humiliation. In classrooms where students have some personal control over what and how they learn, not-learning seems to occur less frequently. I discuss examples of personal control in a reinvented writing program that I studied, as well as in examples from the other papers in this volume. Personal control, or self-determination, is an important component in integrated, constructivist education.  相似文献   

10.
Recognizing the persistent science achievement gap between inner‐city African American students and students from mainstream, White society, this article suggests that the imposition of external standards on inner‐city schools will do little to ameliorate this gap because such an approach fails to address the significance of the social and cultural lives of the students. Instead, it is suggested that the use of critical ethnographic research would enable educators to learn from the students how science education can change to meet their aims and interests. The article includes a report on how a science lunch group in an inner‐city high school forged a community based on respect and caring and how this community afforded African American male teens the opportunity to participate in science in new ways. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1000–1014, 2001  相似文献   

11.
Many science educators encourage student experiences of “authentic” science by means of student participation in science‐related workplaces. Little research has been done, however, to investigate how “teaching” naturally occurs in such settings, where scientists or technicians normally do not have pedagogical training and generally do not have time (or value) receiving such training. This study examines how laboratory members without a pedagogical background or experience in teaching engage high school students during their internship activities. Drawing on conversation analysis, we analyze the minute‐by‐minute transactions that occurred while high school students participated in a leading environmental science laboratory. We find that the participation trajectory was based on demonstration‐practice‐connect (D‐P‐C) phases that continually recurred in the process of “doing” science. Concerning the transactional structures, we identify two basic conversation patterns—Initiate‐Clarify‐Reply (I‐C‐R) and Initiate‐Reply‐Clarify‐Reply (I‐R‐C‐R)—that do not only differ from the well‐known Initiate‐Reply‐Evaluate (I‐R‐E) patterns previously observed in science classrooms, but also could be combined to constitute more complex patterns. With respect to the organization of natural pedagogical conversations, we find that there were not only of preferred and dispreferred modes of responding but also ambiguous dispreferred modes; and the formulating organization not only includes self‐formulating but also other‐formulating. These natural pedagogical conversations helped, on the one hand, students to clarify their understanding and, on the other hand, technicians (or teachers) to teach toward different needs for different students in different contexts. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 481–505, 2009  相似文献   

12.
This article provides a conceptual framework for understanding what is involved in improving urban science teaching and what might be implied by conducting research on its improvement. It is argued in this article that three sets of forces and conditions have a direct impact on urban science classrooms: first, the array of interdependent policies at school, district, and state levels about science teaching in particular and about education improvement more broadly construed; next, the investment and use of instructionally relevant resources at each of the three levels and their differing impacts on the renewal of urban science teaching; and finally, the broader context in which urban science teaching occurs mediating how these resources are—or can be—used. Mediating factors include the professional peer community, subject‐specific instructional leadership, the professional development infrastructure, the supply of available science teachers, and the broader community context. The article concludes with suggestions for how this framework informs directions for future research on the promise and limits of efforts to renew science teaching in urban settings. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1089–1100, 2001  相似文献   

13.
Recently, single-sex classes within public coeducational schools have proliferated across the USA; yet, we still know little about whether and how single-sex science classes influence adolescents’ attitude and affect toward science. This exploratory study expands upon our current understanding by investigating the extent in which female and male students’ enrollment in either single-sex or coeducational science classrooms may influence their academic self-concept in science. Utilizing a quasi-experimental research design, findings suggest that being enrolled in single-sex science classrooms influence how students in this study perceive their abilities to perform and learn in science, particularly for females in single-sex science classrooms.  相似文献   

14.
Science literacy includes understanding technology. This raises questions about the role of technology in science education as well as in general education. To explore these questions, this article begins with a brief history of technology education as it relates to science education and discusses how new conceptions of science and technological literacy are moving beyond the dichotomies that formerly characterized the relationship between science and technology education. It describes how Benchmarks for Science Literacy, the National Science Education Standards, and the Standards for Technological Literacy have been making a case for introducing technology studies into general education. Examples of specific technological concepts fundamental for science literacy are provided. Using one example from the design of structures, the article examines how understanding about design (i. e., understanding constraints, trade‐offs, and failures) is relevant to science literacy. This example also raises teaching and learning issues, including the extent to which technology‐based activities can address scientific and technological concepts. The article also examines how research can provide guides for potential interactions between science and technology and concludes with reflections on the changes needed, such as the creation of curriculum models that establish fruitful interactions between science and technology education, for students to attain an understanding of technology. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 715–729, 2001  相似文献   

15.
Background: Research has primarily concentrated on adults’ implicit theories about high quality science education for all students. Little work has considered the students’ perspective. This study investigated high school students’ implicit theories about what helped them learn science.

Purpose: This study addressed (1) What characterizes high school students’ implicit theories of what facilitates their learning of science?; (2) With respect to students’ self-classifications as African American or European American and female or male, do differences exist in the students’ implicit theories?

Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively.

Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p < .05 to ascertain ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged.

Conclusions: African American and European American students’ implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students’ implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think and perceive to be important, addressing students’ implicit theories may be one way to enhance science education reform.  相似文献   

16.
This paper describes a qualitative study that investigated the nature of the participation structures and how the participation structures were organized by four science teachers when they constructed and communicated science content in their classrooms with computer technology. Participation structures focus on the activity structures and processes in social settings like classrooms thereby providing glimpses into the complex dynamics of teacher–students interactions, configurations, and conventions during collective meaning making and knowledge creation. Data included observations, interviews, and focus group interviews. Analysis revealed that the dominant participation structure evident within participants’ instruction with computer technology was (Teacher) initiation–(Student and Teacher) response sequences–(Teacher) evaluate participation structure. Three key events characterized the how participants organized this participation structure in their classrooms: setting the stage for interactive instruction, the joint activity, and maintaining accountability. Implications include the following: (1) teacher educators need to tap into the knowledge base that underscores science teachers’ learning to teach philosophies when computer technology is used in instruction. (2) Teacher educators need to emphasize the essential idea that learning and cognition is not situated within the computer technology but within the pedagogical practices, specifically the participation structures. (3) The pedagogical practices developed with the integration or with the use of computer technology underscored by the teachers’ own knowledge of classroom contexts and curriculum needs to be the focus for how students learn science content with computer technology instead of just focusing on how computer technology solely supports students learning of science content.  相似文献   

17.
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18.
A perennial challenge for urban education in the United States is finding effective ways to address the academic achievement gap between African American and White students. There is widespread and justified concern about the persistence of this achievement gap. In fact, historical evidence suggests that this achievement gap has existed at various times for groups other than African Americans. What conditions prevailed when this achievement gap existed for these other groups? Conversely, under what conditions did the gap diminish and eventually disappear for these groups? This article explores how sociocultural factors involved in the manifestation and eventual disappearance of the gap for these groups may shed some light on how to address the achievement gap for African American students in urban science classrooms. Our conclusion is that the sociocultural position of groups is crucial to understanding and interpreting the scholastic performance of students from various backgrounds. We argue for a research framework and the exploration of research questions incorporating insights from Ogbu's cultural, ecological theory, as well as goal theory, and identity theory. We present these as theories that essentially focus on student responses to societal disparities. Our ultimate goal is to define the problem more clearly and contribute to the development of research‐based classroom practices that will be effective in reducing and eventually eliminating the achievement gap. We identify the many gaps in society and the schools that need to be addressed in order to find effective solutions to the problem of the achievement gap. Finally, we propose that by understanding the genesis of the gap and developing strategies to harness the students' responses to societal disparities, learning can be maximized and the achievement gap can be significantly reduced, if not eliminated entirely, in urban science classrooms. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1101–1114, 2001  相似文献   

19.
This study investigates the approaches adopted by students to a university writing programme designed to help them learn first‐year undergraduate science. The research design includes phenomenographic analyses of 19 interviews and 50 open‐ended questionnaires, as well as quantitative analyses of the qualitative data. The main results of the study are the close association between the quality of the students’ approaches to writing, including when they use technology, to the way they think about writing as a way of learning, and to the level of achievement they reach. The results suggest that writing programmes designed to help students learn science would be improved if their tasks embed issues such as what learning is possible through writing, how new technologies can be used to support meaningful writing and who should be offering models of how to approach university writing most meaningfully.  相似文献   

20.
Abstract: While research on group learning has focused almost exclusively on interactions among individuals within groups, there has been little research on phenomena occurring between groups of learners in classrooms. This exploratory study identifies, describes, and categorizes events occurring between members of different learning groups in three ninth‐grade physical science classrooms. Analysis of interaction data from a collaborative activity involving the construction of complex electrical circuits was used to create a working taxonomy of inter‐group events. This taxonomy was then tested for generalizability with four other collaborative student projects and was found to account for all inter‐group events during these activities. Evidence gathered from videotape, interview, and observational data further indicated that many types of inter‐group interactions are qualitatively different from intra‐group interactions, and that inter‐group interactions contribute significantly to learning within a design‐based classroom context. Students in these classrooms effectively used the special expertise of others outside of their assigned groups and exploited features of the material environment in specific ways with others outside of their assigned groups to create complex products. Examples are included of how concepts, ideas, tools, tool‐related practices, and materials diffused throughout the classroom environment and were appropriated by learners in various ways to contribute to the construction of the design artifacts. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 17–42, 2001  相似文献   

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