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1.
Summaries

English

The African Primary Science Programme (APSP) was one of the three major projects in Africa sponsored by Educational Services Incorporated (ESI), later the Education Development Center (EDC) of Newton, Massachusetts, USA. The problems of introducing this programme in the Anglophone African states and its implications for science education in Africa are discussed.  相似文献   

2.
Weight is one of the basic concepts of physics. Its gravitational definition accommodates difficulties for students to understand the state of weightlessness. The aim of this study is to investigate the effect of materials based on 5E teaching model and related to weightlessness on science student teachers’ learning. The sample of the study was 9 volunteer student teachers who were in their first grade in Science Teaching Program in Fatih Faculty of Education, Karadeniz Technical University. Both qualitative and quantitative data were gathered to find answers to the research questions. Findings revealed that all physics textbooks reviewed gave gravitational definition of weight. Also the concept of weightlessness hasn’t been covered in high school and some university textbooks. It was determined that before the implementation student teachers had non-scientific explanations about weightlessness. The implementation of the 5E teaching model and materials developed are effective on learning the weightlessness. It is suggested that similar applications can also be used in other physics subjects or in other fields of science.  相似文献   

3.
Abstract

In this essay we develop the concept of ‘cosmopolitan nationalism’, offering a working definition and suggesting ways sociologists of education might draw on it in their future work. We show how it is a useful analytical lens through which to examine contemporary policies and practices that navigate global processes (ranking systems, mobility of people, expectations for futures) but also take account of nationalistic tendencies, as well as local and national attempts to challenge persistent inequalities within education systems. By using policy examples from three countries (South Korea, Israel and the US), we illuminate how cosmopolitan nationalism is evident across various initiatives in these countries, and the varied implications this has for education systems in terms of equality, access and quality.  相似文献   

4.
Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed.  相似文献   

5.

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   

6.
ABSTRACT

Numerous case studies suggest that integrating art and science education could engage students with creative projects and encourage students to express science in multitude of ways. However, little is known about art integration practices in everyday science teaching. With a qualitative e-survey, this study explores the art integration of science teachers (n?=?66). A pedagogical model for science teachers’ art integration emerged from a qualitative content analysis conducted on examples of art integration. In the model, art integration is characterised as integration through content and activities. Whilst the links in the content were facilitated either directly between concepts and ideas or indirectly through themes or artefacts, the integration through activity often connected an activity in one domain and a concept, idea or artefact in the other domain with the exception of some activities that could belong to both domains. Moreover, the examples of art integration in everyday classroom did not include expression of emotions often associated with art. In addition, quantitative part of the survey confirmed that integration is infrequent in all mapped areas. The findings of this study have implications for science teacher education that should offer opportunities for more consistent art integration.  相似文献   

7.
Abstract

Radical constructivism has had a major influence on present‐day education, especially in the teaching of science and mathematics. The article provides an epistemological profile of constructivism and considers its strengths and weaknesses from the standpoint of its educational implications. It is argued that there are two central problems with constructivism: anti‐realism and individualism which, in turn, lead to difficulties associated with idealism and relativism which, together, prove fatal for the theory.  相似文献   

8.
Abstract

This study assessed 4th, 8th, and 11th grade students' understanding of natural and social science concepts related to pollution. A representative sample of public school students (n = 105) in 11 Maine schools was selected, and students were interviewed on four concept principles considered critical to a full understanding of the pollution problem. The concept of pollution included the much publicized issues of solid and toxic waste as well as air, soil, and water pollution. Research assertions were summarized in generalized correct concept statements indicating the extent of current student knowledge. Common misconceptions were also noted.

This study considered student understanding from a human ecological perspective, that is, as an integrated set or cluster of concepts related to pollution. This reflects a complex, integrated, and multidisciplinary conception of natural phenomena. Human constructivism, meaningful learning theory, and principles related to the relevance of student schema in the design of curriculum and instructional strategies guided this work.

The results of this study have implications for teaching about pollution and the design of science education curriculum materials based upon student knowledge. This information can guide teaching strategies concerning current environmental problems and thus help learners gain an appreciation for the complex and multi-disciplinary nature of science, technology, and society and how they affect the environment.  相似文献   

9.

Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘children's science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed.  相似文献   

10.

This article reports on a research project designed to explore a group of women scientists' understandings of themselves and science. The project uses an unconventional methodology: - a mixture of conventional qualitative research methods and techniques developed for use in psychotherapy. Its preliminary results appear to contradict some of the assumptions on which much of past work on girls and science education is based. For example, we found that, for the women involved in this project, factors such as the presence in their lives of strong female role models and/or the use of 'girl-friendly' curriculum materials were not important in their decision to continue the study of science to university level. Other factors - some of which were quite unexpected - had a much greater effect. The article outlines the methodology of this project and some of its findings, and explores the implications of these findings for future work on the gender and science education question.  相似文献   

11.
International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the Pedagogical imaginary; a transitional space between the ``purity' of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers. Deborah J. Tippins is a Professor in the Department of Mathematics and Science Education at the University of Georgia. She served as a Fulbright Scholar in the Philippines where she continues to explore notions of community-based science education. Her research interests include culturally relevant pedagogy, case-based science teaching and learning and post-structuralist feminist pedagogy and research. She is intensively involved in professional development of PreK-8 science teachers. In her spare time she likes to play tennis, travel and take her dog for long walks. Lorie Hammond is an Associate Professor in the Department of Teacher Education at California State University at Sacramento. Her work centers on community-based multicultural science education. For the past 10 years she has been leading action research projects centered in school-community gardens in diverse urban schools which serve as food security, oral history, science education, and service learning sites involving children, parents, teachers, and pre-service teachers. Lorie just co-edited a book, Innovations in educational ethnography: Theory, methods and results (2006), with George Spindler, and is finishing a book on how teachers can teach and learn with immigrant communities. She has recently been engaged in ethnographic and international research with immigrant women, developing relational and equalizing models of teaching and learning in immigrant communities. Charles B. Hutchison is an Assistant Professor at The University of North Carolina at Charlotte. He is the author of the book, Teaching in America: A cross-cultural guide for international teachers and their employers, and the upcoming book, Teaching diverse and urban learners: Research, best practices, and lesson planning. He is the recipient of Recognition and Key to the City of Boston, and has appeared on, or been featured by local and international news media. He was recently invited to participate in the Oxford Round Table at Oxford University, England. He teaches and provides professional development in science education, cross-cultural and urban education, and instructional strategies for diverse learners.  相似文献   

12.
Abstract

Past work in the field is examined at four levels: the social structural, the institutional, that of action and the social psychological in both the psychological and sociological traditions. A definition of morality is proposed with the aim of directing future work. This definition focuses upon choice. The concept of choice is analysed into three components: the ‘objective’ situation, the actor's definition, and the perceived social structural constraints. Each component is then applied to moral education in an attempt to indicate worthwhile future directions for research.

  相似文献   

13.
Summaries

English

The purpose of this article is to promote awareness of a growing body of literature concerned with the relationship between the epistemology of science and school science education, and to stimulate debate concerning the role such epistemological considerations should play in the professional training of science teachers. First of all, a rationale is provided for the inclusion of the epistemology of science and its relationship to school science education as an essential component on the professional training of all science teachers. This is followed by a review of existing resources for use in science teacher education curricula, and suggestions for new resource material. Finally, a possible curriculum for inclusion in science teacher education programmes is presented.  相似文献   

14.
Abstract

This study assessed the level of scientific and natural resource knowledge that fourth-, eighth-, and eleventh-grade students in Maine possess concerning acidic deposition. A representative sample of public school students (N = 175) was interviewed on twelve concept principles considered critical to a full understanding of the acidic deposition problem. These included geological, meteorological, ecological, political, and economic concepts. Student knowledge was rated for each concept principle on a scale of complete, high partial, low partial, or no understanding. Common misconceptions were also noted. Generalized correct concept statements of current student knowledge are reported, as well as generalized missing concepts. Our conclusions have implications for teaching about acidic deposition and the design of environmental education curriculum materials based upon student knowledge. This information can help teachers better instruct students about current environmental problems and thus help learners gain an appreciation for the complex and multidisciplinary nature of science and the environment.  相似文献   

15.

The results of a survey of the views of employers and tutors in higher education on the scientific curriculum for 16‐ to 19‐year‐olds in England, Wales and Northern Ireland is reported. The results show that a limited range of scientific ideas are seen as essential by representatives of all areas. Both employers and tutors in higher education believe that developing a student's capability in a wide range of generic skills (including mathematics skills) should be an aim of courses leading to advanced science qualifications. Higher education tutors tend to require higher levels of thinking in the use of the ideas than do employers. The implications of taking note of employmnent and higher education needs for secondary science education are discussed.  相似文献   

16.

The concept of scientific literacy is now widely used to represent goal statements for science education. These tend to be remarkably similar in developing and developed countries. It is argued that, although this is desirable idealistically, a more realistic approach is required in determining priorities, given the differing cultural and economic contexts of science education. Exposure to science and technology varies in developed and developing countries, yet students in both contexts have difficulty defining science. However, the problem of equating science with progress, but not understanding why, is most acute in developing countries, for it leads to blind faith.

Many students in developing countries receive a limited exposure to science, those in developed countries are bombarded, The question for both is what is most important for them to know. The recognition of science as process is offered as a solution.  相似文献   

17.

The school-based task is firmly established in teacher education in the UK. In the study reported, primary student teachers carried out tasks exploring children's learning in science and were told to discuss the outcomes with their classteacher-mentors. The tasks and their university-based training followed a "constructivist" approach to learning science. The mentors' role in debriefing school-based tasks has been assumed to be one of "reflective practitioner" able to unpack issues of pedagogy with the student teacher. The research reported here shows that discussions often lacked depth or reflected a superficial or different understanding of constructivism by mentors that conflicted with the student teachers' aspirations. The implications of the research for future practice in teacher education and specifically for the training of mentors in science are discussed.  相似文献   

18.
Abstract

This paper aims to contribute to the experience based on ways of integrating the concept of sustainability into higher education in forestry. It starts by discussing some interpretations of the concept of sustainability and the implications of this for educational goals. The types of competencies needed and their interrelationship and importance are characterised. The specific educational innovation of holding a participatory curriculum development workshop to enable students to influence the design and planning of two of their forest management courses is then described. Finally, the implications of our findings for the integration of the concept of sustainability in the forestry curriculum are discussed.  相似文献   

19.
This paper examines - from a realist perspective - the influence of phenomenalism and its offshoot, operationalism, on concept formation in biology, as well as its implications for science education. To this end, the basic tenets of phenomenalism, versus those of realism, are expounded. The influence of phenomenalism and operationalism on current biology is criticized for leading to the confusion of cause with symptom - a mistake known as the operationalist fallacy. This fallacy consists in accepting pseudodefinitions, i.e., the so-called operational definitions such as An acid is a substance that turns litmus paper red, and pseudoexplanations such as The weather got worse because the barometer reading dropped. Many instances of this confusion can be found in science. This analysis, however, focuses on biology; it starts with more or less blatant examples, such as behaviorism and the concepts of genotype and homology, turning then to much less obvious examples, such as the definition of selection in terms of differential reproduction, the concept of a species as a reproductive community, the concept of isolating mechanisms, and thus the relational concept of biospecies. While it is maintained that operationalist fallacies are always to be avoided in science, it is discussed whether at least some of them are permissible in science education.  相似文献   

20.
Summaries

English

Attitude statements, mostly concerned with the social implications of science, were administered to 2100 pupils of age 14+. The sample was divided into the top 25oO ('GCE') and the next 30‐40oo ('REST') of the ability range and further divided by sex and by coeducation and single‐sex education.

Factor analysis yielded measures of five independent attitudes to (1) science as a school subject (SUBATT) and to its implications (SOCATT) regarding (2) aesthetic/humanitarian issues; (3) practical benefits (4) value to the state for money invested (S) the activities of scientists. The attitude scores were correlated with the biology, chemistry and physics choices made at this age and with liking for these subjects’ teachers. There were 26/60 significant but low overall correlations with physics and chemistry choices, but only 5/30 for biology. A further 26 significant correlations arose either at high or low teacher liking, the former predominating with boys and the latter with girls.

A Kruskal‐Wallis analysis indicated that some attitudes in the ‘GCE’ group were unaffected by the school attended and possibly derived from the media. Adverse attitudes to the social implications of science may be a factor in the swing away from physical science and technology.  相似文献   

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