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1.
In our research and teaching we explore the value and the place of rhetoric in education. From a theoretical perspective we situate our work in different disciplines, inspired by major ‘turns’: linguistic, cultural, anthropological/ethnographic, interpretive, semiotic, narrative, literary, rhetorical etc. In this article we engage in the discussion about what all these turns might entail for education by elaborating on what it implies to read the world as a ‘text'—as is central in a semiotic approach—and by introducing new rhetoric in general, and the work of the literary critic and rhetorician Kenneth Burke in particular, as a possible theoretical and methodological resource. We illustrate its application in the analysis of a fictional narrative. Our aim is to explore how an understanding of education as rhetoric can be integrated into the teacher education curriculum. 相似文献
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Constructivism is a set of beliefs that can be used by teachers to think about learning and teaching and to plan and enact
a science curriculum. This paper is a fictional account of an elementary science teacher and her use of constructivism as
a referent for her various roles as a science teacher. The paper also describes how the teacher came to teach in this manner,
describing her involvement in staff development activities and an evolution in her thinking from an ojectivist to a constructivist
system of semantics. Implications are presented for the reform of science education. 相似文献
4.
《Journal of moral education》2012,41(3):197-211
Abstract This paper approaches the school censorship question and its implications for learning values through literature by focusing on the incidents of a particular case, that of Peterborough County, Ontario, Canada, and by examining the attack on, defence of, and counterargument to the apologia offered for teaching Margaret Laurence's The Diviners. The first part chronicles the actual events within their political context; the second challenges the epistemological assumptions underlying the conception of literature as a reflection or representation of life, in which values are thought to be ‘absorbed’ by the reader through emotional engagement with a ‘transparent’ text. The paper concludes with a reformulation of the grounds for learning values through literature, based on the notion of literature as the construction of fictional worlds whose values are decoded by acts of literary criticism. 相似文献
5.
Abstract Interest in story in teaching has been linked to teacher research (Carter, 1993; Elbaz, 1991), to teacher education (Connelly &; Clandinin, 1994), to curriculum (Britz‐man, 1989; Gudmundsdottir, 1991c), and to school change (Giltin, 1990). I wish to argue here for a link between story and one form of teacher reflection, for portfolio construction, unlike more conventional forms of teacher development, encourages teachers to tell the story of their classrooms and to frame that story in particular ways. I wish to argue here for a view that constructing a portfolio shifts the ownership of learning to the portfolio‐maker and that in this constructing, we can trace a teacher's developing understanding of pedagogy. Specifically, my aim is to illustrate the narrative dimensions of a self‐generated portfolio question — its interpretations, the reflections upon its meaning, and its transformations of pedagogical understanding — as this text becomes pedagogy and pedagogy becomes text. This interpretive process is illustrated through a case study of Ellen Nicol, a secondary English as a Second Language teacher, in her graduate teacher education year and her first 2 years of classroom teaching. Ellen's pedagogical text, her question, is reinterpreted with major changes each time she comes to understand more completely the richness and complexity of her classroom. Each new transformation and reinterpretation serve as guide for selection of materials, for selection of pedagogy, and for assessment of success. Each new collection of pedagogical information serves as impetus for possible reframing and transformation of the text. 相似文献
6.
Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students’ lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience. 相似文献
7.
Molly Ness 《Early Childhood Education Journal》2017,45(5):575-581
The purpose of this article is to explore the use of picture walks in narrative and informational text as a method to encourage question generation. This article overviews the instructional benefits of having students generate their own questions before, during, and after reading. Featured are two classrooms where students pose questions through narrative and informational text features. 相似文献
8.
李丹舟 《江苏广播电视大学学报》2014,(4):87-91
以结构主义的视角介入电视肥皂剧的内在运行机制研究,所意图探讨的是作为一种特殊的虚构文本,电视肥皂剧是如何通过其叙事方式上的独特手段——类型化与反类型化、连续性、虚构性,进而使受众和角色的时间在一种想象力的虚构空间中实现有机融合。作为沟通公共空间与私人领域的虚构文本,电视肥皂剧为现实生活中的观众提供了一种美学意义上的超脱。但不可忽视的是,这一类型的想象力运作机制仍然需要探索更为丰富的路径和呈现机制来回应现实中存在的问题。 相似文献
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The currency, relevancy and changing nature of science makes it a natural topic of focus for mass media outlets. Science teachers
and students can capitalize on this wealth of scientific information to explore socio-scientific and sustainability issues;
however, without a lens on how those media are created and how representations of science are constructed through media, the
use of mass media in the science classroom may be risky. Limited research has explored how science teachers naturally use
mass media to explore scientific issues in the classroom or how mass media is used to address potential overlaps between socio-scientific-issue
based instruction and education for sustainability. This naturalistic study investigated the reported and actual classroom
uses of mass media by secondary science teachers’ to explore socio-scientific and sustainability issues as well as the extent
to which their instructional approaches did or did not overlap with frameworks for SSI-based instruction, education for sustainability,
and media literacy education. The results of this study suggest that secondary science teachers use mass media to explore
socio-scientific and sustainability issues, but their use of frameworks aligned with SSI-based, education for sustainability,
and media literacy education was limited. This paper provides suggestions for how we, as science educators and researchers,
can advance a teaching and learning agenda for encouraging instruction that more fully utilizes the potential of mass media
to explore socio-scientific issues in line with perspectives from education for sustainability. 相似文献
10.
The premise that underlies the preservice‐teacher‐education programme at Monash University is the need to focus on the nature of learning (for example, Gunstone et al., 1993). One approach currently being used to enhance this process is the use of portfolios. The portfolio is an open‐ended task designed to explore teaching from many different vantage points. It is organised as a dynamic assessment task through which the student teachers work on developing their understanding of what it means to be a science teacher, and the teaching portfolio itself is a mixture of artefacts designed to help student teachers demonstrate this to others. This paper reports on the effectiveness and value of portfolios in helping preservice teachers learn about learning and teaching. 相似文献
11.
Ian Grosvenor 《History of education》2018,47(2):148-168
AbstractIn 2017 it was 20 years since the publication of Assimilating Identities: Racism and Education in Post 1945 Britain. In this study a narrative was constructed which documents the experiences of Afro-Caribbean and Asian children and families within the English education system. It was a narrative that drew largely on the education archives of the local state. Some use was made of documentary evidence generated within the black community, including oral testimony. In the intervening years there has been a shift in history practice, including history of education, towards a broadening of the source material used in the construction of narratives, most notably the use of visual sources. These years have also seen a growing interest amongst historians of education in looking beyond schooling and investigating the educational experiences associated with other sites of learning: congresses, museums, heritage sites, libraries, community centres, etc. This paper aims to bring these two developments – research engagement with the visual and non-school sites of learning – into dialogue by revisiting the research agenda which shaped Assimilating Identities and addressing the question 20 years on: ‘What do they know of England who only England know?’ 相似文献
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《Studying Teacher Education》2013,9(2):123-140
In this self-study we examine our collaborative practice across two undergraduate early childhood education methods courses. Framed by our larger question of how teachers and teacher educators do school, we drew on multiple data sources to investigate how we were modeling teaching, listening, and learning to and with these students in our science and literacy courses. Through our analysis, we identified three categories of connectedness that define our collaborative approach: (1) collaboration as intellectual connectedness, (2) community as emotional connectedness, and (3) integrated disciplines as pedagogical connectedness. In this paper we address these areas of connectedness across disciplines and model our approach using reconstructed dialogue and analysis of our collaborative process to illustrate our actual practice. Through our discussion and joint narrative we hope to highlight the value inherent in small moments of communication. 相似文献
13.
Laura J. Moin Kathleen Magiera Naomi Zigmond 《International Journal of Science and Mathematics Education》2009,7(4):677-697
In the US, there is a significant number of learning-disabled high school students included in regular science classrooms.
It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction
they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the
learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers
who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative
notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers’ roles.
In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying
question of this research was whether inclusive classes with two teachers delivered the type of science education that is
better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a special-education
teacher present in the class, learning-disabled students usually did not receive a science education that met their needs.
We elaborate on the reasons for this problem and make suggestions for improvement. 相似文献
14.
AbstractDialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there is a gap in the way that science teachers think about the role of materials and that this could be addressed by changes in the theory base of teacher training, augmenting the current constructivist and dialogic theory with the addition of new materialism in the form of Barad’s ‘Agential Realism’. Our findings suggests that science teachers do not regularly explicitly consider the relationship between the material resources they deploy and the dialogic learning taking place. We argue that science teacher training and professional development should pay more attention to the material-dialogic relationships in the learning that emerges in science classrooms. 相似文献
15.
Comics are popular with adolescents because of their features of humor, narrative, and visual imagery. The purposes of this study were to examine the learning outcomes and emotional perceptions of reading a science comic book and a science text booklet for students of different levels of achievement, and to explore the main factors of the two media which attract high-school students to learn science. A mixed-method quasi-experimental design was adopted. The participants were 697 grade ten students from eight schools with different levels of academic achievement. Two similar classes in each of the eight schools were assigned as the comic group or the text group. The results indicated that the science comic book benefited medium achievers more than the science text booklet did, but the contrary result was found for the high achievers. In comparison, the two media benefited the low achievers equally, but both had only a limited effect due to the students’ lack of prior knowledge. We conclude four kinds of evidence, including perceived difficulty of comprehension, reasons for interest/disinterest, emotional perceptions of learning science, and learning time, to support the phenomenon of the learning benefit of media specific to certain achievers’ science learning. 相似文献
16.
Teobaldo Casanova 《Journal of Experimental Education》2013,81(3):165-168
The hypothesis that narrative text structure would be more interesting than expository text structure, and would therefore motivate more learning, was tested using an experimental design. Five classes of secondary school students read a history textbook chapter written in conventional expository style, and another five classes read a narrative version in which the same subject matter was embedded in a story involving fictional characters. All students also received instruction from their teachers. Contrary to prediction, the two groups did not differ significantly on the achievement posttest. Both groups also had similarly positive attitudes toward the text version they read, although in a face-to-face comparison the majority of the students preferred the narrative version. Recommendations for further tests of the hypothesis are offered. 相似文献
17.
Kyle Gray Katharine Owens Xin Liang David Steer 《Journal of Science Education and Technology》2012,21(3):392-402
To date, research to date on personal response systems (clickers) has focused on external issues pertaining to the implementation
of this technology or broadly measured student learning gains rather than investigating differences in the responses themselves.
Multimedia learning makes use of both words and pictures, and research from cognitive psychology suggests that using both
words and illustrations improves student learning. This study analyzed student response data from 561 students taking an introductory
earth science course to determine whether including an illustration in a clicker question resulted in a higher percentage
of correct responses than questions that did not include a corresponding illustration. Questions on topics pertaining to the
solid earth were categorized as illustrated questions if they contained a picture, or graph and text-only if the question only contained text. For each type of question, we calculated the percentage of correct responses for each
student and compared the results to student ACT-reading, math, and science scores. A within-groups, repeated measures analysis
of covariance with instructor as the covariate yielded no significant differences between the percentage of correct responses
to either the text-only or the illustrated questions. Similar non-significant differences were obtained when students were
grouped into quartiles according to their ACT-reading, -math, and -science scores. These results suggest that the way in which
a conceptest question is written does not affect student responses and supports the claim that conceptest questions are a
valid formative assessment tool. 相似文献
18.
Carol Strauss Sotiropoulos 《Children‘s Literature in Education》2001,32(4):305-321
This essay argues that precepts for cultivating the rational child, set forth by Maria and Richard Edgeworth in their handbook Practical Education, collide with fictional presentations of those precepts in Maria's novella The Good French Governess. The resulting gap between the novella's pedagogically driven narrative and a subtext that undermines the pedagogical agenda cannot be bridged by words. This ironically draws the reader to question the primacy accorded to words—to reasoned arguments and precise verbal articulation—that play such a significant role in the program for rational education. Further, the collisions between the demands of ideology and the needs of fiction invite us as readers to raise questions about genre, about our expectations of nonfictions and fictions pertaining to education. 相似文献
19.
Elizabeth De Freitas 《Interchange》2007,38(4):335-350
In this paper I examine the dilemma faced by reflexive narrative inquirers who write in the first-person “I” while advocating for a postmodern reading of the “self.” This paper asks the question: How can the reflexive educational researcher craft a research narrative that, on the one hand, strives for self-presence, while on the other hand, denies the transparency of language? I discuss current post-structuralist critiques of educational research rhetoric, and extend the critique to narrative research, suggesting that an arts-informed approach to narrative allows researchers to disrupt the authority of their text. I explore the use of a specific fictionalizing technique – the unreliable narrator – to assist readers in critically deciphering reflexive research narratives. 相似文献
20.
郝秀江 《南昌教育学院学报》2010,25(4):179-179,184
2001年,我国正式启动了以《基础教育课程改革纲要（试行）》为标志的新一轮基础教育课程改革。大力提倡培养学生的独立性和自主性,引导学生质疑、调查、探究。探究学习模式成为我国新一轮基础教育课程改革的重点之一。本文首先阐述了在中学体育课学习中采用探究学习模式的意义。其次,从让学生真正成为学习的主体,让学生在创造性活动中学习,加强中学体育教师素质培养等方面,对如何在中学体育教学中应用探究学习模式提出了自己的建议和看法,具有一定的参考价值。 相似文献