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1.
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   

2.
Place‐based science education engages with the laboratories of complex reality where natural processes combine with social practice, going beyond the physical world, to encompass the meanings and sense of attachment local residents feel for places. This brief report describes how a university science methods class in a primary teacher training programme situated scientific understandings in the rich cultural context of the historically rural and socio‐economically disadvantaged area of Galicia in north‐western Spain, where agrarian traditions continue to influence local culture. Focusing on student responses to two assignments, this brief report explores how the preparation of lesson plans related to food and environmental investigation projects served to integrate aspects of the natural, social and cultural environment to foster a critical pedagogy of place.  相似文献   

3.
This paper presents an evaluation of the design and implementation of a course for inservice science teachers, which was undertaken in Seville (1988, Spain) by requirement of the Ministry of Education and based on a didactic model named “Research at School”. The research was designed to evaluate and test the validity of this activity as a strategy to inform teacher educators, and also to encourage their professional development.  相似文献   

4.
Numerous investigations show that most school science teaching, in Spain and elsewhere, implicitly transmits an inductivist and very stereotyped view of science and conveys an unrealistic image of scientific work. We present some results of an investigation with fourth‐level Spanish secondary education students (15 year olds) who were taught genetics through a unit based on an open problem‐solving methodology as an investigation. Among the learning objectives were the modification of their view of the nature of science in relation to ideas about: how science is done, what a theory is, what scientists do, and, finally, what the relationship is between Science–Technology–Society. The conceptual change about the nature of science experienced by the students in the experimental group was not observed in the control group, which worked in a traditional manner. Also, these new concepts remained with the students over time without a significant backward shift.  相似文献   

5.
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6.
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   

7.
The aim of this paper is to analyse how the Dalcroze method was introduced to Spain and became known there, more specifically in the Catalonia of the Noucentisme movement, and why it made the greatest impact and was more widely disseminated in this particular region of Spain. Following a summary of Dalcroze’s contributions to music education, an outline is given of how the Junta para la Ampliación de Estudios or Committee for Extended Studies (the JAE, in Spanish) became a springboard for the method’s introduction in Catalonia through a grant awarded to Catalan musician and teacher Joan Llongueras Badía, even though the JAE had not shown much interest in its diffusion. It goes on to explain how the method’s use spread in Catalonia, partly thanks to the efforts of Joan Llongueras and his Institute for Rhythmic Gymnastics and partly as a result of the support that these efforts received in the political, philosophical, moral and aesthetic context of the Noucentisme movement – which, the paper argues, explains why the method’s impact was much greater in Catalonia than in the rest of Spain.  相似文献   

8.
Background: There is a growing interest in investigating attitudes towards science and views of Nature of Science among elementary grade students in terms of gender, cultural backgrounds, and grade level variables.

Purpose: The purpose of this study is to examine the attitudes toward science and views of Nature of Science among Spanish students, Spanish students of gypsy ethnicity and second-generation Spanish students with east-European heritage, and to determine if their attitudes are related to their views of Nature of Science.

Sample: Data for this study was gathered from seven elementary schools in Spain, forming a convenience sample of 149 students enrolled from 2nd to 5th grade.

Design and Methods: The Nature of Science Instrument (NOSI) and an adaptation of the Test of Science Related Attitudes scale (TOSRA) were used. Follow-up structured interviews were performed with 15 participants.

Results: Regarding gender, boys had better attitudes toward Science than girls but more naïve views of the empirical Nature of Science. In relation to cultural background, second generation Spanish students with east-European heritage reported significantly better attitudes toward Science than Spanish students and Spanish students of gypsy ethnicity. No differences in Nature of Science views were found. Concerning grade level, third graders had more positive attitudes toward Science than fifth and sixth graders and more informed views of the tentative Nature of Science. Finally, no relation between Nature of Science views and attitudes towards Science were identified.

Conclusion: This study stress the need to address the steady decline in positive attitude toward Science and to improve students’ views of Nature of Science from early elementary grades, and to use gender and culturally inclusive science teaching strategies.  相似文献   

9.
This paper constitutes a case-study of the ‘science show’ model of public engagement employed by a company of science communicators focused on the popularization of science, technology, engineering and mathematics (STEM) subject disciplines with learner constituencies. It examines the potential of the science show to foster the interest and imagination of young learners in STEM; challenge popular pre/misconceptions of science and scientists; reveal the broadness, plurality and everyday relevance of science; and induce a more fluent and equitable science nexus between expert and non-expert or learner groups. Discussion focuses on conversations with members of a UK and university based science communication outfit who comment on the potential of the science show as a model of non-formal science education and science engagement and the necessary conditions for its success.  相似文献   

10.
Summary Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science. This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school science teachers to utilize their university science training they must search for ways to adapt their college experiences into appropriate middle school learning experience. The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching hands-on science. The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training as a basis for teaching middle school science.  相似文献   

11.
A paper by Norris presents scientific observation as a highly inferential activity in which human senses have become secondary to instrumentation. Norris takes examples from elementary and secondary curricula to support his position. This paper examines Norris's contentions from two perspectives, that of cognitive psychology and that of the philosophy of science. It is argued here that Norris has discussed only one aspect of observation, theory-confirming observation. Another, pretheoretic or theory-building observation, is more closely related to the curriculum activities he criticized. From a cognitive psychology perspective the theory-confirming observation is of use to the expert, but for novices the absence of domain-specific knowledge and of sophisticated problem-solving processes may render theory-building observation more meaningful for instruction.  相似文献   

12.
Science has seen considerable change in recent decades with the emergence of a new economic and sociopolitical contract between science, the nation, state, and private commercial interests. Generally regarded as having been precipitated by globalization, these changes in the sciences are beginning to be documented by a range of commentators. Clearly, science's changing forms hold profound implications for the development of science education. As there is little science education scholarship exploring the implications sciences' altering forms, this paper attempts to investigate the relationship at more depth. Detailing this relationship is important because it can help formulate new questions, and methods for their investigation, relevant to the work of science education in the newly global world. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 617–633, 2008  相似文献   

13.
Abstract: The purpose of this paper is to synthesize literature related to apprenticeship learning, the sociology of science, and K‐12 science education to develop a set of characteristics for designing/evaluating participatory science learning experiences. Following this discussion, we further clarify and illuminate the value of these characteristics for science educators by using them as evaluative criteria for characterizing the experiences of 24 middle school learners who embarked on a 2‐week long camp with “real” scientists engaged in “real” research. We also describe how middle school science teachers supported both reflection‐in‐practice and reflection‐on‐practice during the camp, and how an electronic notebook was also leveraged to support both types of reflection. Implications of these characteristics for science education more generally are discussed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 70–102, 2001  相似文献   

14.

This paper draws on the experience of the Pan-Canadian science curriculum development process as an instance of the more general problem of integrating science and environmental education. It problematizes the issue of incorporation of social and environmental dimensions within the science curriculum in terms of both policy and practice. The agenda of environmental education, as eco-philosophical and eco-political, provides a radically different base from which to explore the impact of change on science teachers and schools. Thus, the very idea of environmental education as an educational policy goal must be examined in light of conflicting agendas of science and environmental education. This paper argues that transforming structures and processes of school science to enable different teacher and student roles involves closing the gap between curriculum (policy) development and professional development as well as reconceptualizing science education, but from more overtly open moral value and political perspectives than have been considered in the literature of science education.  相似文献   

15.
The 1980s saw a revival of studies on literacy in Spain, thanks partly to the convergence of economic history and the history of education but above all to the emergence of young historians in conjunction with prestigious specialists in the history of education. This article analyses the latest research to be published in Spain and the part that it has played in the shift from traditional approaches to new methodologies. Against the background of the history of education in Spain, the article assesses such key aspects as the controversial relationship between human capital and literacy, the importance of long‐standing cultural factors in literacy and its geographical distribution, the need for a qualitative history of literacy within the more general framework of the written culture, and the relationships between literacy and modernisation.  相似文献   

16.
The purpose of this study was to examine the effects of science education courses on a group of Taiwanese inservice and preservice teachers’ views toward the nature of science. There were two science education courses in the study; one was for 36 inservice teachers, while the other one was for 32 preservice teachers. Both of the courses included the philosophy of science, the instruction about student alternative conceptions and theories of conceptual change, and some classroom activities for science education. The data sources were based upon these teachers’ questionnaires, written responses to open-ended questions and interviews. The findings derived from this study revealed that both inservice and preservice teachers, to a certain extent, changed their views toward the nature of science when completing the courses. Many of them might reinterpret and reconstruct their views about science during the courses, and their views had progressed toward more constructivist-oriented. This study also suggested that the instruction about student alternative conceptions and conceptual change theories was more helpful than direct instruction about the philosophy of science in changing teachers’ views about science.  相似文献   

17.
In this study we explored how the science department shaped the relationship between a science department head, Mr Greg, and a teacher, Ms Horton, as they grappled with their expectations of, and responsibilities for, teaching and leadership in the daily life in the department. We found that, from their life histories and their positions in the department, Mr Greg and Ms Horton have developed different values and visions that shape the ways they construct their work, particularly in relation to the place of subject matter, goals for students, teamwork, roles and responsibilities and accountability. Although both shared a commitment to their students and to their subject, Mr Greg saw his contribution in subject organizational terms and Ms Horton saw hers in personal student terms. Orderliness and stability were important to the department head whereas Ms Horton valued spontaneity and innovation. Collaboration was Mr Greg's method of achieving the business of the department; working alone allowed Ms Horton the freedom and flexibility she needed. Accountability for Mr Greg was framed in organizational terms; Ms Horton was more concerned with the learning that took place in her classroom. Our case study looks at the range and intensity of the forces shaping the work of teachers and the way they organize themselves at work. We argue that, if we wish to continue to improve teaching and learning, particularly in secondary schools, we need to know a great deal more about the forces that operate in subject departments.  相似文献   

18.
Fred Wilson 《Interchange》1992,23(3):297-302
In her article “A Possible ‘Orality’ for Science?” (Interchange, Vol. 23, No. 3, pp. 227–244), Rampal argues that science can be made more relevant to students if its language is reformed and replaced by one that contains elements drawn from oral cultures. There is some point to this policy proposal, but it fails to note that the dispassionate and impersonal prose of science has its own function in the on-going practice of science. The real task for the teacher should not be reforming the language of science but rather using oral culture to lead students in the excitement of scientific theories and the joys of scientific research, bringing them in the end to a mastery of the prose style that the scientific community has found serves well its goal of increasing our knowledge of laws of nature.  相似文献   

19.
Gifted/talented education is slowly expanding as more funds for programs are provided by states and more universities off er graduate programs.  相似文献   

20.
This study was designed to determine the influence of resequencing general science content on sixth grade students' science achievement, attitudes toward science, and interest in science. Resequencing content was accomplished for experimental group students through revising the order of textbook chapters in a general science course, in order to clarify content structure and establish interrelationships among major concepts. The subjects were 203 sixth grade learners randomly assigned to the two treatment groups of resequenced content and nonresequenced content. The findings revealed that students for whom content structure was clarified through resequencing general science chapters exhibited significantly higher science achievement, significantly more positive attitudes toward science, and significantly greater interest in science than students for whom general science content was not resequenced.  相似文献   

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