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1.
Although science, technology, society and environment (STSE) education has gained considerable force in the past few years, it has made fewer strides in practice. We suggest that science teacher identity plays a role in the adoption of STSE perspectives. Simply put, issues-based STSE education challenges traditional images of a science teacher and science instructional ideologies. In this paper, we briefly describe the development of a multimedia documentary depicting issues-based STSE education in a teacher’s class and its subsequent implementation with 64 secondary student-teachers at a large Canadian university. Specifically, we set out to explore: (1) science teacher candidates’ responses to a case of issues-based STSE teaching, and (2) how science teacher identity intersects with the adoption of STSE perspectives. Findings reveal that although teacher candidates expressed confidence and motivation regarding teaching STSE, they also indicated decreased likelihood to teach these perspectives in their early years of teaching. Particular tensions or problems of practice consistently emerged that helped explain this paradox – including issues related to: control and autonomy; support and belonging; expertise and negotiating curriculum; politicization and action; and biases and ideological bents. We conclude our paper with a discussion regarding the lessons learned about STSE education, teacher identity and the role of multimedia case methods.  相似文献   

2.
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses, graduate science education seminars, and graduate research courses. Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He is editor of the journal Science Education. Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted research on after school computer clubs, technology and learning as part of the international UC Links Network. With support from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving the educational progress of Latino students in the middle and high school grades.  相似文献   

3.
Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life – an aim consistent with the notion of scientific literacy.

Purpose: This paper reports Bangladeshi science teachers’ perspectives and practices in regard to the promotion of scientific literacy.

Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications.

Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers’ science lessons, interviewing them twice – once before and once after the lesson observation, and interviewing their students in focus groups.

Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students’ difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition.

Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic knowledge is also limited and consequently impacts on teachers’ ability to develop the concepts of scientific literacy and learn how to teach for its promotion.  相似文献   

4.
Previous research on digital storytelling (DST) has focused chiefly on children and youth, but we know little about how it is used in non-formal adult education. This article analyzes a DST class in rural Ireland, which was organized by a family literacy program and offered for parents at an elementary school. Data sources included fieldnotes, interviews, and digital stories by the parents who finished the class (n?=?3). Janks's interdependence model of critical literacy is used to analyze how the class incorporated power, access, diversity, and design. The class did not engage in ideology critique or analyze the origins or consequences of dominant technologies, languages, and literacies (i.e., investigate power as domination). However, the class did provide access to technology knowledge and skills; affirm parents’ diverse knowledge, languages, life experiences, and identities; and equip participants to design and disseminate their digital stories. The study highlights possibilities for using multimodal composition in family learning and adult education.  相似文献   

5.
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6.
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   

7.
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8.
In this piece, Elizabeth Moje discusses with the authors of FORUM: Giving oneself over to science: Exploring the roles of subjectivities and identities in learning science (Tucker-Raymond, Varelas, & Pappas) the challenges and potentials of theorizing about the role of identities in learning science. The authors debate how identities and subjectivities should be conceptualized, and whether learning science requires people to change identities and/or subjectivities. In particular, the authors discuss the potential for thinking about how identities are enacted in practices, and how teachers might construct practices that evoke the identities associated with science as a way of developing opportunities for deep science learning. Elizabeth Birr Moje is an Arthur F. Thurnau Professor of Literacy, Language, and Culture in Educational Studies, a Faculty Associate in the Institute for Social Research and a faculty affiliate with Latina/o Studies at the University of Michigan, Ann Arbor. Moje teaches undergraduate and graduate courses in secondary and adolescent literacy, cultural theory, and qualitative research methods. Her research interests revolve around the intersection between the literacies and texts youth are asked to learn in the disciplines and the literacies and texts they engage outsIDe of school. Moje also studies how youth construct cultures and enact IDentities via their literacy practices outsIDe of school. Eli Tucker-Raymond is a doctoral student in the Literacy, Language, and Culture program at the University of Illinois at Chicago. He sees his evolving status as a social scientist fraught with similarities and differences between himself and social scientists “out in the world.' He is working toward a designated researcher and teacher IDentity that includes a focus on critical media literacy, collaborative action research, and developing praxis-oriented, critically-conscious learning communities in urban K-8 school settings. One evolutionary, co-constructed step toward that IDentity are these publications, his first. Maria Varelas is Professor of Science Education at the University of Illinois at Chicago. Her research, teaching, and service are highly interrelated, focusing on classroom-based teaching and learning of science in urban settings with linguistically and socio-culturally diverse populations, collaborative teacher action research, discourse in science classrooms, integration of science and literacy, and science education reform in elementary school and college science classrooms. She currently co-leads with colleagues in Education, Natural Sciences, and Computer Science, three US NSF multi-year grants. Her research has appeared in a variety of journals and edited books. Christine C. Pappas is Professor of Language and Literacy at the University of Illinois at Chicago. Her teaching and research focus on classroom discourse, genre (especially informational and science ones), teacher inquiry, collaborative school-university action research (CSUAR), and the development of culturally responsive pedagogy. She is a co-author of the 4th edition of An Integrated Language Perspective in the Elementary School: An Action Approach, which emphasizes the use of language and literacy and other modes of meaning as tools for inquiry and learning across the curriculum. She has co-edited two volumes on a Spencer-sponsored CSUAR project, Working with Teacher Researchers in Urban Classrooms: Transforming Literacy Curriculum Genres and Teacher Inquiries in Literacy Teaching-Learning: Learning to Collaborate in Elementary Urban Classrooms, and her research has been published in book chapters and various journals.  相似文献   

9.
ABSTRACT

This article reports on an investigation of pre-service teachers’ views on creating digital storybooks for use in early childhood classrooms, and how this activity helped them develop technological, pedagogical and content knowledge for teaching literacy. Cohorts of Master of Teaching PSTs (n = 67) participated in the study over five years. This article also presents a rationale for the creation of digital storybooks as a resource for teaching early literacy. Data for this mixed-methods study came from an online survey, focus group discussions, and PSTs’ reflective comments and analysis of their digital storybooks and rationales. This article focuses primarily on the survey data. The majority of PSTs reported that the process of creating digital storybooks and using them during professional practice was useful in helping them develop their technological, pedagogical and content knowledge for teaching literacy in the early years, as well as their knowledge about students.  相似文献   

10.
Abstract

The US Forest Service has a long history of youth conservation education. We investigated U.S. Forest Service citizen science programs that involve secondary school students in field collection of monitoring data to understand (1) how the programs integrated science and environmental education and (2) whether these programs advance ecological literacy and environmental stewardship. We conducted semi-structured interviews with the program leads, teachers, and students. Program leads and students said programs produced reliable data and met monitoring and other U.S. Forest Service stewardship objectives. Although these programs varied in design and objectives, our findings suggest these programs were incorporating both science and environmental education, and there is some indication they are creating ecological literacy among participants. Students exhibited environmental stewardship to some degree as a result of all programs, but the extent of this is tied to programs’ objectives and design.  相似文献   

11.

Education for citizenship is now recommended for all primary schools. Whilst primary teachers have long covered social and moral education, they have been less likely to cover teaching about community and political literacy (including the discussion of topical, controversial issues). This paper reports research findings on current practice and identifies key areas for discussion. It argues that there is great scope for enriching and enlivening the primary curriculum through the introduction of education for citizenship, by extending current practice in social and moral education and incorporating the newer themes of community and political literacy into existing teaching.  相似文献   

12.
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   

13.
Teaching through controversial, politically charged issues is promoted in Anglo-American democracies as a key means for cultivating active citizenry and democratic values. However, the challenges of discussing controversial issues in the classroom may differ in younger, deeply divided democracies that lack common ground and institutional stability. In this study we ask, what approaches to the teaching of controversial issues do Israeli teachers adopt while enacting a curricular unit concerning Israel’s founding fathers? The data were collected in an ethnographic study in two primary schools during the 2012–2013 school year. We use linguistic ethnographic methods to analyse the curricular materials and their enactment in four video-recorded lessons in three classrooms. We argue that while the curriculum addresses deeply controversial content, it is designed to inculcate a shared national ethos and therefore avoids controversy. In practice, teachers and students engaged with controversial issues, but in ways that defused their volatility. We highlight two heretofore undocumented approaches to controversial issues: (1) sidestepping controversy by stripping it of real world complexities, and (2) scholasticizing the discussion by focusing on literacy practices. Finally, we discuss the rationales for using these two approaches to defuse controversy in the classroom, and their limitations.  相似文献   

14.
Science education in recent years has increasingly emphasized the connections between knowledge and matters of social importance. Socioscientific issues (SSIs)—complex, often controversial issues linked to the development of science and technology—are widely recognized as a valuable arena for the school curriculum to foster students’ scientific literacy. This paper reviews the research literature on how science teachers teach socioscientific issues with 25 empirical studies published between 2004 and 2019. The results show that teachers generally hold a partially informed understanding of SSI-based teaching. Multifarious challenges facing teachers in teaching SSIs are mainly at the teacher, student, and policy levels. However, our findings suggest that teachers lack explicit strategies to cope with these challenges and that SSI-based teaching should not rely on individual teachers alone. We argue for more support for teachers to improve the quality of their implementation of SSIs. This review has implications for education policymakers, teacher educators, school leaders, and teachers to respond to the challenges facing teachers in teaching SSIs collaboratively. Potential directions for further research are also discussed.  相似文献   

15.
ABSTRACT

Various responses to the ideas of a digital disconnect between home and school include the call for a more thoughtful exploration of the relationship between formal and informal uses of technologies. Studies have indicated the complex and interacting influences on patterns of technology use at home and at school, including patterns of Web 2.0 use that do not align with common assumptions about the characteristics of current students. Together, these studies indicate that we need more nuanced insights into how today’s students relate to available digital technologies if we are to build appropriately on their experiences in education. The current research investigates quantitatively mobile digital practices and literacy as well as attitudes in over 1140 school students in the first years (7–10) of secondary education in Australia in order to enrich insights into these students as learners in contemporary classrooms. The implications of the research for teaching are discussed.  相似文献   

16.
德国青少年科学教育主要分为学校科学教育和学校之外的科普教育。学校科学教育在目标上侧重培养学生的科学素养,内容上课程趋于综合,方法上注重学生的动手能力,培养学生的科学兴趣。同时,德国在全社会举办丰富多彩的科普教育活动,让科技教育延伸到学生的生活之中。  相似文献   

17.
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   

18.
Abstract

In many countries’ policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching contributions in their own subject areas to education for sustainable development (ESD). The overall aim is to understand how teachers of these three subject areas can contribute to cross-curricular teaching in teacher teams in the context of ESD. This is done by analysing the group responses from data collected in group discussions concerning the teaching dimensions what (content), how (methods) and why (purposes) in relation to ESD. We first analyse the teacher group responses and arguments regarding their contribution to ESD teaching from each subject area separately. Thereafter, we comparatively analyse how the different subject areas’ contributions overlap or complement each other in a potential collaborative ESD teaching. The results show that teachers from different subject areas stress different yet complimentary dimensions of teaching and perspectives of ESD. The implications for cross-curricular teaching in ESD are also discussed.  相似文献   

19.
Although the term “scientific literacy” has been increasingly used in recent years to characterise the aim of school science education, there is still considerable uncertainty about its meaning and implications for the curriculum. A major national project in England, Twenty First Century Science, is evaluating the feasibility of a more flexible science curriculum structure for 15‐year‐old and 16‐year‐old students, centring around a core course for all students with a scientific literacy emphasis. Over 12,000 students in 78 schools have followed this course since September 2003. The development of a detailed teaching programme is an important means of clarifying the meanings and implications of a “scientific literacy” approach. Questionnaire data from teachers at the end of the first and second years of the project (N = 40 and N = 51) show a strongly positive evaluation of the central features of the course design. Teachers perceive the scientific literacy emphasis as markedly increasing student interest and engagement. Key challenges identified are the language and reasoning demands in looking critically at public accounts of science, and the classroom management of more open discussion about science‐related issues.  相似文献   

20.
This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary teacher’s identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage in teaching decisions that accommodate school demands and students’ needs to succeed in high-stakes tests. This paper presents in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that emphasize high-stakes testing. I found that a teacher’s identities generate tensions while teaching science when: (a) schools prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a teacher perceives a threat to one’s identities in the context of high stakes testing. Further, the results suggest that stronger links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms that support minority students’ success in science.
Bhaskar UpadhyayEmail:
Bhaskar Upadhyay   is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning.  相似文献   

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