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1.
Katerina Plakitsi 《Cultural Studies of Science Education》2010,5(3):577-590
This is a review essay from an educator’s point of view, on the article written by Maria Inês Mafra Goulart and Wolff-Michael
Roth Engaging young children in collective curriculum design. The article as well as the commentary essay contributes to the current agenda about the feasibility of social practices in
(science) education even from the early childhood. A child centered collective curriculum design can be a tool for rethinking
scientific literacy towards a multi-science perspective, participative thinking and dialectical teaching strategies that take
account of structure or/and agency relationships. The review is structured on five levels: (a) scientific literacy, (b) multi-science
perspective, (c) participative thinking—structure or∣and agency, (d) comments on methodology—the emergency of a new order,
(e) conclusions. 相似文献
2.
Given that the subject department is recognised by subject specialist teachers as the central and immediate unit of organization in secondary schools it is surprising that so little attention has been paid by researchers to the leadership dynamics within science departments. The leadership dynamics within the science departments of two contrasting school contexts were explored dialectically in this study. The structure ∣ agency and individual∣collective dialectics guided our interpretation of data from lesson observations, interviews and questionnaire responses, especially as they related to teachers' preparation of units of work (i.e., planned curriculum). As well as recognising thin coherence in teachers' responses we identify contradictions in teachers' perceived and enacted leadership roles, and perceptions of influences on curriculum planning and teaming within the two science departments. Throughout the article we disrupt traditional individualistic leadership discourses and suggest possibilities for more widespread application of an individual | collective leadership dialectic in school science departments. 相似文献
3.
This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom
had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them
to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed
an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers
who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher
education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed
programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature
of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more
in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes
getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and
reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed
more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and
the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering
the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of
science, and NoS activities can help children to link school science to science itself. 相似文献
4.
This study examines young children’s ideas about natural science phenomena and explores possibilities in starting investigations
in kindergarten from their ideas. Given the possibilities inherent in how young children make sense of their experiences,
we believe it is critical to take children’s perspectives into consideration when designing any activities, and ideally, to
design activities from their perspectives and understandings. Specifically, this research focuses on 5- and 6-year old children’s explanations of
rainbows, and there are three main findings. First, our analysis demonstrates that opportunities to discuss their ideas revealed
children’s different perceptions of the phenomena of rainbows. Secondly, this research emphasizes that peer-to-peer interaction
in the co-construction of science concepts provided support to the children to learn from, and with, each other. Third, children’s initial explanations provided the teacher-researcher (second author) with a starting point
to scaffold her teaching from. Although rainbows are quite an abstract topic to try to reproduce in the classroom, the children
demonstrated their often sophisticated understandings of natural science phenomena, as well as their creative ideas as related
to rainbows. In order to foster an appreciation of themes in natural science, it is crucial to build from what children already
know and can do, and to use these emergent theories and considerations in designing curriculum. Thus, we draw implications
for the importance of teaching science at the early childhood level and for using children’s ideas as starting points in planning
instruction. 相似文献
5.
This paper reports on a national study that explored primary pupils’ attitudes towards and experiences of school science in
the Republic of Ireland. The study focussed on collecting data from children and in doing so recognises the importance of
children’s views as an essential part of reviewing curriculum implementation. The findings of this large-scale study are based
on an analysis of data gathered from observations of 15 primary classrooms, 1,149 children’s questionnaires and 11 group interviews.
In this paper the findings regarding the extent to which the children appear to be engaging in ‘deductive’ (didactic) and
‘inductive’ (inquiry-based) approaches in their science classes, and their attitudes towards school science are presented.
Encouragingly, evidence from all parts of the study revealed that in general Irish children are very positive towards learning
science in school and are being provided with some opportunities to engage in hands-on inquiry in science, commonly via group
work. However, there were also indications that, for some pupils, hands-on science experiences were infrequent, and for a
few did not appear to be happening at all. It was not especially evident that pupils were being afforded opportunities to
lead their own scientific investigations. Teacher explanation, teacher demonstration, reading and writing featured frequently
in pupils’ responses and while the pupils expressed mixed feelings about these methodologies, one thing was apparent: hands-on
inquiry based approaches to science had far greater appeal to the children. The significance of the findings of this study
are considered in light of the findings and recommendations from recent national and international reports on inquiry-based
approaches in science education. 相似文献
6.
Cultural-historical activity theory (CHAT) approaches to intervention aim for transformative agency, that is, collective actions that expand and bring about new possibilities for activity. In this article, we draw on CHAT as a resource for organizing design research that promotes teachers’ agency in designing new science curriculum materials. We describe how CHAT informed our efforts to structure a collaborative design space in which teachers and other participants sought to develop new curriculum materials intended to help realize a new vision for science education. Specifically, we describe the tools and routines we deployed to support the design process, and we analyze the ways in which teachers took up elements of our design process as well as how they adapted, resisted, and suggested alternative tools and strategies to help develop new curriculum materials. In so doing, we illustrate ways in which CHAT can serve as a guide both for organizing collaborative design processes and for analyzing their efficacy. 相似文献
7.
Low post-compulsory science enrolments for secondary students have been a growing concern across the Western world. Research
has examined factors relating to science curricula and students’ attitudes about science, but parental views of science education
remain largely unexplored in Australia. Because parents have a strong role in shaping their children’s subject selection and
career choices, in this pilot study we sought to explore parental attitudes about science education. Results from focus interviews
and a survey of 132 Indigenous and non-Indigenous parents demonstrated, for the first time, that regional parents believe
the study of society and the environment (SOSE) is a better preparation than science for their children’s understanding of
socio-scientific issues. Most parents were unclear as to the nature of scientific literacy, believing science as it is currently
taught in primary schools, not to be relevant to their children’s needs. Structural equation modelling using the survey data
confirmed prior researchers’ claims and extended ideas about the likely interplay of parental attitudes and beliefs influencing
their support of science study for their children. The results highlight an urgent need to explore such parental views across
Australia. 相似文献
8.
Momoyo Mitsuno 《International Studies in Sociology of Education》2013,23(1-2):95-112
Teachers have been understood in their functional role and collective agency in sociology. In this article, the author rethinks the structure and agency dimension of teaching in the context of Japanese school education in transition. The new curriculum in Japan puts emphasis on children’s subjective experience of learning. This article explores the mirroring process of teaching in this curriculum transition from role‐oriented to subject‐focused. The author introduces two experiences as teacher reform movements: a teachers’ association and blogs which write about classroom teaching experiences. The findings suggest that there is a cultural transformation occurring within teachers as a group. For analysis, the author draws on the sociological idea of generations. The transformation in teachers’ self‐consciousness is significant because it creates a gap between self and representation not only externally (how educational reform describes teachers) but internally. The author concludes that this internal experience is ignored in the map of curriculum as structure and teaching as agency. 相似文献
9.
Trevor Owens 《Cultural Studies of Science Education》2009,4(4):929-943
One of the first places children encounter science and scientists is children’s literature. Children’s books about science
and scientists have, however, received limited scholarly attention. By exploring the history of children’s biographies of
Marie Curie and Albert Einstein, the two most written about scientist in children’s literature, this paper taps this unutilized
resource to cultivate a unique perspective on the history of gender and authority in science and science education. Through
analysis of explicit discussions of womanhood and science and implicit gendering of Curie and Einstein’s school experiences
within these books, this study demonstrates that while much has changed in how these stories are framed the gender of the
scientist is still central to how they are represented in children’s literature. 相似文献
10.
Atom Surprise: Using Theatre in Primary Science Education 总被引：1，自引：1，他引：0
Early exposure to science may have a lifelong effect on children’s attitudes towards science and their motivation to learn
science in later life. Out-of-class environments can play a significant role in creating favourable attitudes, while contributing
to conceptual learning. Educational science theatre is one form of an out-of-class environment, which has received little
research attention. This study aims to describe affective and cognitive learning outcomes of watching such a play and to point
to connections between theatrical elements and specific outcomes. “Atom Surprise” is a play portraying several concepts on
the topic of matter. A mixed methods approach was adopted to investigate the knowledge and attitudes of children (grades 1–6)
from two different school settings who watched the play. Data were gathered using questionnaires and in-depth interviews.
Analysis suggested that in both schools children’s knowledge on the topic of matter increased after the play with younger
children gaining more conceptual knowledge than their older peers. In the public school girls showed greater gains in conceptual
knowledge than boys. No significant changes in students’ general attitudes towards science were found, however, students demonstrated
positive changes towards science learning. Theatrical elements that seemed to be important in children’s recollection of the
play were the narrative, props and stage effects, and characters. In the children’s memory, science was intertwined with the
theatrical elements. Nonetheless, children could distinguish well between scientific facts and the fictive narrative. 相似文献
11.
Younkyeong Nam 《Cultural Studies of Science Education》2012,7(2):485-493
This review explores Ben-Zvi Assaraf, Eshach, Orion, and Alamour’s paper titled “Cultural Differences and Students’ Spontaneous
Models of the Water Cycle: A Case Study of Jewish and Bedouin Children in Israel” by examining how the authors use the concept
of spontaneous mental models to explain cultural knowledge source of Bedouin children’s mental model of water compared to
Jewish children’s mental model of water in nature. My response to Ben-Zvi Assaraf et al.’s work expands upon their explanations
of the Bedouin children’s cultural knowledge source. Bedouin children’s mental model is based on their culture, religion,
place of living and everyday life practices related to water. I suggest a different knowledge source for spontaneous mental
model of water in nature based on unique history and traditions of South Korea where people think of water in nature in different
ways. This forum also addresses how western science dominates South Korean science curriculum and ways of assessing students’
conceptual understanding of scientific concepts. Additionally I argue that western science curriculum models could diminish
Korean students’ understanding of natural world which are based on Korean cultural ways of thinking about the natural world.
Finally, I also suggest two different ways of considering this unique knowledge source for a more culturally relevant teaching
Earth system education. 相似文献
12.
Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools 总被引：1，自引：0，他引：1
How do new teachers become confident and competent while they are interns in inner‐city neighborhood schools challenged by many problems, often associated with economic shortfalls and cultural differences between the students and their teachers? Many science teacher education programs place a lot of emphasis on the planning stages of curriculum. But considerable discrepancies emerge between planned and lived curriculum, particularly in inner‐city, comprehensive high schools, and especially in classrooms that honor student interests and culture as starting points for learning. Previous research showed that coteaching provides opportunities for learning to teach even though the lived curriculum emerges often in unpredictable ways from the dialectic of collective (teacher and students) agency and structure. The present study allowed us to understand the underlying processes: the presence of a coteacher increases access to social and material resources, and thereby increases opportunities for actions that otherwise would not occur. Greater teaching opportunities provide newcomers with greater opportunities of learning to teach. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 882‐904, 2004. 相似文献
13.
In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary
teachers understand and practise science inquiry teaching during field experience. By examining inquiry lesson preparation,
practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties they encounter and
what could result from those difficulties in their practice. A total of 16 seniors (fourth-year students) in an elementary
teacher education program participated in this study. In our findings, we highlight three difficulties ‘on the lesson’ that are related to teaching practices that were missing in the classrooms: (1) developing children’s own ideas and curiosity,
(2) guiding children in designing valid experiments for their hypotheses, (3) scaffolding children’s data interpretation and
discussion and another three difficulties ‘under the lesson’ that are related to problems with the pre-service teachers’ conceptualization of the task: (4) tension between guided and
open inquiry, (5) incomplete understanding of hypothesis, and (6) lack of confidence in science content knowledge. Based on
these findings, we discuss how these difficulties are complexly related in the pre-service teachers’ understandings and action.
Several suggestions for science teacher education for inquiry teaching, especially hypothesis-based inquiry teaching, are
then explored. 相似文献
14.
In this study, a sociocultural perspective was adopted to understand the interplay between identity and agency in a context of science education reform in China. The manifestation of agency and the interaction between identity and agency were examined with two beginning science teachers teaching with practical work in high school. As part of this study, the identity formation of beginning science teachers was conceived as a site for locating and investigating teacher agency. Based on multiple data sources, we identified six spaces in which the two participants’ agency manifested: (1) personal characteristics; (2) personal beliefs; (3) interactions with students; (4) interactions with colleagues; (5) curriculum materials; and (6) high-stakes examinations. In each space, the two participants’ agency contrasted in terms of perspectives and actions: one was passive, less confident and negative, whereas the other active, more confident and positive. Moreover, it was found that their contrary actions were the result of different perspectives. Based on the findings, a model of the interplay between the identity and agency of an individual science teacher is proposed in a context of curriculum reform. The implications of this model for future research and science teacher development are discussed. 相似文献
15.
Catherine Milne Kathryn Scantlebury Tracey Otieno 《Cultural Studies of Science Education》2006,1(2):325-352
This paper focuses on a model of teacher change based on a study of a science discipline-based professional education program and on an understanding of teacher change in terms of an agency| structure dialectic. Professional education programs should expand teachers' capacity to act in a range of fields. Conducted over one year, this study used socio-cultural theory to examine the role of cultural schema and resources in the enactment of new pedagogical structures by two teachers who demonstrated widely variable responses to their experience of a professional chemistry education program. Hermeneutic and phenomenological methods of study supported the examination of teacher actions and narratives as sources of data. The analyses of these data sources resulted in greater understanding of the relationship between schema, resources and structure and the relationship between structure and teacher agency. Structures are dynamic and if a teacher uses a resource such as an inquiry-based instruction protocol without the attendant cultural schema such as the value of questioning then the structure that is implemented will be different from that the teacher experienced in the professional education program. This understanding supported an explanation of teacher change in terms of teacher agency that constituted our learning from the study and resulted in changes to aspects of the professional education program. 相似文献
16.
This paper reports on a cross-cultural research study of children’s preferences for group musical activities in child care
centres. A total of 228 young children aged 4–5 years in seven child care centres in Hong Kong and in the Adelaide City of
South Australia participated in the study. Both qualitative and quantitative data were collected via a mixed method approach.
Result showed that dancing/moving was children’s most preferred musical activity in centres. Significant differences were
found between children’s cultural contexts and their preferences for three activities: (1) Singing; (2) Listening; and (3)
Playing instruments. Qualitative data further revealed the social phenomena of these two cultural contexts which influenced
children’s preferences. Implications for the curriculum planning of early childhood music education arising from these findings
are discussed. 相似文献
17.
This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio
Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how
social interaction plays a role in young children’s learning processes. Drawing on social constructivist views of children’s
learning and socialization, children’s discussions and interactions within a preschool learning group were examined. Examination
of children’s discourse is valuable not only for understanding individual and group learning experiences but also for illuminating
children’s agency and their active roles in their own learning. The study focused on the in-depth study of six children’s
activities during a ‘Shades of Pink’ project. As the project, ‘Shades of Pink’ unfolded, the children faced cognitive conflict while they were talking about the details of Monet’s painting, but worked
toward building common understandings. In this study, children are considered to be meaning makers and active participants
in their own learning processes. In addition, the relationships between children became a context in which the co-construction
of theories, interpretations and various understandings of reality took place. Small group work became a basis for creating
unity, a space in which thoughts took shape as well as a way to compare interpretations; with the result that new thoughts
and meanings were produced. 相似文献
18.
Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model 总被引：1，自引：1，他引：0
Whether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the
age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement
of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study
focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally appropriate
instruction and need based adapted activities using the Early Literacy and Learning Model (ELLM) curriculum. The results suggest
that mindfully adapting activities to children’s needs advances children’s emergent literacy development. 相似文献
19.
The potential of informal sources of science learning to supplement and interact with formal classroom science is receiving
increasing recognition and attention in the research literature. In this study, a phenomenographic approach was used to determine
changes in levels of understanding of 27 grade 7 primary school children as a result of a visit to an interactive science
centre. The results showed that most students did change their levels of understanding of aspects of the concept “sound”.
The study also provides information which will be of assistance to teachers on the levels of understanding displayed by students
on this concept.
Specializations: informal science learning, science curriculum
Specializations: science education, science teacher education, conceptual change, learning environments. 相似文献
20.
This article explores how children can learn about environmental sciences through place-based education and children’s literature.
Recent studies suggest that there is a lack of environmental science knowledge among citizens of all ages. Scholars and educators
recommend introducing young children to the places in which they live to create an impact on how they will view and respect
the natural world as adults. Selection and use of developmentally appropriate and scientifically accurate literature can be
an effective tool to help children understand their place in and connections to the natural world. Guidelines for selecting
place-based literature are presented using the Midwest United States as an example. Twelve children’s books are recommended
and reviewed. 相似文献