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1.
Ali Sammel 《Cultural Studies of Science Education》2009,4(3):649-656
This paper provides another way to gaze upon Brad’s story as presented by van Eijck and Roth (2010). It raises questions about
infrastructural racism in contemporary science education by exploring its association with Whiteness and White privilege.
To explore the racial positioning inherent in Western science education specific attention is given to the positions of power
that accompany Western ways of knowing the world (i.e., science education) in comparison to Other ways of knowing the world
(i.e., First Nations Ways of Knowing). The paper suggests the power relationships inherent within this dualism are asymmetrical
due to the implications of Whiteness within colonial societies. Even though power relations were not discussed in Brad’s story,
the paper suggests the implications were visible. The paper concludes by advocating for a re-imagining in science education
where the traditional ontological and epistemological foundations are deconstructed and spaces are created for enacting practical
ways of resisting oppression.
Alison Sammel received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyze how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. 相似文献
Ali SammelEmail: |
Alison Sammel received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyze how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. 相似文献
2.
Konstantinos Alexakos 《Cultural Studies of Science Education》2009,4(2):495-504
In his December editorial on Michael Reiss, Kenneth Tobin (Cult Stud Sci Educ 3:793–798, 2008), raises some very important questions for science and science teachers regarding science education and the teaching of creationism
in the classroom. I agree with him that students’ creationist ideologies should be treated not as misconceptions but as worldviews.
Because of creationism’s peculiarly strong political links though, I argue that such discussion must address three critical
and interconnected issues, including the uncertain state of teaching evolution in public schools nationally, the political
convergence of the creationist political beliefs with bigoted worldviews, and creationism’s inherent contrariness to science
and human progress. I suggest that we as science educators therefore not consider all sides to be equally right and to instead
take side against the politics of creationism. I also argue that we need much more serious discussion on how to better teach
science to students who hold creationist worldviews, and that science educators such as Reiss need to be part of that.
Konstantinos Alexakos is an assistant professor in the School of Education at Brooklyn College (CUNY). He is a former New York City high school science teacher and a former NYC transit worker. His research interests include sociocultural issues especially fictive kinships among minority science students and perseverance and success. 相似文献
Konstantinos AlexakosEmail: |
Konstantinos Alexakos is an assistant professor in the School of Education at Brooklyn College (CUNY). He is a former New York City high school science teacher and a former NYC transit worker. His research interests include sociocultural issues especially fictive kinships among minority science students and perseverance and success. 相似文献
3.
Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis
of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting
aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research in the rapidly growing field
of molecular biology. The story of SARS illustrates vividly some NOS features advocated in the school science curriculum,
including the tentative nature of scientific knowledge, theory-laden observation and interpretation, multiplicity of approaches
adopted in scientific inquiry, the inter-relationship between science and technology, and the nexus of science, politics,
social and cultural practices. The story also provided some insights into a number of NOS features less emphasised in the
school curriculum—for example, the need to combine and coordinate expertise in a number of scientific fields, the intense
competition between research groups (suspended during the SARS crisis), the significance of affective issues relating to intellectual
honesty and the courage to challenge authority, the pressure of funding issues on the conduct of research and the ‘peace of
mind’ of researchers, These less emphasised elements provided empirical evidence that NOS knowledge, like scientific knowledge
itself, changes over time. They reflected the need for teachers and curriculum planners to revisit and reconsider whether
the features of NOS currently included in the school science curriculum are fully reflective of the practice of science in
the 21st century. In this paper, we also report on how we made use of extracts from the news reports and documentaries on
SARS, together with episodes from the scientists’ interviews, to develop a multimedia instructional package for explicitly
teaching the prominent features of NOS and scientific inquiry identified in the SARS research.
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
Siu Ling WongEmail: |
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
4.
Compatibility between cultural studies and conceptual change in science education: there is more to acknowledge than to fight straw men! 总被引:1,自引:0,他引:1
In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable
construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on
conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best
theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.
David F. Treagust is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development. 相似文献
Reinders DuitEmail: |
David F. Treagust is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development. 相似文献
5.
Anton E. Lawson 《Science & Education》2009,18(1):119-124
Allchin (2006) has misinterpreted a classic case of hypothetico-deductive (HD) science in terms of his preferred ‘let’s-gather-some-data-and-see-what-emerges’ view. The misrepresentation concerns the research program of Peter and Rosemary
Grant on Darwin’s finches. The present essay argues that the Grants’ research is HD in nature and includes a statement by
Peter Grant to that effect.
Dr. Anton E. Lawson’s career in science education began in the late 1960s in California where he taught middle school science and mathematics for 3 years before completing his PhD at the University of Oklahoma and moving to Purdue University in 1973. Lawson continued his research career at the University of California Berkeley in 1974, and then moved to Arizona State University in 1977, where he currently conducts research and teaches courses in biology, in biology teaching methods, and in research methods. Lawson has directed over 100 workshops for teachers, mostly on inquiry teaching methods, and has published over 200 articles and over 20 books including Science Teaching and the Development of Thinking (Wadsworth: Belmont, CA, 1995), Biology: A Critical Thinking Approach, (Addison Wesley: Menlo Park, CA, 1994), and The Neurological Basis of Learning, Development and Discovery (Kluwer: Dordrecht, The Netherlands, 2003). Lawson’s most recent book is an introductory biology text called Biology: An Inquiry Approach (Kendall/Hunt: Dubuque, IA, 2004). Lawson is perhaps best known for his research articles in science education, which have three times been judged to be the most significant articles of the year by the National Association for Research in Science Teaching (NARST). He has also received NARST’s career award for distinguished contributions to Science Education Research as well as the outstanding science educator of the year award by the Association for the Education of Teachers in Science. 相似文献
Anton E. LawsonEmail: |
Dr. Anton E. Lawson’s career in science education began in the late 1960s in California where he taught middle school science and mathematics for 3 years before completing his PhD at the University of Oklahoma and moving to Purdue University in 1973. Lawson continued his research career at the University of California Berkeley in 1974, and then moved to Arizona State University in 1977, where he currently conducts research and teaches courses in biology, in biology teaching methods, and in research methods. Lawson has directed over 100 workshops for teachers, mostly on inquiry teaching methods, and has published over 200 articles and over 20 books including Science Teaching and the Development of Thinking (Wadsworth: Belmont, CA, 1995), Biology: A Critical Thinking Approach, (Addison Wesley: Menlo Park, CA, 1994), and The Neurological Basis of Learning, Development and Discovery (Kluwer: Dordrecht, The Netherlands, 2003). Lawson’s most recent book is an introductory biology text called Biology: An Inquiry Approach (Kendall/Hunt: Dubuque, IA, 2004). Lawson is perhaps best known for his research articles in science education, which have three times been judged to be the most significant articles of the year by the National Association for Research in Science Teaching (NARST). He has also received NARST’s career award for distinguished contributions to Science Education Research as well as the outstanding science educator of the year award by the Association for the Education of Teachers in Science. 相似文献
6.
Jennifer D. Adams Lynn U. Tran Preeti Gupta Helen Creedon-O’Hurley 《Cultural Studies of Science Education》2008,3(2):435-449
This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic
of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of
a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and
museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role
of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and
conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
Jennifer D. AdamsEmail: |
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
7.
Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(3):569-586
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 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
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
8.
Panos Kokkotas Panagiotis Piliouras Katerina Malamitsa Efthymios Stamoulis 《Science & Education》2009,18(5):609-629
Our paper presents an in-service primary school teachers’ training program which is based on the idea that the history of
science can play a vital role in promoting the learning of physics. This training program has been developed in the context
of Comenius 2.1 which is a European Union program. This program that we have developed in the University of Athens is based
on socioconstructivist and sociocultural learning principles with the intention of helping teachers to appropriate the basic
knowledge on the issue of falling bodies. Moreover, it has the aim to make explicit through the exploitation of authentic
historical science events, on the above topic (Aristotle’s, Galileo’s and Newton’s theories on falling bodies) the Nature
of Science (NoS), the Nature of Learning (NoL) and the Nature of Teaching (NoT). During the implementation of the program
we have used a variety of teaching strategies (e.g. group work, making of posters, making of concept maps, simulations) that
utilize historical scientific materials on the issue of falling bodies.
Panos Kokkotas is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece. 相似文献
Panos KokkotasEmail: |
Panos Kokkotas is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece. 相似文献
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Gillian U. Bayne 《Cultural Studies of Science Education》2009,4(3):559-567
This article reviews significant contributions made by Joe L. Kincheloe to critical research in science education, especially
through a multimethodological, multitheoretical, and multidisciplinary informed lens that incorporates social, cultural, political,
economic, and cognitive dynamics—the bricolage. Kincheloe’s ideas provide for a compelling understanding of, and insights
into, the forces that shape the intricacies of teaching and learning science and science education. They have implications
in improving science education policies, in developing actions that challenge and cultivate the intellect while operating
in ways that are more understanding of difference and are socially just.
Gillian U. Bayne is an assistant professor of science education at Lehman College, City University of New York. Having also completed a master’s degree in secondary science education at New York University, she has taught science both in New York City’s public school system and in independent schools for over 10 years. Gillian’s research interests are focused on the utilization of cogenerative dialogues with high school and college students, their teachers and other stakeholders to improve science teaching and learning. 相似文献
Gillian U. BayneEmail: |
Gillian U. Bayne is an assistant professor of science education at Lehman College, City University of New York. Having also completed a master’s degree in secondary science education at New York University, she has taught science both in New York City’s public school system and in independent schools for over 10 years. Gillian’s research interests are focused on the utilization of cogenerative dialogues with high school and college students, their teachers and other stakeholders to improve science teaching and learning. 相似文献
12.
Elizabeth McKinley 《Cultural Studies of Science Education》2008,3(4):959-975
The use of hybridity today suggests a less coherent, unified and directed process than that found in the Enlightenment science’s
cultural imperialism, but regardless of this neither concept exists outside power and inequality. Hence, hybridity raises
the question of the terms of the mixture and the conditions of mixing. Cultural hybridity produced by colonisation, under
the watchful eye of science at the time, and the subsequent life in a modern world since does not obscure the power that was
embedded in the moment of colonisation. Indigenous identities are constructed within and by cultural power. While we all live
in a global society whose consequences no one can escape, we remain unequal participants and globalisation remains an uneven
process. This article argues that power has become a constitutive element in our own hybrid identities in indigenous people’s
attempts to participate in science and science education. Using the indigenous peoples of Aotearoa New Zealand (called Māori)
as a site of identity construction, I argue that the move from being the object of science to the subject of science, through
science education in schools, brings with it traces of an earlier meaning of ‘hybridity’ that constantly erupts into the lives
of Māori women scientists.
Elizabeth McKinley is currently the Director of the Starpath Project for Tertiary Participation and Success, and an Associate Professor in Maori Education at the Faculty of Education, University of Auckland. Her experience includes teaching and administration in secondary schools, pre-service and in-service teacher education, national curriculum development and liberal arts education. Liz’s doctoral work investigated issues of identity and colonization in the under-representation of Maori women as scientists. She has published extensively in the area of science education and indigenous students. Liz has led a number of research projects around Maori content, language and participation in Mathematics and Science education. She is currently also Principal Investigator for a Teaching and Learning Research Initiative (TLRI) funded project on the teaching and learning in the supervision of Māori doctoral students. Liz has been invited to speak at conferences in New Zealand, Denmark, Japan, Hawaii, Alaska, Fiji and Canada. 相似文献
Elizabeth McKinleyEmail: |
Elizabeth McKinley is currently the Director of the Starpath Project for Tertiary Participation and Success, and an Associate Professor in Maori Education at the Faculty of Education, University of Auckland. Her experience includes teaching and administration in secondary schools, pre-service and in-service teacher education, national curriculum development and liberal arts education. Liz’s doctoral work investigated issues of identity and colonization in the under-representation of Maori women as scientists. She has published extensively in the area of science education and indigenous students. Liz has led a number of research projects around Maori content, language and participation in Mathematics and Science education. She is currently also Principal Investigator for a Teaching and Learning Research Initiative (TLRI) funded project on the teaching and learning in the supervision of Māori doctoral students. Liz has been invited to speak at conferences in New Zealand, Denmark, Japan, Hawaii, Alaska, Fiji and Canada. 相似文献
13.
Charbel Niño El-Hani Eduardo Fleury Mortimer 《Cultural Studies of Science Education》2007,2(3):657-702
In this paper, we offer an intermediate position in the multiculturalism/universalism debate, drawing upon Cobern and Loving’s
epistemological pluralism, pragmatist philosophies, Southerland’s defense of instructional multicultural science education,
and the conceptual profile model. An important element in this position is the proposal that understanding is the proper goal
of science education. Our commitment to this proposal is explained in terms of a defense of an ethics of coexistence for dealing
with cultural differences, according to which social argumentative processes—including those in science education—should be
marked by dialogue and confrontation of arguments in the search of possible solutions, and an effort to (co-)live with differences
if a negotiated solution is not reached. To understand the discourses at stake is, in our view, a key requirement for the
coexistence of arguments and discourses, and the science classroom is the privileged space for promoting an understanding
of the scientific discourse in particular. We argue for “inclusion” of students’ culturally grounded ideas in science education,
but in a sense that avoids curricular multicultural science education, and, thus, any attempt to broaden the definition of
“science” so that ideas from other ways of knowing might be simply treated as science contents. Science teachers should always
take in due account the diversity of students’ worldviews, giving them room in argumentative processes in science classrooms,
but should never lose from sight the necessity of stimulating students to understand scientific ideas. This view is grounded
on a distinction between the goals of science education and the nature of science instruction, and demands a discussion about
how learning is to take place in culturally sensitive science education, and about communicative approaches that might be
more productive in science classrooms organized as we propose here. We employ the conceptual profile model to address both
issues. We expect this paper can contribute to the elaboration of an instructional multicultural science education approach
that eliminates the forced choice between the goals of promoting students’ understanding of scientific ideas and of empowering
students through education.
相似文献
Eduardo Fleury MortimerEmail: |
14.
15.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
相似文献
Jacqueline T. McDonnoughEmail: |
16.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
Angela Calabrese BartonEmail: |
17.
Kenneth Tobin 《Cultural Studies of Science Education》2007,2(3):529-538
This article reviews the significance of the contributions of Ernst von Glasersfeld to research in science education, especially
through his theoretical contributions on radical constructivism. As a field shaper, Glasersfeld’s subversive ideas catalyzed
debate in the science education community and fuelled transformation of many facets including research methods, ways of thinking
about teaching and learning, curriculum, and science teacher education. Perturbations emanating from the debates on constructivism
forged new pathways that led to the development and use of many of the sociocultural frameworks employed by authors in Cultural
Studies of Science Education.
Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of City College. In 2004 Tobin was recognized by the National Science Foundation as a Distinguished Teaching Scholar and by the Association for the Education of Teachers of Science as Outstanding Science Teacher Educator of the Year. Prior to commencing a career as a teacher educator, Tobin taught high school science and mathematics in Australia and was involved in curriculum design. His research interests are focused on the teaching and learning of science in urban schools, which involve mainly African American students living in conditions of poverty. A parallel program of research focuses on coteaching as a way of learning to teach in urban high schools. Recently Tobin published a book with Wolff-Michael Roth entitled Teaching to learn: A view from the field and edited two volumes entitled The culture of science education: Its history in person and Science, learning, and identity: Sociocultural and cultural-historical perspectives. In 2006 Tobin edited Teaching and learning science: A handbook. 相似文献
Kenneth TobinEmail: |
Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of City College. In 2004 Tobin was recognized by the National Science Foundation as a Distinguished Teaching Scholar and by the Association for the Education of Teachers of Science as Outstanding Science Teacher Educator of the Year. Prior to commencing a career as a teacher educator, Tobin taught high school science and mathematics in Australia and was involved in curriculum design. His research interests are focused on the teaching and learning of science in urban schools, which involve mainly African American students living in conditions of poverty. A parallel program of research focuses on coteaching as a way of learning to teach in urban high schools. Recently Tobin published a book with Wolff-Michael Roth entitled Teaching to learn: A view from the field and edited two volumes entitled The culture of science education: Its history in person and Science, learning, and identity: Sociocultural and cultural-historical perspectives. In 2006 Tobin edited Teaching and learning science: A handbook. 相似文献
18.
Grady Venville 《Cultural Studies of Science Education》2009,4(2):323-334
In this article I initially borrow a metaphor from an art exhibition, Ocean to Outback, as a way to express my perspective on the contribution that Léonie Rennie has made to science education in Australia. I
then consider Léonie’s contributions as overlapping themes. In particular, Léonie’s well-known research on gender and issues
of equity in science education is explored as well as her highly regarded work on learning science in out-of-school settings.
Curriculum integration is a less well-known aspect of Léonie’s research that also is considered. Léonie’s important contributions
to research training and policy in science education are briefly described and commented on. Finally, I return to the metaphor
of Ocean to Outback that reflects the enormity of the contribution that Léonie has made but also gives insight into her personal journey and
qualities.
相似文献
Grady VenvilleEmail: |
19.
Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(3):595-599
Research on teacher identities is both important and increasing. In this forum contribution I re-interpret assertions about
an African American science teacher’s identities in terms of Jonathon Turner’s (2002) constructs of role identity and sub-identity. I contest the notion of renegotiation of identities, suggesting that particular
role identities can be brought to the foreground and then backgrounded depending on the situation and the need to confirm
a sub-identity. Finally, I recommend the inclusion of teachers’ voices in identity research through greater use of co-authoring
roles for teachers.
Stephen M. Ritchie is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings. 相似文献
Stephen M. RitchieEmail: |
Stephen M. Ritchie is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings. 相似文献
20.
In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction,
and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and
raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through
approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two
research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction
during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article,
we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which
then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic
(cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis
of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
Jennifer GoldbergEmail: |
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献