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1.
Anna T. Danielsson 《Cultural Studies of Science Education》2014,9(2):477-494
This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students’ constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to their chosen discipline, and nuance the picture of how working-class students relate to higher education by the explicit focus on one disciplinary culture. Working from the perspective of situated learning theory, the interviews with the two male students were analysed for how they negotiated the practice of the physics student laboratory and their own classed and gendered participation in this practice. By drawing on the heterogeneity of the practice of physics the two students were able to use the practical and technological aspects of physics as a gateway into the discipline. However, this is not to say that their participation in physics was completely frictionless. The students were both engaged in a continuous negotiation of how skills they had learned to value in the background may or may not be compatible with the ones they perceived to be valued in the university physicist community. 相似文献
2.
Hybrid discourse practice and science learning 总被引：1，自引：0，他引：1
In this article, we report on a study of how creative linguistic practices (which we call hybrid discourse practices) were enacted by students in a fifth-grade science unit on barn owls and how these practices helped to produce a synergistic micro-community of scientific practice in the classroom that constituted a fertile space for students (and the teacher) to construct emergent but increasingly legitimate and dynamic disciplinary knowledges and identities. Our findings are important for the ways in which they demonstrate (a) how students use hybrid discourse practices to self-scaffold their work within complex curricular tasks and when they are not completely sure about how to enact these tasks (b) how hybrid discourse practices can promote inquiry orientations to science, (c) how hybrid discourse practices index new and powerful forms of science pedagogy, and (d) how hybrid discourse practices are relevant to more global issues such as the crucial roles of language fluency and creativity, which are known prerequisites for advanced science learning and which aid students in developing skills that are necessary for entry into science and technology careers. 相似文献
3.
大学生违纪行为不仅是不诚信行为,而且是较为严重的需要给予处分以教育本人、警示他人的不诚信行为。因此,通过研究大学生违纪行为有助于我们厘清大学生诚信缺失现状,找准大学生诚信教育路径。本文以年度为单位,对A大学2003—2011年度学生违纪处分情况进行统计分析,并走访相关负责老师和当事同学以了解违纪原因和违纪心理变化,试图找出9年(含2003年年度)来A大学学生违纪处分呈现出的规律和特征,由表及里、以点带面,尝试提出推进大学生诚信教育的对策和建议。 相似文献
4.
The purpose of this paper is to examine how instruction in scientific writing in a university oceanography course communicated epistemological positions of this discipline. Drawing from sociological and anthropological studies of scientific communities, this study uses an ethnographic perspective to explore how teachers and students came to define particular views of disciplinary knowledge through the everyday practices associated with teaching and learning oceanography. Writing in a scientific genre was supported by interactive CD‐ROM which allowed students to access data representations from geological databases. In our analysis of the spoken and written discourse of the members of this course, we identified epistemological issues such as uses of evidence, role of expertise, relevance of point of view, and limits to the authority of disciplinary inquiry. Implications for college science teaching are drawn. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 691–718, 2000 相似文献
5.
John M. Reveles Gregory J. Kelly Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495
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
6.
Hui Jin Xin Wei Peiran Duan Yuying Guo Wenxia Wang 《International Journal of Science Education》2016,38(2):319-343
We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China. 相似文献
7.
通过对A、B两所大学工程热物理学科竞争力现状的比较，分析了B大学该学科竞争力不强的主要原因，在此基础上提出了培育大学学科竞争力的几条途径：营造良好的学科发展环境、建设高水平的学科梯队、制订科学的学科发展规划、创建多样化的学科组织形式、以及形成优良的学科文化等。 相似文献
8.
《International Journal of Educational Research》1997,27(4):311-320
This is one of a series of studies conducted by a high school physics teacher, who used constructivist referents to plan and enact the curriculum, and to understand and improve the learning environment in his physics classes. Data were collected in the course of a two-year physics course including (a) repeated administrations of a classroom learning environment survey, (b) written essays on the topics of knowing, learning, and classroom learning environment, and (c) interviews. While there was a general trend for students to adopt more constructivist views of knowing and learning, there was also a small number who resisted to adapt to the constructivist learning environment in their physics course. Two case studies of individual students are used to illustrate the interactions of the learning environment, student understanding of scientific knowledge, and the nature of science, and students' views of their own learning. 相似文献
9.
Michael O'loughlin 《科学教学研究杂志》1992,29(8):791-820
In the first part of the article I present an epistemological critique of forms of pedagogy founded on Piagetian constructivism. Despite the appeal of the notion that learners construct their understanding, I argue that constructivism is problematic because it ignores the subjectivity of the learner and the socially and historically situated nature of knowing; it denies the essentially collaborative and social nature of meaning making; and it privileges only one form of knowledge, namely, the technical rational. I then present a critique of active learning and student-centered forms of pedagogy. I argue that in our models of teaching we rely on too many unexamined assumptions from developmental psychology and we take for granted the problematic notion that children learn by doing. My central thesis is that constructivism is flawed because of its inability to come to grips with the essential issues of culture, power, and discourse in the classroom. In the concluding section of the article I present a preliminary account of a sociocultural approach to teaching and learning that takes seriously the notion that learning is situated in contexts, that students bring their own subjectivities and cultural perspectives to bear in constructing understanding, that issues of power exist in the classroom that need to be addressed, and that education into scientific ways of knowing requires understanding modes of classroom discourse and enabling students to negotiate these modes effectively so that they may master and critique scientific ways of knowing without, in the process, sacrificing their own personally and culturally constructed ways of knowing. 相似文献
10.
In this study, an anthropological perspective informed by sociolinguistic discourse analysis was used to examine how teachers, students, and scientists constructed ways of investigating and knowing in science. Events in a combined fourth‐ and fifth‐grade elementary class were studied to document how the participating teacher provided opportunities for students to diverge from the intended curriculum to pursue their questions concerning the behavior of sea animals in a marine science observation tank. Analysis of the classroom discourse identified ways that particular teaching strategies provided opportunities for student engagement in scientific practices. Implications of this study for the teaching of science in elementary classrooms include the value of student‐initiated science explorations under the conditions of uncertainty and for topics in which the teacher lacked relevant disciplinary knowledge. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 237–258, 2000. 相似文献
11.
2000年以来我国高等教育学学科研究的研究主题、研究机构与出版平台以及研究人员有着较为鲜明的特征：研究主题上理论体系、学科建设和学科属性受持久关注;厦门大学、华中科技大学和南京师范大学是推动学科研究的主要力量,以《江苏高教》、《高等教育研究》为代表的几个教育类期刊是学科研究成果的主要出版平台;从事学科研究的作者群体中以高职称人员和博士生为主,学科规训制度在推进学科研究中发挥了重要作用。在基本理论研究上力争突破、重视有组织研究机制创新并发挥主要出版平台的作用将是推进我国高等教育学学科研究未来发展的方向和举措。 相似文献
12.
Chrystalla Mouza Alison Marzocchi Yi-Cheng Pan Lori Pollock 《Journal of Research on Technology in Education》2016,48(2):84-104
Current policy efforts that seek to improve learning in science, technology, engineering, and mathematics (STEM) emphasize the importance of helping all students acquire concepts and tools from computer science that help them analyze and develop solutions to everyday problems. These goals have been generally described in the literature under the term computational thinking. In this article, we report on the design, implementation, and outcomes of an after-school program on computational thinking. The program was founded through a partnership between university faculty, undergraduates, teachers, and students. Specifically, we examine how equitable pedagogical practices can be applied in the design of computing programs and the ways in which participation in such programs influence middle school students' learning of computer science concepts, computational practices, and attitudes toward computing. Participants included 52 middle school students who voluntarily attended the 9-week after-school program, as well as four undergraduates and one teacher who designed and implemented the program. Data were collected from after-school program observations, undergraduate reflections, computer science content assessments, programming products, and attitude surveys. The results indicate that the program positively influenced student learning of computer science concepts and attitudes toward computing. Findings have implications for the design of effective learning experiences that broaden participation in computing. (Keywords: computational thinking, programming, middle school, mixed methods) 相似文献
13.
Educating new generations of physicists is often seen as a matter of attracting good students, teaching them physics and making sure that they stay at the university. Sometimes, questions are also raised about what could be done to increase diversity in recruitment. Using a discursive perspective, in this study of three introductory quantum physics courses at two Swedish universities, we instead ask what it means to become a physicist, and whether certain ways of becoming a physicist and doing physics is privileged in this process. Asking the question of what discursive positions are made accessible to students, we use observations of lectures and problem solving sessions together with interviews with students to characterize the discourse in the courses. Many students seem to have high expectations for the quantum physics course and generally express that they appreciate the course more than other courses. Nevertheless, our analysis shows that the ways of being a “good quantum physics student” are limited by the dominating focus on calculating quantum physics in the courses. We argue that this could have negative consequences both for the education of future physicists and the discipline of physics itself, in that it may reproduce an instrumental “shut up and calculate”-culture of physics, as well as an elitist physics education. Additionally, many students who take the courses are not future physicists, and the limitation of discursive positions may also affect these students significantly. 相似文献
14.
Antonia Candela 《Cultural Studies of Science Education》2010,5(3):701-727
This is an ethnographic study of the trajectories and itineraries of undergraduate physics students at a Mexican university.
In this work learning is understood as being able to move oneself and, other things (cultural tools), through the space–time
networks of a discipline (Nespor in Knowledge in motion: space, time and curriculum in undergraduate physics and management.
Routledge Farmer, London, 1994). The potential of this socio-cultural perspective allows an analysis of how students are connected through extended spaces
and times with an international core discipline as well as with cultural features related to local networks of power and construction.
Through an example, I show that, from an actor-network-theory (Latour in Science in action. Harvard University Press, Cambridge,
1987), that in order to understand the complexities of undergraduate physics processes of learning you have to break classroom
walls and take into account students’ movements through complex spatial and temporal traces of the discipline of physics.
Mexican professors do not give classes following one textbook but in a moment-to-moment open dynamism tending to include undergraduate
students as actors in classroom events extending the teaching space–time of the classroom to the disciplinary research work
of physics. I also find that Mexican undergraduate students show initiative and display some autonomy and power in the construction
of their itineraries as they are encouraged to examine a variety of sources including contemporary research articles, unsolved
physics problems, and even to participate in several physicists’ spaces, as for example being speakers at the national congresses
of physics. Their itineraries also open up new spaces of cultural and social practices, creating more extensive networks beyond
those associated with a discipline. Some economic, historical and cultural contextual features of this school of sciences
are analyzed in order to help understanding the particular way students are encouraged to develop their autonomy. 相似文献
15.
Brent R. Henze 《Technical Communication Quarterly》2004,13(4):393-421
Although the rhetoric of relatively stable scientific disciplines has been studied extensively, less attention has been paid to discourse formation in young disciplines. The author extends recent theories of genre and disciplinary discourse in a close rhetorical analysis of early papers in ethnological science. Practitioners apply extant rhetorical resources to new disciplinary problems as they learn to identify themselves as participants in a collective project. The young discipline “learns” its discourse from its practitioners. 相似文献
16.
In recent years, educators in the USA have emphasized disciplinary literacy as an essential path forward in cultivating adolescents’ understanding of subject matter in tandem with literacy practices. Yet, this agenda poses challenges to teachers who have been tasked with its implementation. Here, we examine two expert US history teachers’ efforts to implement curriculum that integrates reading, writing and thinking in history with academically diverse eighth graders. We conduct qualitative analyses of teacher observations and interviews as well as student work. This analysis provides insight into several issues that emerge in efforts to teach disciplinary literacy in history classrooms: the nuances of teachers’ use of curriculum materials created by people other than themselves, teachers’ appropriation and adaptation of curriculum materials and teachers’ understanding of curriculum materials and disciplinary literacy goals. We find that teachers’ knowledge of the discipline and attention to students’ ideas allowed them to skillfully adapt the curriculum to better meet students’ needs and push students’ thinking. Orienting teachers toward disciplinary learning, ensuring a foundational understanding of their discipline and providing teachers with tools to teach disciplinary literacy are important steps to help students meet the demands of the disciplinary literacy agenda. 相似文献
17.
T. G. K. Bryce 《Cultural Studies of Science Education》2010,5(3):591-612
Resistance to more humanistic forms of science education is an endemic and persistent feature of university scientists as
well as school science teachers. This article argues that science education researchers should pay more attention to its origins
and to the subtleties of its stubborn influence. The paper explores some of the imperatives which dominate the continuing
practices of teachers; the linkages between school and university science; and re-considers the relationships between learning
science, learning to do science and learning about science. It draws on recent, prominent publications, as well as neglected and rather more contentious material, to underline the unhelpfully
narrow view of science held by those who defend the traditional disciplinary influences of biology, chemistry and physics.
Suggestions are made as to where those of a more radical and determined disposition should direct their attention in the interests
of improved education, vital scientific progress as well as human survival. It is argued that university science must change
in order to ensure that teachers better help their students to learn, do and appreciate science. 相似文献
18.
19.
Being involved in science education we cannot avoid confronting the problem of students' waning interest in physics. Therefore,
we want to focus on arguments developed by new theoretical work in the field of motivation. Especially, we are attracted by
the theory of motivation featured by Deci and Ryan, because it is related to an assumptions of human development similar to
our own approach. Beneath elements of cognitive development, motivation is seen as a basic concept to describe students' learning
in a physics classroom. German students at lower and upper secondary level regard physics as very difficult to learn, very
abstract and dominated by male students. As a result physics at school continuously loses importance and acceptance although
a lot of work has been done to modernise and develop the related physics courses. We assume that knowing about the influence
of motivation on learning physics may lead to new insights in the design of classroom settings. Referring to Deci and Ryan,
we use a model of motivation to describe the influence of two different teaching strategies (teacher and discourse oriented)
on learning. Electrostatics was taught in year 8. The outcomes of a questionnaire which is able to evaluate defined, motivational
states are compared with the interpretation of the same student's interaction in the related situation of the physics classroom.
The scales of the questionnaire and the categories of analysis of the video-recording are derived from the same model of motivation. 相似文献
20.
大学科技园与大学学科建设 总被引：3，自引：0，他引：3
大学科技园是大学社会职能的重要延伸,与大学的学科建设有着良好的互动关系,尤其是对一些应用学科和新兴学科,这种互动作用更加明显。大学科技园的发展受到依托大学的学科水平、学科结构、学科组织和学科文化的影响,特别是大学的优势学科是大学科技园发展特色产业的技术基础。大学科技园推动着大学学科方向、学科梯队、学科发展条件、人才培养等学科要素的建设。 相似文献