共查询到20条相似文献，搜索用时 46 毫秒
1.
This study investigates pre-service teachers’ perceptions of urban schools. We asked 41 pre-service teachers, mostly white
and female, to report their perceptions of four aspects of urban schools (appearance and atmosphere, resources, students,
and teachers) and identify the sources of their perceptions. We analyze the data qualitatively to understand how they perceive
urban schools and quantitatively to determine group trends in their perceptions. Findings reveal that their perceptions of
urban schools are complex, with negative and positive impressions of selected aspects of urban schools. Implications of these
findings for teacher education, in particular, urban field placements and curriculum, are explored.
相似文献
| Jean Ann (Corresponding author)Email: |
2.
This paper discusses variation in reasoning strategies among expert mathematicians, with a particular focus on the degree
to which they use examples to reason about general conjectures. We first discuss literature on the use of examples in understanding
and reasoning about abstract mathematics, relating this to a conceptualisation of syntactic and semantic reasoning strategies
relative to a representation system of proof. We then use this conceptualisation as a basis for contrasting the behaviour
of two successful mathematics research students whilst they evaluated and proved number theory conjectures. We observe that
the students exhibited strikingly different degrees of example use, and argue that previously observed individual differences
in reasoning strategies may exist at the expert level. We conclude by discussing implications for pedagogy and for future
research.
相似文献
| Matthew InglisEmail: |
3.
Okhee Lee Karen Adamson Jaime Maerten-Rivera Scott Lewis Constance Thornton Kathryn LeRoy 《Journal of Science Teacher Education》2008,19(1):41-67
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices
in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools.
In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention
during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher
workshops, effectively promoted students’ science learning, along with English language development and mathematics learning.
Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated
into our on-going intervention efforts and offer insights into features of effective professional development initiatives
in improving science achievement for all students.
相似文献
| Scott LewisEmail: |
4.
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(5):773-794
This study describes how teachers use their personal knowledge of a school district and their students to cope with teaching
under stressful situations associated with economic, social, and institutional factors. The 3 teachers dealt with these issues
in unique ways, focusing on helping students to overcome negative perceptions, value the importance of an education, and build
strong relationships. A model of multicultural science professional development is proposed that complements the strengths
that these teachers have. A task for science educators working with teachers and administration in schools and districts that
are “critically low performing” is to support everyone in implementing pedagogical methods aimed at empowerment, social justice,
and high achievement for all students.
相似文献
| Felicia M. MooreEmail: |
5.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
| Mark G. StorzEmail: |
6.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
7.
William Medina-Jerez 《Research in Science Education》2008,38(2):189-212
A lack of congruency between the teaching and learning of science and the student’s personal worlds has long been recognised
by the international science education community as an issue deserving space in the research agenda. The purpose of this study
was to explore the diversity of student reactions when subcultures such as family, community peers, and personal worldviews
are considered along side the subculture of school science. Two-hundred and fifty students from urban and provincial schools
in the northeastern region of Colombia (South America) participated. From this group, 18 students were interviewed. It was
observed that students adopt a compartmentalisation of knowledge that is evident as both an avoiding strategy in the classroom
and as a mechanism to differentiate between the natural world of their everyday situations and the one portrayed by a Westernised
science instruction in the classroom. The findings reflect how multiple worldviews correlate with student frameworks as implanted
by school science.
相似文献
| William Medina-JerezEmail: |
8.
Patricia Sánchez 《The Urban Review》2007,39(5):489-517
This article examines the lives of three transnational second-generation immigrant Latinas who reside in urban centers in
California and maintain close ties to Mexico. Drawing from a participatory research and ethnographic study, I provide evidence
of the out-of-school learning that they experience and how this shapes their notions of global citizenship. Although schools
have begun to slowly recognize transnational immigrant students, many urban educators whose cities are palpably transformed
by immigrants have not fully connected the promise of such a global lifestyle and its potential for instruction in the classroom.
相似文献
| Patricia SánchezEmail: |
9.
An explicit and reflective approach to the use of history to promote understanding of the nature of science 总被引：1，自引：1，他引：0
Monk and Osborne (Sci Educ 81:405–424, 1997) provide a rigorous justification for why history and philosophy of science should be incorporated as an integral component
of instruction and a model for how history of science should be used to promote learning of and about science. In the following
essay we critique how history of science is used on this model, and in particular, their advocacy of a direct comparison of
students’ conceptions of scientific phenomena with those of past scientists. We propose instead an alternative approach that
promotes a more active engagement by inviting students to engage in the sort of reasoning that led past scientists to reach
insights about scientific phenomena. As an example we describe in detail two lesson plans taken from an eight-class unit developed
with reference to the history of research on sickle-cell anemia. These lessons demonstrate how an open-ended, problem-solving
approach can be used to help students deepen their understanding of science. Throughout the unit students are invited to explicitly and reflectively consider the implications of their reasoning about the disease for their understanding of nature of science issues. The essay
draws attention to how this alternative approach actually more closely aligns with the constructivist rationale Monk and Osborne
have articulated. It concludes with a brief summary of empirical research demonstrating the efficacy of this approach.
相似文献
| David W. RudgeEmail: |
10.
Christopher Emdin 《Cultural Studies of Science Education》2009,4(1):239-254
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her
2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches
to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves
as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with
marginalized urban youth in urban science classrooms.
相似文献
| Christopher EmdinEmail: Email: |
11.
12.
Felicia M. Moore 《Journal of Science Teacher Education》2008,19(1):85-109
This study reports the learning of elementary preservice teachers regarding diversity and teaching science in diverse urban
elementary classrooms. From participating in a semester-long book club, the preservice teachers reveal their cultural biases,
connect and apply their knowledge of diversity, and understand that getting to know their students are important elements
for teaching science in diverse classrooms. These 3 things connect in ways that allow the preservice teachers to understand
how their cultural biases impede student learning and gain new knowledge of diversity as they change their cultural biases.
Implications of this study reveal that preservice teachers need opportunities to reveal, confront, challenge, and change their
cultural models and to develop new models for teaching science in urban elementary classrooms.
相似文献
| Felicia M. MooreEmail: |
13.
John L. Lewis 《Vocations and Learning》2009,2(2):109-125
Within the urban planning profession, designing for the needs of people with impairments has rarely been a significant feature
of planning theory and instruction. Given the role of urban planners in affecting the opinions of policy-makers and the public,
the prevalence of negative and misinformed attitudes among planning professionals toward impaired populations has been highlighted
as requiring study. This paper reports on the effectiveness of awareness training with regard to its influence on the attitudes
of urban planning students toward the needs of people with impairments and accessible design. Using an established attitude
assessment instrument (the Attitudes Towards Disablement Scale), pre and post-awareness training data were collected from
112 urban planning students. Results from the present study suggest that awareness training can result in significant attitude
changes, independent of the student’s gender or prior familiarity with impairment. The paper concludes with recommendations
and caveats for planning education and research.
相似文献
| John L. LewisEmail: |
14.
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: |
15.
A research framework for creative and imitative reasoning 总被引：1，自引：0，他引：1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
| Johan LithnerEmail: |
16.
Troy D. Sadler 《Cultural Studies of Science Education》2009,4(3):697-703
This paper provides a critical analysis of some of the issues raised in Simonneaux and Simonneaux’s analysis of socioscientific
reasoning among a group of university level students negotiating three socioscientific issues. I first discuss the labels
used to reference approaches in science education that prioritize socially relevant issues and the science related to these
issues. I draw distinctions between approaches labeled science-technology-society (STS), the socioscientific issues framework,
and les questions socialement vives (socially acute questions), which Simonneaux and Simonneaux introduce. Next, I discuss ways in which Simonneaux and Simonneaux’s
use socioscientific reasoning as an analytic construct varies with respect to its initial conceptualization. The primary distinctions
include linguistic inconsistencies and the conceptual differences these language choices confer, expansion of the construct
to subsume a broader range of practices, and issues related to unit of analysis (i.e., applying socioscientific reasoning
as an analytic resource for assessing individual practice vs. group patterns). Finally, the issue of transfer of socioscientific
reasoning is addressed. When considering the extent to which and how students leverage experiences and practice relative to
the exploration of one socioscientific issue to inform their negotiation of another, I suggest that researchers and practitioners
consider the distinction between the content of arguments advanced and underlying reasoning patterns. The tension between
embedding science in meaningful, specific contexts and promoting forms of scientific literacy applicable to diverse, socially-relevant
issues emerges as an important point of emphasis for educators interested in the socioscientific issues (or socially acute
questions) movement.
相似文献
| Troy D. SadlerEmail: |
17.
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: |
18.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
| Claire Howell MajorEmail: |
19.
This research focuses on use of a triadic teaching approach in a science–technology–society (STS) course designed for future
science teachers for middle schools in Turkey. Forty-three pre-service science teachers were enrolled in a semester-long course
organized around issues students identified and used throughout the semester. The triadic teaching approach includes library-online
searches that lead the students to design and conduct investigations, to carrying out mini-scientific symposia, and to preparing
and conducting poster presentations open to the entire student body and faculty. The results of a 30-item Likert scale, administered
to the students as a pretest and a posttest, indicated that there were significant increases in positive attitudes towards
STS issues from the beginning to the end of the study. Individual interviews were also conducted with the students to determine
the individual effects of each component of the triadic teaching approach on their attitudes towards STS issues. All aspects
of the new approach provided significant contributions to the development of more positive attitudes among the students towards
STS via interviews and on all sub-scales of a survey administered that include: (1) pupil interest in STS issues; (2) teacher
interest in STS issues; (3) general perceptions regarding importance of STS issues.
相似文献
| Osman Nafiz KayaEmail: |
20.
Jane-Jane Lo Theresa J. Grant Judith Flowers 《Journal of Mathematics Teacher Education》2008,11(1):5-22
This article reports challenges faced by prospective elementary teachers as they revisited whole number multiplication through
a sequence of tasks that required them to develop and justify reasoning strategies for multiplication. Classroom episodes
and student work are used both to illustrate these challenges, as well as to demonstrate growth over time. Implications for
the design of mathematics courses for prospective teachers’ are discussed. Although the study is situated in the context of
multiplication, it has implications for teachers reasoning and justification in other areas of mathematics.
相似文献
| Judith FlowersEmail: |