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1.
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: |
2.
This article reviews the contributions of Campbell John McRobbie, Cam, to science education scholarship and research within
the Australasian Science Education Research Association (ASERA) and within the broader science education community. Cam provided
strong leadership and vision across many spheres of science education and leaves a legacy to the field that includes, (a)
long term administrative and academic support of ASERA as an organization and for its incorporation, (b) firm establishment
of RISE as an international journal of high quality, and (c) strong collegial approach to supporting the research of his colleagues
including early career researchers and research degree candidates.
相似文献
| Keith SkampEmail: |
3.
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: |
4.
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: |
5.
Julie A. Bianchini 《Cultural Studies of Science Education》2008,3(4):799-810
This article examines Mary Budd Rowe’s groundbreaking and far-reaching contributions to science education. Rowe is best known
for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting
at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of
science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent
much of her professional life designing professional development experiences and innovative curriculum materials to help teachers,
particularly elementary school teachers, enact inquiry in their classrooms.
相似文献
| Julie A. BianchiniEmail: |
6.
Bryan A. Brown 《Cultural Studies of Science Education》2009,4(2):379-386
A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood
theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual
innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of
the relationship between critical agency and student identity development in science.
相似文献
| Bryan A. BrownEmail: |
7.
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: |
8.
Ajay Sharma 《Cultural Studies of Science Education》2008,3(4):875-880
In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important
issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the
critique of science and science education as oppressive dominant discourses, and co-opting participants as researchers. I
argue that researchers should work actively for progressive change in discursive fields such as educational research, in which
they are firmly embedded rather than playing an interventionist role in field settings where their discursive positionality
maybe temporary and not that rooted. Regarding the critique of science and science education, my response favors a perspective
wherein an understanding of the marginalization and oppression of non-western communities caused by western science and science
education is counterbalanced by an appreciation of the ways in which marginalized communities can use science and science
education for affecting progressive change. Lastly, I recognize the value of co-opting participants in writing and communication
of research.
相似文献
| Ajay SharmaEmail: |
9.
Interdisciplinary work within higher education has increased significantly over past decades (Amey 2004; Creamer and Lattuca
2005). However, the professional implications of interdisciplinary research and instruction for the faculty members who engage
in such academic work remain unclear. This study of science educators who hold appointments in two academic departments begins
to address this empirical gap. The outcomes provide insight into the factors that influence the professional lives of these
faculty members. The knowledge gained from the study will provide mentors, colleagues, and administrators insight into the
challenges facing academics undertaking this work. Further, this research seeks to inform policy makers in regard to how tenure
and promotion is determined for jointly appointed faculty in science education and other interdisciplinary fields.
相似文献
| Matthew M. MarsEmail: |
10.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
相似文献
| Catherine MilneEmail: |
11.
Eileen Carlton Parsons Stephanie Foster Crystall Travis Gomillion Jamila Smith Simpson 《Journal of Science Teacher Education》2008,19(1):69-83
Science education reforms promote access to quality science education for all students. Outcome disparities in various measures
indicate that such access remains elusive for African Americans. Cultural incongruence is one among many explanations for
this previously described inaccessibility. The intent of this article is not to report additional research findings, but to
translate the information provided in the literature into an instructional form that science teacher educators can employ
in the preparation of prospective science teachers or the further development of practicing ones. Pivoting around a role play,
the authors discuss communication within African American communities, its incongruence with the discourse patterns typically
valued and reinforced in school science, and the importance of such knowledge for science teacher educators.
Lieutenant Colonel Stephanie Foster is now product manager in the U.S. Army Research Development and Engineering Command.
相似文献
| Eileen Carlton ParsonsEmail: |
12.
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: |
13.
Jennifer D. Adams 《Cultural Studies of Science Education》2007,2(2):393-440
In this article I critically examine the historical context of science education in a natural history museum and its relevance
to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance
to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education
department in a natural history museum to demonstrate the historical constitution of current practices of the education department.
Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a
teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation
and association with a museum-based professional education program.
相似文献
| Jennifer D. AdamsEmail: |
14.
Eileen Carlton Parsons 《Cultural Studies of Science Education》2008,3(1):209-216
This article highlights the transformative contributions of Mary Monroe Atwater to the field of science education. Influenced
by worldviews shaped by a segregated macro-society and the privileges of a micro-society, Mary stood against oppression in
the early years of her academic career by desegregating academic settings and being the first and only African American in
varied arenas for many years. As an aspiring academic, Mary challenged dominant paradigms and as an activist academic, she
changed the landscape of science education. She broadened the knowledge base through scholarship and praxis and diversified
the science education community through personal and professional efforts that were pioneering in nature.
Eileen Carlton Parsons is an assistant professor at The University of North Carolina at Chapel Hill. The contexts in which the science teaching and learning of African Americans occur constitute the core of her research interests. She examines the educative process with respect to culture and race. 相似文献
| Eileen Carlton ParsonsEmail: |
Eileen Carlton Parsons is an assistant professor at The University of North Carolina at Chapel Hill. The contexts in which the science teaching and learning of African Americans occur constitute the core of her research interests. She examines the educative process with respect to culture and race. 相似文献
15.
Language in Science Education as a Gatekeeper to Learning,Teaching, and Professional Development 总被引：1，自引：0，他引：1
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(2):319-343
In this study, I used a feminist poststructural perspective to explain how language is a gatekeeper in learning science, in
achieving professional honors in teaching science, and in teaching science to English language learners. The various uses
of language revealed interesting dynamics related to the culture of power of language and the culture of power of science
along race–ethnicity, gender, and class dimensions for teachers. Teachers did not necessarily see language as having distinct
purposes and uses. This further maintained the gatekeeping nature of language and discourse in science education. I discuss
implications for looking at language in science education for teacher professional development and student learning.
相似文献
| Felicia M. MooreEmail: |
16.
17.
Kristina Rolin 《Science & Education》2008,17(10):1111-1125
Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons.
One reason is that feminist analyses contribute to an understanding of a ‘chilly climate’ women encounter in many physics
university departments. Another reason is that feminist analyses reveal that certain styles of doing science are predominant
in the culture of physics. I introduce recent philosophical work in social epistemology to argue that the predominance of
certain styles of doing science is not good for science. Scientific communities would benefit from greater diversity in styles
of doing science.
相似文献
| Kristina RolinEmail: |
18.
19.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional
development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs
in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional
teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors
provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge
to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance
by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns
regarding student learning and the supporting professional development.
相似文献
| Charles J. EickEmail: |
20.
Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers 总被引：1，自引：0，他引：1
Ken Appleton 《Journal of Science Teacher Education》2008,19(6):523-545
Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for
this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes
two case studies of a professional development program for elementary teachers involving mentoring by a university professor.
The mentor took the role of a critical friend in joint planning and teaching of science. The study examines the nature of
the mentoring relationship and reports the type of teacher learning that occurred, with a particular focus on the teachers’
development of science PCK.
相似文献
| Ken AppletonEmail: |