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1.
Chun-Yen Chang Ting-Kuang Yeh Chun-Yen Lin Yueh-Hsia Chang Chia-Li D. Chen 《Journal of Science Education and Technology》2010,19(4):332-340
This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on
students’ science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of
science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart (STMHH). A pre-/post-treatment
experiment was conducted with 34 Taiwanese tenth graders involved in this study. Participating students’ preferred learning
environment perception and pre-instruction scientific literacy were evaluated before the STMHH curriculum. Their perceptions
toward the actual STMHH learning environment and post-instruction scientific literacy were also examined after the STMHH.
Students were categorized into two groups; “preferred alignment with actual learning environment” (PAA) and “preferred discordant
with actual learning environment” (PDA), according to their PLEI and ALEI scores. The results of this study revealed that
most of the students in this study preferred learning in a classroom environment where student-centered and teacher-centered
learning environments coexisted. Furthermore, the ANCOVA analysis showed marginally statistically significant difference between
groups in terms of students’ post-test scores on scientific literacy with the students’ pre-test scores as the covariate.
As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of marginally
statistically significant and approaching large sized effect magnitude is likely to implicate that the congruency between
preferred and actual learning environments on students’ scientific literacy is noteworthy. Future study of this nature appears
to merit further replications and investigations. 相似文献
2.
Alejandro J. Gallard Mart��nez 《Cultural Studies of Science Education》2011,6(3):719-723
This forum considers argumentation as a means of science teaching in South African schools, through the integration of indigenous
knowledge (IK). It addresses issues raised in Mariana G. Hewson and Meshach B. Ogunniyi’s paper entitled: Argumentation-teaching
as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges. As well as Peter Easton’s:
Hawks and baby chickens: cultivating the sources of indigenous science education; and, Femi S. Otulaja, Ann Cameron and Audrey
Msimanga’s: Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms. The
first topic addressed is that implementation of argumentation in the science classroom becomes a complex endeavor when the
tensions between students’ IK, the educational infrastructure (allowance for teacher professional development, etc.) and local
belief systems are made explicit. Secondly, western styles of debate become mitigating factors because they do not always
adequately translate to South African culture. For example, in many instances it is more culturally acceptable in South Africa
to build consensus than to be confrontational. Thirdly, the tension between what is “authentic science” and what is not becomes
an influencing factor when a tension is created between IK and western science. Finally, I argue that the thrust of argumentation
is to set students up as “scientist-students” who will be considered through a deficit model by judging their habitus and
cultural capital. Explicitly, a “scientist-student” is a student who has “learned,” modeled and thoroughly assimilated the
habits of western scientists, evidently—and who will be judged by and held accountable for their demonstration of explicit
related behaviors in the science classroom. I propose that science teaching, to include argumentation, should consist of “listening
carefully” (radical listening) to students and valuing their language, culture, and learning as a model for
“science for all”. 相似文献
3.
Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice 总被引：1，自引：0，他引：1
Charles J. Eick 《Journal of Science Teacher Education》2009,20(2):135-156
Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students based on
the select application of National Science Teachers Association’s National Standards for Science Teacher Preparation. Methods
students completed a resume, an interview on pedagogical preferences, and a learning styles survey to determine the reform-based
standards and pedagogical approaches that better fit their personal histories and identity formation as science teachers.
Each case was unique with one student better meeting the Standards of “Issues” and “Science in the Community” and the other
student better meeting the standards of “Inquiry” and the “Nature of Science”. Student teachers planned and taught lessons
based on their IRP and were mostly successful in meeting their prescribed standards and utilizing their preferred pedagogies.
However, their success in use of specific strategies supporting their approach was highly dependent upon classroom context.
The use of the IRP process as a reflective tool strengthening identity formation and early practice is discussed. 相似文献
4.
David Geelan Penny J. Gilmer Sonya N. Martin 《Cultural Studies of Science Education》2006,1(4):721-744
This forum discussion focuses on seven themes drawn from Sonya’s fascinating paper: the terminology of “cogenerative dialogues,”
the roles of participants and their power relations within such dialogues, the use of metaphor and analogy in the paper, science
and science education for all students, the ways in which students’ expectations about learning change in innovative classrooms,
teacher research and the “theory-practice gap,” and the tension between conducting cogenerative dialogues with individual
students or with whole classes. These themes by no means exhaust the ideas in Sonya’s paper, but we feel that they have allowed
us to explore the classroom research she reports, and to extend our discussion beyond the paper to explore some of these themes
more broadly. 相似文献
5.
Simulated Sustainable Societies: Students’ Reflections on Creating Future Cities in Computer Games 总被引：1，自引：1，他引：0
The empirical study, in this article, involved 42 students (ages 14–15), who used the urban simulation computer game SimCity
4 to create models of sustainable future cities. The aim was to explore in what ways the simulated “real” worlds provided
by this game could be a potential facilitator for science learning contexts. The topic investigated is in what way interactions
in this gaming environment, and reflections about these interactions, can form a context where the students deal with real
world problems, and where they can contextualise and apply their scientific knowledge. Focus group interviews and video recordings
were used to gather data on students’ reflections on their cities, and on sustainable development. The findings indicate that
SimCity 4 actually contributes to creating meaningful educational situations in science classrooms, and that computer games
can constitute an important artefact that may facilitate contextualisation and make students’ use of science concepts and
theories more explicit. 相似文献
6.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
| Soung BaeEmail: |
7.
This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom
had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them
to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed
an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers
who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher
education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed
programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature
of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more
in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes
getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and
reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed
more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and
the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering
the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of
science, and NoS activities can help children to link school science to science itself. 相似文献
8.
The demographic changes in Greek schools underline the need for reconsidering the way in which migrant pupils move from their
everyday culture into the culture of school science (a process known as “cultural border crossing”). Migrant pupils might
face difficulties when they attempt to transcend cultural borders and this may influence their progress in science as well
as the construction of suitable academic identities as a means of promoting scientific literacy. In the research we present
in this paper, adopting the socioculturally driven thesis that learning can be viewed and studied as a meaning-making, collaborative
inquiry process, we implemented an action research program (school year 2008–2009) in cooperation with two teachers, in a
primary school of Athens with 85% migrant pupils. We examined whether the two teachers, who became gradually acquainted with
cross-cultural pedagogy during the project, act towards accommodating the crossing of cultural borders by implementing a variety
of inclusive strategies in science teaching. Our findings reveal that both teachers utilized suitable cross-border strategies
(strategies concerning the establishment of a collaborative inquiry learning environment, and strategies that were in accordance
with a cross-border pedagogy) to help students cross smoothly from their “world” to the “world of science”. A crucial key
to the teachers’ expertise was their previous participation in collaborative action research (school years 2004–2006), in
which they analyzed their own discourse practices during science lessons in order to establish more collaborative inquiry
environments. 相似文献
9.
Yun Yao 《Frontiers of Education in China》2007,2(1):89-102
Having experienced three stages of “preliminary establishment”, “rapid and comprehensive development” and “steady development”
for twenty years, China's postdoctoral system is moving towards a new one, the stage of “quality improvement and innovation
development.” Remarkable achievements in the system include cultivating talented personnel, promoting the construction and
development of disciplines, integrating production, learning and research, as well as scientific research achievements. However,
some problems still exist in its managerial system, the science funds subsidized as well as the relationship between the mobile
station and the workstation. Based on the above analysis, the author suggests that the postdoctoral system in the new era
should be innovative in its systems of management, cultivation, funds collection, subvention and evaluation. 相似文献
10.
Philemon Chigeza 《Cultural Studies of Science Education》2011,6(2):401-412
This paper responds to Schademan’s “What does playing cards have to do with science? A resource—rich view of African American
young men”, and takes a resource-rich view to explore the notion of agency and elements of cultural resources that minority
and marginalised students bring to the classroom. The paper examines the deficit model, the need to adopt capacity building
perspective, and a classroom study, which sought to contextualise capacity building with a group of Australian indigenous
students in a science class. As science educators, we need to reject the deficit model by developing capacity building pedagogies
that affirm minority and marginalised students’ lived languages, experiences and knowledge in their learning. 相似文献
11.
Sharon E. Nichols Deborah Tippins Katherine Wieseman 《Research in Science Education》1997,27(2):175-194
The purpose of this paper is to describe various “tools” we use to facilitate critical reflection as we teach prospective
science teachers. The notion of “tools” refers to materials and experiences used to facilitate prospective teachers’ critical
reflection on science teaching and learning. Reflective tools are not intrusive devices used by instructors to analyse mechanically
what prospective teachers are learning; rather, these tools are intended to provide prospective teachers with the means to
generate and critique their own views of science teaching and learning. Each tool is described herein with respect to its
potential use and the way in which it is introduced to prospective science teachers. We conclude with discussion of the potential
for reflective tools to contribute to research on reform of science teacher education, with particular attention to primary
teacher preparation. 相似文献
12.
This paper reports multi-layered analyses of student learning in a science classroom using the theoretical lens of Distributed
Cognition (Hollan et al. 1999; Hutchins 1995). Building on the insights generated from previous research employing Distributed Cognition, the particular focus of this
study has been placed on the “public space of interaction” (Alac and Hutchins 2004, p. 639) that includes both participants’ interaction with each other and their interaction with artefacts in their environment.
In this paper, a lesson from an Australian science classroom was examined in detail, in which a class of grade-seven students
were investigating the scientific theme of gravity by designing pendulums. The video-stimulated post-lesson interviews with
both the teacher and the student groups offered complementary accounts (Clarke 2001a) that assisted the interpretation of the classroom data. The findings of this study provide supporting evidence to demonstrate
the capacity of Distributed Cognition for advancing our understanding of the nature of learning in science classrooms. 相似文献
13.
This study investigated visitors’ and staff’s perceptions about the communication of science in a traditional natural history
museum. The research examined the science-related outcomes for adult visitors and explored visitors’ and staff’s ideas of
science and how it is portrayed at the museum. Data were collected by questionnaire and interview from 84 staff and 102 visitors.
Both groups held positive views about science, its importance and the need for everyone to understand it. Comparison of visitors’
pretest and posttest scores on the questionnaire revealed some significant changes, several suggesting a change to views about
science that were less “scientific.” Most visitors thought that their ideas about science had not changed as a result of their
visit, but they were positive about the museum as a place for learning science. Staff held more “scientific” views about the
nature of science than did visitors; they recognized the potential of the museum to educate people about science, but felt
it needed to be presented as more relevant and accessible, particularly in terms of science as a cultural practice. Neither
staff nor visitors perceived that the museum stimulated visitors to think critically about science. While acknowledging that
interpreting complex scientific knowledge into exhibits readily understood by lay visitors and displaying controversy are
difficult, these challenges must be addressed if visitors are to be encouraged to think about science and the social, cultural
and political contexts which shape it.
Léonie J. Rennie is professor of science and technology education and Dean, Graduate Studies at Curtin University of Technology in Australia.
Her research interests include adults' and children's learning in science and technology and the communication of science
in a range of out-of-school contexts. Currently, she is working on research projects relating to integrated curriculum in
science, mathematics and technology, and a statewide program to enhance scientific literacy in the community.
Gina F. Williams currently is a stay-at–home mother of two and pursuing a master’s degree in science communication from the Australian National
University. At the time of the research, she was working as a Research Associate with Léonie J. Rennie at Curtin University
of Technology in Australia. Gina was involved in a number of projects with a focus on the communication of science, in particular
research into the learning experiences of adults in free- choice learning environments. With a background in science, Gina
became interested in the issues involved in communicating science whilst working as an explainer at a science center. Her
research interests include the wider community’s engagement with science in their everyday lives, and the development of community-based
science projects. 相似文献
14.
Silvia Cristina Bettez Jean Rockford Aguilar-Valdez Heidi B. Carlone Jewell E. Cooper 《Cultural Studies of Science Education》2011,6(4):941-950
This article is a response to Randy Yerrick and Joseph Johnson’s article “Negotiating White Science in Rural Black America:
A Case for Navigating the Landscape of Teacher Knowledge Domains”. They write about research conducted by Yerrick in which
videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis
is framed through Shulman’s (1986) work on “domains of teacher knowledge” and Ladson-Billings’ (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier
emphasis on Shulman’s work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential
to provide a more nuanced analysis of what occurred in Yerrick’s classroom from a critical lens. Thus we examine Yerrick and
Johnson’s work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical
reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but
also users and critics of such knowledge. 相似文献
15.
John C. Smart 《Research in higher education》2010,51(5):468-482
The findings of this study show wide variation in the learning patterns of college students in the academic environments of
Holland’s theory and, more importantly, that such variability differs based on the level of “consistency” or “inconsistency”
of the environments. Differences in the learning patterns of students in “consistent” academic environments tend to be more
in alignment with the premises of Holland’s theory than those of students in “inconsistent” environments. Implications of
these findings for future research using Holland’s theory to understand longitudinal patterns of change and stability in the
attitudes, interests, and abilities of college students are discussed, and attention is devoted to policy development and
practical implications for academic advisors, career counselors, campus leaders, and governmental and accrediting officials. 相似文献
16.
Mahmood Khalil Reuven Lazarowitz Rachel Hertz-Lazarowitz 《Journal of Science Education and Technology》2009,18(1):85-100
In this paper a conceptual model of instruction “the six mirrors of the classroom” used as a frame for teaching a learning
topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC);
(b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a “Journey
of Inquiry into the Wonderful World of Microorganisms” (JIWWM), developed according to the Science–Technology–Environment–Peace–Society
(STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show
that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers
used the mirror “1, classroom organization” and mirror “6, pupils’ social behavior” and the third ring around the all six
mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental preservation
and peace improved. The SMC model can serve as a valuable tool for teachers, since it can design their teaching and learning
settings in a more controlled environment, in terms of objectives, teachers’ and students’ social behaviors, and academic
outcomes. 相似文献
17.
Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study 总被引：1，自引：0，他引：1
Wayne Melville John Wallace Anthony Bartley 《Journal of Science Education and Technology》2007,16(6):463-472
In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space
of their work and their dispositions towards teacher leadership. Research into the representation of school science departments
through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions
of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779–804, 2000). These representations, expressed during
regular science department meetings, occur in the social space of Bourdieu’s “field” and are a reflection of the “game” of
science education being played within the department. This departmentally centred space suggests an important implication
when considering the relationship between subject departments and their schools. The development of an individual’s representation
of teacher leadership and the wider “field” of science education appears to shape the individual towards promoting their own
sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals,
the important “game” is science education, not school improvement. Consequently, the subject department may be a missing link
between efforts to improve schools and current organizational practices. 相似文献
18.
Reforms are typically criticized for failing to bridge the gap between practitioners and researchers and for the lack of research
support provided prior to implementation. Research has indicated that preservice teachers’ understandings of high-quality
science teaching are formed by teacher training programs. The purposes of this study are to investigate views about science
in preservice teachers in old and new teacher training programs and to determine whether and how these two programs shape
teacher trainees’ views of science. A total of 459 students from a 4-year elementary science teacher training program participated
in the study. A 41-item instrument was used to collect data. Four factors were extracted from the data, explaining 41.58%
of the variance, and the reliability was found to be .86. There were significant differences for both males and females between
the old and new programs. However, no difference was found between males’ and females’ total scores. In addition, students
from the two programs had significantly different scores on the sub-scales of “Anxiety” and “Uncertainty”. For example, males
in the new program had significantly higher scores on the “Anxiety” and “Uncertainty” sub-scales. The overall increase in
science course hours and decrease in science method course hours in the new program may account for these findings. 相似文献
19.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
20.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献