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1.
This essay’s main objective is to develop a theoretical, ontological basis for critical, social justice-oriented science education. Using Deleuze and Guattari’s notion of assemblages, rhizomes, and arborescent structures, this article challenges authoritarian institutional practices, as well as the subject of these practices, and offers a way for critical-social justice-oriented science educators and students to connect with sociopolitical contexts. Through diagramming institutional and community relationships using DG’s theory of assemblages, we envision new ontological spaces that bridge social and material entities. A conceptualization of science education through DG’s philosophy of rhizomes and assemblages allows educators to merge critical, post-foundational perspectives with questions of ontology: not just what exists, but what could exist in terms of human social organizations (governments and community groups), inorganic matter, microorganisms, and plant/animal populations. 相似文献
2.
Terri Seddon 《British Journal of Sociology of Education》1997,18(2):165-185
This paper analyses the concerns, parameters and silences emerging in the field of English research on contemporary educational restructuring. The research effort oriented to the investigation of Thatcherism and the marketisation of education is documented. Its strong emphasis on markets and processes of marketisation and its neglect of alternatives to Thatcherism is noted. This pattern of emphases and silences in research seems to have arisen as a result of changes in the research‐policy context, and because of the way Thatcherism has been conceptualised in educational research. I argue that these developments have encouraged a narrowing of both research and political horizons in education. I suggest that a more comprehensive framework for analysing educational restructuring can be developed by recontextualising Thatcherism and drawing on recent social science research on institutional design. Such a framework would appear to offer a basis for tackling the empirical and normative work of assessing probable futures and the possibilities of preferred futures in the practical work of education reform. 相似文献
3.
With discourse analyses, this paper attempts to review the research development of relationship education in Taiwan for nearly a decade after the Gender Equity Education Act was announced in 2004, including the research topics generated, the knowledge accumulated, and the results achieved. This paper focuses not only on how the power and impacts of the academic institutions evolves through the production process of knowledge from the research, but also on how the gender perspectives are placed or filled into the discourses. Tracking and reflecting on the discourses and the development of relationship education researches in Taiwan, this paper aims to examine the interwoven effects and influences that social cultures, structures, and institutional power play on the knowledge production and research development of relationship education. The trajectory of Taiwanese experience illustrates a good example for policy making and legislative initiatives in legislative procedures in regard to certain gender knowledge and subjects. It is essential to utilize and coordinate the national resources and academic institutions with further awareness for the direction and promotion of gender knowledge in order for the education and research to root, grow, and prosper. 相似文献
4.
This paper describes ongoing research that builds on earlier studies by the authors that have investigated issues concerning the selection of science graduates to secondary PGCE courses. These studies identified the need for criteria that are understood by tutors and applicants to ensure that candidates from ethnic minority groups are not disadvantaged. The research focuses on the perceptions that science graduates have about the selection process for secondary teacher education courses and seeks to identify whether the procedures used disadvantage any particular groups or individuals. We are interested also in whether there is a mismatch between tutors’ perceptions of the interview process and those of the applicants. During 1995/96 current students and applicants for one year PGCE courses in science were asked how they had prepared for their interviews and for their impressions of the interviewing process. The paper describes initial findings and the implication of these findings. 相似文献
5.
International research collaboration raises questions about how groups from different national and institutional contexts can work together for common ends. This paper uses issues that have arisen in carrying out the first stage of an international research project to discuss a framework designed to map different kinds of multi-national research collaboration in terms of increasing complexity and increasing time to research outputs. The paper explores factors that enable and that constrain progress in carrying out collaborative research. The paper highlights the complex interplay within research practice of factors that derive from institutional structures and those that appertain to individuals as agents. It uses the personal and collective reflexive deliberations of the authors, to demonstrate that as the complexity of the research interface increases, and as the time to research outputs increases, so structural risk increasingly develops into agentic risk, and that structural risk becomes increasingly required to be managed through agentic action. 相似文献
6.
Gail Craswell 《高等教育研究与发展》2007,26(4):377-391
The pressure being placed on universities to deliver skills training for the workplace has generated considerable debate. This paper deconstructs the broader employability discourse in which the debate is embedded in order to draw out its formative implications for skills training during candidature. The paper argues against erection of a deficiency model in the context of skills training of higher degree research (HDR) students, and that the employability discourse is essentially reductive. It obscures whole areas of HDR knowledge production, thus skewing skills training towards the perceived needs of science students; the significant contribution made by research education developers to skills training of HDR students; and employer responsibility for workplace skills training. Notions of skills transferability, best practice and embedding are all shown to be problematic in that they lack discriminative power. Finally, the paper demonstrates that HDR students do value skills training at the institutional level despite prevailing uncertainty. 相似文献
7.
Lloyd H. Barrow John Settlage Paul J. Germann 《Journal of Science Education and Technology》2008,17(4):357-365
The purpose of this study was to identify the major science education programs in the United States, where the science education
researchers published their research. This research is the first study of the scholarly productivity of science education
programs at domestic institutions of higher education. Each issue of the eight research journals (Journal of Research in Science Teaching, Science Education, International Journal of Science Education, Journal of Science Teacher Education, School Science and Mathematics, Journal of Computers in Math and Science Teaching, Journal of Science Education and Technology, and Journal of Elementary Science Education) published in the 1990s provided the author(s) and their institutional affiliation. The resultant ranking of raw and weighted
counts for the top 30 science educations programs shows variation in journals where research was published. Overall, regardless
whether the total number of publications (raw) or weighted rating there was 90% agreement among top 10 and 70% agreement among
the bottom 10. Potential explanations for variations and uses for rankings are discussed. 相似文献
8.
Florence R. Sullivan 《科学教学研究杂志》2008,45(3):373-394
This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty‐six 11–12‐year‐olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students participated in the research. This study analyzes how students utilized thinking skills and science process skills characteristic of scientifically literate individuals to solve a robotics challenge. In addition, a pre/post test revealed that course participants increased their systems understanding, t (21) = 22.47, p < .05. It is argued that the affordances of the robotics environment coupled with a pedagogical approach emphasizing open‐ended, extended inquiry prompts the utilization of science literacy‐based thinking and science process skills and leads to increased systems understanding. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 373–394, 2008 相似文献
9.
院校研究的性质与特征 总被引：21，自引：0，他引：21
院校研究就是在一定理论观照下 ,应用科学的方法和程式 (特别是定量分析的方法和程式 ) ,对单个高等院校运行中的实际问题进行分析评估论证 ,从而直接服务于该校管理决策的一种研究范式。院校研究在内容和范围方面的最大特点是多样性 ;从研究对象上看 ,院校研究是一种个案研究 ;从任务上看 ,院校研究旨在研究特定院校的特定问题 ;从方法上看 ,院校研究的主要特点是科学性和定量化 ;从主体方面看 ,院校研究具有专业性和制度性的特点 ;从功能上看 ,院校研究表现出直接性和全面性的特点 相似文献
10.
Magda Fourie 《Higher Education》1999,38(3):275-290
In South Africa the restructuring of the higher education system and the transformation of higher education institutions are located within the country's broad political and socio-economic transition to democracy. This paper focuses particularly on institutional transformation, and pays attention to the implications of the process of transformation for academic staff.The following five interlinked and interdependent issues characterizing institutional transformation in South African higher education are identified:democratising the governance structures of institutionsincreasing access for educationally and financially disadvantaged studentsrestructuring the curriculumfocusing on developmental needs in research and community serviceredressing inequalities in terms of race and gender.Although the overall effect of institutional transformation is experienced rather negatively by many academic staff members, the paper concludes that academics have to be empowered by means of staff development to remain active partners in the transformation process. 相似文献
11.
Jessica Heybach 《Educational Studies A Journal of the American Educational Studies Association》2017,53(6):614-627
This article challenges implicit understandings of scientific inquiry and gender within contemporary responses to the underrepresentation of women in science, technology, engineering, and mathematics (STEM). Failing to recognize the gendered history of science, and thus STEM disciplines, we argue that much research and curricular interventions are overly invested in simply providing women institutional access to or creating feminized environments within STEM. Such shortsighted analyses lead to processes we term gender washing and painting pink, both of which diminish the possibilities for meaningful engagement with gendered ontologies within scientific inquiry. Working from important and diverse strands of feminist theory, we suggest that serious considerations of women and STEM must include a framework that critically engages the entanglement of gender and science. We conclude that a focused and intentional analysis of gender and scientific inquiry, that opposes constructions of STEM as fixed entities to simply be imparted or made accessible to women, has important implications for understanding science as a (post) human endeavor. 相似文献
12.
John M. Clement 《Computer Science Education》2013,23(4):343-364
In educational research, investigators in one field are often ignorant of similar research in other fields. Physics education in particular has undergone dramatic reforms in recent years, all based on insights gained from conducting educational research. Often, pedagogical methods resulting from research in one field can be revised and transferred to another. This paper demonstrates that many methods used in physics and other science programmes<fnr rid="b"> <fn id="b">Throughout this paper, programme will refer to the curricular concept and program will refer to computer programs.</fn> can be adapted to teaching computer science. The author has pursued action research in computer science and implemented ideas from science education, especially from physics education, in teaching computer science classes at a small religious secondary school in the southwestern United States. This paper presents ideas and teaching strategies with the hope of building bridges between computer science education research and other science education research. 相似文献
13.
世界一流大学人文社会学科发展研究: 历史、现状与启示 总被引：1，自引：0，他引：1
本文选取了五所有代表性的世界一流研究型大学作为研究对象,通过对这几所大学人文社会科学领域的产生背景、学科建设现状的深入分析,总结了以这些学校为代表的当代世界一流研究型大学人文社会科学的历史沿革及发展特点,并提出了对我国高校发展人文社会科学建设的几点思考。 相似文献
14.
福建师范大学福清分校科研合作现状与对策浅探——以论文合著为例 总被引：1，自引：0，他引：1
综合运用文献计量学和社会网络分析学方法,对福建师范大学福清分校近8年（2003-2010年）来发表的1950篇论文,从合著率、著作形式、单位合作网络三个方面,分析了我校的科研合作状况与特点。结果表明：我校科研合作意识不断加强,本校合著增长迅猛,合作单位日益增多,合作关系不断强化。但仍存在合著率低、跨学科合作少、单位合作网络规模小等问题,本文有针对性地提出了三点建议。 相似文献
15.
Jason Owen-smith 《Higher Education》2005,49(1-2):91-117
The last quarter-century bore witness to a sea change in academic involvement with commerce. Widespread university-based efforts to identify, manage, and market intellectual property (IP) have accompanied broad shifts in the relationship between academic and proprietary approaches to the dissemination and use of science and engineering research. Such transformations are indicators of institutional changes at work in the environment faced by universities. This paper draws upon a fifteen-year panel (1981–1995) of university-level data for 87 research-intensive US campuses in order to document trends and transitions in relationships among multiple indicators of academic and commercial engagement. The institutional environment for public and private science is volatile, shifting in fits and starts from a situation conducive to organizational learning through high volume patenting to a more challenging arrangement that links indiscriminate pursuit of IP with declines in both the volume and impact of academic science. The pattern and timing of these transitions may support an enduring system of stratification that offers increasing returns to first-movers while limiting the opportunities available to universities that are later entrants to the commercial realm. Unpacking the systematic effects of university research commercialization requires focused attention on the sources and trajectories of profound institutional change. 相似文献
16.
Diagnosis of the problem-solving state of a novice student in science, by an accomplished teacher, is studied in order to build a computer system that will simulate the process. Although such “expert” systems have been successfully developed in medicine (MYCIN, INTERNIST/CADUCEUS), very little has been accomplished in science education, even though there is a reasonably close parallel between expert medical diagnosis of patients with physiological problems and expert instructional diagnosis of students with learning problems. The system described in this paper, DIPS: Diagnosis for Instruction in Problem Solving, involves a new line of research for science educators interested in interdisciplinary efforts and ways in which computer technology might be used to better understand how to improve science learning. The basic architecture of the DIPS system is outlined and explained in terms of instruction and research implications, and the role of such “intelligent” computer systems in science education of the future is considered. 相似文献
17.
Jacqui Gingras 《Learning Inquiry》2009,3(3):177-191
Inquiring into the theoretical underpinnings of dietetic curriculum provides a means for further understanding who dietitians
are (identity) and what dietitians do (performativity). Since dietetic curriculum exists as a structural influence on the
dietetic student identity, it is worth inquiring into how such a structure is theoretically informed, especially considering
that until now, this process has not be undertaken. This research attempts to illuminate how dietetic knowledge is generated
and how various institutional structures reinforce this knowledge. Since dietetic education in Canada is standardized by a
means of national accreditation, the accreditation texts were analyzed following a poststructural discourse analysis method.
Those aspects of the Accreditation Manual concerning dietetic education were scrutinized to illuminate the presence/absence of curricular theory, knowledge assumptions,
and educational values. Findings of the discourse analysis indicate that there is no explicit curricular theory framing dietetic
education, learning processes are sequential and apolitical, and dietetic knowledge is decontextualized from the social world.
These findings have implications for dietetic education, the scholarship of teaching and learning within the profession, and
dietetic epistemology. With further attention to these issues it is hoped that dietetic educators will be encouraged to reflect
on the historical and theoretical foundations of their curricula and will consider how teaching and learning, and ultimately
dietetic knowledge could be enhanced through a socially integrated feminist science of food and nutrition. 相似文献
18.
This paper is based on fieldwork undertaken in the course of an evaluation of the science curriculum of the lower secondary level in Spain. This level of the Spanish school system has experienced an intense process of reform over the last 10 years. The paper analyses the process of change affecting the subject of Natural Sciences in the context of an institutional reform in which the roles of teachers and students are undergoing important modifications. These changes foreshadow three issues related to the epistemology of the Natural Sciences: its organization in terms of students' learning; the propedeutic of the subject; and the understanding of science as related to technology and its societal impact. The traditional academic science of the Spanish school is not the reference point for this 'new' subject, and this has important consequences for teachers in terms of both the curriculum and their relation with the subject in their own background. 相似文献
19.
Elvira J. Abrica 《Community College Journal of Research & Practice》2013,37(12):880-890
ABSTRACTIn this paper, I argue that researcher reflexivity, a common qualitative practice, is a specific tool that institutional research professionals endeavoring to conduct qualitative research studies involving Students of Color can use to unpack issues of power and privilege that exist between the researcher and the researched. This may be particularly useful among institutional researchers working within community colleges that serve a disproportionate number of racially minoritized populations and other vulnerable student groups. I offer a reflexive account of various experiences related to race, gender, and social class that I encountered in a qualitative research study of Black and Latino males I conducted as an institutional researcher. The purpose of this reflexive account from the field is to support the argument for more qualitative approaches to institutional research, while also advancing the argument that critical qualitative research be leveraged with the explicit purpose of advancing racial equity from the context of IR not traditionally associated with equity, advocacy, and qualitative inquiry involving race. 相似文献
20.
Essegbemon Akpo Todd A. Crane Pierre V. Vissoh Rigobert C. Tossou 《The Journal of Agricultural Education and Extension》2015,21(4):369-388
Purpose: Changing research design and methodologies regarding how researchers articulate with end-users of technology is an important consideration in developing sustainable agricultural practices. This paper analyzes a joint experiment as a multi-stakeholder process and contributes to understand how the way of organizing social learning affects stakeholders’ ownership of process outcomes. Design/Methodology/Approach:A learning group composed of the different stakeholders of the oil palm seed system in Benin was set around a joint experiment. We use a detailed account of the group dynamics to understand the social process. Findings: The way the process is designed and conducted has a great effect on the ownership by the participants. Methodological steps taken in this research process showed its efficacy to produce quick and positive feedback mechanisms. Stakeholders’ perspectives on what constitutes a quality oil palm seedling varied widely. Participants, mainly nursery holders, learned new production practices. Representatives of the research center learned a mismatch of recommendations with users’ contexts. Field observations further to the process indicate changes in practices among stakeholders that would be sustainable. Practical Implications: Beyond focusing on outcomes, initiatives in multi-stakeholder processes should also document and analyze social processes in order to better understand the mechanisms by which such processes foster socio-technical change, as well as identify potential institutional barriers to such processes. Originality/Value: Through a detailed analysis of group dynamics, this paper addresses an important knowledge gap in participatory agricultural development. 相似文献