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1.
Catherine Milne Laurie Rubel Alberto J. Rodriguez Christopher Emdin Maria Rivera Maulucci Donyagay Locke Edna Tan Neil Clairmont Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(2):399-407
This metalogue addresses the ways Sreyashi Jhumki Basu mediated our practices in science education and life. We focus on Basu’s
uses of critical science agency, democratic science classrooms, and critical feminist ethnography to transform the possibilities
for all participants in her research and educational practices. We also examine her use of cases and pedagogical strategies
to support youth set practice goals based on conceptions of self and preferred learning trajectories. These strategies allow
youth to develop power through the use of disciplinary knowledge and modes of inquiry to support their understanding of themselves
as powerful, able to change their position in the world, and make the world more socially just. This (Key Contributors) article
acknowledges a life cut short through disease, reflects our personal loss of a friend and colleague, and expresses determination
to ensure that her contributions to science education are sustained and continued.
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Catherine MilneEmail: Email: |
2.
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.
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Christopher EmdinEmail: Email: |
3.
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.
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Grady VenvilleEmail: |
4.
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.
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Bryan A. BrownEmail: |
5.
Alberto J. Rodriguez 《Cultural Studies of Science Education》2008,3(4):867-873
This paper provides a critical review essay of Ajay Sharma’s Portrait of a science teacher as a bricoleur: A case study from India. The main focus is two fold. First, arguments are presented to draw attention to how little advances in science teaching and
science learning research have impacted teachers’ practice and student achievement in the last 40 years. Second, the paper
describes how the researcher’s traditionally detached role and truncated agency may inadvertently contribute to preserving
the status quo by only documenting the Other’s struggles and challenges. I suggest that researchers need to re-conceptualize
their roles as co-agents of change if we are to assist the Other effect positive and long-lasting change in the increasingly
complex and demanding contexts in which teachers are expected to teach and students to learn.
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Alberto J. RodriguezEmail: |
6.
Pauline W. U. Chinn 《Cultural Studies of Science Education》2009,4(3):639-647
This response draws from the literature on adaptive learning, traditional ecological knowledge, and social–ecological systems
to show that Brad’s choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective
recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of
constructing and legitimizing knowledge. Brad’s decision is seen as an example of adaptive learning, identity development
and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will
conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.
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Pauline W. U. ChinnEmail: |
7.
Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(3):595-599
Research on teacher identities is both important and increasing. In this forum contribution I re-interpret assertions about
an African American science teacher’s identities in terms of Jonathon Turner’s (2002) constructs of role identity and sub-identity. I contest the notion of renegotiation of identities, suggesting that particular
role identities can be brought to the foreground and then backgrounded depending on the situation and the need to confirm
a sub-identity. Finally, I recommend the inclusion of teachers’ voices in identity research through greater use of co-authoring
roles for teachers.
Stephen M. Ritchie is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings. 相似文献
Stephen M. RitchieEmail: |
Stephen M. Ritchie is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings. 相似文献
8.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
Sheau-Wen LinEmail: |
9.
Exploring the contexts of urban science classrooms. Part 1: Investigating corporate and communal practices 总被引:1,自引:1,他引:0
Christopher Emdin 《Cultural Studies of Science Education》2007,2(2):319-350
In this paper, I discuss the existence of varying ideologies and perspectives within urban science classrooms and uncover
the importance of focusing on student and teacher practices as a means to bridge these disconnections. Specifically, I describe
the existence of corporate and communal ideologies and the dynamics that create the misalignment between groups that hold
allegiances to these varying belief systems. Utilizing three allied theoretical frames, this paper provides a multi layered
and timely analysis of the teaching of science in an urban high school in New York City. I conjoin Bourdieu’s sociocultural
theory, an analysis of social life through the use of the structure|agency dialectic, and a theorizing of corporate and communal
practice to embark on a journey into how African American and Latino/a students’ ways of knowing and being can be utilized
to meet the goal of improving their success in science.
相似文献
Christopher EmdinEmail: |
10.
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: |
11.
12.
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.
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Ajay SharmaEmail: |
13.
Gillian U. Bayne 《Cultural Studies of Science Education》2009,4(3):559-567
This article reviews significant contributions made by Joe L. Kincheloe to critical research in science education, especially
through a multimethodological, multitheoretical, and multidisciplinary informed lens that incorporates social, cultural, political,
economic, and cognitive dynamics—the bricolage. Kincheloe’s ideas provide for a compelling understanding of, and insights
into, the forces that shape the intricacies of teaching and learning science and science education. They have implications
in improving science education policies, in developing actions that challenge and cultivate the intellect while operating
in ways that are more understanding of difference and are socially just.
Gillian U. Bayne is an assistant professor of science education at Lehman College, City University of New York. Having also completed a master’s degree in secondary science education at New York University, she has taught science both in New York City’s public school system and in independent schools for over 10 years. Gillian’s research interests are focused on the utilization of cogenerative dialogues with high school and college students, their teachers and other stakeholders to improve science teaching and learning. 相似文献
Gillian U. BayneEmail: |
Gillian U. Bayne is an assistant professor of science education at Lehman College, City University of New York. Having also completed a master’s degree in secondary science education at New York University, she has taught science both in New York City’s public school system and in independent schools for over 10 years. Gillian’s research interests are focused on the utilization of cogenerative dialogues with high school and college students, their teachers and other stakeholders to improve science teaching and learning. 相似文献
14.
15.
Charbel Niño El-Hani Fábio Pedro Souza de Ferreira Bandeira 《Cultural Studies of Science Education》2008,3(3):751-779
In this commentary on Brayboy and Castagno’s paper, published in this volume, we discuss, on the one hand, many points of
agreement between their proposal of culturally responsive schooling for indigenous youth and El-Hani and Mortimer’s proposal
of culturally-sensitive science education. On the other hand, we focus on a key disagreement, not only with Brayboy and Castagno,
but with a whole body of literature on multicultural, postcolonialist, postmodernist education. The main point of disagreement
lies in the fact that we are not sure that to broaden the concept of science so as to talk about “native science” or “indigenous
science” is indeed the best strategy to attain a goal that we wholeheartedly share with Brayboy and Castagno, to value other
ways of knowing for their own sake, validity, and legitimacy.
相似文献
Fábio Pedro Souza de Ferreira BandeiraEmail: |
16.
Jesús and María in the jungle: an essay on possibility and constraint in the third-shift third space
Katherine Richardson Bruna 《Cultural Studies of Science Education》2009,4(1):221-237
One hundred years ago, Upton Sinclair, in The Jungle, exposed the deplorable working conditions of eastern European immigrants in the meatpacking houses of Chicago. The backdrop
of this article is the new Jungle of the 21st century—the hog plants of the rural Midwest. Here I speak to the lives of the
Mexican workers they employ, and, more specifically, the science-learning experiences and aspirations of third-shifters, Jesús
and María. I use these students’ stories as an opportunity to examine the take-up, in education, of the concept of hybridity,
and, more particularly, to interrogate what I have come to regard as the “third space fetish.” My principle argument is that
Bhabha’s understanding of liberatory Third Space has been distorted, in education, through teacher-centered and power-neutral
multicultural discourse. I call for a more robust approach to hybridity in science education research, guided by the lessons
of possibility and constraint contained in Jesús’ and María’s third-shift third space lives.
Katherine Richardson Bruna is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland. 相似文献
Katherine Richardson BrunaEmail: |
Katherine Richardson Bruna is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland. 相似文献
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.
Konstantinos Alexakos 《Cultural Studies of Science Education》2009,4(2):495-504
In his December editorial on Michael Reiss, Kenneth Tobin (Cult Stud Sci Educ 3:793–798, 2008), raises some very important questions for science and science teachers regarding science education and the teaching of creationism
in the classroom. I agree with him that students’ creationist ideologies should be treated not as misconceptions but as worldviews.
Because of creationism’s peculiarly strong political links though, I argue that such discussion must address three critical
and interconnected issues, including the uncertain state of teaching evolution in public schools nationally, the political
convergence of the creationist political beliefs with bigoted worldviews, and creationism’s inherent contrariness to science
and human progress. I suggest that we as science educators therefore not consider all sides to be equally right and to instead
take side against the politics of creationism. I also argue that we need much more serious discussion on how to better teach
science to students who hold creationist worldviews, and that science educators such as Reiss need to be part of that.
Konstantinos Alexakos is an assistant professor in the School of Education at Brooklyn College (CUNY). He is a former New York City high school science teacher and a former NYC transit worker. His research interests include sociocultural issues especially fictive kinships among minority science students and perseverance and success. 相似文献
Konstantinos AlexakosEmail: |
Konstantinos Alexakos is an assistant professor in the School of Education at Brooklyn College (CUNY). He is a former New York City high school science teacher and a former NYC transit worker. His research interests include sociocultural issues especially fictive kinships among minority science students and perseverance and success. 相似文献
19.
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: |
20.
Justin Dillon 《Cultural Studies of Science Education》2008,3(2):397-416
This paper provides a critical commentary on a suite of eight papers, which focus on conceptual change research in science
education. Responses by Mercer, Smardon and Wells to a paper by Treagust and Duit are observed to reflect the backgrounds
of the three authors with Wells focusing on issues of ontology and the affective domain. Mercer and Smardon focus on issues
of identity and the role of dialog. Hewson’s, Vosniadou’s and Tiberghien’s responses to Roth, Lee and Hwang offer robust critique
of what appear to be exploratory ideas. To what extent the authors of the response papers enter into dialog with the papers
is discussed. How far research into learning in science has progressed since the 1980s is examined.
相似文献
Justin DillonEmail: |