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1.
Stuart Fleischer 《Cultural Studies of Science Education》2011,6(1):235-241
In their treatise, Mitchell and Mueller extend David Orr’s notions of ecological literacy (2005) to include biophilia (Wilson
1984) and ecojustice (Mueller 2009). In his writings, David Orr claims that the US is in an “ecological crisis” and that this stems from a crisis of education.
The authors outline Orr’s theory of ecological literacy as a lens to understand Earth’s ecology in view of long-term survival.
In their philosophical analysis of Orr’s theory, Mitchell and Mueller argue that we move beyond the “shock doctrine” perspective
of environmental crisis. By extending Orr’s concept of ecological literacy to include biophilia and ecojustice, and by recognizing
the importance of experience-in-learning, the authors envision science education as a means to incorporate values and morals
within a sustainable ideology of educational reform. Through this forum, I reflect on the doxastic logic and certain moral
and social epistemological concepts that may subsequently impact student understanding of ecojustice, biophilia, and moral
education. In addition, I assert the need to examine myriad complexities of assisting learners to become ecologically literate
at the conceptual and procedural level (Bybee in Achieving scientific literacy: from purposes to practices, Heinemann Educational
Books, Portsmouth, 1997), including what Kegan (In over our heads: the mental demands of modern life, Harvard University Press, Cambridge, 1994) refers to as “Third Order” and “Fourth Order” thinking: notions of meaning-construction or meaning-organizational capacity
to understand good stewardship of the Earth’s environment. Learners who are still in the process of developing reflective
and metacognitive skills “cannot have internal conversation about what is actual versus what is possible, because no ‘self’
is yet organized that can put these two categories together” (p. 34). Mitchell and Mueller indicate that middle school learners
should undergo a transformation in order to reflect critically about the environment with a view toward determining critical
truths about the world. However, if this audience lacks “selective, interpretive, executive, construing capacities” (Kegan
in In over our heads: The mental demands of modern life, 1994, p. 29), assimilating the notions of ecojustice and biophia may be problematic. 相似文献
2.
Nicholas R. Werse 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1878-1894
Although many academic disciplines are now experiencing a process of “greening” as scholars seek to cultivate an ecocritical awareness within disciplinary scholarship, Neil Selwyn notes that such ecocritical concerns rarely feature in the field of educational technology. In this paper, I bring Selwyn's call for ecocritical awareness in the field of educational technology into conversation with emerging scholarly discussions in the fields of ecojustice ethics, ecojustice education, and information and communications technology sustainability. In so doing, I expand the existing conversation about the environmental impact of educational technology consumption to argue that the process of cultivating an ecocritical awareness in the field of educational technology requires refining the discipline's focus to include the full lifespan of educational technology devices and the global inequities that feature during the production and disposal of these devices.
Practitioner Notes
What is already known about this topic- Despite substantive scholarship recognizing the environmental impact of the globalized digital technology supply chain, the field of educational technology has minimally considered the ecojustice implications of the material nature of educational technology devices when examining the environmental impact of these devices.
- In this paper, I argue that the reason why the field of educational technology has overlooked the environmental impact of device production and disposal is because of its almost exclusive focus on device use. I argue that cultivating an ecocritical awareness in the field of educational technology requires the discipline to expand its focus beyond device use in two ways: (a) to include device production and disposal and (b) to consider the global injustices that occur in these parts of the digital technology life cycle. As such, I build upon Selwyn and others to argue for the cultivation of ecojustice concerns in emerging conversations about ethics in the field of educational technology.
- The process of cultivating ecocritical awareness within the field of educational technology requires expanding the scope and focus of the discipline beyond device use to include device production and disposal. The planned obsolescence behind these devices maximizes the environmental harm at these stages and the global injustices associated with them. Educators and educational leaders seeking to employ educational technology in ethical and environmentally sustainable ways must consider these implications from the global digital technology supply chain.
3.
Jazlin Ebenezer Russell Columbus Osman Nafiz Kaya Lin Zhang Devairakkam Luke Ebenezer 《Journal of Science Education and Technology》2012,21(1):22-37
The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD)
education and training in innovative technologies (IT) in the context of engaging students in environmental research projects
The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute
programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental
research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency
illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions
of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities
in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due
to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential
to produce significant increases in students’ perceptions of their IT fluency. 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.
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
6.
I use autobiographical narratives to describe and analyse my involvement in peer review activities in science education and to illustrate their historical, social and cultural constitution. I explore ways in which peer review and science education have interrelated in 30-plus years in which I have been a science educator. I employ cultural sociology and activity theory to identify patterns of coherence and coexisting contradictions that create tensions able to catalyse improvements in science education. I argue that early career science educators need a gradual induction into peer review activities, preferably increasing their effectiveness by coparticipating with more experienced colleagues. Also, I critically examine my roles as a peer reviewer, within various contexts that include being an editor of journals and a book series, an examiner of dissertations and an advisor of graduate students, and as a reviewer of applications for tenure and promotion. In so doing I probe power relationships between the reviewer and the reviewed and explore the possibility that peer review is hegemonic. Finally, I present strategies for science educators to reach a collective understanding of how to enact peer review equitably. 相似文献
7.
Margaret Eisenhart 《Research in Science Education》2000,30(1):43-55
Relying on ideas from practice theory and critical autobiography, I use this article first to tell, and then to analyse, a
story about trying to publish a book whose contents are in some ways marginal to what is normally considered science or science
education. During the publishing process, what counts as science got tangled up with what counts as “credible” science, “marketable”
literature, and academic competence. As a result, a book and a person (me) dedicated to expanding the boundaries of science
also became contributors to those very same boundaries. 相似文献
8.
George E. Glasson 《Cultural Studies of Science Education》2011,6(2):327-335
Environmental educators are challenged by how to teach children about global environmental crisis such as the Gulf oil spill,
which only serves to engender children’s fears and apprehensions about the negative impact of humans on ecosystems. Eduardo
Dopico and Eva Garcia-Vazquez’s article presents an interesting context from which to analyze and reflect on the connections
between local and global environmental education issues. The authors’ study involves student researchers in actively learning
about place-based, sustainable agricultural practices in rural Spain that are passed down through generations. These ecofriendly,
culturally mediated farming practices, referred to as “traditional” by the farmers, were contrasted to “modern” practices
that are used throughout market-based globalized economy. The connection between local (traditional) and global (modern) practices
became very important in the reflections and learning of the student participants about sustainability and ecojustice issues
associated with traditional farming. Students learned from the local farmers a positive, non-dualistic approach to sustainable
agriculture in which human activity and culture is connected to ecological sustainability. Further, the students’ active research
of sustainable and culturally medicated agricultural practices at the local level provided a frame of reference to understand
global environmental crises. 相似文献
9.
David A. Greenwood 《Cultural Studies of Science Education》2010,5(2):351-359
What is the role of education in wartime? To what extent should environmental and science educators directly address violent
conflict and a culture of prolonged war? This article gestures with empathy toward all educators who are working in wartime.
It posits that a critical pedagogy of place provides a theoretical framework that contextualizes all environmental work and
all education in the context of cultural politics. I argue that a fundamental component of a critical, place-based inquiry
must be acknowledging the contested history of colonization with respect to land (environment) and homeland (culture). I cannot
think of a place on the planet where this history is as complex and contested than it is in Israel and Palestine. However,
colonization and its legacy is a shared reality around the world, and acknowledging the context of colonization should not
be limited to inquiry in places where the bombs are still smoldering and where the rubble has yet to be cleared. Acknowledging
colonization may be especially appropriate in the US, where the historical record of militarized colonization remains hidden
behind the myths of global “progress” for the world’s remaining “superpower.” 相似文献
10.
Maria S. Rivera Maulucci 《Cultural Studies of Science Education》2010,5(4):985-991
I reflect on studies by Rodriguez and Carlone, Haun-Frank, and Kimmel to emphasize the ways in which they excavate silences
in the science education literature related to linguistic and cultural diversity and situating the problem of reform in teachers
rather than contextual factors, such as traditional schooling discourses and forces that serve to marginalize science. I propose
that the current push for top-down reform and accountability diminishes opportunities for receptivity, learning with and from
students in order to transform teachers’ practices and promote equity in science education. I discuss tensions of agency and
passivity in science education reform and argue that attention to authentic caring constitutes another silence in the science
education literature. I conclude that the current policy context positions teachers and science education researchers as tempered
radicals struggling against opp(reg)ressive reforms and that there is a need for more studies to excavate these and other
silences. 相似文献
11.
Andrea R. Milner Toni A. Sondergeld Abdulkadir Demir Carla C. Johnson Charlene M. Czerniak 《Journal of Science Teacher Education》2012,23(2):111-132
The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching
science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in
elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science
to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place
in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes
mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should
be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported
that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as
a result of NCLB. Implications for elementary science education reform and policy are discussed. 相似文献
12.
Eduardo Dopico 《Cultural Studies of Science Education》2011,6(2):347-350
This rejoinder to George Glasson and George Bogg’s papers provides additional conversation for considering the idea that we
try to develop: leaving the classroom to continue teaching. Converting the teaching–learning process into research experiences
brings our students not only scientific knowledge, but also an understanding of the research procedures. To be involved in
field work, students can connect more personally the local action with global issues. On the ground in which we operate, environmental
science, teaching of knowledge is insufficient if not accompanied by ecological experiences where students can see and share
the needs of environmental protection and the idea of sustainability. Both response authors tell us about their own experiences
in research in this regard. In their essays we can appreciate the desire to investigate human activities on ecosystems. Reading
it makes us look with passion and awareness at the different consequences for our ecological environments: if we develop environmentally
consequential behavior or harmful lifestyles for the planet. Furthermore, they warn us of the need to follow the development
of students learning and reflect on the ways in which it produces time-causal relationship between persons and the environment. 相似文献
13.
Alandeom W. Oliveira 《Cultural Studies of Science Education》2009,4(4):865-873
In this rejoinder, I first provide a more detailed account of the discourse-focused professional development activities facilitated
as part of the SMIT’N program, specifically addressing issues raised by van Zee with regard to the institute’s overall format,
goals and development strategies. Next, I resort to Peter Medawar’s metaphorical view of inquiry as scientific storytelling
to reflect about Bencze’s expressed opposition to “politely guided quasi-inductive science inquiry instruction” and highlight
the need for science educators to give more careful consideration to oral classroom discourse. I then conclude by describing
how guided science inquiry teaching can be conceived in terms of the theoretical notion of negative politeness. 相似文献
14.
John A. Malone 《Cultural Studies of Science Education》2011,6(3):737-746
In this paper I examine the history of the integration of mathematics education into the Science Education Centre, which had
been established by physicist, John de Laeter, within the School of Science and Engineering at Curtin University in Perth,
Australia. De Laeter’s vision for science education was that teachers should have access to professional education that allowed
them to extend their discipline and pedagogical knowledge using strategies that brought together theory and practice in ways
that were meaningful for teachers. This model was expanded when mathematics education was also included, paving the way also
for technology education. I present the history of this integration laying out the themes that are important for the continued
educational effectiveness of the Science and Mathematics Education Centre (SMEC) and the role that mathematics education has
played in this process. As the title suggests, this article focuses on the activities of the group of mathematics educators
who have worked within the Science and Mathematics Education Centre of Curtin University since it was established 30 or so
years ago and who have contributed to its reputation. The two streams operated then and now more-or-less independently in
matters of student thesis topic choice but offered students opportunities for interaction that might not have been available
if the “M” had not been incorporated into the Science Education Centre (SEC). This article’s focus is on the mathematics educators
who contributed to the Centre’s success and reputation, highlighting the synergistic relationship between mathematics and
science that helped to make SMEC a leading center for mathematics and science education. 相似文献
15.
Susan A. Kirch 《Cultural Studies of Science Education》2007,2(4):785-845
Many educators and researchers are convinced that age limits what students can learn and achieve in science. Elementary school
curricula focus on isolated process skills under the faulty assumption that young students are not capable of combining the
process skills and content knowledge necessary for reasoning scientifically. In the present study, I demonstrate that many
process skills are produced in conversations between second grade students and between these students and their teachers,
including: questioning, hypothesis formation, experimental design, identifying relevant evidence, critical analysis of hypotheses
and predictions, hypothesis reconstruction, and variable identification. Through conversation analysis I show that most classroom
community members adopted the role of skeptic at some time, but there was a strong tendency to defer to authoritative sources
when resolving debates. This latter observation led to further investigation of when and how authoritative sources were consulted
and used, and when and how a skeptical stance was taken. I show that, as students used science process skills and interacted
with each other and teacher-mediators, community practices, values, and mores were shaped and an ethos of science began to
emerge. It is my contention that this ethos often emerges unconsciously as part of the community’s dynamic set of rules and
schema. Teachers who are attuned to the tension between open-mindedness and skepticism, and how they and their students cope
with this dialectic, however, can actively shape the scientific ethos of their classroom community. 相似文献
16.
George L. Boggs 《Cultural Studies of Science Education》2011,6(2):337-346
This forum response adds a conceptualization of harmony to Dopico and Vázquez’ investigation of pedagogy that combines citizen
science, environmental and cross-cultural research, and service-learning. Placing many appropriate and significant aspects
of culturally situated science education in an authentically relational context beyond the classroom, this paper calls attention
to insightful contributions and new directions for research, such as the process of inducing or eluding nihilism regarding
ecological issues. How can such a question be researched effectively in order to learn about the family of pedagogies emerging
in response to the need for more ecologically conscious and relationally authentic teaching across many disciplines? In this
paper, I use a Vygotskian framework and an abbreviated case study of agricultural service-learning from my research, drawing
attention to the importance of students’ culturally-mediated construction of setting as they interact in older and newer ways. 相似文献
17.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
18.
19.
Paul Joseph Wendel 《Science & Education》2008,17(1):131-141
In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper,
I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining
exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm
shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking
to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable,
there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’
as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is
an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question. 相似文献
20.
David Geelan Felicia Moore Mensah Jrène Rahm Maria Rivera Maulucci 《Cultural Studies of Science Education》2010,5(3):649-663
Classroom narratives and stories are rich and powerful in offering deep insights into classrooms and the reality of teaching—a
reality critically re-examined in this forum. Discussing Maria’s narratives led to reflections about what it takes to support
teachers to become agents of more equitable science practices. Factors such as time and identity-work are key dimensions of
the authors’ struggle, but they also address understanding students in profound ways. The ways in which contradictions at
different levels in the educational system can become sources of growth, reflection and action are discussed; yet no simple
answers follow. Teaching and becoming a teacher are best understood as life-long processes of reflection and action and as
political acts that entail challenging many boundaries. They also involve putting oneself into vulnerable roles and positions.
This dialogue opens up many questions about how we can collaborate, guide and support both novices and experienced professionals
in education as researchers, science staff developers, and teacher educators. It seeks to support the on-going quest to make
science education authentic and equitable. 相似文献