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1.
Mary L. Nolan 《The Journal of perinatal education》2009,18(4):21-30
Studies of childbirth education have universally failed to take into account the quality of the education provided to women and their families and whether its style of delivery meets women''s preferences and needs. The present study sought to determine which educational approaches are most welcomed by women and most helpful to them in learning about labor, birth, and early parenting. A systematic survey of peer-reviewed studies on antenatal education, published in English from 1996–2006 and which sought women''s views and experiences, was conducted. Findings confirm women''s preference for a small-group learning environment in which they can talk to each other as well as the educator and can relate information to their individual circumstances. 相似文献
2.
The aim of this study was to describe women''s experience of pregnancy. The setting was the Alternative Birth Center at Sahlgrenska University Hospital in Göteborg, Sweden, from 1996 to 1997. Anonymous diaries were written by 12 women and analyzed using a hermeneutical/phenomenological approach. The essential structure and interpretation of women''s experience of pregnancy can be expressed as “transition to the unknown,” which includes three themes: (1) meeting one''s life situation, (2) meeting something inevitable, and (3) preparing for the unknown.The essential structure and interpretation of women''s experience of pregnancy can be expressed as “transition to the unknown” … 相似文献
3.
Eugene R. Declercq Carol Sakala Maureen P. Corry Sandra Applebaum 《The Journal of perinatal education》2007,16(4):9-14
With permission from Childbirth Connection, the “Executive Summary” for the Listening to Mothers II survey is reprinted, here. The landmark Listening to Mothers I report, published in 2002, described the first national U.S. survey of women''s maternity experiences. It offered an unprecedented opportunity to understand attitudes, feelings, knowledge, use of obstetric practices, outcomes, and other dimensions of the maternity experience. Listening to Mothers II, a national survey of U.S. women who gave birth in 2005 that was published in 2006, continues to break new ground. Although continuing to document many core items measured in the first survey, the second survey includes much new content, exploring earlier topics in greater depth, as well as some new and timely topics. 相似文献
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5.
Sally J. Placksin 《The Journal of perinatal education》2021,30(2):62
This article introduces the author''s emerging new paradigm (“perinatal participation”) that re-imagines postpartum support by helping expectant parents have more peace of mind, confidence, self-compassion, and emotional wellbeing over the course of their perinatal journeys, with special focus on feeling more prepared for all that happens after baby arrives. The author''s work rests on the shoulders of her 1992 book, Mothering the New Mother: Women''s Feelings and Needs After Childbirth. Perceiving a new urgent need to support expectant parents three decades later (the need to alleviate the high stress levels in expectant parents she was talking to) the author explored filtering the expectant and new parent''s experience through what she calls a “peace-of-mind lens.” 相似文献
6.
Molecular life science is one of the fastest-growing fields of scientific and technical innovation, and biotechnology has profound effects on many aspects of daily life—often with deep, ethical dimensions. At the same time, the content is inherently complex, highly abstract, and deeply rooted in diverse disciplines ranging from “pure sciences,” such as math, chemistry, and physics, through “applied sciences,” such as medicine and agriculture, to subjects that are traditionally within the remit of humanities, notably philosophy and ethics. Together, these features pose diverse, important, and exciting challenges for tomorrow''s teachers and educational establishments. With backgrounds in molecular life science research and secondary life science teaching, we (Tibell and Rundgren, respectively) bring different experiences, perspectives, concerns, and awareness of these issues. Taking the nature of the discipline as a starting point, we highlight important facets of molecular life science that are both characteristic of the domain and challenging for learning and education. Of these challenges, we focus most detail on content, reasoning difficulties, and communication issues. We also discuss implications for education research and teaching in the molecular life sciences. 相似文献
7.
Undergraduate college “science partners” provided content knowledge and a supportive atmosphere for K–5 teachers in a university–school professional development partnership program in science instruction. The Elementary Science Education Partners program, a Local Systemic Change initiative supported by the National Science Foundation, was composed of four major elements: 1) a cadre of mentor teachers trained to provide district-wide teacher professional development; 2) a recruitment and training effort to place college students in classrooms as science partners in semester-long partnerships with teachers; 3) a teacher empowerment effort termed “participatory reform”; and 4) an inquiry-based curriculum with a kit distribution and refurbishment center. The main goals of the program were to provide college science students with an intensive teaching experience and to enhance teachers'' skills in inquiry-based science instruction. Here, we describe some of the program''s successes and challenges, focusing primarily on the impact on the classroom teachers and their science partners. Qualitative analyses of data collected from participants indicate that 1) teachers expressed greater self-confidence about teaching science than before the program and they spent more class time on the subject; and 2) the college students modified deficit-model negative assumptions about the children''s science learning abilities to express more mature, positive views. 相似文献
8.
Steven W. Rissing 《CBE life sciences education》2013,12(3):429-440
Most American colleges and universities offer gateway biology courses to meet the needs of three undergraduate audiences: biology and related science majors, many of whom will become biomedical researchers; premedical students meeting medical school requirements and preparing for the Medical College Admissions Test (MCAT); and students completing general education (GE) graduation requirements. Biology textbooks for these three audiences present a topic scope and sequence that correlates with the topic scope and importance ratings of the biology content specifications for the MCAT regardless of the intended audience. Texts for “nonmajors,” GE courses appear derived directly from their publisher''s majors text. Topic scope and sequence of GE texts reflect those of “their” majors text and, indirectly, the MCAT. MCAT term density of GE texts equals or exceeds that of their corresponding majors text. Most American universities require a GE curriculum to promote a core level of academic understanding among their graduates. This includes civic scientific literacy, recognized as an essential competence for the development of public policies in an increasingly scientific and technological world. Deriving GE biology and related science texts from majors texts designed to meet very different learning objectives may defeat the scientific literacy goals of most schools’ GE curricula. 相似文献
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Suzanne M. Daughton 《Communication quarterly》2013,61(2):106-119
This essay is a feminist rhetorical analysis of recurring gender‐related problems in presidential campaigns, focusing particularly on the 1992 campaign. I examine 39 speeches from the Democratic and Republican National Conventions (1972–1992) for discussion of women's issues, women's roles, and men's roles, and conclude that the anti‐feminist “backlash”; of the 1980s has taken a serious toll on public attention to women's issues. When politicians spoke of women's concerns, they largely ignored actual issues, and instead focused their attention on women's roles in society. Men's roles were also a central focus, as each presidential candidate sought to convince the voting public to cast him as the Leading Man. 相似文献
11.
At the close of the Society for the Advancement of Biology Education Research conference in July 2012, one of the organizers made the comment: “Misconceptions are so yesterday.” Within the community of learning sciences, misconceptions are yesterday''s news, because the term has been aligned with eradication and/or replacement of conceptions, and our knowledge about how people learn has progressed past this idea. This essay provides an overview of the discussion within the learning sciences community surrounding the term “misconceptions” and how the education community''s thinking has evolved with respect to students’ conceptions. Using examples of students’ incorrect ideas about evolution and ecology, we show that students’ naïve ideas can provide the resources from which to build scientific understanding. We conclude by advocating that biology education researchers use one or more appropriate alternatives in place of the term misconception whenever possible. 相似文献
12.
Reviewed by Mary Lee S. Ledbetter 《CBE life sciences education》2013,12(3):336-338
This biography of the physicist and science educator Frank Oppenheimer uses his crowning achievement, San Francisco''s Exploratorium, as the lens through which to explore his life and work.This book is a timely read, coinciding as it does with the moving of the renowned Exploratorium from the Palace of Fine Arts at the foot of the Golden Gate Bridge in San Francisco, where it was established in 1969, to its new and larger location at Pier 15 on the Embarcadero. This institution continues to embody the vision of its founder, Frank Oppenheimer, the subject of this highly personal yet well-documented biography. The author, K. C. Cole, worked with Oppenheimer at the Exploratorium from 1972 until 1985 and in a subsequent voluminous correspondence. Together, they wrote magazine articles, prepared exhibit labels, developed applications for funding, and worked on a book project. The author herself is an ideal narrator, representing the target audience for the Exploratorium itself: the intelligent, curious, nonscientist. She brings the reader along on her voyage of discovery of the process of science through interactions with her enthusiastic and thoughtful guide.The book''s title, Something Incredibly Wonderful Happens, is drawn from a piece called “Adult Play,” which Oppenheimer wrote for the Exploratorium magazine in 1980 (Oppenheimer, 1980) . He describes play as activity without a particular goal, just noticing how something works or does not, combining things on a whim and often ending up with nothing in particular, throwing it out, and playing in a different way. “But a research physicist gets paid for this ‘waste of time’ and so do the people who develop exhibits in the Exploratorium. Occasionally though, something incredibly wonderful happens.” As the embodiment of the ease and freedom of play using exhibits designed to stimulate curiosity and challenge perception, the Exploratorium is precisely the sort of place where such exciting revelations can occur.
The originality of the Exploratorium concept, a science museum without rules, encouraging experimentation and hands-on interaction with the exhibits, an environment where it is impossible to fail, grew organically from Oppenheimer''s own experiences of science and science teaching and was further informed by his rich background in art and music and his commitment to democracy in access to the riches of the intellectual life. The book thus provides a model for current life sciences educators, a particular view of the style of instruction that is now widely understood to be the most effective way to engage students in the processes of science. In this review, I will focus on those aspects of Oppenheimer''s life that most directly led to his approach to informal science education.The first six chapters describe Oppenheimer''s childhood, education, early work as an atomic physicist (including the Manhattan Project, which he worked on with his brother, Robert Oppenheimer), his difficulties during the McCarthy era, and a period of more than a decade in Pagosa Spring, Colorado, where he became a self-taught rancher and science teacher at the local high school. Blacklisted from university employment, he turned to the local community, who welcomed him and shared with him their agricultural expertise while valuing his contributions to the education of their children. A typical event was recalled by his son Michael, in which he and his father dissected a pig''s head after the pig had been slaughtered (p. 110). His teaching portfolio included general science, biology, chemistry, and physics. The students were not eager to learn at first, so Oppenheimer came up with intriguing experiments to capture their attention. They took apart machinery, dissected various organisms, explored the rural area and the junkyard, and asked questions. Sports were the preoccupation of most students, but they could involve relatively few students directly, and the emphasis on wins and losses took away much of the fun. Science fairs became a more democratic activity, and the students were unusually successful, bringing notice to Pagosa Springs and further opportunities for its students. In all his dealings with students, Oppenheimer took pains to answer their questions with honesty and rigor while adjusting his approaches to their intellectual maturity. He was not limited by age-appropriate curricula or preconceptions as to what a young teenager could understand. He also began working with teachers to help them develop similarly engaging curricula, a new concept for many of them, for whom science teaching was a threatening challenge. Oppenheimer understood that only excited and engaged teachers could adequately excite their students.At the end of his time in Colorado, he worked at the University of Colorado, where he undertook a revision of the physics teaching laboratories. In doing so, he developed and improvised instruments to conduct experiments on a wide range of physical phenomena. In this period, he became convinced that grades, particularly the grade of “F,” were pernicious and inhibited full creativity and curiosity in students, particularly those whose background was not that of the traditional academic culture. He worked hard to include opportunities for minority students in his courses and noticed how somewhat arbitrary “rules” tended to perpetuate the division between those who were “in” and those who were “out.” He also recognized the role of the physical setting in fostering excitement about science; he insisted on open laboratories surrounding lecture space, so the artificial distinction between the two modes of learning was blurred, and cooperation and conversation could be part of learning. The experiments became a sort of “library,” accessible all day long with the same freedom as a library of books.The first half of the book ends with Oppenheimer''s visits to science museums in Europe as a Guggenheim Fellow in 1965. He realized that the context of the science museum, particularly as a means to reach underserved members of the public, would be the best venue for his educational ideas. In the second half of the book, we learn of the development of the Exploratorium itself, designed in every aspect to encourage visitors to play and to be comfortable in their enjoyment of the exhibits, and to help them satisfy their curiosity. Analogous to a walk in the woods during which you notice various aspects of the environment, some large, some small, and take delight in them, the Exploratorium provided a “woods” of natural phenomena, through which visitors could walk, dallying here or there to try out one or another of the exhibits. Though all principles of science were important, an emphasis was placed on those involving direct perception. Aesthetics were important in all the exhibits, and artists were invited to prepare works and installations placed side by side with more traditionally “scientific” exhibits, thus blurring that somewhat artificial distinction. In fact, Oppenheimer was a proficient flautist and grew up in a home rich in art. He, more than most, was acutely aware of the beauty of science and the rigor of art, both ways of probing the human spirit. He is quoted as saying that artists and scientists are the official “noticers” of society (p. 191), an intriguing idea.A particularly innovative aspect of the Exploratorium was the hiring of students to be Explainers. Not as stuffy or formal as a typical docent, the Explainer''s job was to help others use the exhibits, perhaps suggesting ways the apparatus could be manipulated or what important principles it demonstrated. We now call this practice “peer-assisted learning,” and recent work has documented its advantages to both the explainer and the explainee.Another firmly held principle, at least during Oppenheimer''s life, was that admission to the Exploratorium should be free of charge. Despite a perennial shortage of funds, this principle was adhered to, guaranteeing that people could drop in from time to time as they might visit a favorite park, for a brief refreshing break or for a longer jaunt. Not only did such practice encourage regular visits, it democratized the institution by removing barriers to participation by those otherwise lacking means.Ultimately, Oppenheimer''s attitude toward science teaching and learning, as embodied in the Exploratorium, was to address two fundamental human needs: curiosity and confidence in one''s ability to understand things. It is a teacher''s job to get a student “unstuck” (p. 220), to intrigue the student and then to discover what the student already understands and build on it. Throughout, the teacher must reassure students that their brains are working just fine. No one ever fails a science museum.A final remark for readers of this journal is Oppenheimer''s attitude toward assessment. He said, “Why do we insist that there must always be a measure for the quality of learning? … By thus insisting we have limited our teaching to only those aspects of learning for which we have devised a ready measure. … If we prematurely insist on a quantitative measure for the effectiveness of museums, we will have to abandon the possibility of making them important” (p. 274). The criterion for evaluation of the exhibits at the Exploratorium was that they not be boring!In each of the 12 chapters of this book, subheadings are accompanied by pithy quotations from Oppenheimer himself or one of his colleagues. The scholarly apparatus of the book is contained in notes and a bibliography at the end, so it does not distract from a highly entertaining and edifying read. I recommend this book. 相似文献
13.
Michele Ondeck 《The Journal of perinatal education》2012,21(4):206-208
In this editorial, a board member of Lamaze International describes the “Push for Your Baby” campaign to urge women to advocate for more evidence-based practice for better births. She also reflects on her hopes and worries about the “Push for Your Baby” campaign launched by Lamaze in May 2012. Discussing the realities of current maternity care practice, she asks how we can work with obstetric nurses and providers to have them support what most women value—vaginal birth. 相似文献
14.
James J. Smith Kendra Spence Cheruvelil Stacie Auvenshine 《CBE life sciences education》2013,12(3):542-552
Phylogenetic trees provide visual representations of ancestor–descendant relationships, a core concept of evolutionary theory. We introduced “tree thinking” into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted of designing and implementing a set of experiences to help students learn to read, interpret, and manipulate phylogenetic trees, with a particular emphasis on using data to evaluate alternative phylogenetic hypotheses (trees). To assess the outcomes of these learning experiences, we designed and implemented a Phylogeny Assessment Tool (PhAT), an open-ended response instrument that asked students to: 1) map characters on phylogenetic trees; 2) apply an objective criterion to decide which of two trees (alternative hypotheses) is “better”; and 3) demonstrate understanding of phylogenetic trees as depictions of ancestor–descendant relationships. A pre–post test design was used with the PhAT to collect data from students in two consecutive Fall semesters. Students in both semesters made significant gains in their abilities to map characters onto phylogenetic trees and to choose between two alternative hypotheses of relationship (trees) by applying the principle of parsimony (Occam''s razor). However, learning gains were much lower in the area of student interpretation of phylogenetic trees as representations of ancestor–descendant relationships. 相似文献
15.
O.F. Deji 《The Journal of Agricultural Education and Extension》2013,19(1-4):39-47
This paper has analyzed the characteristic features of women's associations and problems inhibiting their effective participation in rural development projects in Osun State, Nigeria. One rural local government area was purposively selected in each of the six administrative zones in Osun State, based on high degrees of ruralness. A list of registered or formal women's associations was collected from each of the six selected Local Government Area headquarters. Snowball sampling technique and community key informants were employed to identify the non-registered or informal women's associations in the study area. Sixty women's associations (one formal and one informal from each of the 30 selected rural communities), purposively selected based on performance and availability, were interviewed by means of structured interview schedule consisting of both closed and opened ended questions (to exhaust all possibilities) duly pre tested before use. A total of 137 women's associations were identified in the study area. The popular goals of the majority were: financial assistance (96.4%), supporting members during ceremonies (95.0%), community development (86.9%), donating to the needy (69.3%), and exchange of helping hands in occupations (51.1%). A majority (53.3%) had between 21–40 members, formed before 1992 (70%), and about 50.6% and 40% disseminated information through minutes of the meetings and interpersonal contact respectively, while 43.3% claimed members' contributions as their major source of finance. About 48.3% met between 11–15 times a year, and 57.1% claimed attendance of meetings as the major responsibility of their members. The participation of the selected women's associations in rural development projects was average, with a mean of about three projects. A significant relationship was found between the participation of women's associations in the development projects of their communities and problems facing them, namely; finance (T=?2.38), tribalism (T=2.37), and lack of community supports (T=?2.39). The study concludes that women's associations are very prominent in the sampled rural areas. However, inadequate finance, tribalism and lack of community support are among the major problems inhibiting their effective participation in the development projects of their communities. 相似文献
16.
Teri Shilling 《The Journal of perinatal education》2009,18(3):63-72
In this column, reviewers offer perspectives and comments on a variety of new media resources for childbirth educators and for expectant and new parents. The books and DVDs reviewed in this issue''s column address the following topics: new directions for childbirth education classes; pregnancy tips for expectant mothers; empowering women to give birth naturally; midwifery care; breastfeeding; labyrinths and “laborinths” (an alternative approach to preparing for birth); preterm labor; understanding newborns'' language cues; and exercise programs during pregnancy and the postnatal period, as well as exercises that strengthen the pelvic floor and help new mothers deal with incontinence. 相似文献
17.
MICHELLE COMMEYRAS 《Gender and education》1996,8(1):31-48
The purpose of this study was to analyze the content on women in three secondary school world history textbooks used in the USA from one feminist perspective. The analyses involved recursively reading, coding, and interpreting all of the content pertaining to women across the three texts. The macroanalysis yielded a 16-category coding scheme that reflected the areas most emphasized in the presentation of women's contributions to world history, at least as described in each of the textbooks. The microanalysis was conducted to examine the language used for the content coded 'women's rights' and similarly for that coded 'power', 'fighters', or 'mediators'. The results of this feminist content analysis of world history textbooks signal the importance of teachers and students engaging in reading subtextually and resistantly. 相似文献
18.
Antenatal education is a crucial component of antenatal care, yet practice and research demonstrate that women and men now seek far more than the traditional approach of a birth and parenting program attended in the final weeks of pregnancy. Indeed, women and men participating in this study recommended a range of strategies to be provided during the childbearing year, comparable to a “menu in a restaurant.” Their strategies included three program types: “Hearing Detail and Asking Questions,” “Learning and Discussing,” and “Sharing and Supporting Each Other.” The characteristics of each type of program are identified in this article. The actual learning methods the study participants recommended to be incorporated into the programs were “Time to Catch Up and Focus,” “Seeing and Hearing the Real Experience,” “Practicing,” and “Discovering.” 相似文献
19.
Leanne Dzubinski 《Christian Higher Education》2018,17(3):123-138
An increasing number of published studies have drawn attention to gender disparities in various dimensions of Christian higher education. Although the majority of students on the campuses of member institutions of the Council for Christian Colleges & Universities (CCCU) are women, and the percentage of women holding faculty and administrative roles has increased, the male-normed environment of the academy continues to be evident in various ways, particularly in these Christian institutions. At the same time, higher education—and doctoral education in particular—is an important pathway to prepare future leaders and professors for Christian organizations. One potential way to begin to shift toward a more welcoming climate that benefits both men and women on CCCU campuses is to “foreground,” or make central, women's issues and concerns as part of regular classroom teaching. Such foregrounding can help counter the historic tendency to treat men's experience and concerns as normative for the human race. In the discipline of missiology, women make up the bulk of the practitioners yet are underrepresented as scholars, making it a pertinent field to challenge the neglect of women's voices and concerns in the academy. This article describes how a missiology classroom has been used to create a climate where women have opportunities to be central and where women's perspectives are treated as equally important as men's perspectives. To do this, I used three key practices: intentionally addressing gendered topics in mixed classes, offering selected single-sex education opportunities for women, and focusing on gender-related topics for research and publication. Using the discipline of missiology as a case study in relation to the importance of giving women's contributions to the field both recognition and voice may also offer transferable insights for doctoral faculty in other disciplines. 相似文献
20.
FLIS HENWOOD 《Gender and education》1998,10(1):35-49
ABSTRACT This article explores the reasons behind the continuing underrepresentation of women in science and engineering. Reviewing existing debates, the article argues that there exists an impasse in debates on women in engineering which can be related to the dualistic frameworks within which existing research has tended to work. Explanations for the poor representation of women in these areas tend to emphasise either individual or structural factors, neither of which allow women's agency to be fully understood. Drawing on empirical research which examined the subject choices and occupational decision-making processes of two groups of students in a college of technology (one undertaking a course in traditional 'women's work' and the other a course in a non-traditional area), the analysis here employs a post-structuralist approach, employing aspects of discourse theory, to offer a new understanding of women in engineering and of the relationship between gender, sexuality and work, more generally. 相似文献