The issue of the arrangement of new environments for science education through collaborative actions between schools,museums and science centres in the Brazilian context of teacher training     

Bruno Andrade Pinto Monteiro  Isabel Martins  Aline de Souza Janerine  Fabiana Cristina de Carvalho 《Cultural Studies of Science Education》2016,11(2):419-437

We present, in this article, an investigation about the potential of the relationship between formal and non-formal educational environments. Therefore it is not an empirical research, but an essay on the topic. This paper demonstrates the concept that science education and science outreach can be privileged by actions that are developed by closer relations between formal and non-formal places. Currently, non-formal environments such as museums and science and technology centres are considered potential educational resources within the reach of schools. Educators from museums have conducted studies which demonstrate a predominant model of the utilization of these institutions by teachers, which consists of illustrative visits during the exhibitions, but does not feature a collaborative relationship or partnership between schools and these institutions. In Brazil, the main examples of approaches to collaboration between these places and schools have been taking place through the initiatives of teachers or through projects developed by the educational sector, aiming to broaden the dialogue between their institutions and the school community. Another approach mechanism relates to research and extension projects developed by university researchers, sponsored by state and federal funding agencies. In this case, the universities and university museums appear as new social actors that stand in the way of the schools and the cultural environments, complicating the relationship and, at the same time, bringing new questions to the field of educational research. We believe that the discourse in this paper should bring about further discussions in the initial teacher training courses to contribute to the understanding of practices related to the extension of the field of activity of the school.  相似文献   

Decolonizing Native American Rhetoric: Communicating Self-Determination     

Diana Isabel Martínez 《Quarterly Journal of Speech》2020,106(3):352-355

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The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment   总被引：2，自引：0，他引：2  

Skiba  Russell J.  Michael  Robert S.  Nardo  Abra Carroll  Peterson  Reece L. 《The Urban Review》2002,34(4):317-342

The disproportionate discipline of African-American students has been extensively documented; yet the reasons for those disparities are less well understood. Drawing upon one year of middle-school disciplinary data for an urban school district, we explored three of the most commonly offered hypotheses for disproportionate discipline based on gender, race, and socioeconomic status. Racial and gender disparities in office referrals, suspensions, and expulsions were somewhat more robust than socioeconomic differences. Both racial and gender differences remained when controlling for socioeconomic status. Finally, although evidence emerged that boys engage more frequently in a broad range of disruptive behavior, there were no similar findings for race. Rather, there appeared to be a differential pattern of treatment, originating at the classroom level, wherein African-American students are referred to the office for infractions that are more subjective in interpretation. Implications for teacher training and structural reform are explored.  相似文献   

Personal and Interpersonal Motivation for Group Projects: Replications of an Attributional Analysis     

Sarah E. Peterson  James B. Schreiber 《Educational Psychology Review》2012,24(2):287-311

We report the results of two replication studies using attribution theory to analyze personal and interpersonal motivation for collaborative projects. Undergraduate students responded to questionnaires containing hypothetical vignettes depicting success or failure outcomes due to ability or effort for dyads working on a group project. Dependent measures included emotions of shame, anger, pity, guilt, pride, and gratitude, as well as expectations for future success. Following the same procedures as the original study, we used doubly multivariate analyses to test 21 theoretical predictions from attribution theory for emotions and expectations for success. We replicated 17 of 21 results across all three studies and 20 of 21 results in the two replication studies. Results are discussed within the context of attribution theory.  相似文献   

The Analysis of Students’ Conceptions as a Support for Designing a Teaching/Learning Sequence on the Acoustic Properties of Materials     

María Isabel Hernández  Digna Couso  Roser Pintó 《Journal of Science Education and Technology》2012,21(6):702-712

We believe that finding out how students think about certain topics that are covered in science classes should not be ??the end of the story?? but the starting point for planning lessons and designing materials. From this perspective, the research study presented here is intended to explore secondary school (15?C18?year old) students?? preconceptions of sound attenuation, and of the properties and internal structure of materials. Specifically, we analysed students?? explanations for the fact that some materials attenuate sound more than others. This study was conducted within a particular scenario, in which 72 students participated in laboratory sessions aimed at developing students?? understanding of the nature, propagation and attenuation of sound. From the analysis of students?? explanations, we could identify some conceptions of sound attenuation in materials (e.g. as a result of hindering the entrance of sound, or as a result of capturing sound). The results of this study also indicate that the role of properties of a material and the role of the internal structure that students associate with its acoustic behaviour depend on their conceptions of sound attenuation. We used these results as support for the design of a research-based teaching/learning sequence on the Acoustic Properties of Materials, which is intended to facilitate students?? overcoming the specific conceptual difficulties identified in this research study and promote students?? development of conceptual models of sound attenuation.  相似文献   

Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung?     

Dr. Olga Kunina-Habenicht  Hendrik Lohse-Bossenz  Prof. Dr. Mareike Kunter  Theresa Dicke  Doris F?rster  Jill G??ling  Franziska Schulze-Stocker  Annett Schmeck  Jürgen Baumert  Detlev Leutner  Ewald Terhart 《Zeitschrift für Erziehungswissenschaft》2012,15(4):649-682

In reviews of university teacher training, the parts of the curriculum based on educational science are often criticized as missing practical relevance and being non-cumulative. At the same time, uncertainty exists regarding which educational science based content is important for teacher candidates. The objective of the Delphi study presented here was the identification of core educational science content in university training. To this aim, a survey was carried out amongst 49 experts from different subject areas and phases of teacher training in three rounds using a standardized questionnaire. In the first round, 213 topics were specified, which were then assessed by experts regarding their importance for various aspects of the teaching profession. In the second and third rounds, which had the objective of reducing the number of topics, the experts chose a limited number of topics based on their relevance for university teacher training and for the practical success of teaching itself. The results show that the original list was comprehensive and that there is a consensus among most of the experts on their respective importance for teaching training.  相似文献   

Using sensemaking as a lens to assess student learning on corporate social responsibility and sustainability     

Lutz Preuss  Isabel Fischer  John M. Luiz 《Higher Education Quarterly》2023,77(4):676-692

Prior literature suggests that teaching corporate social responsibility (CSR) and sustainability has led to little development of students' reflexive engagement with the challenges of sustainable development. To shed light on this criticism, we apply sensemaking—as entailing the three stages of scanning for information, interpreting it and identifying alternatives of action—to CSR/sustainability education. Analysing cognitive maps of CSR, drawn by undergraduate finalists from a UK business school, we find that students are able to produce complex cognitive maps in terms of scanning for information; however, cognitive bottlenecks occur at the second and third stages of sensemaking. A key pedagogical challenge is, therefore, to support students in moving beyond scanning towards developing meaning and acting on that basis. By introducing a sensemaking lens, we add to a deeper understanding of the complexities associated with CSR education as it aids (or impedes) critical engagement and action.  相似文献   

A Half Century of Progress in US Student Achievement: Agency and Flynn Effects,Ethnic and SES Differences     

Shakeel  M. Danish  Peterson  Paul E. 《Educational Psychology Review》2022,34(3):1255-1342

Educational Psychology Review - Policymakers, conceptualized here as principals, disagree as to whether US student performance has changed over the past half century. To inform...  相似文献   

A moment of autonomy support brightens adolescents' mood: Autonomy support,psychological control and adolescent affect in everyday life     

Jolene van der Kaap-Deeder  Anne Bülow  Joachim Waterschoot  Isabel Truyen  Loes Keijsers 《Child development》2023,94(6):1659-1671

This experience sampling study examined whether autonomy-supportive and psychologically controlling interactions with parents are intertwined with adolescents' momentary affect. For 7 days (in 2020), 143 adolescents (M_age = 15.82; SD_age = 1.75; 64% girls; 95% European, 1% African, 3% unknown) reported 5 or 6 times a day how they felt and how interactions with parents were experienced. Preregistered dynamic structural equation models on 1439 (including 532 adjacent) parent–adolescent interactions revealed significant within-family associations: Adolescents experienced more positive affect during and following autonomy-supportive interactions, and vice versa. Adolescents felt more negative affect during and 3 h before psychologically controlling interactions. Between-family associations showed significant linkages between parenting and affect. These findings show that a moment of autonomy support can alter adolescents' everyday well-being.  相似文献