Transforming Praxis in Science Through Dialogue Towards Inclusive Approaches     

Brendel  Michelle  Siry  Christina  Haus  Jana Maria  Breedijk-Goedert  Fabienne 《Research in Science Education》2019,49(3):767-786

Research in Science Education - This paper offers analyses from a project examining the construction of narrative assessments within elementary science investigations. We examined how positioning...  相似文献   

A cross-cultural comparison of biology lessons between China and Germany: a video study     

Ning Liu  Birgit Jana Neuhaus 《Cultural Studies of Science Education》2018,13(3):671-686

Given the globalization of science education and the different cultures between China and Germany, we tried to compare and explain the differences on teacher questions and real life instances in biology lessons between the two countries from a culture-related perspective. 22 biology teachers from China and 21 biology teachers from Germany participated in this study. Each teacher was videotaped for one lesson on the unit blood and circulatory system. Before the teaching unit, students’ prior knowledge was tested with a pretest. After the teaching unit, students’ content knowledge was tested with a posttest. The aim of the knowledge tests here was for the better selection of the four samples for qualitative comparison in the two countries. The quantitative analysis showed that more lower-order teacher questions and more real life instances that were introduced after learning relevant concepts were in Chinese lessons than in German lessons. There were no significant differences in the frequency of higher-order questions or real life instances that were introduced before learning concepts. Qualitative analysis showed that both German teachers guided students to analyze the reasoning process of Landsteiner experiment, but nor Chinese teachers did that. The findings reflected the subtle influence of culture on classroom teaching. Relatively, Chinese biology teachers focused more on learning content and the application of the content in real life; German biology teachers emphasized more on invoking students’ reasoning and divergent thinking.  相似文献   

A Meta‐Analysis of the Relationship Between Experiential Learning and Learning Outcomes     

Gerald F. Burch  Robert Giambatista  John H. Batchelor  Jana J. Burch  J. Duane Hoover  Nathan A. Heller 《Decision Sciences Journal of Innovative Education》2019,17(3):239-273

Experiential learning activities have been used for over 40 years with the hope that they increase students learning. However, a definitive study that showed their overall effectiveness has not been produced. The purpose of this study is to address this gap in the literature. This meta‐analysis examined a 43‐year span and identified 13,626 journal articles, dissertations, thesis articles, and conference proceedings written about experiential learning and found only 89 of these studies contained empirical data with both a treatment and control group. Meta‐analysis of these studies show that students experienced superior learning outcomes when experiential pedagogies were employed. Further, learning outcomes were almost a half standard deviation higher (d = .43) in classes employing experiential learning pedagogies versus traditional learning environments. This review definitively, and quantitatively, shows the importance of experiential learning activities. We use these results to discuss future research areas that need to be addressed based on our analysis of potential moderators and provide recommendations on how to best employ experiential learning pedagogies.  相似文献   

Evaluating the influence of peer learning on psychological well-being     

Jana M. Hanson  Teniell L. Trolian  Michael B. Paulsen  Ernest T. Pascarella 《Teaching in Higher Education》2016,21(2):191-206

The scholarship of teaching and learning in higher education is concerned with advancing pedagogical knowledge and teaching practice to improve student learning and associated outcomes in higher education. This study used data from the Wabash National Study of Liberal Arts Education to examine the effects of peer learning experiences on gains in psychological well-being after four years of college. Results indicate a significant, positive influence of peer learning on the Ryff scale of psychological well-being [Ryff, C. D., and C. L. Keyes. (1995). “The Structure of Psychological Well-Being Revisited.” Journal of Personality and Social Psychology 69 (4): 719–726]. In addition, peer learning had a significant positive effect on all but one of the Ryff well-being subscales (autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance). This research supports the use of peer learning as an important pedagogical practice.  相似文献   

Beyond Awareness: Black Studies for Consciousness and Praxis in Teacher Education     

Melanie M. Acosta  Charisse Hudson-Vassel  Bridgette Johnson  Gernissia Cherfrere  Michelle G. Harris  Jana Wallace 《Equity & Excellence in Education》2017,50(2):241-253

Critical Studyin' is a Black Studies-inspired, morally engaged pedagogy. With roots in anti-racist teaching, it is focused on race, ideology, and education. This study explores the learning experiences and outcomes of seven, preservice educators after taking a course that was based on Critical Studyin' and offered in a College of Education at one university in the Southeastern region of the United States. Researchers employed constructivist grounded theory techniques to the analysis of semi-structured interviews and course documents. Findings highlight the development of students' critical consciousness and agency as they engaged in critical interrogation of the complex relationships among race, culture, and classroom teaching. This study highlights the potential of Black Studies as a pedagogy teacher educators can enact to orchestrate disruptive learning experiences and environments necessary for anti-racist teaching. It adds further support for culture-centered approaches in educator preparation that scaffolds preservice educators in their development of justice-oriented perspectives and practices in education.  相似文献   

Structural embeddedness of students’ professional expectations: the Czech Republic and Taiwan in comparative perspective     

Daniel Münich  Petr Matějů  Jana Straková 《Compare》2018,48(6):973-991

Abstract

We compare the role of gender, socioeconomic background and measured ability on students’ secondary school placement and professional expectations in Taiwan and the Czech Republic, two countries that have experienced substantial reforms in their educational systems in the context of political change and economic development. Using data from the international PISA 2006 survey of 15-year-olds, our analysis reveals that Czech academic upper-secondary schools are much more selective in terms of socioeconomic background and gender than comparable Taiwanese senior high schools. Controlling for measured ability and other factors, students’ professional expectations are also more closely linked to socioeconomic background and gender in the Czech Republic than in Taiwan.  相似文献   

Integrating Computational Science Tools into a Thermodynamics Course     

Camilo Vieira  Alejandra J. Magana  R. Edwin García  Aniruddha Jana  Matthew Krafcik 《Journal of Science Education and Technology》2018,27(4):322-333

Computational tools and methods have permeated multiple science and engineering disciplines, because they enable scientists and engineers to process large amounts of data, represent abstract phenomena, and to model and simulate complex concepts. In order to prepare future engineers with the ability to use computational tools in the context of their disciplines, some universities have started to integrate these tools within core courses. This paper evaluates the effect of introducing three computational modules within a thermodynamics course on student disciplinary learning and self-beliefs about computation. The results suggest that using worked examples paired to computer simulations to implement these modules have a positive effect on (1) student disciplinary learning, (2) student perceived ability to do scientific computing, and (3) student perceived ability to do computer programming. These effects were identified regardless of the students’ prior experiences with computer programming.  相似文献   

Phronesis and Phantasia: Teaching with Wisdom and Imagination   总被引：2，自引：0，他引：2  

Jana Noel 《Journal of Philosophy of Education》1999,33(2):277-286

Critics of Aristotelian accounts of practical reasoning, in teaching and in other contexts, criticise phronesis for its rigidity and lack of imagination. This paper argues that phantasia , or imagination, helps us to develop a richer account of Aristotle's phronesis . Two senses of phantasia , as producing images and as an interpretive faculty, are proposed here to be importantly involved in phronesis . By producing images that help in the selection of an end goal, and by having an interpretive faculty that helps to compare competing possibilities, phantasia plays a crucial role in the practical reasoning process of phronesis .  相似文献   

Performative Intra-Action of a Paper Plane and a Child: Exploring Scientific Concepts as Agentic Playmates     

Haus  Jana Maria 《Research in Science Education》2020,50(4):1305-1320

Research in Science Education - This work uses new materialist perspectives (Barad 2007; Lenz Taguchi 2014; Rautio in Children’s Geographies, 11(4), 394–408, 2013) to examine an...  相似文献   

Community College Faculty Competencies     

Ann Alexander  Jana Ulrich  Tanya Davis  Anne Wade 《Community College Journal of Research & Practice》2013,37(11):849-862

Much has been written about the characteristics of effective college teachers. However, skill sets have not yet been defined with any level of specificity. Also, instructors at community colleges have unique working conditions and challenges that influence how they teach. This paper illustrates the use of three studies conducted to build and validate a framework for defining the competencies of effective community college faculty. The project's culmination was a set of skills used to redesign one university's master's in education (MAEd) program in two-year college teaching. Although participants in all three studies identified subject matter expertise as an important competency, they emphasized several other skill sets as being important for meaningful student learning. Those skills are related to the use of authentic activities and multiple instructional delivery models, multiple ways of assessing student learning, and skills that are necessary outside the classroom in their teaching roles. Participants also emphasized interpersonal and affective components of effective teaching.  相似文献