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Yasemin Özdem Yilmaz Jale Cakiroglu Hamide Ertepinar Sibel Erduran 《International Journal of Science Education》2013,35(11):1443-1464
ABSTRACTArgumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students’ spoken or written argumentation. Consequently, teachers’ pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers’ theory and pedagogy of argumentation. Data sources included the participants’ video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants’ written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ?St??rategies for ?Argumentation, and Meta-strategic Instructional ?St??rategies for ?Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers’ instructional practices while they are implementing argumentation-based lessons. 相似文献
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In recent years, there has been upsurge of interest in the applications of interdisciplinary perspectives on science in science education. Within this framework, the implications of the so-called “economics of science” is virtually an uncharted territory. In this paper, we trace a set of arguments that provide a dialectic engagement with two conflicting agendas: (a) the broadening of science education to include the contextual positioning of science including economical dimensions of science, and (b) the guarding of the proliferation and reinforcement of those aspects of economics of science such as commodification of scientific knowledge that embraces inequity and restricted access to the products of the scientific enterprise. Our aim is broadly to engage, as science education researchers, in the debates in economics of science so as to investigate the reciprocal interactions that might exist with science education. In so doing, we draw out some recommendations whereby the goals of science education might provide as much input into the intellectual debates within philosophy of science on issues related to the commercialisation and commodification of scientific knowledge. We explore some implications of commodification of science in the context of modelling and argumentation in science education. 相似文献
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Duygu Gül Kaya 《Popular Communication》2018,16(2):128-140
ABSTRACTRelying on Marianne Hirsch’s work on postmemory, as well as theories about new media and memory, this study explores how a group of Armenian young adults in Toronto remember the Armenian Genocide from afar, 100 years after it happened. The data come from 100 Voices: Survival, Memory, Justice. Through a thematic and visual analysis of a sample of video clips posted on YouTube, this study argues that 100 Voices is a work of postmemory that stands at the intersection of prevailing ethno-nationalist constructions of Armenian identity on the one hand, and universal discourses of human rights and historical justice, on the other. Participants are positioned as the Armenian youth, performing a particular duty of memory to remember the genocide and transmit genocide memories to future generations. At the same time, 100 Voices enables these youths to emerge as activists who express their group-based claims through universal parameters of claim-making. 相似文献
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Science & Education - The article focuses on the analysis of curriculum documents from Taiwan to investigate how benchmarks for learning nature of science (NOS) are positioned in different... 相似文献
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Science & Education - 相似文献
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The purpose of this study was to develop a valid and reliable Turkish version of the Friendship Activity Scale (FAS). Both the English and Turkish versions of the FAS were administered to 36 students to check for language equivalence. The Turkish version of the FAS was then administered to 226 students to ensure internal consistency, and to 61 students to test re-test reliability. The FAS and Adjective Check List (ACL) were administered to 49 students to check concurrent validity. There was a significant relationship between the English and Turkish versions of the FAS (r?=?.78), and there were no significant differences between the two measurements (p?<?.05). Cronbach Alpha Reliability of the FAS for the Turkish sample was .86. The Intraclass Correlation Coefficient of the repeated measurements of the FAS appeared to be sufficiently high (.89), and there were no significant differences between the mean values of two interval measurements (p?<?.05). The FAS significantly correlated with the ACL (r?=?0.58). The total item correlations of the FAS were acceptable, ranging between 0.26 and 0.65. In conclusion, the FAS appears to be a valid and reliable instrument for measuring the behavioral intentions of Turkish elementary school children, and their commitment to initiating a friendship with a peer with a disability. 相似文献
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Science & Education - 相似文献
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The purpose of this mixed‐method study was to investigate the changes in high school students' perceptions of fluency with innovative technologies (IT) and the levels of students' scientific inquiry abilities as a result of engaging students in long‐term scientific research projects focusing on community‐based environmental issues. Over a span of 3 years, a total of 125 ninth‐ through twelfth‐grade students participated in this study. A project‐specific Likert‐scale survey consisting of three parts (fluency with All Technologies, GPS/GIS, and CBL2/EasyData) was administered to all students as a pre‐ and post‐test. At the end of the study, 45 students were randomly interviewed and asked to elaborate on the changes in their perceptions of fluency with IT. The results indicated statistically significant increases (p < 0.001) in students' perceptions of their fluency with IT. Qualitative analysis of students' interview results corroborated the statistical findings of students' changes in perceptions of their fluency with IT. Students' research papers based on the environmental studies conducted at the interface of classroom and community were analyzed using the Scientific Inquiry Rubrics, which consist of 11 criteria developed by the researchers. Results indicated the students' abilities to conduct scientific inquiry for 7 out of 11 criteria were at the proficient level. This study clearly points to the correlation between the development of IT fluency and ability levels to engage in scientific inquiry based on respective competencies. Ultimately, this research study recommends that students' IT fluency ought to be developed and assessed concurrently with an emphasis on contemporary higher order scientific inquiry abilities. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 94–116, 2011 相似文献
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The translation of an instrument from one language to another is a challenging yet useful procedure, especially for constructs not widely studied in the target language. Culture shock is one such construct. The Culture Shock Questionnaire （CSQ） developed in England was translated to Turkish. Translation/back translation with 12 translators, the committee approach, and empirical testing in the university student population were the techniques employed. The results support CSQ as a potential instrument in the Turkish language as well as suggest that challenges in the translation of a research instrument, like challenges in the translation of other texts, involve serious dilemmas about the extent of loyalty to the original instrument. The current study recommends the use of multiple techniques in translation and reports on committee decisions in detail. 相似文献