Towards creating an inclusive community of researchers: the first three years of the North American Association for Environmental Education research symposium     

Ronald B. Meyers  Michael Brody  Justin Dillon  Paul Hart  Marianne Krasny  Martha Monroe 《Environmental Education Research》2007,13(5):639-661

This article uses a series of interlinked, personal vignettes to discuss the first three years of the North American Association for Environmental Education research symposium, from the perspectives of the key organizers. Seven challenges in the field of environmental education research are identified in a recent historical context, and we illustrate how the symposium sought to address them. The challenges were, that: (i) environmental education research has been marginalized in some areas and not recognized in others; (ii) environmental education research and environmental education practice need to be brought closer together; (iii) environmental education research is still in early development of a professional perspective; (iv) environmental education research has to give a voice to early career scholars and graduate students; (v) environmental education research needs to enable discourse about both process and outcomes; (vi) environmental education researchers need social learning contexts to help develop professional identities and create more meaningful dialogue to address these challenges; and (vii) methodologies, theoretical frameworks and differences in beliefs in environmental education research need to be accommodated. The last challenge is seen as the most significant with which to continue to engage, in developing open, inclusive forums for researchers of environmental education.  相似文献   

Collaborative processes in species identification using an internet-based taxonomic resource     

Jani Kontkanen  Sirpa Kärkkäinen  Patrick Dillon  Anu Hartikainen-Ahia  Mauri Åhlberg 《International Journal of Science Education》2016,38(1):96-115

Visual databases are increasingly important resources through which individuals and groups can undertake species identification. This paper reports research on the collaborative processes undertaken by pre-service teacher students when working in small groups to identify birds using an Internet-based taxonomic resource. The student groups are conceptualised as ‘knowledge-building communities’ working in a ‘joint problem space’ comprising the collective knowledge of the participants interacting with the taxonomic database. Collaborative group work and associated dialogue were recorded with digital video. The recordings were analysed for the categories of dialogue and the categories of knowledge used by the students as they interacted with the taxonomic database and how they drew on their previous experiences of identifying birds. The outcomes are discussed in the context of the interplay of individual and social processes and the interplay between abstraction and lived experience in the joint problem space.  相似文献   

Discussion, debate and dialog: changing minds about conceptual change research in science education     

Justin Dillon 《Cultural Studies of Science Education》2008,3(2):397-416

This paper provides a critical commentary on a suite of eight papers, which focus on conceptual change research in science education. Responses by Mercer, Smardon and Wells to a paper by Treagust and Duit are observed to reflect the backgrounds of the three authors with Wells focusing on issues of ontology and the affective domain. Mercer and Smardon focus on issues of identity and the role of dialog. Hewson’s, Vosniadou’s and Tiberghien’s responses to Roth, Lee and Hwang offer robust critique of what appear to be exploratory ideas. To what extent the authors of the response papers enter into dialog with the papers is discussed. How far research into learning in science has progressed since the 1980s is examined.

Justin DillonEmail:

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Straddling Teacher Candidates’ Two Worlds to Link Practice and Theory: A Self-Study of Successful and Unsuccessful Efforts     

David Dillon 《Studying Teacher Education》2017,13(2):145-164

Abstract

This self-study examines a teacher educator’s quest to provide an integrated practice-and-theory approach to learning to teach that places the experiences of the teacher candidates at the centre of the curriculum by focussing on their developing questions, challenges and issues through socio-constructivist discussions of their emerging practices. Constraints of university structures with regards to offering such an approach are discussed, including the impact that offering seminars on the university campus rather than in schools has on teacher candidates’ ability to integrate theories and practices of learning to teach. The research questions guiding this study include: How can I understand what process candidates actually undergo during practicum in the development of their ability as teachers vis-à-vis my course?, and How can I re-structure and re-organize my course to enhance the development of candidates’ practice as teachers? Data include interviews with volunteer student participants before and after observations made during classroom visits as well as discussions with groups of students. Analysis is based on reading and rereading the data as well as discussing it with the larger research team. The findings include the realization of how little of my course is integrated into my teacher candidates’ teaching, how much greater the influence of their mentor teacher is, and the extent to which teacher candidates need explicit help and guidance to transform or reframe their teaching. The article concludes with specific suggestions for adjusting a seminar associated with the practicum to enhance the development of a practice-and-theory approach to teaching.  相似文献   

Margaret Mead (1901–1978)     

Wilton S. Dillon 《Prospects》2001,31(3):447-461

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Development of a formative peer observation protocol for STEM faculty reflection     

Heather Dillon  Carolyn James  Tara Prestholdt  Valerie Peterson  Stephanie Salomone  Eric Anctil 《Assessment & Evaluation in Higher Education》2020,45(3):387-400

Abstract

Faculty peer observation has seen increasing uptake in recent years, in some cases as an alternative or supplement to student teaching evaluations. While many universities encourage faculty peer observation, it is not widely used in a formal way for formative assessment. This article outlines the development of a new faculty peer observation protocol designed for formative assessment of evidence-based educational practices. The goal of the protocol is to foster reflective teaching practices. The peer observation protocol has been designed to mitigate common faculty fears of classroom observation, with detailed assessment methods for specific topic areas. Preliminary testing of the protocol at one university indicated positive faculty outcomes with regard to personal reflection: all the faculty who tested the protocol reported that the observation process had been helpful for them to reflect on their teaching.  相似文献   

Changing How We Teach Acid-Base Chemistry     

Jiménez-Liso  Maria Rut  López-Banet  Luisa  Dillon  Justin 《Science & Education》2020,29(5):1291-1315

Science & Education - We propose explicit and implicit approaches for the teaching of acid-base chemistry based on research into the history and nature of science (NoS). To support these...  相似文献   

HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS�CCAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS     

Jennifer DeWitt  Louise Archer  Jonathan Osborne  Justin Dillon  Beatrice Willis  Billy Wong 《International Journal of Science and Mathematics Education》2011,9(2):243-271

Students’ interest in studying science and their aspirations to pursue science-related careers is a topic of global concern. In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10–14 (the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students’ aspirations was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach’s alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable. Further multivariate analyses indicated that students’ aspirations in science were most strongly predicted by parental attitudes to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related activities outside of school. Moreover, ‘Asian’ students appeared to exhibit a highly positive set of attitudes towards science and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also explored.  相似文献   

25米箱梁静载试验及分析     

任庆国  苗兰弟 《安阳工学院学报》2016,15(4):63-67

针对某高速公路25米箱梁进行了静载试验。主要是通过对试验截面进行逐级加载,观测桥梁结构的应变和挠度。将观测结果和理论值进行对比分析,结合公路钢筋混凝土及预应力混凝土桥涵设计规范,验证结构的安全稳定性能。  相似文献   

Respect for persons,identity, and information technology     

Robin S. Dillon 《Ethics and Information Technology》2010,12(1):17-28

There is surprisingly little attention in Information Technology ethics to respect for persons, either as an ethical issue or as a core value of IT ethics or as a conceptual tool for discussing ethical issues of IT. In this, IT ethics is very different from another field of applied ethics, bioethics, where respect is a core value and conceptual tool. This paper argues that there is value in thinking about ethical issues related to information technologies, especially, though not exclusively, issues concerning identity and identity management, explicitly in terms of respect for persons understood as a core value of IT ethics. After explicating respect for persons, the paper identifies a number of ways in which putting the concept of respect for persons explicitly at the center of both IT practice and IT ethics could be valuable, then examines some of the implicit and problematic assumptions about persons, their identities, and respect that are built into the design, implementation, and use of information technologies and are taken for granted in discussions in IT ethics. The discussion concludes by asking how better conceptions of respect for persons might be better employed in IT contexts or brought better to bear on specific issues concerning identity in IT contexts.  相似文献