Education in a Federal UK     

John Furlong  Ingrid Lunt 《牛津教育评论》2016,42(3):249-252

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“We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection          下载免费PDF全文

Ingrid Sánchez Tapia  Joseph Krajcik  Brian Reiser 《科学教学研究杂志》2018,55(3):348-376

We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students' Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education.  相似文献   

Validation of a free response test of deep learning about the normal swallowing process     

Ingrid Scholten  John P. Keeves  Michael J. Lawson 《Higher Education》2002,44(2):233-255

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Toward Understanding the Nature of a Partnership Between an Elementary Classroom Teacher and an Informal Science Educator     

Ingrid S. Weiland  Valarie L. Akerson 《Journal of Science Teacher Education》2013,24(8):1333-1355

This study explored the nature of the relationship between a fifth-grade teacher and an informal science educator as they planned and implemented a life science unit in the classroom, and sought to define this relationship in order to gain insight into the roles of each educator. In addition, student learning as a result of instruction was assessed. Prior research has predominately examined relationships and roles of groups of teachers and informal educators in the museum setting (Tal et al. in Sci Educ 89:920–935, 2005; Tal and Steiner in Can J Sci Math Technol Educ 6:25–46, 2006; Tran 2007). The current study utilized case study methodology to examine one relationship (between two educators) in more depth and in a different setting—an elementary classroom. The relationship was defined through a framework of cooperation, coordination, and collaboration (Buck 1998; Intriligator 1986, 1992) containing eight dimensions. Findings suggest a relationship of coordination, which requires moderate commitment, risk, negotiation, and involvement, and examined the roles that each educator played and how they negotiated these roles. Consistent with previous examinations in science education of educator roles, the informal educator’s role was to provide the students with expertise and resources not readily available to them. The roles played by the classroom teacher included classroom management, making connections to classroom activities and curricula, and clarifying concepts. Both educators’ perceptions suggested they were at ease with their roles and that they felt these roles were critical to the optimization of the short time frames (1 h) the informal educator was in the classroom. Pre and posttest tests demonstrated students learned as a result of the programs.  相似文献   

Toward a Grounded Theory of the Conceptual Change Process in Consultee-Centered Consultation     

Ingrid Hylander 《Journal of educational and psychological consultation》2013,23(3-4):263-280

This article argues that a grounded-theory research methodology is a useful and fruitful tool to explore important questions in consultation and to generate new conceptualizations and theory (Glaser & Strauss, 1967). The grounded-theory approach is described and illustrated with examples from Hylander's research on consultee-centered consultation as practiced in Sweden. The result is a substantive theory about change processes. The theoretical research approach presented in this article makes it possible to further explore processes of consultation that have not been previously examined.  相似文献   

Reverberating chords: implications of storied nostalgia for borderland discourses in pre-service teacher identity     

Teresa Strong-Wilson  Ingrid Johnston  Lynne Wiltse  Anne Burke  Heather Phipps  Ismel Gonzalez 《Teachers and Teaching》2013,19(4):394-409

The research that is the subject of this paper set out to interrogate pre-service teachers’ responses to issues of national identity, ideology, and representation in contemporary multicultural Canadian picture books. While the research focused on whether and how the literature could serve to inform and broaden pre-service teachers’ conceptualizations of diversity, we retrospectively decided to re-visit the focus group and interview data to know which of the 70 picture books had most engaged the teachers and why. We critically consider the implications of teachers’ attachments for social justice education and teachers’ cultivation of a critical, ‘borderlands’ discourse aware of self and open to others. The research suggests that a significant source of teacher knowledge and thinking is lodged in teachers’ personal memories of childhood texts, called touchstones. Touchstones were a place from which teachers implicitly began; certain stories struck particular chords, chords largely attributable to childhood memories. Most intertextual connections were personal, with some tangential to the text. While touchstones performed different functions depending on the subject position of the pre-service teachers, they pointed to the existence of an underlying position of teacher as nostalgic subject. Given the importance of this subject position for teachers’ responses to picture books, we explore critical reconceptualizations of nostalgia that can support the development of borderland discourses. We suggest that pre-service teachers need to be invited to individually and collectively examine their responses to both old and new touchstone stories. More nuanced research also needs to be conducted on the role of nostalgia in teacher formation, how it influences teacher practice, and how to best design teacher education courses to foster ‘borderland discourses’ related to the storying of teacher identity, especially with respect to popular ‘collectibles’ and core teaching texts like picture books.  相似文献   

What is social justice in Swedish education today? The political governing problem     

Ingrid Nilsson  Inger Andersson 《International Journal of Inclusive Education》2013,17(2-3):257-263

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Authentic Learning in a Sociocultural Framework: A case study on non‐formal learning     

Sven B. Andersson  Ingrid Andersson 《Scandinavian Journal of Educational Research》2013,57(4):419-436

This paper reports a case study in which 53 adult refugees initiated their own forms of learning with the aim of strengthening their opportunities for integration into Swedish society. The overall research interest was to find out what theoretical implications can be drawn from a case study where two different forms of learning were implemented. One alternative was offered in a formal setting and another in a non‐formal setting where the group members shaped forms of learning themselves. The findings show that many features of non‐formal working procedures correspond with basic assumptions and key concepts of sociocultural theory. Furthermore, these features accord well with key concepts of authentic learning. In a similar way as theoretical aspects of “situated learning” can be seen as an integrated part of sociocultural theory, we discuss whether the notion “authentic learning” could be used as a dimension of supporting meaningful learning in contextualised inclusive learning environments.  相似文献   

Imitation and Variation: Reflections on toddlers' strategies for learning   总被引：1，自引：0，他引：1  

Marita Lindahl  Ingrid Pramling Samuelsson 《Scandinavian Journal of Educational Research》2013,57(1):25-45

The process of learning for young children is primarily a question of learning in the present and being able to utilize that which is learned in totally new settings or situations in the future. In this article we will illustrate how learning is a question of developing an understanding of, or creating ways of experiencing, aspects or phenomena of the surrounding world. Imitation is an important ingress into learning for young children. Additionally, variation provides insight into the cognitive world of very young children. Both imitation and variation are interwoven in the strategies for learning used by children. Two observations and analyses are presented. In the first observation a toddler attempts to master a skill and in the second observation a group of children are playing on a slide.  相似文献   

Processes and Outcomes in Educational Task Groups     

Ingrid Stymne 《Scandinavian Journal of Educational Research》2013,57(4):261-273

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