Development of a cognition‐priming model describing learning in a STEM classroom     

Richard Lamb  Tariq Akmal  Kaylan Petrie 《科学教学研究杂志》2015,52(3):410-437

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Managing institutional and sociocultural challenges through sociotransformative constructivism: A longitudinal case study of a high school science teacher     

Alberto J. Rodriguez 《科学教学研究杂志》2015,52(4):448-460

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Fostering structurally transformative teacher agency through science professional development          下载免费PDF全文

Maria S. Rivera Maulucci  Jennie S. Brotman  Shoshana Sprague Fain 《科学教学研究杂志》2015,52(4):545-559

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Towards critical appraisal of infographics as scientific inscriptions          下载免费PDF全文

Joseph L. Polman  Engida H. Gebre 《科学教学研究杂志》2015,52(6):868-893

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An exploration of hispanic mothers' culturally sustaining experiences at an informal science center     

Ingrid Weiland 《科学教学研究杂志》2015,52(1):84-106

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Examining the nexus of science communication and science education: A content analysis of genetics news articles     

Nicole A. Shea 《科学教学研究杂志》2015,52(3):397-409

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Student-centred learning and disciplinary enculturation: an exploration through physics     

Cristina Sin 《Educational studies》2015,41(4):351-368

This study argues that student-centred methods in the teaching of physics can be beneficial for students’ enculturation into the discipline and into a physicist’s profession. Interviews conducted with academics and students from six master degrees in physics in three different European countries suggest that student-driven classroom activities, collaborative learning and problem-solving, or integration in research groups/projects enable students to engage in practices similar to those which are part of professional scientists’ routine. Through interactive, participative methods reminiscent of cognitive apprenticeship, students develop a range of abilities necessary in a physicist’s career: capacity of explanation, argumentation and defence of claims; analytical reasoning; capacity to critically review literature; ability to discern research paths worth pursuing; writing skills; and interpersonal skills. These give them a first taste of what it is like to be a physicist and ease their transition into a professional physics career.  相似文献   

Critical thinking as room for subjectification in Education for Sustainable Development     

Helen Hasslöf  Claes Malmberg 《Environmental Education Research》2015,21(2):239-255

Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.  相似文献   

简析有效课堂教学     

韩露 《海外英语》2015,(6)

富有成效的英语堂教学是高校英语教育的关键。课堂教学中需要充分发挥教师与学生的主观能动性,使教师能够采用多种教学管理手段吸引学生的注意力,激发学生的学习积极性,从而使学生能够主动参与到课堂教学活动中,进而提高语言应用能力与自身素养。教师与学生的协作互动有利于课堂教学的开展。教师在课堂教学活动中应当及时辨识与合理把控学生的身心状态,使学生能够在教师的引导下积极有效开展课堂英语学习。  相似文献   

Functions of“Marriage”in Shakespeare’s Measure for Measure     

QU Cai-e 《海外英语》2015,(1)

Marriage is usually associated with happiness and harmony. But in Shakespear’s Measure for Measure, it seems it is in?fused with power of law. Is it a clear-cut punishment or reward? Its qualities revo...  相似文献