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In this article, we argue that insights from scholarship in the sociology of science can provide a powerful basis for making science education more authentic and inclusive. Drawing on recent work in the sociology of science, we describe how adopting sociological ideas as integral components of science curricula and instruction can provide opportunities for students that a traditional approach cannot. We focus on three insights from sociology—social networking, peer review, and skepticism—to demonstrate how sociological understandings can inform and improve the content, structure, and pedagogy of science classrooms. We argue that shifts in the balance of power and authority that result from explicit attention to these aspects of the nature of science offer a more authentic science education for all. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 483–499, 1998. 相似文献
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Cory Geraths 《Critical Studies in Media Communication》2018,35(4):319-333
Compassion International is a prominent Christian humanitarian organization. Working primarily via a digital platform, Compassion International aims to connect financially stable sponsors with impoverished global children. This essay deals with Compassion International’s online sponsorship platform as an illustrative case study of a neoliberal media ecology and the digital, humanitarian, visual, and Christian rhetorics therein. Compassion International’s sponsorship platform presents a triad of appeals that (re)imagine would-be sponsors as digital missionaries fulfilling God’s commission, as stand-in family members, and, ultimately, as consumers. Compassion International’s sponsorship model is digitally rendered via a marketplace platform in which children are placed into virtual shopping carts. Both children and Christian users are, this essay concludes, coopted by a digital rhetoric of capital. 相似文献
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William G. Cunningham 《The Urban Review》1983,15(1):37-51
In recent years, popular, professional, and scholarly journals and periodicals have carried a significant number of articles concerning the teacher burnout phenomenon. This phenomenon is described as physical, emotional, and attitudinal exhaustion and results in a significant decrease in teacher job satisfaction and performance. It is caused by high levels of stress related to inordinate time demands, inadequate relationships, large class sizes, lack of resources, isolation, fear of violence, role ambiguity, limited promotional opportunities, lack of support, etc. In addition to resulting in a number of emotional and physical illnesses, burnout manifests itself in increased job turnover and absenteeism, reduced job satisfaction, mental and physical withdrawal and detachment, increased inter- and intraindividual conflict, and a general reduction in individual and ultimately school performance. Some solutions which hold considerable promise for reducing this phenomenon are improved teacher status; rewarding ambition, commitment, motivation, and performance; job enrichment or redesign; preservice stress preparation; teacher conditioning; improved supervision and support; implementing quality circles; joint student-parent-teacher problem solving; and participatory team leadership. 相似文献
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