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Research in Science Education - Justifications play a central role in argumentation, which is a core topic in school science education. This paper contributes to this field of research by... 相似文献
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Burkhard Vollmers 《High Ability Studies》1996,7(1):83-89
Jean Piaget has surpassed most of his scientific contemporaries in influence, significance and productivity. Two questions of pedagogical interest can be asked: How did the boy Jean Piaget, with his peculiar interest in philosophy, become such an outstanding scientist, and what was the role of his teachers in this respect? Piaget's way into science demonstrates that personal ability, drive and creativity can be more important factors in the development of a young scientist than special fostering at school. 相似文献
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Arianna Howard Ashley Patterson Valerie Kinloch Tanja Burkhard Ryann Randall 《Gender and education》2016,28(6):756-768
ABSTRACTThis article de-centres imperialist, capitalist, patriarchal traditions of critical approaches in Curriculum Studies via an examination of experiences shared at The Black Women’s Gathering Place (BWGP), a non-traditional space where a diverse, intergenerational group of Black women engage with each other through the sharing of stories. In the BWGP, we enact components of Pinar’s [2004. What is Curriculum Theory? Mahwah, NJ: Lawrence Erlbaum] concept of currere, simultaneously re-entering our collective and individual pasts and re-imagining our futures in an effort to reconcile our public and private selves. Taking up tenets of Black feminist theory, theoretical framings of hidden curriculum, and components of Ng-A-Fook’s [2007. An Indigenous Curriculum of Place: The United Houma Nation’s Contentious Relationship with Louisiana’s Educational Institutions. New York, NY: Peter Lang] ‘Curriculum of Place,’ we reconceptualise a curriculum of place/space that negotiates dominant norms expressed in social environments. In this space, we validate traditional knowledges upheld in communities of Black women across the Diaspora. The BWGP allows us to argue for a re-presentation of extant knowledge by and about Black women. 相似文献
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Burkhard Priemer Julia Hellwig 《International Journal of Science and Mathematics Education》2018,16(1):45-68
Estimating measurement uncertainties is important for experimental scientific work. However, this is very often neglected in school curricula and teaching practice, even though experimental work is seen as a fundamental part of teaching science. In order to call attention to the relevance of measurement uncertainties, we developed a comprehensive model that structures and describes all subject matter on measurement uncertainties relevant to secondary education (age 13–19 years). It consists of ten basic concepts categorized within the following four dimensions: (a) existence of uncertainties, (b) handling of uncertainties, (c) assessment of uncertainties, and (d) conclusiveness of uncertainties. The model was developed by reviewing the subject literature, constructing a model for university level, validating this model with 6 experts in metrology (the science of measurement), adapting the model to the target group, and validating the simplified model with 108 science teachers. We present the model and its development by describing the dimensions and concepts and by giving examples. Thus, our work provides a base for developing and assessing instructions to teach the estimation of measurement uncertainties in secondary education. 相似文献
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The present study investigates the intergenerational transmission of the valuing of math within family. We tested if there are groups of students showing differential intergenerational transmission patterns.Based on a two-wave longitudinal sample of 1198 German fifth graders, their mothers (N = 874), and fathers (N = 733), structural equation mixture models showed two groups of students. In the first group, only the mothers' valuing of math predicted the students' own values in this domain, while in the other group the fathers' valuing of math was the only significant predictor. Parental school involvement and parenting styles were ruled out as causes for this pattern. Dyad gender composition, however, predicted group membership.The results are discussed in terms of parent and student characteristics affecting patterns in intergenerational values transmission. 相似文献
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The present research addresses processes involved in academic value transmission within family. Drawing on expectancy x value and social learning theory, a two-wave longitudinal study based on data from 1014 students, 878 mothers, and 748 fathers was conducted to examine the mechanisms of parental influence. Structural equation modeling provided evidence for a multi-step mediation process. Predictions of the parents’ academic values on students’ values were shown to be mediated through parents’ actual and student-perceived parental school involvement. Students’ perceptions of the parents’ academic values, inferred from the perceived involvement, in turn, predicted students’ own values. In the discussion, the central role of students’ perceptions in these processes is emphasized. 相似文献
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Burkhard Priemer Katja Eilerts Andreas Filler Niels Pinkwart Bettina Rösken-Winter Rüdiger Tiemann 《Research in Science & Technological Education》2020,38(1):105-130
ABSTRACTBackground: Recent developments in STEM and computer science education put a strong emphasis on twenty-first-century skills, such as solving authentic problems. These skills typically transcend single disciplines. Thus, problem-solving must be seen as a multidisciplinary challenge, and the corresponding practices and processes need to be described using an integrated framework.Purpose: We present a fine-grained, integrated, and interdisciplinary framework of problem-solving for education in STEM and computer science by cumulatively including ways of problem-solving from all of these domains. Thus, the framework serves as a tool box with a variety of options that are described by steps and processes for students to choose from. The framework can be used to develop competences in problem-solving.Sources of evidence: The framework was developed on the basis of a literature review. We included all prominent ways of domain-specific problem-solving in STEM and computer science, consisting mainly of empirically orientated approaches, such as inquiry in science, and solely theory-orientated approaches, such as proofs in mathematics.Main argument: Since there is an increasing demand for integrated STEM and computer science education when working on natural phenomena and authentic problems, a problem-solving framework exclusively covering the natural sciences or other single domains falls short.Conclusions: Our framework can support both practice and research by providing a common background that relates the ways, steps, processes, and activities of problem-solving in the different domains to one single common reference. In doing so, it can support teachers in explaining the multiple ways in which science problems can be solved and in constructing problems that reflect these numerous ways. STEM and computer science educational research can use the framework to develop competences of problem-solving at a fine-grained level, to construct corresponding assessment tools, and to investigate under what conditions learning progressions can be achieved. 相似文献