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Dr. R. A. Fawns 《Research in Science Education》1991,21(1):74-79
The author has been invited to write a history of the Science Teachers Association of Victoria which celebrates its 50th year in 1993. He explores the idea of a useful history which addresses present-future concerns which persist, and contrasts this with an authentic history of the past committed to understanding a period. What can be enlisted to help us respond to our current dilemmas are the emblematic characters amongst the agents of change to whom we can speak, and there are the artefacts and their meaning in contemporary discussions abstracted from the record of their past which is not restricted to their contingent circumstances or to their authentic utterances. There remains the question of how to write the history. Is it to be essentially a narrative constructed from stories or a history of ideas based on words of the ongoing conversation amongst those engaged in it, about science teaching? 相似文献
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Dr Rod Fawns 《Research in Science Education》1998,28(3):281-299
The dominance of “academicism” in science education can be shown over the last century. However in the period of this study,
when access to a universal secondary education was the main thrust of social reconstruction in Britain and Australia, a key
struggle was for a socially-centred general science. The struggle, concerned the terms on which “the spirit of Science alive
in the world”, could enter and transform education in schools to meet human needs. The epistemological arguments of the reformers
were pragmatic. This study, set initially in an earlier period of depressive capitalism, is an account of how curriculum and
cultural change was mediated by educational actors, employing pragmatic arguments for reform which drew on the metaphoric
power of a scientific achievements which emanated from their society, to pursue democratic agendas within their workplace
and locality. 相似文献
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Although peer-based work is encouraged by theories in developmental psychology and although classroom interventions suggest
it is effective, there are grounds for recognising that young pupils find collaborative learning hard to sustain. Discontinuities
in collaborative skill during development have been suggested as one interpretation. Theory and research have neglected situational
continuities that the teacher may provide in management of formal and informal collaborations. This experimental study, with
the collaboration of the science faculty in one urban secondary college, investigated the effect of two role attribution strategies
on communication in peer groups of different gender composition in three parallel Year 8 science classes. The group were set
a problem that required them to design an experiment to compare the thermal insulating properties of two different materials.
This presents the data collected and key findings, and reviews the findings from previous parallel studies that have employed
the same research design in different school settings. The results confirm the effectiveness of social role attribution strategies
in teacher management of communication in peer-based work. 相似文献
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Research in Science Education - 相似文献
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Summary There is some evidence from this study that reflectivity within cooperative learning groups develops over time. Preliminary
observations suggest that Slavin's third and fourth levels of skills, those of reflection and reasoning and reconception and
reformulation and Kempa and Ayob's higher levels of explanation and insight appear more advanced in groups strategically managed
by teachers for such outcomes. Later analyses will permit more detailed accounts of the relationships between the teacher's
management strategies, and reflection within groups of different gender composition.
Specializations: science teacher education.
Specializations: studies in twentieth century science education in Australia, teacher education. 相似文献
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Dr Rod Fawns 《Research in Science Education》1990,20(1):75-84
‘To understand is to invent’ (Piaget, 1968). This paper examines the attempt of Les Dale, the Assistant Director of the Australian
Science Education Project, to apply Piagetian theory to describing a theory of instruction for the Project. The historiographical
method consists in examining and comparing instances of curriculum invention in science education in Australia starting with
contemporary and retrospective accounts of the key figures (Fawns 1988a). This paper is a case record (Stenhouse, 1978) which
synthesises public and personal material in the files collected by the author. It has been subjected to review by Dale and
others including those to whom it was presented at A.S.E.R.A. It accompanies an earlier paper (Fawns, 1989) which assessed
the social context of the Debate at the Guidelines Conference 20 years on.
Specializations: studies in twentieth century science education in Australia, teacher education. 相似文献
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