Quasi-appropriation of dialectical materialism: a critical reading of Marxism in Vygotskian approaches to cultural studies in science education     

André Rodrigues  Juliano Camillo  Cristiano Mattos 《Cultural Studies of Science Education》2014,9(3):583-589

In this review essay we examine five categories of dialectical materialism proposed by Paulo Lima Junior, Fernanda Ostermann, and Flavia Rezende in their study of the extent to which the articles published in Cultural Studies of Science Education, that use a Vygotskian approach, are committed to Marxism/dialectical materialism. By closely examining these categories (“thesis, antithesis and synthesis,” “unity of analysis,” “History,” “revolution,” “materialism”) we expect to enrich the general discussion about the possible contributions of Marxism to science education. We perceive part of science education practice as orientating toward positivism, which reduces human beings—teachers, learners and researchers—to isolated individuals who construct knowledge by themselves. The very same approach aggravates the inner contradiction of the capitalist society demanding commitments from researchers to continually build innovative science education from human praxis. Nevertheless, it is necessary to situate ourselves beyond a formal commitment with dialectical materialism and hence reach the heart of this method. Besides understanding the researchers’ commitments, we question the extent to which the respective research helps to radically refresh the current view on science, science education practice, and research in science education.  相似文献   

Instructor Prompts and Student Engagement in Synchronous Online Nutrition Classes     

Todd C. Shoepe  John F. McManus  Stephanie E. August  Nicholas L. Mattos  Tomasina C. Vollucci  Paul R. Sparks 《The American journal of distance education》2020,34(3):194-210

ABSTRACT

The number of online courses in higher education is on the rise. However, empirical evidence elucidating best practices for synchronous online instruction is needed to best implement these courses. The research purposes were to examine synchronous online class sessions to (1) quantify interaction type, frequency, and rate, (2) quantify student engagement frequency, and (3) quantify instructor prompt frequency in three areas in order to investigate relationships with each category of student engagement. A total of 24 previously recorded synchronous sessions including oral and textual chat interactions were transcribed. Every line of student interaction was determined to be either superficial or containing evidence of at least one instance of engagement according to five categories from the Seven Principles and the National Survey for Student Engagement. Every line of instructor interaction was concurrently coded for at least one of the following forms of prompt: social, organizational, or intellectual. Inter-tester reliability of coded interactions from Cohen’s kappa = 0.91. Social prompts were the best predictor of supportive campus environments (r = 0.79); organizational prompts were the best predictor of enriching academic experiences (r = 0.72); and intellectual prompts were the best predictor of instructor interactions, active/collaborative learning, and academic challenge (r= 0.77, r= 0.78, r= 0.54, respectively); with all of these being significant (p< .01). The conclusions are: (a) online synchronous class sessions can be used to promote student engagement across all NSSE categories, (b) online synchronous class sessions can be moderated via differing instructor-prompts to promote student interaction and engagement.  相似文献   

The Public Discussion on Flat Earth Movement     

Mattos  Cristiano  Lopez  Felipe Sanches  Ortega  José Luis  Rodrigues  André 《Science & Education》2022,31(5):1339-1361

Science & Education - The paper reflects on public discourses about science and pseudoscience, proposing the same discursive structure for both—the Esperantist-Epideictic genre. This...  相似文献