Curriculum of Connection: What Does Sense8 Teach us About Love,Community and Responsibility in Days of Despair?     

Revital Zilonka  Jennifer Job 《Interchange》2017,48(4):387-401

The TV show Sense8 tells the story of eight strangers from all around the world who realize they are connected to each other in a unique way. While taking their first steps of their quest to understand what bonds them and how they relate to one another, they are challenged by powerful people who want to capture them. Their individual journeys become a collective one, and through practicing a love ethic, they grow individually and collectively—an important lesson that can be taught in our classrooms. This article discusses what a love ethic entails and how it relates to restoring a sense of community within our schools and classrooms as a counteraction to neoliberal ideology and practices that harm our schools and atomize our communities.  相似文献   

Learning outdoors or with a computer: the contribution of the learning setting to learning and to environmental perceptions     

Ester Aflalo  Revital Montin  Ayala Raviv 《Research in Science & Technological Education》2020,38(2):208-226

ABSTRACT

Background: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning.

Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions.

Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study.

Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students’ perceptions were examined by means of a questionnaire about environmental values and the learning experience.

Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability.

Conclusions: These findings suggest that learning in the natural environment is valuable: Alongside the fostering of computerized learning, it is also important to promoteoutdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching.  相似文献   

Assessing conceptual change of teachers involved in STES education and curriculum devleopment - the STEMS project approach     

Revital T. Tal  Yehudit J. Dori  Shoshana Keiny 《International Journal of Science Education》2013,35(3):247-262

Science-Technology-Environment-Society (STES) orientation in science education is currently being implemented in Israeli high schools within the framework of 'science for all' reform worldwide. This paper focuses on assessing the conceptual change of teachers who have been involved in the development, implementation, field-testing and evaluation of several modules. These modules constitute a grade 10-11 high school national curriculum titled STEMS - 'Science, Technology, Environment in Modern Society'. STEMS is aimed at developing an autonomous learner, capable of system thinking, decision making and problem solving within the real life STES context. We sensed that the intrinsic nature of STEMS curriculum requires that the teachers, who will teach it, will also be the developers of its modules. Involvement of this kind makes the teachers responsible for their own conceptual change, explanations and interpretations. Our formative evaluation indicates that the conceptual change of STEMS teachers was gradual. Participants differed with respect to what sort of 'treatment' or experience within the project actually affected who and when. It was apparent that the change occurred with respect to both their content knowledge and pedagogical views. A positive response towards teaching beyond the discipline boundaries was followed by teachers' active involvement and participation in the development process and team discussions. Thus, the STEMS project affected their teaching/learning perception towards interdisciplinarity. These findings are in accord with teachers' support of a life cycle approach for curriculum development as being suitable for achieving the STEMS objectives. The teachers emphasized the need to practice together with their students scientific inquiry and experiment design skills which, foster an autonomous learner. At the end of the first year of the curriculum development process, STEMS was finally conceptualized by the project teachers as a novel way of learning, rather than another sophisticated teaching technique. The major conceptual change was, the switch teachers made from the role of knowledge providers into that of learners. The interplay among action, participation and conceptualization turned out to be instrumental in our life cycle approach for developing the STEMS curriculum.  相似文献   

Inquiry‐based science in the middle grades: Assessment of learning in urban systemic reform     

Ronald W. Marx  Phyllis C. Blumenfeld  Joseph S. Krajcik  Barry Fishman  Elliot Soloway  Robert Geier  Revital Tali Tal 《科学教学研究杂志》2004,41(10):1063-1080

Science education standards established by American Association for the Advancement of Science (AAAS) and the National Research Council (NRC) urge less emphasis on memorizing scientific facts and more emphasis on students investigating the everyday world and developing deep understanding from their inquiries. These approaches to instruction challenge teachers and students, particularly urban students who often have additional challenges related to poverty. We report data on student learning spanning 3 years from a science education reform collaboration with the Detroit Public Schools. Data were collected from nearly 8,000 students who participated in inquiry‐based and technology‐infused curriculum units that were collaboratively developed by district personnel and staff from the University of Michigan as part of a larger, district‐wide systemic reform effort in science education. The results show statistically significant increases on curriculum‐based test scores for each year of participation. Moreover, the strength of the effects grew over the years, as evidenced by increasing effect size estimates across the years. The findings indicate that students who historically are low achievers in science can succeed in standards‐based, inquiry science when curriculum is carefully developed and aligned with professional development and district policies. Additional longitudinal research on the development of student understanding over multiple inquiry projects, the progress of teacher enactment over time, and the effect of changes in the policy and administrative environment would further contribute to the intellectual and practical tools necessary to implement meaningful standards‐based systemic reform in science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1063–1080, 2004  相似文献   

Dealing with school violence: The effect of school violence prevention training on teachers' perceived self-efficacy in dealing with violent events   总被引：1，自引：0，他引：1  

Revital Sela-Shayovitz   《Teaching and Teacher Education》2009,25(8):1061-1066

Objetivo: El objetivo de este estudio antropológico fue comprender la experiencia de violencia escolar que viven los adolescentes en el contexto de probreza crónica en una comunidad de Africa del Sur.Método: Para la recolección de los datos se utilizaron métodos cualitativos como observación participativa, entrevistas y discusiones en grupos. Diez y seis niños y tres adultos mantuvieron diarios y escribieron los reportes durante el período de la investigación de trs años y medio (Junio 1992-Diciembre 1995). Los siete alumnos Standard (N = 76) de la escuela local completaron un cuestionario de auto-concepto y escribieron dos ensayos sobre sí mismos y sus vidas, respectivamente.Resultados: La ideología y las estructuras del apartheid crearon un contexto de empobrecimiento y violencia estructural a la que los niños habían sido expuestos. La escuela era una de las instituciones sociales donde los niños eran sometidos a biolencia estructural, psicológica y física diariamente. La conducta violenta o disciplinaria era utilizada por padres y maestros autoritarios como práctica justa y efectiva de enseñanza. Las manifestaciones de la pobreza incluían erosión emocional, un auto-concepto negativo y violencia reactiva.Conclusiones: La violencia escolar estaba estructuralmente entremezclada con el tejido mismo de la jerarquía social del contexto escolar y considerada una estrategia efectiva para adquirir control social y para disciplinar a los niños. La pobreza en sí misma ofrecía el caldo de cultivo para la violencia en el hogar y en la escuela. Los niños estaban atrapados en un círculo vicioso de violencia pro- y reactiva; y socializados para aceptar la violencia como un instrumento de poder. Se ofrecieron recomendaciones para posibles intervenciones y futuras investigaciones.