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Shannon K. McManimon Lauren Causey Zdanna King Evelyn C. Ronning Marjorie B. Bequette 《科学教学研究杂志》2020,57(5):651-671
Science learning occurs throughout people's lives, inside and outside of school, in formal, informal, and nonformal settings. While museums have long played a role in science education, learning in this and other informal settings has not been studied nor understood as deeply as in formal settings (i.e., schools and classrooms). This position paper, written by learning researchers in a science museum engaged in equity and access work, notes that while the researchers consider the ethics of their work regularly and deeply, little formal guidance exists for the ethical challenges they routinely face in studying science learning. To explore this, the paper first shares contexts of studying informal science education at the Science Museum of Minnesota, including epistemological understandings of both science and research, a commitment to justice-based equity, and existing ethical guidance and processes. Drawing on three research projects, it explores ethical issues pertaining to (a) museum visitors and (b) museum staff and community members engaging in participatory research. First, as visitors do not generally come to a museum to be part of a research study, learning researchers must consider sampling, representation, and data collection methods, balancing these with a museum-goer's desires for their visit. Second, when using participatory methodologies with staff, community members, and young people as co-researchers, ethical considerations involve building relationships, redefining (unanticipated) risks, and data collection and dissemination practices that do not extend existing social inequities or work hierarchies. Ultimately, this position paper argues for expanded or revised ethical guidance that meets the needs of this work, surpasses current guidelines or institutional review board practices, draws on epistemologies outside of a supposedly neutral, individualistic Western framework, and places participants at the center of the work. Such a discussion could enhance the ethical study of science learning across settings. 相似文献
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Present research in problem solving appears to be primarily concerned with problem-solving methods and with degree of knowledge acquisition. A brief argument is advanced that this conceptualization is incomplete because of failure to consider individual differences among problem solvers (other than in problem-solving methods and extent of knowledge). A viable theory of problem-solving instruction must take into account all three areas. Evidence for the argument is presented in the form of data on problem-solving success in junior high school students with extreme scores on Witkin's field independence-field dependence measure of cognitive style. Problem-solving protocols are examined as a second source of data. Field independent students significantly out-performed field dependent students on the problems. Examination of protocols revealed consistent performance patterns favoring field independent students. 相似文献
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Royce R. Ronning 《Educational Psychology Review》1990,2(3):295-301
The Benton and Hoyt article reveals substantial information about attitudes toward teacher preparation in America. however, a notable set of issues are not a part of their data base because those responsible for programming teacher education have ignored them. This response presents a beginning at identifying such issues. 相似文献
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Factor analysis of an instructor rating form administered to three successive student and teacher populations revealed a reasonably consistent factor structure across analyses. In one of the three administrations, students were asked to sign the evaluation form; in this case, substantial changes in proportions of common variance appeared for the first two factors when comparing anonymous versus nonanonymous conditions. Results are discussed in terms of methods for use of student ratings to improve instruction. 相似文献
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