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1.
During the last two decades many researchers in mathematics and science education have studied students’ conceptions and ways of reasoning in mathematics and science. Most of this research is content‐specific. It was found that students hold alternative ideas that are not always compatible with those accepted in science. It was suggested that in the process of learning science or mathematics, students should restructure their specific conceptions to make them conform to currently accepted scientific ideas. In our work in mathematics and science education it became apparent that some of the alternative conceptions in science and mathematics are based on the same intuitive rules. We have so far identified two such rules: “More of A, more of B”, and “Subdivision processes can always be repeated”. The first rule is reflected in subjects’ responses to many tasks, including all classical Piagetian conservation tasks (conservation of number, area, weight, volume, matter, etc.) in all tasks related to intensive quantities (density, temperature, concentration, etc.) and in all tasks related to infinite quantities. The second rule is observed in students’, preservice and inservice teachers’ responses to tasks related to successive division of material and geometrical objects and in seriation tasks. In this paper, we describe and discuss these rules and their relevance to science and mathematics education. 相似文献
2.
Staffan Bergwik 《Cultural Studies of Science Education》2014,9(2):495-501
This essay discusses Anna Danielsson’s article “In the physics class: university physics students’ enactments of class and gender in the context of laboratory work”. The situated co-construction of knowledge and identity forms the crucial vantage point and I argue that it is a point of intersection between the history of science and research in science education. The former can provide a valuable understanding of the historicity of learning science. I thus highlight the importance of knowledge as situated in time and space, for instance the importance of the historical division between “head and hand” clearly visible in the discourse of Danielsson’s informants. Moreover, the article discusses how identity is produced in specific knowledge contexts through repeated performances. The article closes by briefly suggesting analytical alternatives, in particular “belonging” and “imitation”. Both draw on post-structuralist ideas about the citational nature of identity. Belonging is created by citing and reinstating norms. Imitating knowledge, identity and norms is an issue that should be brought to the fore when we speak of education and training. 相似文献
3.
Maria Tamboukou 《Journal of educational administration and history》2016,48(2):136-147
ABSTRACTUnderstanding and action are central themes in Hannah Arendt's thought and an idea that runs throughout her work is that whenever human beings act, they start processes. It is in this light that she saw education as a process whose aim is to make human beings feel at home in the world. Given the centrality of process in understanding action, early on in her work, Arendt reflected and drew upon the ideas of Alfred Whitehead, the philosopher of process. Education in his thought is an art and an adventure whose object should be to enable students to grasp the process of life itself and imagine different worlds. In this light, universities are crucial in creating conditions of possibility for imaginative learning and intellectual adventures. Taking action, process, imagination and adventure as my central ideas, in this paper, I make connections between Arendt and Whitehead in an attempt to think about education within and beyond ‘dark times’. 相似文献
4.
The notion of “science for all” suggests that all students—irrespective of achievement and ability—should engage in opportunities to understand the practice and discourse of science. Improving scientific literacy is an intrinsic goal of science education, yet current instructional practices may not effectively support all students, in particular, students with special needs. Argument‐based inquiry approaches, such as the Science Writing Heuristic (SWH), require all students to construct their scientific understandings by engaging in investigations and negotiating their ideas in multiple contexts, such as discussions and writing. Various SWH studies demonstrated that students engaged in appropriating the language, culture, practice, and dispositions of science generally improved their critical thinking and standardized test scores. The implementation of such an approach has several implications for science and special education research and practice, including how learning environments should be established to encourage the inclusion of all students’ ideas, as well as how scaffolded supports can and should be used to support science learning. 相似文献
5.
Lisa A. Borgerding 《Cultural Studies of Science Education》2017,12(1):53-79
Although the concept of “rural” is difficult to define, rural science education provides the possibility for learning centered upon a strong connection to the local community. Rural American adolescents tend to be more religious than their urban counterparts and less accepting of evolution than their non-rural peers. Because the status and perception of evolutionary theory may be very different within the students’ lifeworlds and the subcultures of the science classroom and science itself, a cultural border crossing metaphor can be applied to evolution teaching and learning. This study examines how a teacher may serve as a cultural border crossing tour guide for students at a rural high school as they explore the concept of biological evolution in their high school biology class. Data collection entailed two formal teacher interviews, field note observations of two biology class periods each day for 16 days during the Evolution unit, individual interviews with 14 students, student evolution acceptance surveys, student evolution content tests, and classroom artifacts. The major findings center upon three themes regarding how this teacher and these students had largely positive evolution learning experiences even as some students continued to reject evolution. First, the teacher strategically positioned himself in two ways: using his unique “local” trusted position in the community and school and taking a position in which he did not personally represent science by instead consistently teaching evolution “according to scientists.” Second, his instruction honored local “rural” funds of knowledge with respect to local knowledge of nature and by treating students’ religious knowledge as a form of local expertise about one set of answers to questions also addressed by evolution. Third, the teacher served as a border crossing “tour guide” by helping students identify how the culture of science and the culture of their lifeworlds may differ with respect to evolutionary theory. Students negotiated the cultural borders for learning evolution in several ways, and different types of border crossings are described. The students respected the teacher’s apparent neutrality, sensitivity toward multiple positions, explicit attention to religion/evolution, and transparency of purposes for teaching evolution. These findings add to the current literature on rural science education by highlighting local funds of knowledge for evolution learning and how rural teachers may help students navigate seemingly hazardous scientific topics. The study’s findings also add to the current evolution education literature by examining how students’ religious perspectives may be respected as a form of expertise about questions of origins by allowing students to examine similarities and differences between scientific and religious approaches to questions of biological origins and change. 相似文献
6.
The pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.
相似文献7.
张礼永 《宁波大学学报(教育科学版)》2013,(2):14-17
对于道德教育,杜威主张“间接的”,学生自治是这种理论的一大体现;同时它还符合美国当时的社会运动及政治主张,带有鲜明的美国色彩;此外,这种制度还能收获学生管理方面的便利。“五四”以后,杜威来华曾亲自传布,受潮流的激荡,风行一时,各级学校大都设有学生自治组织,然而最终却有些水土不服。因为没有自治习惯的学生,骤然得到了自治权,反生出许多无谓的是非,教师也没有相应的经验加以指导。今日的学校教育,寄希望于“直接的道德教学”来培养学生的自治能力,困难颇大、且成效不显。历史的经验,值得深思,但须注意防止流弊,而且更应追求其精神,而不必苛求其形式。 相似文献
8.
我国实用专业人才培养和科学教育的最早发端可追溯至清末福建船政学堂的“艺事”教育。船政学堂“艺事”教育的出现有以下三方面的特征:清末救亡图存的时代背景,聚焦科学、技术、工程、语言与数学学科;让学生在做中学;以留学交流学习促进自主创新。不能简单地把STEAM教育理解为只是从美国传播而来的舶来品,在正视其国际内涵的同时,也应当充分考察其基于我国自身的历史起源,为我国STEAM教育寻找内生之根,并为其实现本土化提供历史资源。 相似文献
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10.
This study tested the mediating role of self‐directed learning skills (SDL) between students’ conceptions of mathematics and their achievement in mathematics using a structural equation model. Data were collected using the “Conceptions of Mathematics Questionnaire” and the “Self‐Rating Scale of Self‐Directed Learning”, together with students’ achievement in mathematics. A sample of 440 first year university students at King Saud University participated in the study. The findings confirm the moderating role of students’ self‐directed learning skills between their conceptions of mathematics and their achievement in mathematics. Students who have a highly fragmented conception of mathematics tended to have low SDL skills, and in turn low mathematics achievement (partial mediation), whereas students who have a highly cohesive conception of mathematics tended to have high self‐directed learning skills, and in turn high mathematics achievement (full mediation). Mathematics educators should be aware that students’ conceptions of mathematics may be influential, but not sufficient to predict achievement in mathematics. Equipping students with appropriate conceptions of mathematics and self‐directed learning skills is key to enhancing their performance in mathematics. 相似文献
11.
Feminist standpoint theory has important implications for science education. The paper focuses on difficulties in standpoint theory, mostly regarding the assumptions that different social positions produce different types of knowledge, and that epistemic advantages that women might enjoy are always effective and significant. I conclude that the difficulties in standpoint theory render it too problematic to accept. Various implications for science education are indicated: we should return to the kind of science education that instructs students to examine whether arguments, experiments, etc. are successful, rather than ask who presented them; when considering researchers and students for science education programs we should examine their scholarly achievements, rather than the group to which they belong; women should not be discouraged from engaging in “mainstream” science research and education (or other spheres of knowledge considered as “men’s topics”) and men should not be discouraged from engaging in what are considered “women’s topics” in science (or outside it); we should not assume that there are different types of science for women and for men, nor different ways for women and men to study science or conduct scientific research. 相似文献
12.
华罗庚在几十年学习、研究、教授、普及数学和指导师生数学教与学中形成的数学教育思想是珍贵的财富,对于研究中国数学教育的优良传统和开展数学课程改革都具有重要的指导意义.华罗庚认为,数学教学的基本要义是让学生在打好"双基"中走向创造,为此,数学教学要重视"双基"教学,使学生对"双基"达到"懂"、"识"、"熟",并通过自学、独立思考、历经成功和失败、加强训练等"双基"教学方式使学生在打好"双基"中学会创造. 相似文献
13.
徐平利 《深圳职业技术学院学报》2014,(6):61-65
人类进入工业化时代之后,无限放大了自身的“技术权力”。作为培养“技术人才”的一项“技术权力”,现代学校教育表现出规模化、标准化、任务化和官僚化特征。中国职业教育是中国工业化和现代化快速发展的产物,不可避免地把“岗位技能训练”作为其最主要的人才培养模式,职业院校被动性“适应市场需求”或理想化“引领经济发展”。随着学习化社会来临,“学校即社会”和“教育即生活”将回归教育本质。 相似文献
14.
We discuss contemporary theories in mathematics education in order to do research on research. Our strategy consists of analysing discursively and ideologically recent key publications addressing the role of theory in mathematics education research. We examine how the field fabricates its object of research by deploying Foucault’s notion of bio-politics—mainly to address the object “learning”—and ?i?ek’s ideology critique—to address the object “mathematics”. These theories, which have already been used in the field to research teaching and learning, have a great potential to contribute to a reflexivity of research on its discourses and effects. Furthermore, they enable us to present a clear distinction between what has been called the sociopolitical turn in mathematics education research and what we call a positioning of mathematics education (research) practices in the Political. 相似文献
15.
胡塞尔的数学学习经历是建立其现象学哲学思想的一个重要的基础,在其前期的《算术哲学》中他试图通过对数学基本概念的澄清来稳定数学的基础,在晚期的《论几何学的起源》中他认为几何学自身具备明见性的特点,应该回溯几何学的最源初的开端。胡塞尔关于数学起源的思想对今天的启示是数学的生活世界是可能的,现象学还原方法是数学史学研究的一个重要方法。 相似文献
16.
采用半结构式访谈和问卷调查深入探讨了1位专家型数学教师的数学观,数学学习观和数学教学观及其相关影响因素。本研究发现该专家型数学教师主要认为:(1)数学是培养学生思维和数学能力的载体,是源于生活和用于生活的,是学生学习、考试的一个科目;(2)学习数学需一定天赋,学生自主参与、归纳总结是数学学习最佳的方式,数学思维和分析解决问题的能力是学生数学学习的主要部分和应达到的水平之一;(3)数学教学的目标在于培养学生的数学思维、分析解决问题的能力,成功的数学教学应注重学生的参与和课后落实。中国传统文化、数学教育传统、新课程理念以及教师的工作环境等都对其观念系统有一定的影响。 相似文献
17.
David E. Brown 《Science & Education》2014,23(7):1463-1483
There is wide consensus that learning in science must be considered a process of conceptual change rather than simply information accrual. There are three perspectives on students’ conceptions and conceptual change in science that have significant presence in the science education literature: students’ ideas as misconceptions, as coherent systems of conceptual elements, and as fragmented knowledge elements. If misconceptions, systems of elements, or fragments are viewed implicitly as “regular things”, these perspectives are in opposition. However, from a complex dynamic systems perspective, in which students’ conceptions are viewed as dynamically emergent structures, the oppositions are lessened, and the integrated view has significant implications for theory and practice. 相似文献
18.
Hayo Siemsen 《Science & Education》2013,22(5):951-1000
George Sarton had a strong influence on modern history of science. The method he pursued throughout his life was the method he had discovered in Ernst Mach’s Mechanics when he was a student in Ghent. Sarton was in fact throughout his life implementing a research program inspired by the epistemology of Mach. Sarton in turn inspired many others in several generations (James Conant, Thomas Kuhn, Gerald Holton, etc.). What were the origins of these ideas in Mach and what can this origin tell us about the history of science and science education nowadays? Which ideas proved to be successful and which ones need to be improved upon? The following article will elaborate the epistemological questions, which Charles Darwin’s “Origin” raised concerning human knowledge and scientific knowledge and which led Mach to adapt the concept of what is “empirical” in contrast to metaphysical a priori assumptions a second time after Galileo. On this basis Sarton proposed “genesis and development” as the major goal of his journal Isis. Mach had elaborated this epistemology in La Connaissance et l’Erreur (Knowledge and Error), which Sarton read in 1911 (Hiebert in Knowledge and error. Reidel, Dordrecht, 1976; de Mey in George Sarton centennial. Communication & Cognition, Ghent, pp. 3–6, 1984). Accordingly for Sarton, history becomes not only a subject of science, but a method of science education. Culture—and science as part of culture—is a result of a genetic process. History of science shapes and is shaped by science and science education in a reciprocal process. Its epistemology needs to be adapted to scientific facts and the philosophy of science. Sarton was well aware of the need to develop the history of science and the philosophy of science along the lines of this reciprocal process. It was a very fruitful basis, but a specific part of it Sarton did not elaborate further, namely the erkenntnis-theory and psychology of science education. This proved to be a crucial missing element for all of science education in Sarton’s succession, especially in the US. Looking again at the origins of the central questions in the thinking of Mach, which provided the basis and gave rise to Sarton’s research program, will help in resolving current epistemic and methodological difficulties, contradictions and impasses in science education influenced by Sarton. The difficulties in science education will prevail as long as the omissions from their Machian origins are not systematically recovered and reintegrated. 相似文献
19.
Roland M. Schulz 《Science & Education》2009,18(3-4):225-249
The call for reforms in science education has been ongoing for a century, with new movements and approaches continuously reshaping the identity and values of the discipline. The HPS movement has an equally long history and taken part in the debates defining its purpose and revising curriculum. Its limited success, however, is due not only to competition with alternative visions and paradigms (e.g. STS, multi-culturalism, constructivism, traditionalism) which deadlock implementation, and which have led to conflicting meanings of scientific literacy, but the inability to rise above the debate. At issue is a fundamental problem plaguing science education at the school level, one it shares with education in general. It is my contention that it requires a guiding “metatheory” of education that can appropriately distance itself from the dual dependencies of metatheories in psychology and the demands of socialization—especially as articulated in most common conceptions of scientific literacy tied to citizenship. I offer as a suggestion Egan’s cultural-linguistic theory as a metatheory to help resolve the impasse. I hope to make reformers familiar with his important ideas in general and more specifically, to show how they can complement HPS rationales and reinforce the work of those researchers who have emphasized the value of narrative in learning science. This will be elaborated in Part II of a supplemental paper to the present one. As a prerequisite to presenting Egan’s metatheory I first raise the issue of the need for a conceptual shift back to philosophy of education within the discipline, and thereto, on developing and demarcating true educational theories (essentially neglected since Hirst). In the same vein it is suggested a new research field should be opened with the express purpose of developing a discipline-specific “philosophy of science education” (largely neglected since Dewey) which could in addition serve to reinforce science education’s growing sense of academic autonomy and independence from socio-economic demands. 相似文献
20.
Jyh‐Chong Liang 《International Journal of Science Education》2013,35(17):2273-2289
In recent years, there has been an increasing interest among educational researchers in exploring the relationships between learners’ epistemological beliefs and their conceptions of learning. This study was conducted to investigate these relationships particularly in the domain of science. The participants in this study included 407 Taiwanese college science‐major students. All of them responded to two major questionnaires, one assessing their scientific epistemological beliefs (SEBs) and the other one probing their conceptions of learning science (COLS). The SEB questionnaire included four factors: “certainty,” “source,” “development,” and “justification” of science knowledge. The COLS survey consisted of six factors in a hierarchical order, that is, learning science as “memorizing,” “preparing for tests,” “calculating and practicing,” “increasing one’s knowledge,” “application,” and “understanding and seeing in a new way.” The students’ confidence and interest toward learning science were also assessed by additional questionnaire items. Stepwise regression analyses, in general, showed coherence between students’ SEBs and their COLS, indicating that the sophistication of SEBs was consistent with less agreement with lower‐level COLS (such as “memorizing” and “preparing for tests”) as well as more agreement with higher‐level COLS (such as “understanding and seeing in a new way”). However, the SEB’s “justification” factor was positively related to almost all of COLS factors from the lower‐level to higher‐level. This study finally found that among all of the SEB and COLS factors, the “preparing for tests” factor in COLS was the solely significant variable for predicting students’ interest in science and confidence toward learning science. 相似文献