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1.
Recent arguments in science education have proposed that school science should pay more attention to teaching the nature of science and its social practices. However, unlike the content of science, for which there is well‐established consensus, there would appear to be much less unanimity within the academic community about which “ideas‐about‐science” are essential elements that should be included in the contemporary school science curriculum. Hence, this study sought to determine empirically the extent of any consensus using a three stage Delphi questionnaire with 23 participants drawn from the communities of leading and acknowledged international experts of science educators; scientists; historians, philosophers, and sociologists of science; experts engaged in work to improve the public understanding of science; and expert science teachers. The outcome of the research was a set of nine themes encapsulating key ideas about the nature of science for which there was consensus and which were considered to be an essential component of school science curriculum. Together with extensive comments provided by the participants, these data give some measure of the existing level of agreement in the community engaged in science education and science communication about the salient features of a vulgarized account of the nature of science. Although some of the themes are already a feature of existing school science curricula, many others are not. The findings of this research, therefore, challenge (a) whether the picture of science represented in the school science curriculum is sufficiently comprehensive, and (b) whether there balance in the curriculum between teaching about the content of science and the nature of science is appropriate. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 692–720, 2003 相似文献
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Gwyneth Hughes 《科学教学研究杂志》2000,37(5):426-440
Science education reformers have argued that presenting science in the abstract is neither motivating nor inclusive of the majority of students. Science–technology–society (STS) curricula that give science an accessible social context have developed in response, but controversy surrounds the extent to which students should be introduced to socioscientific debate. Using material from a case study of Salters' Advanced Chemistry in the United Kingdom, this article demonstrates how socioscientific material is marginalized through the structures and language of syllabus texts and through classroom practices. This means students are unlikely to engage with socioscientific aspects in their course. Socioscientific content is gendered through association with social concerns and epistemological uncertainty, and because gender is asymmetric, socioscience is devalued with respect to the masculinity of abstract science. Teachers fear that extensive coverage of socioscience devalues the curriculum, alienates traditional science students and jeopardizes their own status as gatekeepers of scientific knowledge. Thus, although STS curricula such as Salters' offer potential for making science more accessible, the article concludes that greater awareness of, and challenges to, gender binaries could result in more effective STS curriculum reform. © 2000 John Wiley & Sons, Inc. J Res Sci Teach: 37: 426–440, 2000. 相似文献
3.
The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliable, and valid measures of metacognition. ISRA data collected on 532 students (Grades 4–8) were analyzed using factor analyses, linear structural modeling, and analyses of variance (ANOVAs) to help verify the model and the test. The factor analyses and linear structural modeling indicated that these data did not support the assumption about the three independent metacognitive awareness domains, but suggested that the model and the test were structured around the design features of science reading, science text, and science reading strategies. One-way ANOVAs indicated significant, predicted reading ability and gender differences but unexpected grade-level differences. The composite metacognitive awareness data indicated that most Grade 4–8 students have surface knowledge about science reading, science text, and science reading strategies, and indicated specific targets for explicit science reading instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 27-51, 1998. 相似文献
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Mark Windschitl 《科学教学研究杂志》2004,41(5):481-512
Despite the ubiquity of the term “inquiry” in science education literature, little is known about how teachers conceptualize inquiry, how these conceptions are formed and reinforced, how they relate to work done by scientists, and if these ideas about inquiry are translated into classroom practice. This is a multicase study in which 14 preservice secondary science teachers developed their own empirical investigations—from formulating questions to defending results in front of peers. Findings indicate that participants shared a tacit framework of what it means to “do science” which shaped their investigations and influenced reflections on their inquiries. Some facets of the participants' shared model were congruent with authentic inquiry; however, the most consistent assumptions were misrepresentations of fundamental aspects of science: for example, that a hypothesis functions as a guess about an outcome, but is not necessarily part of a larger explanatory system; that background knowledge may be used to provide ideas about what to study, but this knowledge is not in the form of a theory or other model; and that theory is an optional tool one might use at the end of a study to help explain results. These ideas appear consistent with a “folk theory” of doing science that is promoted subtly, but pervasively, in textbooks, through the media, and by members of the science education community themselves. Finally, although all participants held degrees in science, the participants who eventually used inquiry in their own classrooms were those who had significant research experiences in careers or postsecondary study and greater science‐content background. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 481–512, 2004 相似文献
5.
David Crismond 《科学教学研究杂志》2001,38(7):791-820
This study reports on what naive, novice, and expert designers do and learn when investigating simple mechanical devices and then planning their redesign. Participating in the study were 32 high school and adult subjects who did two investigate‐and‐redesign (I&R) tasks. Same gender pairs of subjects with similar design experiences explored, analyzed, and evaluated different brands of a device, designed experiments to compare them, and then proposed their redesign. Each two‐hour session was videotaped, and portions were analyzed using methods adapted from protocol analysis techniques. Results suggest that when naive designers do I&R tasks, their learning is highly contextualized and device‐specific. Naive designers made few connections from their work to key science ideas, and instead used mechanical advantage preconceptions that they did not spontaneously redress during the I&R sequence. Experts made connections to concepts and cases, inferred key design decisions, and sought “critical design problems” for the devices studied. All groups used strategies involving analysis more than those involving synthesis or evaluation. Notably, during conceptual design, opportunities for using science, present especially when subjects analyze design ideas, went underutilized by nonexpert designers. Scaffolded questions are needed to focus the learning of science embedded in design‐oriented activities. All findings reported are tentative, given the limited number of cases included in this study. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 791–820, 2001 相似文献
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Cory A. Buxton 《科学教学研究杂志》2006,43(7):695-721
This article reports on a 2½‐year collaborate project to reform the teaching and learning of science in the context of Mae Jemison Elementary, the lowest performing elementary school in the state of Louisiana. I outline a taxonomy of authentic science inquiry experiences and then use the resulting framework to focus on how project participants interpreted and enacted ideas about collaboration and authenticity. The resulting contextually authentic science inquiry model links the strengths of a canonically authentic model of science inquiry (grounded in the Western scientific canon) with the strengths of a youth‐centered model of authenticity (grounded in student‐generated inquiry), thus bringing together relevant content standards and topics with critical social relevance. I address the question of how such enactments may or may not promote doing science together and consider the implications of this model for urban science education. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 695–721, 2006 相似文献
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Antonio M. Battro Cecilia I. Calero Andrea P. Goldin Lisa Holper Laura Pezzatti Diego E. Shalóm Mariano Sigman 《Mind, Brain, and Education》2013,7(3):177-181
Pedagogy is the science and art of teaching. Each generation needs to explore the history, theory, and practice of the teacher–student interaction. Here we pave the path to develop a science that explores the cognitive and physiological processes involved in the human capacity to communicate knowledge through teaching. We review examples from our previous work in this research area and discuss a path to reveal the cognitive and cerebral mechanisms by which we teach, unfolding a complex operation such as teaching in its constituents and components. 相似文献
8.
In this article, we argue that insights from scholarship in the sociology of science can provide a powerful basis for making science education more authentic and inclusive. Drawing on recent work in the sociology of science, we describe how adopting sociological ideas as integral components of science curricula and instruction can provide opportunities for students that a traditional approach cannot. We focus on three insights from sociology—social networking, peer review, and skepticism—to demonstrate how sociological understandings can inform and improve the content, structure, and pedagogy of science classrooms. We argue that shifts in the balance of power and authority that result from explicit attention to these aspects of the nature of science offer a more authentic science education for all. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 483–499, 1998. 相似文献
9.
We describe efforts toward the development of a hypothetical learning progression (HLP) for the growth of grade 7–14 students' models of the structure, behavior and properties of matter, as it relates to nanoscale science and engineering (NSE). This multi‐dimensional HLP, based on empirical research and standards documents, describes how students need to incorporate and connect ideas within and across their models of atomic structure, the electrical forces that govern interactions at the nano‐, molecular, and atomic scales, and information in the Periodic Table to explain a broad range of phenomena. We developed a progression from empirical data that characterizes how students currently develop their knowledge as part of the development and refinement of the HLP. We find that most students are currently at low levels in the progression, and do not perceive the connections across strands in the progression that are important for conceptual understanding. We suggest potential instructional strategies that may help students build organized and integrated knowledge structures to consolidate their understanding, ready them for new ideas in science, and help them construct understanding of emerging disciplines such as NSE, as well as traditional science disciplines. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:687–715, 2010 相似文献
10.
The transfer of matter and energy from one organism to another and between organisms and their physical setting is a fundamental concept in life science. Not surprisingly, this concept is common to the Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993 ), the National Science Education Standards (National Research Council, 1996 ), and most state frameworks and likely to appear in any middle‐school science curriculum material. Nonetheless, while topics such as photosynthesis and cellular respiration have been taught for many years, research on student learning indicates that students have difficulties learning these ideas. In this study, nine middle‐school curriculum materials—both widely used and newly developed—were examined in detail for their support of student learning ideas concerning matter and energy transformations in ecosystems specified in the national standards documents. The analysis procedure used in this study was previously developed and field tested by Project 2061 of the AAAS on a variety of curriculum materials. According to our findings, currently available curriculum materials provide little support for the attainment of the key ideas chosen for this study. In general, these materials do not take into account students' prior knowledge, lack representations to clarify abstract ideas, and are deficient in phenomena that can be explained by the key ideas and hence can make them plausible. This article concludes with a discussion of the implications of this study to curriculum development, teaching, and science education research based on shortcomings in today's curricula. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 538–568, 2004 相似文献
11.
The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research‐based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 522–549, 2002 相似文献
12.
Karim Mikael Hamza Per-Olof Wickman 《International Journal of Science Education》2013,35(13):2254-2277
The purpose of this study is to use a comparative approach to scrutinize the common assumption that certain school science activities are theoretical and therefore particularly suited for engaging students with scientific ideas, whereas others are practical and, thus, not equally conducive to engagement with scientific ideas. We compared two school science activities, one (laboratory work) that is commonly regarded as focusing attention on artefacts that may distract students from central science concepts and the other (concept mapping) that is thought to make students focus directly on these concepts. We observed students in either a laboratory activity about real galvanic cells or a concept-mapping activity about idealized galvanic cells. We used a practical epistemology analysis to compare the two activities regarding students' actions towards scientific ideas and artefacts. The comparison revealed that the two activities, despite their alleged differences along the theory–practice scale, primarily resulted in similar student actions. For instance, in both activities, students interacted extensively with artefacts and, to a lesser extent, with scientific ideas. However, only occasionally did students establish any explicit continuity between artefacts and scientific ideas. The findings indicate that some of the problems commonly considered to be unique for school science practical work may indeed be a feature of school science activities more generally. 相似文献
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Premised on the assumption that school districts play an important role in the implementation of state and federal policy, this article explores the districts' response to state science standards. Adopting a cognitive perspective on the implementation process, the authors examine the ideas about science education that district policy makers construct from science standards. Our analysis illuminates how the ideas about reforming science education that district policy makers come to understand from new science standards contribute to these standards being adapted at the district level in ways that miss or misrepresent their core intent. The article identifies prominent patterns in district policy makers' understandings of the science reforms. Based on this analysis, the authors argue that a cause of implementation failure, rarely examined in the literature, concerns the ways in which local implementers miss or misconstrue the intent of policy proposals. © 2000 John Wiley & Sons, Inc. J Res Sci Teach: 37: 401–425, 2000 相似文献
15.
Drawing on the work of Dewey, we present a view of science education from the perspective of art and aesthetics. This perspective
places a transformative, aesthetic experience at the forefront of educational objectives. Such experience involves the application
of learning in everyday contexts, expansion of perception, and development of an increased interest in science ideas and aspects
of the world illuminated by those ideas. We present a pedagogical model focused on fostering transformative, aesthetic experiences.
This model involves two general categories of instructional methods: (a) methods of crafting ideas out of concepts, and (b)
methods of modeling and scaffolding transformative, aesthetic experiences. We discuss how the methods comprising this pedagogical
model relate to established science education methods. 相似文献
16.
M. Teresa Ibáñez‐Orcajo 《International Journal of Science Education》2013,35(6):747-769
Numerous investigations show that most school science teaching, in Spain and elsewhere, implicitly transmits an inductivist and very stereotyped view of science and conveys an unrealistic image of scientific work. We present some results of an investigation with fourth‐level Spanish secondary education students (15 year olds) who were taught genetics through a unit based on an open problem‐solving methodology as an investigation. Among the learning objectives were the modification of their view of the nature of science in relation to ideas about: how science is done, what a theory is, what scientists do, and, finally, what the relationship is between Science–Technology–Society. The conceptual change about the nature of science experienced by the students in the experimental group was not observed in the control group, which worked in a traditional manner. Also, these new concepts remained with the students over time without a significant backward shift. 相似文献
17.
When evaluating equity, researchers often look at the “achievement gap.” Privileging knowledge and skills as primary outcomes of science education misses other, more subtle, but critical, outcomes indexing inequitable science education. In this comparative ethnography, we examined what it meant to “be scientific” in two fourth‐grade classes taught by teachers similarly committed to reform‐based science (RBS) practices in the service of equity. In both classrooms, students developed similar levels of scientific understanding and expressed positive attitudes about learning science. However, in one classroom, a group of African American and Latina girls expressed outright disaffiliation with promoted meanings of “smart science person” (“They are the science people. We aren't like them”), despite the fact that most of them knew the science equally well or, in one case, better than, their classmates. To make sense of these findings, we examine the normative practice of “sharing scientific ideas” in each classroom, a comparison that provided a robust account of the differently accessible meanings of scientific knowledge, scientific investigation, and scientific person in each setting. The findings illustrate that research with equity aims demands attention to culture (everyday classroom practices that promote particular meanings of “science”) and normative identities (culturally produced meanings of “science person” and the accessibility of those meanings). The study: (1) encourages researchers to question taken‐for‐granted assumptions and complexities of RBS and (2) demonstrates to practitioners that enacting what might look like RBS and producing students who know and can do science are but pieces of what it takes to achieve equitable science education. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 459–485, 2011 相似文献
18.
We make the case for an emergent notion of authenticity of science based on systems theory and neo‐Piagetian thought. We propose that authentic science is an emergent property of a dynamic system of learning precipitated by the interactions among students, teachers, and scientists that occur within the contexts defined by the internal and external constraints of the cultures of the schools and communities within which they operate. Authenticity as an emergent property of the learning process challenges the basis for many science curricula and current pedagogical practices that take scientists' science as their norm and that assume a priori that such is authentic, i.e., it practices preauthentication. We argue that what constitutes authentic science can be taught neither in the traditional didactic modes nor through simulations of scientists' science in the classroom. Instead, authenticity needs to be seen as emergent and as diverse in meaning. To illustrate this point, we draw from two different face‐to‐face, teacher/student–scientist partnership programs. Both studies support a notion of authenticity that emerges as teachers, students, and scientists come to interact, make meaning of, and come to own the activities they engage in collaboratively. We conclude by considering the implications of such an analysis for science education. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 737–756, 2003 相似文献
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In this study we investigate students' learning during their interaction with two exhibits at a science center. Specifically, we analyze both students' procedures when interacting with exhibits and their understanding of the scientific concepts presented therein. Bernstein's theory of pedagogic discourse (1990, 2000) provided the sociological foundation to assess the exhibit–student interaction and allowed analysis of the influence of the characteristics of students, exhibits, and interactions on students' learning. Eight students (ages 12ndash;13 years of age) with distinct sociological characteristics participated in the study. Several findings emerged from the results. First, the characteristics of the students, exhibits, and interactions appeared to influence student learning. Second, to most students, what they did interactively (procedures) seems not to have had any direct consequence on what they learned (concept understanding). Third, the data analysis suggest an important role for designers and teachers in overcoming the limitations of exhibit–student interaction. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 987–1018, 2006 相似文献