共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
Ajay Sharma 《Cultural Studies of Science Education》2008,3(4):875-880
In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important
issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the
critique of science and science education as oppressive dominant discourses, and co-opting participants as researchers. I
argue that researchers should work actively for progressive change in discursive fields such as educational research, in which
they are firmly embedded rather than playing an interventionist role in field settings where their discursive positionality
maybe temporary and not that rooted. Regarding the critique of science and science education, my response favors a perspective
wherein an understanding of the marginalization and oppression of non-western communities caused by western science and science
education is counterbalanced by an appreciation of the ways in which marginalized communities can use science and science
education for affecting progressive change. Lastly, I recognize the value of co-opting participants in writing and communication
of research.
相似文献
| Ajay SharmaEmail: |
3.
Nasser Mansour 《Cultural Studies of Science Education》2010,5(1):127-140
The debate about Islam and science extends to a debate about the relationship between Islam and science education. In this
paper, I explore Egyptian teachers’ views of the relationship between science and religion within the Islamic context. Teachers’
key vision of the relationship between science and religion was that “religion comes first and science comes next. I will
argue that teachers’ personal religious beliefs are among the major constructs that drive teachers’ ways of thinking and interpretation
of scientific issues related with religion. Then, I discuss how teachers’ personal religious beliefs have been formed and
influenced their pedagogical beliefs related to science and religion issues. Finally, I will argue, how we use the personal
religious beliefs model as a framework of teaching/learning scientific issues related with religion within sociocultural (Islamic)
context.
相似文献
4.
Joke Torbeyns Bert De Smedt Pol Ghesquière Lieven Verschaffel 《Educational Studies in Mathematics》2009,71(1):1-17
This study aimed at analysing traditionally taught children’s acquisition and use of shortcut strategies in the number domain
20–100. One-hundred-ninety-five second, third, and fourth graders of different mathematical achievement levels participated
in the study. They were administered two tasks, both consisting of a series of two-digit additions and subtractions that maximally
elicit the use of the compensation and indirect addition strategy (, so the answer is 2 + 1 or 3). In the first task, children were instructed to solve all items as accurately and as fast as
possible with their preferred strategy. The second task was to generate at least two different strategies for each item. Results
demonstrated that children of all grades and all achievement levels hardly applied the compensation and indirect addition
strategy in the first task. Children’s strategy reports in the second task revealed that younger and lower achieving children
did not apply these strategies because they did not (yet) discover these strategies. By contrast, older and higher achieving
children appeared to have acquired these strategies by themselves. Results are interpreted in relation to cognitive psychological
and socio-cultural perspectives on children’s mathematics learning.
相似文献
| Joke TorbeynsEmail: |
5.
A research framework for creative and imitative reasoning 总被引：1，自引：0，他引：1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
| Johan LithnerEmail: |
6.
Christopher Day 《Journal of Educational Change》2008,9(3):243-260
This paper is based upon a unique mixed methods 4-year research project which focused upon the variations in teachers’ work,
lives, and effectiveness of 300 elementary and secondary school teachers in a range of 100 schools across seven regions of
England. Its findings challenge linear conceptions of teacher development and expertise and provide new understandings of
the effects of personal, school and broader policy contexts upon professional life phase trajectories and teachers’ emotional
identities. It finds connections between these and teachers’ commitment, resilience, and effectiveness. This paper discusses
these in relation to the school standards and teacher retention agendas.
相似文献
| Christopher DayEmail: |
7.
Yeping Li Dongchen Zhao Rongjin Huang Yunpeng Ma 《Journal of Mathematics Teacher Education》2008,11(5):417-430
It is generally perceived that Chinese elementary teachers have a profound understanding of the school mathematics they teach.
This perception has led to further interest in understanding teacher education practices in China. As some dramatic changes
in elementary teacher preparation have taken place in China over the past decade, this article aims to outline these changes
with a focus on curriculum provided in the new 4-year bachelor preparation programs. Sample mathematics teacher educators
in China were also surveyed to gather insiders’ views about teacher preparation practices and to identify relevant issues.
We believe that elementary teacher preparation and its changes in China can provide an important case for mathematics teacher
educators around the world to reflect on teacher education practices in their own systems.
相似文献
| Yeping LiEmail: |
8.
Collaborative environmental projects in a multicultural society: working from within separate or mutual landscapes? 总被引：1，自引：0，他引：1
A multicultural socio-environmental project that is framed in the ideas of education for sustainability brought together Jew
and Arab students was investigated to identify the participants’ views of the program’s objectives and their accomplishments.
We investigated the project’s strengths and weaknesses according to the participants’ views and the way culturally diverse
students addressed the main local socio-environmental conflict related to conservation versus development of a local creek.
The participants agreed that the environmental objectives were properly attained, while the social objectives were accomplished
to a limited extent. All the participants emphasized the importance of multicultural knowledge and expected to learn and work
together. We found different views of the Jewish and the Arab participants regarding expectations, collaboration and overall
satisfaction, with higher expectations of the Arab students and leaders. The students’ views of the local conflict varied
but were not associated with their ethnic background. We suggest that the differences between the groups result from the different
positions and needs of each community, and mainly as a consequence of the difficulties that the Arab minority faces in Israel.
Overall, we found that the project allowed the expression of multiple voices of both groups, and suggested an applicable program
for education for sustainability in a multicultural society.
相似文献
9.
Calvin Kalman 《Science & Education》2009,18(1):25-31
The whole mode of Galileo’s discovery of the Law of Inertia is an excellent exemplar of the Nature of Science. The law can,
moreover be shown to be a direct consequence of the hypothesis that space is homogeneous and isotropic and time is homogeneous
相似文献
| Calvin KalmanEmail: |
10.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
| Angela Calabrese BartonEmail: |
11.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
| Mark G. StorzEmail: |
12.
Jennifer H. James 《Early Childhood Education Journal》2008,35(5):413-418
Written from the vantage point of both a mother and teacher educator, the author recounts the journey taken by Sarah, her
4-year old daughter, as she is introduced to and explores map making as a means of representing and making sense of familiar
and unfamiliar places. Offering Sarah’s experience as context, the author offers both a practical and theoretical discussion
of children’s emerging geographic literacy, its relationship to identity development and the importance of understanding children’s
experience and socio-emotional development to inform pedagogy.
相似文献
| Jennifer H. JamesEmail: |
13.
14.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
| Peter WoodEmail: |
15.
16.
Ethan Campbell 《Academic Questions》2007,20(4):307-310
Ideological differences in a writing class evoke the passion of political sensitivities. A graduate student tells of “coming
out” as a pro-life advocate in an essay before his feminist classmates and professor. The exchange created instant and irreconcilable
enemies, but he also found some unexpected support from a hesitant voice within that classroom.
相似文献
| Ethan CampbellEmail: |
17.
Tara E. Higgins Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical
research synthesizes the effective elements of professional development programs that support science teachers in learning
about technology integration. Studies are examined that explore how professional development supports technology use within
inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding
and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination
of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning
beyond formal professional development programs.
相似文献
| Tara E. HigginsEmail: |
18.
19.
Mathematical belief change in prospective primary teachers 总被引：1，自引：0，他引：1
Peter Grootenboer 《Journal of Mathematics Teacher Education》2008,11(6):479-497
The development and influence of beliefs in teacher education has been a topic of increasing interest for researchers in recent
years. This study explores the responses of a group of prospective primary teachers to attempts to facilitate belief change
as part of their initial teacher education programme in mathematics. The students’ responses seemed to fall into three categories:
non-engagement; building a new set of beliefs and; reforming existing beliefs. In this article the participants’ responses
are outlined and illustrated with stories from three individuals. This study suggests that belief reform is complex and fraught
with ethical dilemmas. Certainly there is a need for further research in this area, particularly given the pervasive influence
of beliefs on teaching practice.
相似文献
| Peter GrootenboerEmail: |
20.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |