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1.
Abstract: Students’ perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem‐based learning context) were assessed for a food biotechnology course that was part of a 3rd year biotechnology program. The mean score for “perceived learner's skills” was the lowest whereas those for “facilitation” and “facilitator” were the highest. Selected qualitative comments from students were also analyzed. This study demonstrated interdisciplinary learning as the students could make meaningful connections across different science disciplines. Further investigation is needed to develop possible strategies to accommodate the challenges in making meaningful connections across science disciplines as well as to develop a defined hybrid method for analysis of students’ responses. 相似文献
2.
Victor L. Pollak 《Journal of Science Education and Technology》1993,2(4):513-519
In these two essays we explore the questions: what are the essential features of a workable context for science education? What are the givens, the “of courses,” the “fundamental dispositions” toward science and toward education necessary — or at least sufficient — to provide a fertile ground upon which a functional approach to science education can be established? In the present essay it is argued first that science education must reflect that science is a way of thinking — in fact, more comprehensively, a way of being; and second, and that the fundamentally antiauthoritarian spirit of science must be reconciled with education, with its built-in tendency to be authoritarian. 相似文献
3.
This special section explicitly introduces aspects of Mind, Brain, and Education (MBE) in order to help those new to the field develop a better understanding of and participate effectively in MBE. Researchers, policy makers, and practitioners who are already active in MBE will also benefit from the varied perspectives on MBE fundamentals to better understand key concepts in the field. The current issue includes two articles concerning communication in MBE: The article by Tina Grotzer outlines potential barriers to understanding scientific work, and the article by Rebecca Martin and Jennifer Groff presents examples of MBE collaborations in action. Subsequent articles will focus on interdisciplinary work and communication among various stakeholders to address meaningful questions in MBE. 相似文献
4.
Cognitive Research and Elementary Science Instruction: From the Laboratory,to the Classroom,and Back 总被引：1，自引：0，他引：1
Can cognitive research generate usable knowledge for elementary science instruction? Can issues raised by classroom practice drive the agenda of laboratory cognitive research? Answering yes to both questions, we advocate building a reciprocal interface between basic and applied research. We discuss five studies of the teaching, learning, and transfer of the “Control of Variables Strategy” in elementary school science. Beginning with investigations motivated by basic theoretical questions, we situate subsequent inquiries within authentic educational debates—contrasting hands-on manipulation of physical and virtual materials, evaluating direct instruction and discovery learning, replicating training methods in classroom, and narrowing science achievement gaps. We urge research programs to integrate basic research in “pure” laboratories with field work in “messy” classrooms. Finally, we suggest that those engaged in discussions about implications and applications of educational research focus on clearly defined instructional methods and procedures, rather than vague labels and outmoded “-isms.” 相似文献
5.
方圆 《科学技术哲学研究》2020,37(1):14-19
现象学家丹·扎哈维近年来在“自然化的现象学”论题下提出了这样一种观点,该观点认为现象学能够为认知科学提供更有价值的对人心智活动的解释模型,并且现象学对意识的种种先验分析能够对当代认知科学的研究有所助益。文章将以“物体恒常性”以及“拥有感”为案例,通过对比现象学与认知科学对这两个具体人类心智现象的解说方式,审视扎哈维的这一观点在具体事实层面是否可行。并由此指出现象学解释模式与当今时代立足于脑影像技术之上的当代认知科学的解释模式之间并无法兼容。 相似文献
6.
A challenge facing many schools, especially those in urban settings that serve culturally and linguistically diverse populations, is a disconnection between schools and students' home communities, which can have both cognitive and affective implications for students. In this article we explore a form of “connected science,” in which real‐world problems and school‐community partnerships are used as contextual scaffolds for bridging students' community‐based knowledge and school‐based knowledge, as a way to provide all students opportunities for meaningful and intellectually challenging science learning. The potential of these scaffolds for connected science is examined through a case study in which a team of fifth‐grade teachers used the student‐identified problem of pollution along a nearby river as an interdisciplinary anchor for teaching science, math, language arts, and civics. Our analysis makes visible how diverse forms of knowledge were able to support project activities, examines the consequences for student learning, and identifies the features of real‐world problems and school–community partnerships that created these bridging opportunities. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 878–898, 2001 相似文献
7.
Rockey Knox 《Mind, Brain, and Education》2016,10(1):4-9
The emerging field of mind, brain, and education (MBE) is grappling with core issues associated with its identity, scope, and method. This article examines some of the most pressing issues that structure the development of MBE as a transdisciplinary effort. Rather than representing the ongoing debates in MBE as superficial squabbles to eventually be “overcome,” this article argues that the politics of MBE language, discourse, and validity suggest profound epistemological differences that transcend a traditional interdisciplinary approach. Instead, MBE would benefit from a transdisciplinary approach that contextually accords equal and differential weight to a range of knowledge inputs from education studies, neuroscience, and other academic and practitioner spheres beneath the broad umbrella of MBE. Specifically, this article suggests that some of the key tasks for those involved in MBE studies require a transdisciplinary approach to knowledge translation and knowledge development. 相似文献
8.
This article relays results of a study focused on questions invoked to correct declarative knowledge deficits while readers process science texts explaining natural phenomena. Firstly, the authors focused on finding out what kind of questions are asked by students who read these texts and, secondly how task demand influences quantity and quality of formulated questions. Two hundred and eighty nine Portuguese students from 8th, 10th, and 12th grade participated in the study. The students were instructed to ask questions on two short science paragraphs that explained natural phenomena. Three task conditions were chosen. Thus, in the “Class” condition, the task was introduced as an activity aimed at developing the capacity to ask questions. In the “Examination” condition, the task was presented as a test on question generation. Finally, in the “Extra‐academic” condition the questioning task was camouflaged as a participation in a research project sponsored by the Ministry of Education and geared at the improvement of science textbooks. The results have shown that students are able to ask many questions when given an opportunity to do so. The study has also proven that students are capable of generating a large volume of causal‐antecedent questions relative to this kind of texts. Finally, no clear effects were found between grade level and/or task demand as defined in the conducted study. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 602–614, 2000 相似文献
9.
《International Journal of Educational Research》1994,21(3):279-298
This study examined the exchangeability of alternative methods for measuring science achievement at the elementary level. Observation of a student performing a hands-on investigation was considered to be the “benchmark” method for science performance assessments. Four less-costly methods — or possible “surrogates” for the benchmark — were, in order of decreasing verisimilitude: (a) A notebook report of an investigation, (b) a computer simulation of an investigation, (c) short-answer questions about an investigation, and (d) multiple-choice questions about an investigation. Exchangeability of each of the four surrogates for the benchmark was examined using three different investigations: “Electric Mysteries,” “Paper Towels,” and “Bugs.” One hundred and ninety-seven fifth- and sixth-grade students were given: (a) All investigations with each method, (b) a multiple-choice science achievement test, and (c) an aptitude test. Results of exchangeability analyses indicated that only the notebook provided a reasonable surrogate for the benchmark. This finding was replicated across the three investigations. Moreover, combinations of surrogates, including the multiple-choice science achievement test, failed to approximate information gained from direct observation of student performance, over and above information provided by the notebook surrogate. 相似文献
10.
Friedrich Schweitzer 《Religious education (Chicago, Ill.)》2013,108(4):359-372
This article reports on questions of “education after Auschwitz” in Germany. It focuses on the open questions that addressing the Shoah in education raises—vis‐a‐vis the sequence of generations after 1945, political issues, moral philosophy, and Christian‐Jewish relationships. The point is not to spread skepticism or to discourage educators, but to point out the challenges which an “education after Auschwitz” must address. 相似文献
11.
Changes in society and in science and technology have forced a rethinking of what is “basic” in science education. A perceived disjuncture between school science and the realities of a scientifically and technologically oriented society has resulted in proposals for new directions in science teaching. It appears that science education is about to undergo another paradigm shift. One particularly visible movement, the “Science-Technology-Society” (STS) movement, exemplifies how such directional shifts tend to occur within the field of science education. This article critically examines the program and professional development process that has characterized past and current science curriculum reform effort in an attempt to illustrate fundamental educational reform problems. The need for new directions in science education is uncontested here. The issue is the problematic nature of the reform process itself. The article contends that new methods of reform must be researched— methods that directly involve practitioners in critical reflection, participatory research, and science curriculum development. 相似文献
12.
Patrick Moore 《Technical Communication Quarterly》2013,22(2):210-223
Abstract of the original article Robert R. Johnson's “Complicating Technology: Interdesciplinary Method, the Burden of Comprehension, and the Ethical Space of the Technical Communicator,” published in the Winter 1998 issue of TCQ, points out that there is much for technical communicators to learn from the burgeoning field of technology studies. Technical communicators, however, have an obligation to exercise patience as they enter this arena of study. Using interdisciplinary theory, this article argues that technical communication must assume the “burden of comprehension”: the responsibility of understanding the ideologies, contexts, values, and histories of those disciplines from which we borrow before we begin using their methods and research findings. Three disciplines of technology study—history, sociology, and philosophy—are examined to investigate how these disciplines approach technology. The article concludes with speculation on how technical communicators, by virtue of their entrance into this interdisciplinary arena, might refashion both their practical roles and the scope of their ethical responsibilities. 相似文献
13.
Gail Marshall 《Education and Information Technologies》2010,15(1):37-50
Three major evaluations of innovative projects designed and implemented in the US during the 1960s and 1970s provide models for the design and analysis of Information and Communication Technology (ICT) projects. Large in scope, sophisticated in design and explicit in reporting, the three evaluations were: an analysis of major factors in “change agent” projects conducted by the Rand Corporation; an evaluation of Follow Through, a program to continue supporting “disadvantaged” children in elementary school; and a multi-year evaluation of the Comprehensive School Mathematics Program, a multi-grade project designed to change mathematics instruction and, at the same time, develop suitable assessment tools. Each of the studies provides a model of how ICT projects, both those in place and those in the design stages, may be evaluated in order that important questions — “What happened?” and “Why?” and “To what effect?” — can be answered. The three evaluations stress the importance of defining project characteristics, working from clearly defined practices, assessing fidelity of implementation, studying the multiple reactions of all the stakeholders, and conducting assessments of pupil progress at appropriate times and with appropriate measures. The models can serve ICT educators as guidelines as they look for complex, meaningful and educationally sound ways of determining the impact of ICT on all stakeholders. 相似文献
14.
Reading the interesting article Discerning selective traditions in science education by Per Sund, which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching. 相似文献
15.
Maughn Rollins Gregory 《Educational theory》2014,64(6):627-648
Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between “directive teaching,” in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and “nondirective teaching,” in which teachers avoid persuading students on topics that are rationally controversial. However, the four methods of directive teaching discussed in the literature — explicit directive teaching, “steering,” “soft‐directive teaching,” and “school ethos endorsement” — make rational persuasion problematic, if not self‐defeating. In this essay, Maughn Rollins Gregory argues that “procedurally directive teaching” offers an alternative to such approaches because it derives from the intention to guide inquiry rather than to persuade. He demonstrates that the conceptual frameworks of perfectionism and antiperfectionism, which have been proposed for directive teaching on same‐sex marriage, can instead be used to generate open questions for student inquiry, as can a third, civil rights framework. Given these considerations, Gregory maintains that pedagogical guidance on this topic should be procedurally directive rather than substantively directive. Further, the fact that legal, political, and ethics scholars disagree about which framework is more appropriate to the issue of same‐sex marriage indicates that such arguments cannot be dispositive of the pedagogical issue of how to frame classroom discussions about it. Rather, students should inquire into this meta‐level framing dispute for themselves. 相似文献
16.
James Croft 《Mind, Brain, and Education》2011,5(1):5-11
Neuroaesthetics is a burgeoning new interdisciplinary research space in which cognitive science, psychology, neuroscience, and philosophy intersect in order to better inform our understanding of aesthetic experience. The purpose of this study is to analyze high‐profile work in neuroaesthetics in the light of recent research into interdisciplinary epistemology, asking “Do current attempts to use neuroscience to explore art meet rigorous interdisciplinary quality criteria?” I suggest that current approaches in neuroaesthetics frequently fail in a number of ways: they fail to meet disciplinary standards in either aesthetics or neuroscience, they fail to blend disciplines in a generative way, and they add little new that could not be investigated more fruitfully at other levels of analysis. In response to these potential pitfalls, I recommend that future researchers embrace a form of “problem‐focused epistemological pluralism” in their neuroaesthetic endeavors. I end with a consideration of the educational implications of these issues. 相似文献
17.
Building teacher identity with urban youth: Voices of beginning middle school science teachers in an alternative certification program 总被引：1，自引：0，他引：1
Teacher identity development and change is shaped by the interrelationship between personal biography and experience and professional knowledge linked to the teaching environment, students, subject matter, and culture of the school. Working from this framework, this study examines how beginning teacher interns who are part of an alternative route to teacher certification construct a professional identity as science educators in response to the needs and interests of urban youth. From the teacher interns, we learn that crafting a professional identity as a middle‐level science teacher involves creating a culture around science instruction driven by imagining “what can be,” essentially a vision for a quality and inclusive science curriculum implicating science content, teaching methods, and relationships with their students. The study has important implications for the preparation of a stronger and more diverse teaching force able to provide effective and inclusive science education for all youth. It also suggests the need for greater attention to personal and professional experience and perceptions as critical to the development of a meaningful teacher practice in science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1044–1062, 2004 相似文献
18.
Research in science education confirms the importance of self-efficacy in students' persistence and success in the sciences. The current study examined the role of science self-efficacy in nonspecialist, arts and communication-oriented students encountering science in a general education context. Participants (N = 275) completed a beginning- and end-of-semester survey including a Science Self-Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open-ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self-efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self-efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self-efficacy, and achieved similar grades to their White/Non-Hispanic and US resident classmates. Contrary to expectations, science self-efficacy did not predict performance in the class. However, students' self-reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student-centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self-efficacy and student success in this unique, general education science environment. 相似文献
19.
Quentin Wheeler‐Bell 《Educational theory》2019,69(3):265-281
In this essay, Quentin Wheeler‐Bell aims to reframe recent attempts to rethink the core principles of critical pedagogy. He argues that these attempts have been unsuccessful because they reproduce a deeper problem — specifically, an identity crisis — within critical pedagogy. The source of this problem, he contends, is that those working in this tradition have, over time, become more distant from and forgetful of its roots in critical theory; as a result, critical pedagogy is now in a state of dilution and fragmentation in which critical pedagogues are unable to bring the plurality of critical education approaches together theoretically around a set of shared principles. In order to address this problem and begin to reframe the core principles of critical pedagogy, Wheeler‐Bell first briefly sketches the debates around Max Horkheimer's classic essay “Critical Theory and Traditional Theory,” focusing on why critical theory grew into an interdisciplinary tradition situated between philosophy and social science. Then he explains why the recent attempts to rethink critical pedagogy rely upon a problematic, albeit dominant, narrative of the critical education tradition — a narrative that only tacitly recognizes a connection between critical education and critical theory. This dominant narrative contributes to the identity crisis within critical education because it supports a collective memory loss regarding the importance of both philosophy and social science to critical theory. Finally, Wheeler‐Bell attempts to develop a thin definition of critical education: one that connects critical education back to its roots in critical theory, while respecting the plurality of critical education approaches. 相似文献
20.
In this theoretical article we use an interpretative study with physics undergraduates to exemplify a proposed characterization of student learning in university science in terms of fluency in disciplinary discourse. Drawing on ideas from a number of different sources in the literature, we characterize what we call “disciplinary discourse” as the complex of representations, tools and activities of a discipline, describing how it can be seen as being made up of various “modes”. For university science, examples of these modes are: spoken and written language, mathematics, gesture, images (including pictures, graphs and diagrams), tools (such as experimental apparatus and measurement equipment), and activities (such as ways of working—both practice and praxis, analytical routines, actions, etc.). Using physics as an illustrative example, we discuss the relationship between the ways of knowing that constitute a discipline and the modes of disciplinary discourse used to represent this knowing. The data comes from stimulated recall interviews where physics undergraduates discuss their learning experiences during lectures. These interviews are used to anecdotally illustrate our proposed characterization of learning and its associated theoretical constructs. Students describe a repetitive practice aspect to their learning, which we suggest is necessary for achieving fluency in the various modes of disciplinary discourse. Here we found instances of discourse imitation, where students are seemingly fluent in one or more modes of disciplinary discourse without having related this to a teacher‐intended disciplinary way of knowing. The examples lead to the suggestion that fluency in a critical constellation of modes of disciplinary discourse may be a necessary (though not always sufficient) condition for gaining meaningful holistic access to disciplinary ways of knowing. One implication is that in order to be effective, science teachers need to know which modes are critical for an understanding of the material they wish to teach. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 27–49, 2009 相似文献