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1.
In this article, I return to the interactions of Augusto and his teacher in an “English Learner Science” classroom in a demographically-transitioning US Midwest community (Richardson Bruna and Vann in Cult Stud Sci Educ 2:19–59, 2007) and further engage a class-first perspective to achieve two main conceptual objectives. First, I examine Augusto’s science education experience as a way of understanding processes Rouse (Towards a transnational perspective on migration: Race, class, ethnicity, and nationalism reconsidered. The New York Academy of Sciences, New York, 1992) refers to as “the disciplinary production of class-specific subjects” (p. 31). Coming from a subsistence farming community in rural Mexico to an industrialized meatpacking community in semi-rural Iowa, I describe how Augusto undergoes a change in his class identity (experiences a Class Transformation) that is not just reflected but, in fact, produced in his science class. Second, I examine the work Augusto does to resist these processes of disciplinary production as he reshapes his teacher’s instruction (promotes a class transformation) through specific transnational social capital he leverages as peer mediation. My overall goals in the article are to demonstrate the immediate relevance of a socio-historical, situated perspective to science teaching and learning and to outline domains of action for an insurgent, class-cognizant, science education practice informed by transnational social capital, like Augusto’s.  相似文献   

2.
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 (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 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 Isis. Mach had elaborated this epistemology in La Connaissance et l’Erreur (Knowledge and Error), which Sarton read in 1913 (Hiebert 1905/1976; de Mey 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 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   

3.
This paper describes the Assessment Practices Framework and how I used it to study a high school Chemistry teacher as she designed, implemented, and learned from a chemistry lab report. The framework consists of exploring three teacher-centered components of classroom assessment (assessment beliefs, practices, and reflection) and analyzing components with the assessment triangle model (Pellegrino et al. in, Knowing what students know: The science and design of educational assessment. National Academy Press, Washington DC, 2001). Employing the framework, I report the teacher’s assessment practices, report the alignment in her assessment practices through the three vertices of the assessment triangle (cognition, observation, and interpretation), and suggest relations between her beliefs and practices. I conclude by discussing the contribution and limitations of the Assessment Practices Framework while conducting future research and supporting science teachers in assessing student learning.  相似文献   

4.
In this response to Muis et al. (2006), I draw on the writings of Dewey to explore three critical questions. The first question is what is gained or what is lost when the study of epistemology moves from philosophy to psychology and eventually to educational practice? The second asks whether the primary question under examination should be if students’ beliefs about knowledge or knowing differ by domains or why they may differ? Finally, what are the implications of the generality or specificity of students’ epistemic beliefs for educational practice?  相似文献   

5.
In his December editorial on Michael Reiss, Kenneth Tobin (Cult Stud Sci Educ 3:793–798, 2008), raises some very important questions for science and science teachers regarding science education and the teaching of creationism in the classroom. I agree with him that students’ creationist ideologies should be treated not as misconceptions but as worldviews. Because of creationism’s peculiarly strong political links though, I argue that such discussion must address three critical and interconnected issues, including the uncertain state of teaching evolution in public schools nationally, the political convergence of the creationist political beliefs with bigoted worldviews, and creationism’s inherent contrariness to science and human progress. I suggest that we as science educators therefore not consider all sides to be equally right and to instead take side against the politics of creationism. I also argue that we need much more serious discussion on how to better teach science to students who hold creationist worldviews, and that science educators such as Reiss need to be part of that.
Konstantinos AlexakosEmail:
Konstantinos Alexakos   is an assistant professor in the School of Education at Brooklyn College (CUNY). He is a former New York City high school science teacher and a former NYC transit worker. His research interests include sociocultural issues especially fictive kinships among minority science students and perseverance and success.  相似文献   

6.
The education of prospective Elementary and Early Childhood (E&EC) teachers to teach science has been an on-going challenge for science teacher educators. Accordingly, a course in physical science was planned and implemented especially for prospective E&EC teachers. The purpose of this study was to understand the nature of the enacted curriculum and about the forces which constrained its evolution. Miller, the teacher of the course, had no prior experience in teaching prospective E&EC teachers and many of his experiences as a university level teacher were based on his teaching of physics majors. These experiences shaped his approach to teaching the course as did his years as a basketball coach. Miller was an expert in physics and constructed his role as teaching students significant scientific truths. Miller saw the purpose of the course as being to educate the students in science, not to prepare them to teach science. He was unwilling to address the goals of students that were oriented strongly toward becoming better teachers. The beliefs of the teacher constrained the enacted curriculum to an extent that gaps between the needs of students and the enacted curriculum were wider at the end of the course than they were at the beginning. Armstrong College In my opinion I think I failed completely, but I am quite happy with what I am trying to do. I just don't think I executed it well. So I was pretty unhappy with the whole experience in terms of the results, but I was not unhappy with the experience in terms of whether it was worth doing. I think it is important in science to develop free-thinking and being able to come to conclusions. Science is being able to reflect on the human condition, and being able to think about things you don't know about. (Miller)  相似文献   

7.
In the field of human cognition, language plays a special role that is connected directly to thinking and mental development (e.g., Vygotsky, 1938). Thanks to “verbal thought”, language allows humans to go beyond the limits of immediately perceived information, to form concepts and solve complex problems (Luria, 1975). So, it appears language can be studied as a cognitive process (Chomsky, 1975). In this investigation, I study language as a means for making the cognitive process explicit. In particular, I analyze the role of the verbalization produced by pairs of students solving a plane geometry problem. The basic idea of my research is that, during the resolution process of a plane geometry problem, natural language can play roles beyond that of communication: Natural language can be seen as a tool for supporting students’ cognitive processes (Robotti, 2008), and, at the same time, it can also be seen as a researchers’ tool which allows us to shed light on the evolution of students’ cognitive processes. With regard to language as researchers’ tool, I show how natural language (in our case, students’ verbalization during resolution of a plane geometry problem) can be used by the researcher to make explicit, to study, and to describe the development of the students’ cognitive processes during the resolution process. To this end, I present a model I have developed that allows us to identify, in students’ verbalization, different phases of their cognitive processes.  相似文献   

8.
In their treatise, Mitchell and Mueller extend David Orr’s notions of ecological literacy (2005) to include biophilia (Wilson 1984) and ecojustice (Mueller 2009). In his writings, David Orr claims that the US is in an “ecological crisis” and that this stems from a crisis of education. The authors outline Orr’s theory of ecological literacy as a lens to understand Earth’s ecology in view of long-term survival. In their philosophical analysis of Orr’s theory, Mitchell and Mueller argue that we move beyond the “shock doctrine” perspective of environmental crisis. By extending Orr’s concept of ecological literacy to include biophilia and ecojustice, and by recognizing the importance of experience-in-learning, the authors envision science education as a means to incorporate values and morals within a sustainable ideology of educational reform. Through this forum, I reflect on the doxastic logic and certain moral and social epistemological concepts that may subsequently impact student understanding of ecojustice, biophilia, and moral education. In addition, I assert the need to examine myriad complexities of assisting learners to become ecologically literate at the conceptual and procedural level (Bybee in Achieving scientific literacy: from purposes to practices, Heinemann Educational Books, Portsmouth, 1997), including what Kegan (In over our heads: the mental demands of modern life, Harvard University Press, Cambridge, 1994) refers to as “Third Order” and “Fourth Order” thinking: notions of meaning-construction or meaning-organizational capacity to understand good stewardship of the Earth’s environment. Learners who are still in the process of developing reflective and metacognitive skills “cannot have internal conversation about what is actual versus what is possible, because no ‘self’ is yet organized that can put these two categories together” (p. 34). Mitchell and Mueller indicate that middle school learners should undergo a transformation in order to reflect critically about the environment with a view toward determining critical truths about the world. However, if this audience lacks “selective, interpretive, executive, construing capacities” (Kegan in In over our heads: The mental demands of modern life, 1994, p. 29), assimilating the notions of ecojustice and biophia may be problematic.  相似文献   

9.
In a recently published article in Cultural Studies of Science Education (Volume 6, Issue 2) titled, What does playing cards have to do with science? A resource-rich view of African American young men, Alfred Schademan (Cult Stud Sci Educ 6:361–380, 2011) examines the resources that African American young men learn through playing a card came called Spades. In his ethnographic study, he takes a resource-rich view of the players, highlights the science-related resources they demonstrate, and challenges deficit notions of these young men. Three Forum response papers complement Schademan’s research. The first is written by Nancy Ares, the second is coauthored by Allison Gonsalves, Gale Seiler, and Dana Salter, and the third is written by Philemon Chigeza. All three of these response papers elaborate on his points and emphasize issues inherent in working towards resource-rich views in science education. In this paper, I draw on all four papers to explore the possibilities in recognizing, highlighting, and accepting the resources that students bring as being resources for science learning.  相似文献   

10.
This article is a response to Randy Yerrick and Joseph Johnson’s article “Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains”. They write about research conducted by Yerrick in which videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis is framed through Shulman’s (1986) work on “domains of teacher knowledge” and Ladson-Billings’ (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier emphasis on Shulman’s work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential to provide a more nuanced analysis of what occurred in Yerrick’s classroom from a critical lens. Thus we examine Yerrick and Johnson’s work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but also users and critics of such knowledge.  相似文献   

11.
The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry.  相似文献   

12.
In this paper we respond to Staver’s article (this issue) on an attempt to resolve the discord between science and religion. Most specifically, we comment on Staver’s downplaying of difference between Catholics and Protestants in order to focus on the religion-science question. It is our experience that to be born into one or other of these traditions in some parts of the world (especially Northern Ireland) resulted in starkly contrasting opportunities, identities and practices in becoming and being science educators. The paper starts with a short contextual background to the impact of religion on schooling and higher education in Northern Ireland. We then explore the lives and careers of three science/religious educators in Northern Ireland: Catholic (Jim) and Protestant (Ivor) males who are contemporaries and whose experience spans pre-Troubles to post-conflict and a Catholic female (Colette) who moved to Northern Ireland during the Troubles as a teenager. Finally, we discuss the situation regarding the teaching of creationism and evolution in Northern Ireland—an issue has recently generated high public interest. The Chair of the Education Committee of the Northern Ireland Assembly recently stated that “creationism is not for the RE class because I believe that it can stand scientific scrutiny and that is a debate which I am quite happy to encourage and be part of…” (News Letter 2008). It could be the case that the evolution debate is being fuelled as a deliberate attempt to undermine some of the post-conflict collaboration projects between schools and communities in Northern Ireland.  相似文献   

13.
Researchers have shown that most students resist changes to their core beliefs by offering auxiliary hypotheses at the first sign of the development of conceptual change. Studies have viewed student reaction to discrepant events as an important clue in helping researchers understand not only the structure of alternative concepts (Niaz, Science & Education, 7(2):107 – 127, 1998) but also the nature of scientific concepts. The main objectives of this research were the following: (a) to consider prudently the conflict map of Tsai (International Journal of Science Education, 22(3):285 – 302, 2000); (b) to initiate and develop an enhanced conflict map based on Lakatosian ethodology, which could help science teachers and students resolve conflicts that occur in the explanation of natural phenomena; (c) to examine the effectiveness of the enhanced conflict map; and (d) to discuss these implications in science education. Specifically, this study used two freshman classes from the Department of Electronics and one class of Astronomy majors from C. National University, South Korea, to investigate how scientific concepts change after selecting the modern physics field (Photoelectric effect), which is included in the Physics and Astronomy courses. Modern physics has led to the so-called Lakatosian heuristic principle or methodology, a useful framework that includes scientific philosophy and science history as study strategies. “Enhanced conflict maps” are suggested for use to consistently show all the study processes.  相似文献   

14.
There have been substantial reform efforts in science education to improve students’ understandings of science and its processes and provide continual support for students becoming scientifically literate (American Association for the Advancement of Science in Benchmarks for science literacy, Oxford University Press, New York, 1993; National Research Council in Mathematics and science education around the world, National Academy Press, Washington DC, 1996; National Science Teachers Association in NSTA position statement 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize the ideas that are recommended in the reforms (Akerson V, Volrich M (2006) Journal of Research and Science Teaching, 43, 377–394). The purpose of this study was to explore how explicit-reflective instruction could improve young students’ understanding of NOS. During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation in scientific work, although there was still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the particular problems students have in distinguishing these constructs.  相似文献   

15.
There have been substantial reform efforts in science education to improve students’ understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS, Benchmarks for science literacy, Oxford University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA, NSTA position statement: The nature of science, , 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize the ideas that are recommended in the reforms (Akerson and Volrich, J Res Sci Teach 43:377–394, 2006). The purpose of this study was to explore how explicit-reflective instruction could improve young students’ understanding of NOS. During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation in scientific work, although there was still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the particular problems students have in distinguishing these constructs.  相似文献   

16.
This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53, 2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they used was connected to their views of what science is.  相似文献   

17.
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance of deep class differences between themselves and many of their students, I propose that teacher education include coursework in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their “complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest, has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social class and educational attainment, on the construction of classed identities in spite of silence about class in public and academic discourse, and on pedagogies for teaching across class differences.  相似文献   

18.
This paper reports on instructional practices observed in a high school English Learner (EL) Science course serving newcomer Mexican immigrant youth. The school is located in a rural Midwestern meatpacking community in which labor at the hog plant is economically- and racially-segmented; it is the town’s Mexican residents, many of them undocumented, who comprise most of the unskilled labor force. The general purpose of the paper is to document how the economic and racial context of this community influences science instruction in the EL Science course and to describe how this presents particular challenges in achieving equitable science instruction for Mexican immigrant youth in these rural, globalizing places. Entering the data via critical discourse analysis (Fairclough, 1995) and then utilizing Barton’s (2003) “practice of science” perspective, with an eye toward achieving “radical contextuality” (Grossberg, 1997), we describe the science events, identities, and structures of the pig dissection lesson and detail how what these students could do with science, as rendered by that lesson, was limited by the roles the teacher attributed to the students, her inability to draw on their funds of knowledge as resources for learning, and the voice and position she allowed them to take up. The data reinforce conventional understandings of schools as sites of cultural reproduction (Bowels & Gintis, 1976), as well as of resistance (Giroux, 1983), but afford us a glimpse of the particularity of those mechanisms within the demographically-transitioning American Heartland, iconic of the era of global capitalism.
Katherine Richardson BrunaEmail:
  相似文献   

19.
The purpose of this study was to assess differences between Nigerian junior and senior preservice teachers’ science teaching efficacy beliefs. Data in this study were collected from a total number of 221 preservice teachers enrolled in junior and senior secondary science teacher education programs in Nigeria using Science Teaching Efficacy Belief Instrument (STEB-B) (Enoch and Riggs in Sci Educ 74:625–638 1990). Results indicated that junior secondary preservice teachers were as efficacious as their senior secondary preservice teachers on the two dimensions of STEB-B. In addition, analyses did not reveal any significant gender differences on the two dimensions of STEB-B.  相似文献   

20.
This article is a case study of a second-year middle school science teacher's beliefs about science and science teaching and how these beliefs influenced—or failed to influence—classroom instruction. It illustrates how beginning teachers struggle to reconcile (a) conflicting beliefs about what is desirable, and (b) conflicts between what they believe is desirable and what is possible within the constraints of their preparation and the institutions in which they work. This teacher, for example, struggled to reconcile his view of science as a creative endeavor with his belief that students need to be provided with a high degree of structure in order to learn within the context of formal schooling. He also had difficulty resolving the conflict between the informal (“messing about”) type of science learning that he believed was desirable and the personal and institutional constraints he faced in the classroom.  相似文献   

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