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1.
Because of ever stricter standards of accountability, science teachers are under an increasing and unrelenting pressure to demonstrate the effects of their teaching on student learning. Econometric perspectives of teacher quality have become normative in assessment of teachers’ work for accountability purposes. These perspectives seek to normalize some key ontological assumptions about teachers and teaching, and thus play an important role in shaping our understanding of the work science teachers do as teachers in their classrooms. In this conceptual paper I examine the ontology of science teaching as embedded in econometric perspectives of teacher quality. Based on Foucault’s articulation of neoliberalism as a discourse of governmentality in his ‘The Birth of Biopolitics’ lectures, I suggest that this ontology corresponds well with the strong and substantivist ontology of work under neoliberalism, and thus could potentially be seen as reflection of the influence of neoliberal ideas in education. Implications of the mainstreaming of an ontology of teaching that is compatible with neoliberalism can be seen in increasing marketization of teaching, ‘teaching evangelism’, and impoverished notions of learning and teaching. A shift of focus from teacher quality to quality of teaching and building conceptual models of teaching based on relational ontologies deserve to be explored as important steps in preserving critical and socially just conceptions of science teaching in neoliberal times.  相似文献   

2.
In a recent article published in this journal, Williams (Educational Studies in Mathematics, 92, 59–72, 2016) offers a critique of neo-Vygotskian perspectives exemplified in recent work on the funds of knowledge and on cultural-historical activity theoretic perspectives. The critique has great value in that it asks interesting questions that often go unnoticed and fail to be discussed in mathematics education research—e.g., the question of alienation or the role of agency in Vygotsky’s notion of the zone of proximal development. Despite the great value of the questions raised, the critique fails because its idealist theoretical epistemological underpinning is at odds with Vygotsky’s thought and cultural-historical activity research in general. The critique falls short especially on the point of realizing the materialist dialectical method Vygotsky employed. The goal of this article is to address Williams’ critique by (a) revisiting the main argument of the critique, (b) articulating the departures of the critique from the materialist dialectical method, (c) conceptualizing development along the theoretical lines of the late (Spinozist-Marxian) Vygotsky, and (d) formulating a materialist dialectical approach to alienation. We conclude by summarizing three main problems of the critique.  相似文献   

3.
Components of complex systems apply across multiple subject areas, and teaching these components may help students build unifying conceptual links. Students, however, often have difficulty learning these components, and limited research exists to understand what types of interventions may best help improve understanding. We investigated 32 high school students’ understandings of complex systems components and whether an agent-based simulation could improve their understandings. Pretest and posttest essays were coded for changes in six components to determine whether students showed more expert thinking about the complex system of the Chesapeake Bay watershed. Results showed significant improvement for the components Emergence (r = .26, p = .03), Order (r = .37, p = .002), and Tradeoffs (r = .44, p = .001). Implications include that the experiential nature of the simulation has the potential to support conceptual change for some complex systems components, presenting a promising option for complex systems instruction.  相似文献   

4.
Measuring gifted and talented (GT) students’ perceptions of their GT label might seem to be a relatively straightforward affair. Most of this research uses survey methods that ask GT students to complete Likert scale or open-ended response questionnaires about their perceptions of the label and then presents results in clear and quantifiable terms, such as “X % of students hold positive perceptions of the GT label.” However, our qualitative study of GT students in two middle school social studies classrooms presents findings that not only trouble, but prompt questions about simple proclamations regarding GT students’ perceptions of the GT label. What we found was that given the opportunity to share their thoughts at length, this group of GT students expressed a range of often contradictory perceptions about their GT label. Students expressed multiple interpretations and perceptions of the GT label, as well as both embraced the label and rejected the label.  相似文献   

5.
This longitudinal study examined the role of metaconceptual awareness in the change and the durability of preservice teachers’ conceptual understandings over the course of several months. Sixteen preservice early childhood teachers participated in the study. Semi-structured interviews were conducted to reveal the participants’ conceptual understandings of lunar phases (pre, post, and delayed-post) and level of metaconceptual awareness (delayed-post only). Based on the change and stability in participants’ conceptual understandings from pre to post and from post to delayed-post interviews, participants’ conceptual understandings were assigned into three groups that described the profile of their long-term conceptual understandings: “decay or stability”, “continuous growth”, and “growth and stability”. The results indicated that participants in the “continuous growth” and “growth and stability” groups had significantly higher metaconceptual awareness scores than participants in the “decay or stability” group. The results provided evidence that metaconceptual awareness plays a more decisive role in the restructuring of conceptual understandings than the durability of conceptual understandings.  相似文献   

6.
The aim of this study was to examine the potential impact of the representational characteristics of models and students’ educational levels on students’ views of scientific models and modeling (VSMM). An online multimedia questionnaire was designed to address three major aspects of VSMM, namely the nature of models, the nature of modeling, and the purpose of models. The three scales of representational characteristics included modality, dimensionality, and dynamics. A total of 102 eighth graders and 87 eleventh graders were surveyed. Both quantitative data and written responses were analyzed. The influence of the representational characteristics seemed to be more salient on the nature of models and the purpose of models. Some interactions between the educational levels and the representational characteristics showed that the high school students were more likely to recognize textual representations and pictorial representations as models, while also being more likely to appreciate the differences between 2D and 3D models. However, some other differences between educational levels did not necessarily suggest that the high school students attained more sophisticated VSMM. For instance, in considering what information should be included in a model, students’ attention to particular affordances of the representation can lead to a more naive view of modeling. Implications for developing future questionnaires and for teaching modeling are suggested in this study.  相似文献   

7.
Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word’s orthography, phonology, and semantics based on the word’s characteristics. In addition, a learner’s overall literacy skills should relate to whether they attempt to use words. In the present study, sixth graders (n = 66), seventh graders (n = 60), and eighth graders (n = 41) learned 25 academic vocabulary words in a supplementary academic vocabulary intervention and were then asked to use those words in short persuasive essay drafts. We measured whether these students attempted to use a word (a binary uses outcome) and the number of times a student used a word (a continuous attempts outcome) and used cross-classified random effects models to examine how (a) the orthographic, phonological, and semantic characteristics of words and (b) the students’ literacy-related characteristics related to their uses and attempts. For word characteristics, students were more likely to use and attempt high frequency than low frequency words. For student characteristics, students proficient on the state exam were more likely to use and attempt the words, and students learning English were less likely to attempt the words. Implications for vocabulary intervention and writing instruction are discussed.  相似文献   

8.
Children as readers of picture books and the ways they respond to, and make meaning from, such texts are the focus of this article, which reports on a small-scale study undertaken in Norway and Wales, UK. The theoretical framing of the research draws on concepts of the multimodal ensemble in picture books and of the reading event as part of a social practice. The research design was developed from the team’s analysis of two texts, Pappa by Svein Nyhus (1998) and What does Daddy Do? by Rachel Bright (2009). Twenty-four children, who were 7 and 8 years old, took part in the study. This was built around two reading events for each book, staged as an immediate response and as a guided response. The data subsequently collected were analysed according to three overarching organisational principles, as book world, real world and play world. For both Daddy and Pappa, the first reading event showed the children’s responses were mainly directed towards exploring the book world. On the second reading event, references to the real world predominated for Daddy, while for Pappa the book world was again dominant. Across both reading events and for both books, the playworld revealed those occasions when the children expanded the meaning of the story, demonstrating an inventive ability to play with the text. Overall, the children’s responses moved fluidly across the three worlds, showing them to be energetically making connections between the reading, their experience of books and their own lives.  相似文献   

9.
This mixed-methods qualitative study examined the relationship between perceptions of the importance of social media (i.e., Facebook, Twitter) with community service projects and volunteerism. Participants (n = 80) were interviewed and surveyed regarding their experiences in participating in a variety of community service work (CSW) projects (i.e., urban forestry, community gardening) with their perceptions of the importance of social media. Results supported the hypothesis that a significant correlation exists (r = .286, p < .05) between perceptions of technology as an important part of my life and reduced importance of CSW activities. A significant correlation (r = 287, p < .001) also developed between perceptions of “connectedness” to one’s community, increased technology use and reduced perceptions of the importance of CSW activities. Additionally, a significant positive correlation (r = .454, p < .001) was found between reports of improved perceptions among ethnically diverse populations and the overall importance of CSW activities within the community. Results and suggestions for further research are offered regarding the application of theory to “real world” perspectives and problems involving education and environmental issues.  相似文献   

10.
To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill’s First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level (t(40) = ?1.432, p = 0.08, ES = 0.4) and at the Problem Solving level (U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level (t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).  相似文献   

11.
A great amount of foodborne pathogens were Gram-positive(G+) bacteria, a threat to public health. In this study, considering the binding ability of nisin towards G+ bacteria and the stable fluorescent ability of EGFP protein, a fluorescent nisin–EGFP protein probe was constructed by a gene engineering method. Nisin and EGFP were used as the receptor and fluorophore, respectively, to detect G+ bacteria. The nisin and egfp gene were amplified separately according to the sequence published in Gen Bank using unique primers. The two genes were cloned into a pET-28b(+) vector resulting in apET-28b(+)–nisin–egfp vector. The vector was transferred into Escherichia coli(E. coli) BL21(DE3) for expression. The expressed protein was extracted, purified by a Ni–NTA column, and then tested by the SDS-PAGE method to confirm its molecular weight. Listeria monocytogenes(L.monocytogenes), Staphylococcus aureus(S. aureus), and Micrococcus luteus(M. luteus) were used as the representations of G+ bacteria. E. coli O157, representing the gram-negative(G-) bacteria, was used as a negative control. The binding specificity of the recombinant protein was performed on two types of bacteria and then detected through fluorescent microscopy. The results indicated that the nisin–EGFP probe could detect G+ bacteria at 10~8CFU/mL.  相似文献   

12.
Visual representations play a critical role in enhancing science, technology, engineering, and mathematics (STEM) learning. Educational psychology research shows that adding visual representations to text can enhance students’ learning of content knowledge, compared to text-only. But should students learn with a single type of visual representation or with multiple different types of visual representations? This article addresses this question from the perspective of the representation dilemma, namely that students often learn content they do not yet understand from representations they do not yet understand. To benefit from visual representations, students therefore need representational competencies, that is, knowledge about how visual representations depict information about the content. This article reviews literature on representational competencies involved in students’ learning of content knowledge. Building on this review, this article analyzes how the number of visual representations affects the role these representational competencies play during students’ learning of content knowledge. To this end, the article compares two common scenarios: text plus a single type of visual representations (T+SV) and text plus multiple types of visual representations (T+MV). The comparison yields seven hypotheses that describe under which conditions T+MV scenarios are more effective than T+SV scenarios. Finally, the article reviews empirical evidence for each hypothesis and discusses open questions about the representation dilemma.  相似文献   

13.
The home learning environment (HLE) that children experience early on is highly predictive of their later academic competencies; however, the bulk of this work is operationalized from mothers’ perspectives. This study investigates the HLE provided by both mothers and fathers to their preschoolers (n = 767), with consideration for how parents’ practices relate to one another as well as how these practices predict children’s early academic outcomes. Using an SEM framework, results indicate that while, overall, mothers provide HLE activities more frequently than fathers do, both mothers (β = .18, p < .05) and fathers (β = .22, p < .05) make unique contributions to their preschooler’s early academic skills, but only for families where mother has less than a bachelor’s degree. For families where mother has a bachelor’s degree or higher, the effect of father’s HLE practices is not a significant predictor of children’s academics when considering mother’s HLE. For all families, fathers are providing a variety of HLE activities to their young children; and, although these may occur less frequently than mothers’ practices, they are particularly important for the academic development of children whose mothers have less than a bachelor’s degree. Practical implications are discussed.  相似文献   

14.
This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.  相似文献   

15.
This literature review explored educational change trends as reflected in the first 15 years of the Journal of Educational Change (JEC), from 2000 to 2014. The examination of 52 articles accounting for 61% of the Journal’s historical citations indicated that the JEC has evolved through five periods, which relate to ‘waves of educational change’ beyond the Journal itself. At the center of this development there has been a process of de-centering of Anglo-American perspectives on educational reform, pushed both by an increasing pessimism among U.S. and U.K. scholars regarding their countries’ reforms and by systematic evidence that other educational systems are achieving better student learning outcomes. The aforementioned evolution also shows a shift from more conceptual works by the field’s historical leaders toward more empirical research conducted by emergent scholars. After discussing the predominant concept of educational change, the major silences in the reviewed literature, and what this evolution in the JEC says about the field of educational change at large, the paper ends reflecting on challenges as a new generation of scholars begins to enter the conversation.  相似文献   

16.
This article describes a study of how Chinese preservice teachers unpacked a learning goal pertaining to adding fractions and understanding the concepts underlying the operation. Based on work in the USA by Morris, Hiebert, and Spizter (Journal for Research in Mathematics Education, 40(5), 491–529, 2009), 50 Chinese preservice teachers completed a task, anticipating an ideal student response, in the context of four representations: (1) fraction pieces, (2) graph paper, (3) common denominator algorithm, and (4) pennies. Like the US-based study, this study shows that Chinese preservice teachers’ ability to unpack a learning goal was highly influenced by how the problem was represented. The pennies and graph paper problems provided more supportive contexts for unpacking the learning goal; the algorithm problem provided the least supportive context. The main difference between the preservice teachers from these two countries was the US preservice teachers chose the pennies and graph paper problems as having the most potential for revealing students’ understanding of the learning goal; while the Chinese preservice teachers chose the algorithm problem despite the problem’s unsupportive context. Chinese preservice teachers’ preference suggests that they privileged algorithmic/symbolic representations over pictorial/concrete representations. Based on our results, we argue that it is time for cross-cultural comparative research to refocus on the common barriers, challenges, and benefits as related to mathematics teacher preparation and professional development. A cooperative instead of competitive orientation will lead to richer and deeper dialogues among mathematics educators.  相似文献   

17.
Quantum theory’s unusual predictions stem from its basic formalism which involves concepts like the wavefunction or probabilityamplitudes instead of probabilities. Many serious doubts have been raised about quantum theory’s connection with perceived classical dynamics. How does quantum mechanics, with all its strange ideas, unfold to give us the ‘reality’ of the familiar physical world? What is the connection between theclassical and thequantum! If quantum mechanics is, indeed, the fundamental theory of nature, as is widely accepted, then how does it explainclassicality! In the following, some of the fascinating conceptual problems of quantum mechanics are highlighted. The ‘environment-induceddecoherence’ approach is then discussed as one practical attempt at explaining the emergence of a classical world from an underlying quantum substrate  相似文献   

18.
Adopting Maria Manzon’s theoretical framework, which draws on Foucault and proposes that comparative education as an academic field is socially constructed, I suggest that the field is neither stable nor well defined. To demonstrate this, I conduct a content analysis of the Comparative Education Review, using Klaus Krippendorff’s methodological framework to study comparative and international education (CIE) researchers’ understanding of the national—and of their related knowledge production in the field. Many comparativists express interests in multiple countries, and their knowledge production takes the form of individual country studies. The countries are habitually studied using a “problem approach” focusing on one specific aspect of the country under investigation and using an associated social science methodology deemed appropriate. Few comparativists are making explicit use of or reference to any methodology that is unique to comparative education. Efforts to catalog and systematize CIE research have demonstrated that the field is becoming so inclusive that it hardly is distinguishable from educational studies as a whole. Hence, I suggest that instead of speaking about unifying features of the field, it may be more relevant to speak about frequent elements, such as a focus on the national, and a knowledge production characterized by the academic practitioner who desires to improve the education systems studied. A third frequent element may be the focus on educational development, thus justifying the label of “comparative, international, and development education.” One challenge of the field is its dependence on Western social science discourses, which may be marginalizing other voices.  相似文献   

19.
This study adopted a quasi-experimental design with follow-up interview to develop a computer-based two-tier assessment (CBA) regarding the science topic of electric circuits and to evaluate the diagnostic power of the assessment. Three assessment formats (i.e., paper-and-pencil, static computer-based, and dynamic computer-based tests) using two-tier items were conducted on Grade 4 (n = 90) and Grade 5 (n = 86) students, respectively. One-way ANCOVA was conducted to investigate whether the different assessment formats affected these students’ posttest scores on both the phenomenon and reason tiers, and confidence rating for an answer was assessed to diagnose the nature of students’ responses (i.e., scientific answer, guessing, alternative conceptions, or knowledge deficiency). Follow-up interview was adopted to explore whether and how the various CBA representations influenced both graders’ responses. Results showed that the CBA, in particular the dynamic representation format, allowed students who lacked prior knowledge (Grade 4) to easily understand the question stems. The various CBA representations also potentially encouraged students who already had learning experience (Grade 5) to enhance the metacognitive judgment of their responses. Therefore, CBA could reduce students’ use of test-taking strategies and provide better diagnostic power for a two-tier instrument than the traditional paper-based version.  相似文献   

20.
This article examines the place occupied by maps in children’s picturebooks. After a brief overview of the different roles that are assigned to maps in children’s books, the article considers five French picturebooks—Warja Lavater’s Le petit chaperon rouge (1965), Olivier Douzou and Isabelle Simon’s L’autobus numéro 33 (1996), Véronique Vernette’s Cocorico poulet Piga (1999), Rebecca Dautremer and Arthur Leboeuf’s Le loup de la 135 ème (2008) and Kochka and Fabienne Cinquin’s Dans ma ville, il y a… (2011)—in order to focus on how the narrative, whether enclosed, superimposed or linked to the text in some other way, is evoked by the geographic shape of the maps. It is argued that the particular use and function of a map depends on its shape or placement in a book, distinguishing between the incorporation of maps only as a significant picture (its use) from the subject within the whole narrative (its function). Thus the article articulates what uses a map can have within a narrative. It also explores the mechanics of the iconotext, showing that a cartographic picture fulfils a precise, rather than a general, function of spatialisation. Hence three main functions of spatialisation in maps and mapping are distinguished, whereby an author could use maps to help a character discover, conquer, or organise a space.  相似文献   

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