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1.
Vision II school science is often stated to be a democratic and inclusive form of science education. But what characterizes
the subject who fits into the Vision II school science? Who is the desirable student and who is constructed as ill-fitting?
This article explores discourses that structure the Vision II science classroom, and how different students construct their
identities inside these discourses. In the article we consider school science as an order of discourses which restricts and
enables what is possible to think and say and what subject-positions those are available and non-available. The results show
that students’ talk about a SSI about body and health is constituted by several discourses. We have analyzed how school science
discourse, body discourse and general school discourse are structuring the discussions. But these discourses are used in different
ways depending on how the students construct their identities in relation to available subject positions, which are dependent
on how students at the same time are “doing” gender and social class. As an example, middle class girls show resistance against
SSI-work since the practice is threatening their identity as “successful students”. This article uses a sociopolitical perspective
in its discussions on inclusion and exclusion in the practice of Vision II. It raises critical issues about the inherited
complexity of SSI with meetings and/or collisions between discourses. Even if the empirical results from this qualitative
study are situated in specific cultural contexts, they contribute with new questions to ask concerning SSI and Vision II school
science. 相似文献
2.
The relationships between heuristic literacy development and mathematical achievements of middle school students were explored
during a 5-month classroom experiment in two 8th grade classes (N = 37). By heuristic literacy we refer to an individual’s capacity to use heuristic vocabulary in problem-solving discourse
and to approach scholastic mathematical problems by using a variety of heuristics. During the experiment the heuristic constituent
of curriculum-determined topics in algebra and geometry was gradually revealed and promoted by means of incorporating heuristic
vocabulary in classroom discourse and seizing opportunities to use the same heuristics in different mathematical contexts.
Students’ heuristic literacy development was indicated by means of individual thinking-aloud interviews and their mathematical
achievements – by means of the Scholastic Aptitude Test. We found that heuristic literacy development and changes in mathematical
achievements are correlated yet distributed unequally among the students. In particular, the same students, who progressed
with respect to SAT scores, progressed also with respect to their heuristic literacy. Those students, who were weaker with
respect to SAT scores at the beginning of the intervention, demonstrated more significant progress regarding both measures. 相似文献
3.
Yasemin Copur-Gencturk Anne Papakonstantinou 《Journal of Mathematics Teacher Education》2016,19(6):575-594
This study examines the effects of professional development on various aspects of teachers’ mathematics instruction. Using data collected between 2005 and 2009, we examined the extent to which the instructional practices of 49 US high school teachers who participated in content-based, sustained professional development changed over time. We found that changes in several aspects of their instructional practices followed somewhat different patterns. Teachers made statistically significant and steady changes in mathematical discourse, instructional clarity, and the development of students’ mathematical habit of mind, but not in student interactions or in the use of multiple representations. 相似文献
4.
Alberto Esquinca 《International journal of qualitative studies in education》2013,26(3):279-300
This article reports on a case study of a college class for pre-service teachers on the US–Mexico border in which students participated in in-depth discussion around mathematical problems every day. This pedagogical approach promotes the socialization of students into and through the specialized discourse of mathematics. The focus of this paper is on the experience of transfronterizo students in that course. Transfronterizos are Mexican residents who periodically cross the border to attend school. For these students, whose educational background in Mexico allowed them to develop proficiency in elementary mathematical discourse in Spanish, their socialization experience includes ways in which they draw on language, and other social and learning experiences in Mexico. The focus of this paper is an assignment called Thinking Logs, a genre that required the use of mathematical discourse for teaching. Drawing on data gathered from participant observation of the course, interviews, analysis of study session discourse, and genre analysis, I highlight agentive ways that each participant used in their own socialization process. I show how participants improvised writing of models, asked for clarification in the first language, and even resisted the discourse. Students who resisted the demands might incur negative effects. Furthermore, I argue that the role of the guidance from an expert (such as a professor) is imperative in a socialization process, and I offer implications for ways that teachers can guide second language writers to develop mathematics discourse. 相似文献
5.
Bert van Oers 《Educational Studies in Mathematics》2001,46(1-3):59-85
A review of literature shows that during the history of mathematics education at school the answer of what counts as ‘real mathematics’ varies. An argument will be given here that defines as ‘real mathematics’ any activity of participating in a mathematical practice. The acknowledgement of the discursive nature of school practices requires an in-depth analysis of the notion of classroom discourse. For a further analysis of this problem Bakhtin’s notion of speech genre is used. The genre particularly functions as a means for the interlocutors for evaluating utterances as a legitimate part of an ongoing mathematical discourse. The notion of speech genre brings a cultural historical dimension in the discourse that is supposed to be acted out by the teacher who demonstrates the tools, rules, and norms that are passed on by a mathematical community. This has several consequences for the role of the teacher. His or her mathematical attitude acts out tendencies emerging from the history of the mathematical community (like systemacy, non-contradiction etc.) that subsequently can be imitated and appropriated by pupils in a discourse. Mathematical attitude is the link between the cultural historical dimension of mathematical practices and individual mathematical thinking. 相似文献
6.
In a population of 1141 students attending the last year of secondary school (age 17‐19) in three towns of North, Central and South Italy, who were tested using four ability tests, we studied responses to six moral dilemmas, comparing subjects of low, average and high ability by means of analysis of variance and cluster analysis. Two groups of very high (5 percent of the total sample) and extremely high (2 percent) students were individually interviewed in order to explore the motivation for their choices. The gifted showed, as expected, more responses at the formal level (greater choice of items concerning general and abstract principles, greater support for law and social contracts, more coherence), but in the average and lowest groups we found a more sentimental, humanitarian orientation, with a sympathetic attitude towards other people's feelings, which can constitute the base for a more intuitive, but not inferior morality. 相似文献
7.
In this paper we propose a social psychological framework for studying the role of schools in promoting positive intercultural relations. We draw on data from schools in England where addressing issues of cultural diversity is a key aim of educational practice. We focus specifically on the role of social context in educational activities that tackle discrimination. We consider the socio-political context, local community context, and immediate school context from a social representations theory perspective. Using data from interviews with staff and focus groups with students in schools from three very different localities, we show that the socio-political context may limit schools’ ability to promote positive intercultural relations but also that it is possible for schools to promote broader change from the bottom-up, acting as agents of change at a societal level, i.e. in terms of changing the local and broader societal contexts in which they are located. 相似文献
8.
Philip H. Taylor 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):57-62
Children who are ‘at risk’ of educational handicap, or who are likely to show a poor response to the experience of school require special help and care at the earliest opportunity. In order that the educational system can respond positively to the needs of such children, their early identification is a matter of priority. This may be achieved provided ‘risk’ factors in the child's environment have been established through experiment and that their effects, both singly and in combination, on various educational progress measures have been investigated. The present paper discusses the complex relationships observed between a wide range of conditions, personal and environmental, associated with a large group of children at school entry, and the subsequent educational development of these children three years later on. The analysis locates sub‐groups of children who have made a poor response to school and identifies them using different combinations of school entry factors. The analysis also defines a group of children who are on the whole somewhat above average in ability and attainment, but who nevertheless show a deterioration in their school work owing to emotional or social problems. The implication of these findings for the educational system is briefly discussed. 相似文献
9.
《Journal of Language, Identity & Education》2013,12(4):245-260
This study traces the ways in which an Arabic-speaking immigrant girl in Cyprus positions herself towards the different gender ideologies that she encounters at home and in school. Through Nadia's linguistic choices and discursive strategies we come to see how competing gender codes, meeting at the crossroads of geographic, linguistic, and cultural transition, lead to the emergence of a hybrid cultural identity. The data also reveal that "passing" is not always the goal of speakers who enter a new culture; instead, social categories such as gender mediate between the ability and the willingness to pass. These findings suggest that L2 users, through their daily linguistic and cultural practices across and within discourse sites, become agents of multiple, dynamic, and flexible identities. The study demonstrates the particular implications of second language learning and use and gender ideologies in the process of identity construction and highlights the complexities of identity work in today's multilingual and multitextual social settings. 相似文献
10.
Class,Culture and Agency: Researching parental voice 总被引：3，自引：0，他引：3
Carol Vincent Jane Martin 《Discourse: Studies in the Cultural Politics of Education》2002,23(1):108-127
This paper explores the differential possession and deployment of social, cultural and material resources by parents, and the effect of these processes on their willingness and ability to be involved with and intervene in their children's school life--what we have called 'parental voice'. The data presented here are drawn from a study of parents at two secondary schools, a subsample of data from a larger study involving six schools. We consider the social positioning and behaviour of three cohorts of parents, those demonstrating high, low and intermediate levels of intervention in the school. Our conclusions stress both the similarities and differences in parents' experience of voice. Certainly, parental access to and deployment of a number of social resources significantly affected how often, how easily and over what range of issues they approached the school. However, we also describe the overall character of parental voice in these two schools as individual, cautious and insecure. 相似文献
11.
刘欣 《江西师范大学学报(哲学社会科学版)》2004,37(1):79-81
语篇是语言的存在形式。人们使用语言来建立发话与受话之间的关系，交际的双方互换着言语角色达到交际目的；本从体现人际意义的语气和情态出发，分析语篇中的社会互动和身份构建。认为语篇是一种社会行为，它是社会语境中的一种社会实践，因而具有互动性。在这一互动过程中，不同的社会化群体选择不同的社会语言构建不同的社会活动和身份，表达不同的政治观点和态度。 相似文献
12.
Argumentation and scientific discourse are essential aspects of science education and inquiry in the 21st century. Student groups often struggle to enact these critical science skills, particularly with challenging content or tasks. Social regulation of learning research addresses the ways groups attempt to navigate such struggles by collectively planning, monitoring, controlling, and reflecting upon their learning in collaborative settings. Such regulation and argumentation can also elicit socioemotional responses and interactions. However, little is known regarding how regulation processes and socioemotional interactions manifest among students involved in small-group discourse about scientific phenomena. As such, in this qualitative study, we explored social regulation of learning, scientific argumentation discourse, and socioemotional interactions in the discussions of two groups of high school physics students (n = 7, n = 6). We found key qualitative distinctions between the two groups, including how they enacted planning activities, their emphasis on challenging other’s ideas versus building shared understanding, and how socioemotional interactions drove discourse. Commonalities across groups included how regulation initiation related to discourse, as well as how the difficulty of the content hindered, and teacher support augmented, the enactment of social regulation. Finally, we found overlapping regulation and discourse codes that provide a foundation for future work. 相似文献
13.
Drawing on socio-cultural theory, we understand the norms regulating the practices within the mathematics classroom as resulting
from the social representations of the socially dominant groups and of the school culture related to what constitutes learning
mathematics. Immigrant studients, having their own personal histories as members of particular social groups, and having been
in school traditions other than the one predominant in the host society, have their own images of what mathematics in school
is about. Individuals interacting in the classroom are all re-interpreting the different episodes from the perspective of
the social representations of the larger groups with which they identify themselves. In multiethnic classrooms different re-interpretations
of the same norms clash. The lack of negotiation gives rise to obstacles to immigrant students’ participation in the mathematical
conversations and, therefore, interferes with the students’ learning process. 相似文献
14.
Robert Muffoletto 《Technology, Pedagogy and Education》2013,22(1-2):139-153
ABSTRACT This paper suggests that the subject of school reform and technology in education needs to be considered as a discourse that needs to be ‘unpacked’ and analyzed from a social, historical, and cultural perspective. Unpacking the historical and current interests in educational reform in light of information and communication technologies is no simple matter. There are two basic challenges. First, we need to analyze the language of change and the context of school reform. Second, the discourse of school reform needs to placed within a context of history and political theory. In the end the paper asks the reader to consider who the ideological ‘we’ is when we talk about education and technology. 相似文献
15.
Hui-Ju Huang 《International Journal of Science and Mathematics Education》2006,4(3):391-415
The study explores students' use of language in the process of making sense of genetics concepts. It aims to analyze primary
and secondary discourses, and examine the relationship between social practices and discourses. Sixth-grade students were
interviewed before and during four weeks instruction on genetics. General trends were detected regarding border crossing between
discourse communities and the difficulties and ease of moving among informal experience, social practices, primary discourse
of family, friends and community, and secondary discourse of science and school instruction. Two comprehensive case summaries
– Debbie and Sam – are presented in the paper. Debbie took what she experienced in her social life as criteria to discuss
how people resembled one another. However, the language practiced in the classroom was different from Debbie's familiar language.
Debbie thus experienced a conflict between primary and secondary discourses. Sam's school education and home environment provided
an aligned social context with rich scientific ties that nurtured his use of secondary discourse practices in thinking and
learning science. We recommend that science instruction needs to build a learning community where students' discourses will
be recognized and border crossings between discourses facilitated in the process of learning science.
An erratum to this article can be found at 相似文献
16.
This article analyses how ‘eco-certified children’ are constructed as desirable subjects in teaching materials addressing education for sustainable development. We are interested in how discourses structure this cherished practice and how this practice has become ‘natural’ and obvious for us. A discourse analysis is carried out by looking at the material through the lens of Foucault’s notion of pastoral power. The analysis departs from teaching material addressing issues on sustainable development: (1) textbooks for primary and secondary school; (2) games targeted at preschool and school children; and (3) children’s books about sustainable development. The results show that the discourse of education for sustainable development is characterized by scientific and mathematical objectivity and faith in technological development. It emphasizes the right of the individual and the obligation to make free, however ‘correct’, choices. In the teaching materials, the eco-certified child therefore emerges as knowing, conscious, rational, sacrificing and active. This child is constructed through knitting together personal guilt with global threats, detailed individual activities with rescuing the flock and the planet. In a concluding discussion, we discuss how ESD is framed in a neoliberal ideology. With the help of ESD, an economic discourse becomes dressed in an almost poetic language. 相似文献
17.
We examine the intrinsic value students placed on schoolwork (i.e. academic intrinsic value) and social relationships (i.e. social intrinsic value). We then look at how these values predict middle and high school achievement. To do this, we came up with four profiles based on cluster analyses of 6,562 South Korean middle school students. The four are made up of students who are (1) high in both academic and social intrinsic values (Both-High), (2) high in academic and low in social intrinsic value (Academic), (3) low in academic and high in social intrinsic value (Social) and (4) low in both academic and social intrinsic values (Both-Low). For middle schoolers, the highest academic achievement scores belong to students fitting the Academic profile. For high schoolers, however, such scores belong to two profile groups – the Academic and Both-High profiles. The findings suggest that one component fundamentally important to academic achievement is academic intrinsic value. 相似文献
18.
19.
We examined how social network (SN) groups contribute to the learning of chemistry. The main goal was to determine whether chemistry learning could occur in the group discourse. The emphasis was on groups of students in the 11th and 12th grades who learn chemistry in preparation for their final external examination. A total of 1118 discourse events were tallied in the different groups. We analyzed the different events that were found in chemistry learning Facebook groups (CLFGs). The analysis revealed that seven types of interactions were observed in the CLFGs: The most common interaction (47 %) dealt with organizing learning (e.g., announcements regarding homework, the location of the next class); learning interactions were observed in 22 % of the posts, and links to learning materials and social interactions constituted about 20 % each. The learning events that were ascertained underwent a deeper examination and three different types of chemistry learning interactions were identified. This examination was based on the theoretical framework of the commognitive approach to learning (Sfard in Thinking as communicating. Cambridge University Press, Cambridge, 2008), which will be explained. The identified learning interactions that were observed in the Facebook groups illustrate the potential of SNs to serve as an additional tool for teachers to advance their students’ learning of chemistry. 相似文献
20.
Is it possible that a meeting of mathematicians and primary school teachers will be productive? This question became intriguing when one professor of mathematics initiated a professional development course for practicing primary school teachers, which he taught alongside a group of mathematics Ph.D. students. This report scrutinizes the uncommon meeting of these two communities, who have very different perspectives on mathematics and its teaching. The instructors had no experience in primary school teaching, and their professed goal was to deepen the teachers’ understanding of the mathematics they teach, while teachers were expecting the course to be pedagogically relevant for their teaching. Surprisingly, despite this mismatch in expectations, the course was considered a success by teachers and instructors alike. In our study, we analyzed a lesson on division with remainder for teachers of grades 3–6, taught by the professor. The framework used for the data analysis was mathematical discourse for teaching, a discursive adaptation of the well-known mathematical knowledge for teaching framework. Our analysis focuses on the nature of the interactions between the parties and the learning opportunities they afforded. We show how different concerns, which might have hindered communication, in fact fueled discussions, leading to understandings of the topic and its teaching that were new to all the parties involved. The findings point to a feasible model for professional development where mathematicians may contribute to the education of practicing teachers, while they are gaining new insights themselves. 相似文献