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1.
This paper is part of a larger work on the history, philosophy and utilisation of pendulum motion studies (Matthews 2000). The paper deals with the fate of Christiaan Huygens 1673 proposal to use the length of a seconds pendulum (effectively one metre) as a universal, natural and objective standard of length. This is something which, if it had been adopted, would have been of inestimable scientific, commercial and cultural benefit. Why it was not originally adopted in the late seventeenth century, and why it was again rejected in the late eighteenth century (1795) when the Revolutionary Assembly in France adopted the metric system with the metre being defined as one ten-millionth of the quarter meridan distance – raise interesting questions about the methodology and politics of science. Given that pendulum motion is a standard component of all science courses throughout the world, and given that most science education reforms, including the US National Science Education Standards and recent Australian state reforms, require that something of the big picture of science be conveyed to students (the relationship of science to culture, commerce, history and philosophy) – it is suggested that these educational goals can be advanced by teaching about the fate of Huygens' proposal.  相似文献   

2.
The QEM Network was established to serve as a focal point for the implementation of strategies designed to achieve the six goals and 58 recommendations of the QEM Project report,Education That Works: An Action Plan for the Education of Minorities. InEducation That Works, we lay out a vision of a restructured education system that would ensure quality education for, and sustained educational achievement by, minority Americans. We discuss what some of the obstacles are that stand in the way of educational equity in our nation and why it is crucial from both moral and practical perspectives to overcome these obstacles. In a second publication,Together We Can Make It Work: A National Agenda to Provide Quality Education for Minorities in Mathematics, Science, and Engineering, issued in April 1992 by QEM's MSE Network, we lay out a plan for achieving specific goals for minorities in mathematics, science, and engineering. Achieving the goals ofEducation That Works and of Together We Can Make It Work requires that the current K-12 education system be totally restructured. The system we have in place produces only an educational elite that does not include significant numbers of minority students.  相似文献   

3.
Good  Ron  Shymansky  James 《Science & Education》2001,10(1-2):173-185
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4.
Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and investigating these problems. Drawing on the work of Mikhail Bakhtin, we articulate epicization and novelization as concepts that allow us to understand, respectively, the processes of (a) centralizing and homogenizing culture and language and (b) pluralizing culture and language. We present and analyze three examples that exhibit how existing mundane science education practices tend, by means of epicization, towards a unitary language and to cultural centralization. We then propose novelization as a way for thinking the opening up of science education by interacting with and incorporating alternative forms of knowing that arise from cultural diversity. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 824–847, 2011  相似文献   

5.
This study evaluated the representations of nature of science (NOS) in U.S. state science standards, and examined the changes in these representations from documents advanced in the 1980s through 2016. Drawing from the consensus perspective on NOS and prior studies focusing on the analysis of textual content, documents were inspected for 10 target NOS aspects: the empirical, tentative, inferential, creative, theory-driven, and social NOS, in addition to the myth of “The Scientific Method,” the nature of scientific theories and laws, and the social and cultural embeddedness of science. Ninety-eight state documents from 48 states were analyzed and multiple editions were collected from 34 states. Additionally, relevant materials from the Next Generation Science Standards (NGSS) were assessed for their coverage of the same NOS aspects. Collected materials were scored as whole documents, including over 11,000 pages of text in total, on each target aspect, which reflected the treatment (naïve vs. informed) of NOS in text and the manner of presentation (explicit vs. implicit). Overall, surprisingly, state standards documents have improved very little with respect to their NOS coverage over the last 30 years. NOS standards documents remain silent on a majority of key aspects of NOS, and the number of aspects showing explicit, informed representations has held constant. The NGSS performed well compared to many contemporary documents, but they failed to address all target NOS aspects in a desirable manner. Further analysis raised concerns with the degree that states fully adopt and disseminate standards in manner consistent with the NGSS despite stated intentions, which may negatively impact NOS coverage in instructional resources and classroom enactments. To improve NOS representations in standards, recognizing the role these documents play in shaping instructional materials and teaching in the science classroom, exemplars from analyzed materials were highlighted with informed and explicit representations of multiple aspects.  相似文献   

6.
We report on the construction and application on an instrument entitled the “Science Achievement Influences Survey” to assess combined effects of student attitudes about science, peer interaction, and home support, and the frequency of student‐centred and teacher‐centred instructional practices on student achievement. Controlling for pre‐test content knowledge, results indicated that student‐centred teaching practices have a positive association with student achievement (p < .01; i.e., group experiments) and a negative association with teacher‐centred teaching practices (p < .01; i.e., copying notes). Additionally, student attitudes about science were positively associated with student‐centred teaching practices (p < .01) and negatively associated with teacher‐centred teaching practices (p < .01). Most significantly, this study documents the predicted gains in science achievement associated with frequency of specific instructional practices used by middle‐school science teachers. Especially noteworthy and significant is the finding that near‐daily implementation of group experiments and reduction of extensive note‐copying during class yield the greatest positive impact on student achievement. Outside of school, peer interaction and home support were not significantly associated (p > .05) with student achievement. The student sample included 611 middle‐school science students with a wide range of socioeconomic and cultural backgrounds.  相似文献   

7.
Much has been said about what science content students need to learn (e.g., Benchmarks for Science Literacy, National Science Education Standards). Less has been said about what science content teachers need to know to teach the content students are expected to learn. This study analyzed four standards documents and assessment frameworks to identify core middle school physical science teacher content knowledge. Analysis across all four documents identified critical middle school physical science content and the relative weightings of this content. This parsimonious selection of content synthesized from these major sources provides guidelines researchers, assessment developers, and professional development providers can use in determining how to expend limited time and other resources.  相似文献   

8.
Despite the apparent lack of universally accepted goals or objectives for elementary science methods courses, teacher educators nationally are autonomously designing these classes to prepare prospective teachers to teach science. It is unclear, however, whether science methods courses are preparing teachers to teach science effectively or to implement the National Science Education Standards (National Research Council, 1996). Using the Science Teaching Standards as a framework for analysis, this research proceeded in two phases. During the first phase, the elementary science methods courses, perspectives, and practices of six science teacher educators were examined to determine similarities and differences in the course goals and objectives, overall emphases, and their efforts to prepare their students to implement the Science Teaching Standards. The second phase of the study investigated the elementary science methods courses of a national sample of science teacher educators as reflected in their course syllabi. It was found that universal inclusion of content related to the Science Teaching Standards does not exist, nor are there clear linkages between course goals, activities, and assignments.  相似文献   

9.
Science literacy includes understanding technology. This raises questions about the role of technology in science education as well as in general education. To explore these questions, this article begins with a brief history of technology education as it relates to science education and discusses how new conceptions of science and technological literacy are moving beyond the dichotomies that formerly characterized the relationship between science and technology education. It describes how Benchmarks for Science Literacy, the National Science Education Standards, and the Standards for Technological Literacy have been making a case for introducing technology studies into general education. Examples of specific technological concepts fundamental for science literacy are provided. Using one example from the design of structures, the article examines how understanding about design (i. e., understanding constraints, trade‐offs, and failures) is relevant to science literacy. This example also raises teaching and learning issues, including the extent to which technology‐based activities can address scientific and technological concepts. The article also examines how research can provide guides for potential interactions between science and technology and concludes with reflections on the changes needed, such as the creation of curriculum models that establish fruitful interactions between science and technology education, for students to attain an understanding of technology. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 715–729, 2001  相似文献   

10.
ABSTRACT

The current K-12 Science Education framework and Next Generation Science Standards (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed curriculum materials that are being used in K-12 settings. However, little is known about the nature and extent to which engineering design skills outlined in NGSS are addressed in these K-12 engineering education programme curriculum materials. We analysed nine K-12 engineering education programmes for the nature and extent of engineering design skills coverage. Results show that developing possible solutions and actual designing of prototypes were the highly covered engineering design skills; specification of clear goals, criteria, and constraints received medium coverage; defining and identifying an engineering problem; optimising the design solution; and demonstrating how a prototype works, and making iterations to improve designs were lowly covered. These trends were similar across grade levels and across discipline-specific curriculum materials. These results have implications on engineering design-integrated science teaching and learning in K-12 settings.  相似文献   

11.
The National Science Education Standards (National Research Council 1996, National science education standards. Washington, DC: National Academy Press) and various other national and state documents call for teachers who possess science content knowledge, employ an inquiry approach in teaching, and engage in reflective practices. This paper describes a rationale for choosing particular recommendations to implement and how we incorporated those as we revised our elementary science education program. An analysis of the impact of the reformed inquiry-based content courses revealed that students who take more than one reformed content course improve their science content knowledge and efficacy towards teaching science significantly more than students who take fewer courses.  相似文献   

12.
The ongoing globalization leads to an increasing scattering of cultural groups into other cultural groups where they the latter continue to be affiliated with one another thereby forming diasporic identities. Diasporic identities emerge from a process of cultural bricolage that leads to cultural métissage and therefore hybridity and heterogeneity. To escape the hegemonies that arise from the ontology of the same—which, as I show, undergirds much of educational thought—I ground the notion of diaspora in the ontology of difference. Difference and heterogeneity are the norm, not something less than sameness and purity. This ontology allows framing bricolage, métissage, hybridity, and heterogeneity as positive concepts for theorizing the experiences of learning science and identity not only as a consequence of cross-national migrations—Mexicans in the US, Asians and Europeans in Canada, Africans in Europe—but also the experience of native speakers who, in science classrooms, find themselves (temporarily) at home away from home. My exemplary analyses show how the very fact of cultural and linguistic differences within themselves gives rise to the possibility of symbolic violence in science classrooms even to those whose ethos is or is closest to the one at the heart of science.
Wolff-Michael RothEmail:
Wolff-Michael Roth   is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural-historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer, 2003), Rethinking Scientific Literacy (Routledge, 2004, with A. C. Barton), Talking Science (Rowman and Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005).  相似文献   

13.
This study examined the inclusion of nature of science (NOS) in popular science writing to determine whether it could serve supplementary resource for teaching NOS and to evaluate the accuracy of text mining and classification as a viable research tool in science education research. Four groups of documents published from 2001 to 2010 were analyzed: Scientific American, Discover magazine, winners of the Royal Society Winton Prize for Science Books, and books from NSTA’s list of Outstanding Science Trade Books. Computer analysis categorized passages in the selected documents based on their inclusions of NOS. Human analysis assessed the frequency, context, coverage, and accuracy of the inclusions of NOS within computer identified NOS passages. NOS was rarely addressed in selected document sets but somewhat more frequently addressed in the letters section of the two magazines. This result suggests that readers seem interested in the discussion of NOS-related themes. In the popular science books analyzed, NOS presentations were found more likely to be aggregated in the beginning and the end of the book, rather than scattered throughout. The most commonly addressed NOS elements in the analyzed documents are science and society and empiricism in science. Only one inaccurate presentation of NOS were identified in all analyzed documents. The text mining technique demonstrated exciting performance, which invites more applications of the technique to analyze other aspects of science textbooks, popular science writing, or other materials involved in science teaching and learning.  相似文献   

14.
ABSTRACT

During 1931–1933 several BBC radio broadcasts invited listeners to participate in what would now be termed ‘citizen science’ experiments. Scientists broadcast on a research topic, and asked for relevant data and observations from listeners. Most of these broadcasts were part of the Science in the Making series. Topics investigated ranged across natural history, meteorology, auditory perception, dreams and social science. One Science in the Making broadcast resulted in an article in a refereed academic journal. This article describes these broadcasts, the listeners’ role, and the outcomes of the series. It situates them in the context of the BBC’s adult education provision, and examines their educational and scientific contributions. Although the broadcasts were considered successful, they were short-lived. The article investigates reasons for this. It also looks at the reasons for the demise of inter-war adult education provision at the BBC during the later 1930s.  相似文献   

15.
This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these research-based goals for science proficiency in light of their alignment with current science education standards and reform documents worldwide. Overall, the review suggests that digital games can support science learning across the four strands but also suggests that there are few strong quantitative studies examining some of the strands. Much of the research conducted to date has centred primarily on the potential of games to scaffold conceptual knowledge, engagement and participation. Less research has focused on epistemological understanding and science process skills. While much debate has asked whether digital games are ‘good’ or ‘bad’ for learning, the research across the strands highlights that the design of digital games, rather than their medium, ultimately determines their efficacy for learning.  相似文献   

16.
This article refers to a framework to teach the philosophy of science to prospective and in-service science teachers. This framework includes two components: a list of the main schools of twentieth-century philosophy of science (called stages) and a list of their main theoretical ideas (called strands). In this paper, I show that two of these strands, labelled intervention/method and context/values, can be taught to science teachers using some of the instructional activities sketched in Michael Matthewss Time for Science Education. I first explain the meaning of the two selected strands. Then I show how the pendulum can be used as a powerful organiser to address specific issues within the nature of science, as suggested by Matthews.  相似文献   

17.
The purpose of this study was to identify the major science education programs in the United States, where the science education researchers published their research. This research is the first study of the scholarly productivity of science education programs at domestic institutions of higher education. Each issue of the eight research journals (Journal of Research in Science Teaching, Science Education, International Journal of Science Education, Journal of Science Teacher Education, School Science and Mathematics, Journal of Computers in Math and Science Teaching, Journal of Science Education and Technology, and Journal of Elementary Science Education) published in the 1990s provided the author(s) and their institutional affiliation. The resultant ranking of raw and weighted counts for the top 30 science educations programs shows variation in journals where research was published. Overall, regardless whether the total number of publications (raw) or weighted rating there was 90% agreement among top 10 and 70% agreement among the bottom 10. Potential explanations for variations and uses for rankings are discussed.  相似文献   

18.
In this article, we describe an innovative capstone course for preservice K-8 teachers integrating action research and a unifying theme in science (AAAS in Science for all Americans. Oxford University Press, New York, 1989; NRC in National science education standards. National Academy Press, Washington, DC, 1996). The goals of the capstone course are to increase student knowledge of the unifying theme, improve written communication skills, and introduce students to educational research. We provide evidence that each of these goals is met. Student growth in theme knowledge is demonstrated through concept maps, questionnaires, and previously reported assessments. Improved writing ability is demonstrated using the spelling and grammar checking feature of Microsoft Word. The analysis of action research reports demonstrates that students are able to connect their action research project results to previous research.  相似文献   

19.
This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education from 1990 to 2007. The multi-stage clustering technique was employed to investigate with what topics, to what development trends, and from whose contribution that the journal publications constructed as a science education research field. This study found that the research topic of Conceptual Change & Concept Mapping was the most studied topic, although the number of publications has slightly declined in the 2000’s. The studies in the themes of Professional Development, Nature of Science and Socio-Scientific Issues, and Conceptual Chang and Analogy were found to be gaining attention over the years. This study also found that, embedded in the most cited references, the supporting disciplines and theories of science education research are constructivist learning, cognitive psychology, pedagogy, and philosophy of science.  相似文献   

20.
This paper uses cultural historical activity theory to examine the interactions between the choices primary teachers make in the use of practical activities in their teaching of science and the purposes they attribute to these; their emotions, background and beliefs; and the construction of their identities as teachers of science. It draws on four case studies of science lessons taught over a term by four exemplary teachers of primary science. The data collected includes video recordings of science lessons, interviews with each teacher and some of their students, student work, teachers?? planning documents and observation notes. In this paper, we examine the reflexive relationship between emotion and identity, and the teachers?? objectives for their students?? learning; the purposes (scientific and social) the teachers attributed to practical activities; and the ways in which the teachers incorporated practical activities into their lessons. The findings suggest that it is not enough to address content knowledge, pedagogy and pedagogical content knowledge in teacher education, but that efforts also need to be made to influence prospective primary teachers?? identities as scientific thinkers and their emotional commitment to their students?? learning of science.  相似文献   

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