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1.
Jennifer D. Adams Lynn U. Tran Preeti Gupta Helen Creedon-O’Hurley 《Cultural Studies of Science Education》2008,3(2):435-449
This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic
of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of
a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and
museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role
of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and
conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
| Jennifer D. AdamsEmail: |
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
2.
Peer Coaching: Professional Development for Experienced Faculty 总被引：1，自引：0，他引：1
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development
needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching
project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their
immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer
coaching program emerge from the literature and the authors’ experience.
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
| Therese HustonEmail: |
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
3.
Christina Siry Gail Horowitz Femi S. Otulaja Nicole Gillespie Ashraf Shady Line A. Augustin 《Cultural Studies of Science Education》2008,3(2):451-470
We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we
consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of
this research, we consider the role of participants in the research process and contextual factors in conducting research
on science conceptions, and draw implications for the teaching of science.
Christina Siry is a PhD student in the Urban Education program of the City University of New York, and an instructor at Manhattanville College. Her research interests focus on pre-service and in-service preparation for the teaching of science and she is currently researching the use of coteaching and cogenerative dialogue in elementary teacher preparation for the teaching of science. In particular, she is exploring the role that shared, supported teaching experiences can have in the construction of new teacher identity and solidarity. She has worked as an elementary science specialist teaching children in grades K-5, and in museum settings developing science programs for teachers and children. In addition to the position at Manhattanville College, Chris is a lecturer in the University of Pennsylvania’s Science Teacher Institute where she teaches science pedagogy to middle school teachers. Gail Horowitz is an instructor of chemistry at Yeshiva University, and a doctoral candidate in science education at Teachers College. For many years, she has been involved in research and curricular design within the organic chemistry laboratory setting, focusing specifically on the design of discovery or puzzle based experiments. Her doctoral research focuses on the intrinsic motivation of pre-med students. She is interested in trying to characterize and describe the academic goal orientations of pre-med students, and is interested in exploring how the curricular elements embedded in project based laboratory curricula may or may not serve to enhance their intrinsic motivation. Femi S. Otulaja is currently a PhD student and an adjunct professor of science teacher education at Queens College of the City University of New York. As a science teacher educator, his research interests focus on the use of cogenerative dialoguing and its residuals, such as coteaching, distributed leadership, culturally responsive pedagogy, as research and pedagogical tools for engaging, training and apprenticing urban middle and high schools pre- and in-service science teachers as legitimate peripheral participants. He also encourages the use of these modalities as assessment, evaluation and professional development tools for teaching and learning science and for realigning cultural misalignments in urban classrooms. His theoretical framework consists of a bricolage of participatory action research, constructivism, critical ethnography, cultural sociology, sociology of emotions, indigenous epistemology, culturally responsive pedagogy, critical pedagogy and conversation analyses. In addition, he advocates the use of technologies as assistive tools in teaching science. Nicole Gillespie is a Senior Program Officer at the Knowles Science Teaching Foundation (KSTF). She is a former naval officer and high school physics teacher. Nicole received her PhD in science education from the University of California, Berkeley in 2004 where she was supported by a Spencer Dissertation Fellowship. She worked with the Physics Education Group at the University of Washington and conducted research on students’ intuitive ideas about force and model-based reasoning and argumentation among undergraduate physics students at Berkeley. In addition to her work at KSTF, Nicole is an instructor in the University of Pennsylvania’s Science Teacher Institute. Ashraf Shady is a PhD candidate in the Urban Education program at the City University of New York Graduate Center; his strand of concentration is science, math, and technology. In his research he is currently using theoretical frameworks from cultural sociology and the sociology of emotion to examine how learning and teaching of science are enacted when students and their teachers are able to co-participate in culturally adaptive ways and use their social and symbolic capital successfully. His research interests focus on the use of cogenerative dialogues as a methodology to navigate cultural fields in urban education. Central to his philosophy as a science educator is the notion that teaching is a form of cultural enactment. As such, teaching, and learning are regarded as cultural production, reproduction, and transformation. This triple dialectic affirms that elements of culture are associated with the sociocultural backgrounds of participating stakeholders. Line A. Augustin received her doctorate degree in Chemistry (with a chapter of her dissertation on a case study of enactment of chemical knowledge of a high school student) and did a post-doc on Science Education at the Graduate Center, CUNY. She is currently teaching science content and methods courses in the Elementary and Early Childhood Education Department of Queens College, CUNY. She is interesting in investigating how racial, cultural, class and gender issues affect the ways that teaching and learning occurs in elementary classrooms, in understanding these issues and developing mechanism by which they can be utilized to promote better teaching and learning environment and greater dispositions towards science. She is also interested in what influences science teachers to change and/or to improve their teaching practices. 相似文献
| Christina SiryEmail: |
Christina Siry is a PhD student in the Urban Education program of the City University of New York, and an instructor at Manhattanville College. Her research interests focus on pre-service and in-service preparation for the teaching of science and she is currently researching the use of coteaching and cogenerative dialogue in elementary teacher preparation for the teaching of science. In particular, she is exploring the role that shared, supported teaching experiences can have in the construction of new teacher identity and solidarity. She has worked as an elementary science specialist teaching children in grades K-5, and in museum settings developing science programs for teachers and children. In addition to the position at Manhattanville College, Chris is a lecturer in the University of Pennsylvania’s Science Teacher Institute where she teaches science pedagogy to middle school teachers. Gail Horowitz is an instructor of chemistry at Yeshiva University, and a doctoral candidate in science education at Teachers College. For many years, she has been involved in research and curricular design within the organic chemistry laboratory setting, focusing specifically on the design of discovery or puzzle based experiments. Her doctoral research focuses on the intrinsic motivation of pre-med students. She is interested in trying to characterize and describe the academic goal orientations of pre-med students, and is interested in exploring how the curricular elements embedded in project based laboratory curricula may or may not serve to enhance their intrinsic motivation. Femi S. Otulaja is currently a PhD student and an adjunct professor of science teacher education at Queens College of the City University of New York. As a science teacher educator, his research interests focus on the use of cogenerative dialoguing and its residuals, such as coteaching, distributed leadership, culturally responsive pedagogy, as research and pedagogical tools for engaging, training and apprenticing urban middle and high schools pre- and in-service science teachers as legitimate peripheral participants. He also encourages the use of these modalities as assessment, evaluation and professional development tools for teaching and learning science and for realigning cultural misalignments in urban classrooms. His theoretical framework consists of a bricolage of participatory action research, constructivism, critical ethnography, cultural sociology, sociology of emotions, indigenous epistemology, culturally responsive pedagogy, critical pedagogy and conversation analyses. In addition, he advocates the use of technologies as assistive tools in teaching science. Nicole Gillespie is a Senior Program Officer at the Knowles Science Teaching Foundation (KSTF). She is a former naval officer and high school physics teacher. Nicole received her PhD in science education from the University of California, Berkeley in 2004 where she was supported by a Spencer Dissertation Fellowship. She worked with the Physics Education Group at the University of Washington and conducted research on students’ intuitive ideas about force and model-based reasoning and argumentation among undergraduate physics students at Berkeley. In addition to her work at KSTF, Nicole is an instructor in the University of Pennsylvania’s Science Teacher Institute. Ashraf Shady is a PhD candidate in the Urban Education program at the City University of New York Graduate Center; his strand of concentration is science, math, and technology. In his research he is currently using theoretical frameworks from cultural sociology and the sociology of emotion to examine how learning and teaching of science are enacted when students and their teachers are able to co-participate in culturally adaptive ways and use their social and symbolic capital successfully. His research interests focus on the use of cogenerative dialogues as a methodology to navigate cultural fields in urban education. Central to his philosophy as a science educator is the notion that teaching is a form of cultural enactment. As such, teaching, and learning are regarded as cultural production, reproduction, and transformation. This triple dialectic affirms that elements of culture are associated with the sociocultural backgrounds of participating stakeholders. Line A. Augustin received her doctorate degree in Chemistry (with a chapter of her dissertation on a case study of enactment of chemical knowledge of a high school student) and did a post-doc on Science Education at the Graduate Center, CUNY. She is currently teaching science content and methods courses in the Elementary and Early Childhood Education Department of Queens College, CUNY. She is interesting in investigating how racial, cultural, class and gender issues affect the ways that teaching and learning occurs in elementary classrooms, in understanding these issues and developing mechanism by which they can be utilized to promote better teaching and learning environment and greater dispositions towards science. She is also interested in what influences science teachers to change and/or to improve their teaching practices. 相似文献
4.
Shahron Williams van Rooij 《Education and Information Technologies》2007,12(4):191-209
As institutions of Higher Education try to balance limited resources with the rising costs of technology, some institutions
are turning to Open Source software for campus-wide applications such as course management systems and portals. The assumption
is that Open Source will provide the flexibility to build pedagogically sound learning environments while increasing technology
efficiencies. This paper outlines the current state of Open Source software deployment in US Higher Education based on a survey
of 772 Chief Academic Officers and Chief Information Officers conducted in 2006. The results indicate that Carnegie classification
is a critical differentiator of awareness, adoption, and perceptions of Open Source software applications, with perceived
cost of ownership being the key driver of Open Source adoption. Moreover, the study shows that institutions have made little
progress in the development of polices and procedures for Open Source regulatory compliance and security. The study serves
as a baseline for future research into the conditions for successful use of Open Source for supporting integrated learning
environments that deliver campus-wide efficiencies.
Shahron Williams van Rooij is Assistant Professor of Instructional Technology at George Mason University with a focus on the university’s e-Learning Certificate Program. She holds a Ph.D. in Quantitative Methods in the Social Sciences from the City University of New York and has just completed a second doctorate in Instructional Technology and Software Information Systems at George Mason University. As a Certified Distance Education Professional (C.D.E.P.) credentialed by Texas A&M University, she is a frequent speaker on the development of Web-based education and has published in a variety of journals such as the WebNet Journal, the Journal of Interactive Learning Research, the Journal of Modern Business, the Marketing Research Review and the Journal of Research on Technology in Education. Prior to joining GMU, she was the Director of Marketing at Datatel, Inc., in Fairfax, VA, where she facilitated the engineering of new e-learning technology solutions. 相似文献
| Shahron Williams van RooijEmail: |
Shahron Williams van Rooij is Assistant Professor of Instructional Technology at George Mason University with a focus on the university’s e-Learning Certificate Program. She holds a Ph.D. in Quantitative Methods in the Social Sciences from the City University of New York and has just completed a second doctorate in Instructional Technology and Software Information Systems at George Mason University. As a Certified Distance Education Professional (C.D.E.P.) credentialed by Texas A&M University, she is a frequent speaker on the development of Web-based education and has published in a variety of journals such as the WebNet Journal, the Journal of Interactive Learning Research, the Journal of Modern Business, the Marketing Research Review and the Journal of Research on Technology in Education. Prior to joining GMU, she was the Director of Marketing at Datatel, Inc., in Fairfax, VA, where she facilitated the engineering of new e-learning technology solutions. 相似文献
5.
In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction,
and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and
raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through
approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two
research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction
during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article,
we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which
then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic
(cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis
of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
| Jennifer GoldbergEmail: |
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
6.
Elizabeth McKinley 《Cultural Studies of Science Education》2008,3(4):959-975
The use of hybridity today suggests a less coherent, unified and directed process than that found in the Enlightenment science’s
cultural imperialism, but regardless of this neither concept exists outside power and inequality. Hence, hybridity raises
the question of the terms of the mixture and the conditions of mixing. Cultural hybridity produced by colonisation, under
the watchful eye of science at the time, and the subsequent life in a modern world since does not obscure the power that was
embedded in the moment of colonisation. Indigenous identities are constructed within and by cultural power. While we all live
in a global society whose consequences no one can escape, we remain unequal participants and globalisation remains an uneven
process. This article argues that power has become a constitutive element in our own hybrid identities in indigenous people’s
attempts to participate in science and science education. Using the indigenous peoples of Aotearoa New Zealand (called Māori)
as a site of identity construction, I argue that the move from being the object of science to the subject of science, through
science education in schools, brings with it traces of an earlier meaning of ‘hybridity’ that constantly erupts into the lives
of Māori women scientists.
Elizabeth McKinley is currently the Director of the Starpath Project for Tertiary Participation and Success, and an Associate Professor in Maori Education at the Faculty of Education, University of Auckland. Her experience includes teaching and administration in secondary schools, pre-service and in-service teacher education, national curriculum development and liberal arts education. Liz’s doctoral work investigated issues of identity and colonization in the under-representation of Maori women as scientists. She has published extensively in the area of science education and indigenous students. Liz has led a number of research projects around Maori content, language and participation in Mathematics and Science education. She is currently also Principal Investigator for a Teaching and Learning Research Initiative (TLRI) funded project on the teaching and learning in the supervision of Māori doctoral students. Liz has been invited to speak at conferences in New Zealand, Denmark, Japan, Hawaii, Alaska, Fiji and Canada. 相似文献
| Elizabeth McKinleyEmail: |
Elizabeth McKinley is currently the Director of the Starpath Project for Tertiary Participation and Success, and an Associate Professor in Maori Education at the Faculty of Education, University of Auckland. Her experience includes teaching and administration in secondary schools, pre-service and in-service teacher education, national curriculum development and liberal arts education. Liz’s doctoral work investigated issues of identity and colonization in the under-representation of Maori women as scientists. She has published extensively in the area of science education and indigenous students. Liz has led a number of research projects around Maori content, language and participation in Mathematics and Science education. She is currently also Principal Investigator for a Teaching and Learning Research Initiative (TLRI) funded project on the teaching and learning in the supervision of Māori doctoral students. Liz has been invited to speak at conferences in New Zealand, Denmark, Japan, Hawaii, Alaska, Fiji and Canada. 相似文献
7.
Panos Kokkotas Panagiotis Piliouras Katerina Malamitsa Efthymios Stamoulis 《Science & Education》2009,18(5):609-629
Our paper presents an in-service primary school teachers’ training program which is based on the idea that the history of
science can play a vital role in promoting the learning of physics. This training program has been developed in the context
of Comenius 2.1 which is a European Union program. This program that we have developed in the University of Athens is based
on socioconstructivist and sociocultural learning principles with the intention of helping teachers to appropriate the basic
knowledge on the issue of falling bodies. Moreover, it has the aim to make explicit through the exploitation of authentic
historical science events, on the above topic (Aristotle’s, Galileo’s and Newton’s theories on falling bodies) the Nature
of Science (NoS), the Nature of Learning (NoL) and the Nature of Teaching (NoT). During the implementation of the program
we have used a variety of teaching strategies (e.g. group work, making of posters, making of concept maps, simulations) that
utilize historical scientific materials on the issue of falling bodies.
Panos Kokkotas is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece. 相似文献
| Panos KokkotasEmail: |
Panos Kokkotas is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece. 相似文献
8.
Clementina Acedo 《Prospects》2008,38(1):5-13
This special issue is introduced. The issue draws together a selection of articles uniting theoretical and field research
dealing with the notion of inclusive education and the challenges encountered in the policy-making and implementation processes.
These articles represent diverse, multifaceted theoretical, disciplinary and methodological approaches to inclusion. Throughout
the issue, inclusion is seen as a guiding principle, helping to accomplish quality Education for All (EFA)—education systems
that benefit from diversity, aiming to build a more just, democratic society. This special issue is devoted to the theme of
the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November, 2008).
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
| Clementina AcedoEmail: |
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
9.
In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the
individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural
perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and
interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning
making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact
while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning
making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments,
and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics
concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
| Anniken FurbergEmail: |
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
10.
In 1983, Mozambique started reviewing the education system that it had inherited from the Portuguese colonial administration.
One of the innovations introduced into basic education is the time allocated to the local curriculum (LC) within the national
curriculum (NC). The LC enables the communities, including the poorest and those furthest removed from the school environment,
to identify themselves with the importance of schooling and allow children to find meaning in what they learn with respect
to their life in their community. The good practice described below has been introduced in a community school, where it has
successfully brought together the LC and NC to become an individual and collective asset for the community in which it has
been implemented. It is a successful example worth studying in detail.
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
| Albertina Moreno ChachuaioEmail: |
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
11.
Jennifer Gallo-Fox 《Cultural Studies of Science Education》2009,4(2):449-460
Wassell and LaVan (this issue) make strong arguments about the value of coteaching as a model for learning to teach. This
response paper draws upon recent sociocultural conceptualizations of human nature and development as a process of contribution
and shared contribution to extend Wassell and LaVan’s findings about teacher learning and to further illuminate evidence of
the transformative potential of coteaching. It is argued that the beginning teachers in Wassell and LaVan’s study appropriated
the cultural practices, and ontological and epistemological stances of coteaching and used these perspectives and practices
to transform the cultures of their in-service classrooms as well as the roles and epistemic perspectives of their students.
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
| Jennifer Gallo-FoxEmail: |
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
12.
Tricia Vilkinas 《Innovative Higher Education》2008,32(5):297-311
Twenty-five faculty members were interviewed to determine how they supervised their Ph.D. students’ thesis preparation. A
content analysis of the interview data indicated that the majority of them were task-focused. They supported their students
intellectually, emotionally, and structurally. Some academics considered their students as colleagues, and a few developed
research teams. Watching the students grow and develop and doing research with them as colleagues were the most enjoyable
aspects of the supervision process. The integrated competing values framework (ICVF) was used to illustrate how most of the
study participants were task-focused and were not able to deliver paradoxical roles; nor were they able to reflect on their
supervisory capabilities and learn from those reflections.
Tricia Vilkinas was awarded the B.Sc., B. Comm., Dip Psych., and M. Psych from the University of Queensland Australia; and she holds her Ph.D. from the University of Newcastle, New South Wales, Australia She is the Foundation Professor of Management at the University of South Australia. Her research interests are focused on leadership and its application in a range of settings. She can be contacted at patricia.vilkinas@unisa.edu.au. 相似文献
| Tricia VilkinasEmail: |
Tricia Vilkinas was awarded the B.Sc., B. Comm., Dip Psych., and M. Psych from the University of Queensland Australia; and she holds her Ph.D. from the University of Newcastle, New South Wales, Australia She is the Foundation Professor of Management at the University of South Australia. Her research interests are focused on leadership and its application in a range of settings. She can be contacted at patricia.vilkinas@unisa.edu.au. 相似文献
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14.
Gabrielle Bonnet 《Prospects》2008,38(3):325-344
It is easier to collect data on teachers’ qualifications, experience, or training than to get a precise idea of their command
of subject matter or their classroom behaviour. However, research consistently shows that “class effect” (the impact on a
student of being in one class rather than another) on pupil performance is relatively high, especially in Africa, whereas
the impact of qualifications, experience, or training on pupil learning is generally low. The purpose of this paper is to
compare teacher academic qualifications and professional training on the one hand, with teacher test scores and behaviour
on the other, showing the weak links between the former and the latter. What also emerges is the importance of certain external
management-related factors such as the vastly reduced hours of effective learning time due to high rates of absenteeism and
delayed term starts. Despite the importance of what really happens in the classroom, it remains difficult to measure the classroom
dynamic reliably and accurately.
Gabrielle Bonnet (France) Associate Expert in the Section for Teacher Education, Division of Higher Education, at UNESCO, she is currently devoting most of her time to the UNESCO Teacher Training Initiative for Sub-Saharan Africa (TTISSA). Previously she managed an in-service project on scientific and learning resources for physics teachers in France, teaching in Senegal and in France in particular at the Ecole Normale Supérieure de Lyon and at Orsay University. She holds a Doctorate in Theoretical Physics, and Master’s Degrees in Maths, Physics, Education and Didactics. 相似文献
| Gabrielle BonnetEmail: |
Gabrielle Bonnet (France) Associate Expert in the Section for Teacher Education, Division of Higher Education, at UNESCO, she is currently devoting most of her time to the UNESCO Teacher Training Initiative for Sub-Saharan Africa (TTISSA). Previously she managed an in-service project on scientific and learning resources for physics teachers in France, teaching in Senegal and in France in particular at the Ecole Normale Supérieure de Lyon and at Orsay University. She holds a Doctorate in Theoretical Physics, and Master’s Degrees in Maths, Physics, Education and Didactics. 相似文献
15.
Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis
of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting
aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research in the rapidly growing field
of molecular biology. The story of SARS illustrates vividly some NOS features advocated in the school science curriculum,
including the tentative nature of scientific knowledge, theory-laden observation and interpretation, multiplicity of approaches
adopted in scientific inquiry, the inter-relationship between science and technology, and the nexus of science, politics,
social and cultural practices. The story also provided some insights into a number of NOS features less emphasised in the
school curriculum—for example, the need to combine and coordinate expertise in a number of scientific fields, the intense
competition between research groups (suspended during the SARS crisis), the significance of affective issues relating to intellectual
honesty and the courage to challenge authority, the pressure of funding issues on the conduct of research and the ‘peace of
mind’ of researchers, These less emphasised elements provided empirical evidence that NOS knowledge, like scientific knowledge
itself, changes over time. They reflected the need for teachers and curriculum planners to revisit and reconsider whether
the features of NOS currently included in the school science curriculum are fully reflective of the practice of science in
the 21st century. In this paper, we also report on how we made use of extracts from the news reports and documentaries on
SARS, together with episodes from the scientists’ interviews, to develop a multimedia instructional package for explicitly
teaching the prominent features of NOS and scientific inquiry identified in the SARS research.
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
| Siu Ling WongEmail: |
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
16.
Gillian U. Bayne 《Cultural Studies of Science Education》2009,4(3):559-567
This article reviews significant contributions made by Joe L. Kincheloe to critical research in science education, especially
through a multimethodological, multitheoretical, and multidisciplinary informed lens that incorporates social, cultural, political,
economic, and cognitive dynamics—the bricolage. Kincheloe’s ideas provide for a compelling understanding of, and insights
into, the forces that shape the intricacies of teaching and learning science and science education. They have implications
in improving science education policies, in developing actions that challenge and cultivate the intellect while operating
in ways that are more understanding of difference and are socially just.
Gillian U. Bayne is an assistant professor of science education at Lehman College, City University of New York. Having also completed a master’s degree in secondary science education at New York University, she has taught science both in New York City’s public school system and in independent schools for over 10 years. Gillian’s research interests are focused on the utilization of cogenerative dialogues with high school and college students, their teachers and other stakeholders to improve science teaching and learning. 相似文献
| Gillian U. BayneEmail: |
Gillian U. Bayne is an assistant professor of science education at Lehman College, City University of New York. Having also completed a master’s degree in secondary science education at New York University, she has taught science both in New York City’s public school system and in independent schools for over 10 years. Gillian’s research interests are focused on the utilization of cogenerative dialogues with high school and college students, their teachers and other stakeholders to improve science teaching and learning. 相似文献
17.
18.
In this study, we propose a set of concepts for conceptualizing issues of learning science related to globalization, the encounter
with the (radically) foreign/strange—as this occurs as part of migration and even as part of the encounter of a learner with
the unknown content that science lessons are to impart—from the perspective of the experiencing person and the experience.
We take an approach to the question of the foreign/strange that is grounded in philosophies of difference, which have emerged
in continental Europe, and which make use of advances in phenomenology, dialectics, and materialism. We draw on ethnographic
work in one undergraduate physics course at a Canadian university, where we followed in particular one female Japanese student,
who had come to this country for the purpose of getting a degree. As an entry point and as source of empirical materials,
we draw on our own auto/ethnographic experience that brings particular advantages to ally pathos to the experience of the
foreign/strange, something is happening to (affecting) us that is beyond all experience, understanding, and anticipation.
We articulate three phenomenological aspects that pathos (empathy) allows us to understand concerning the experience of the
foreign/strange and then provide an exemplary and exemplifying analysis.
SungWon Hwang is postdoctoral fellow at the University of Victoria, Canada, in which she has conducted interdisciplinary research projects that focus on cultural-historical perspectives of learning and identity and the role of the body in the context of science and mathematics. She taught middle school students in Korea and obtained her Ph.D in Seoul National University. Through her postdoctoral studies, she has developed her research interests in cultural studies and video-based qualitative research. Wolff-Michael Roth is the 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 & Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005). 相似文献
| SungWon HwangEmail: |
SungWon Hwang is postdoctoral fellow at the University of Victoria, Canada, in which she has conducted interdisciplinary research projects that focus on cultural-historical perspectives of learning and identity and the role of the body in the context of science and mathematics. She taught middle school students in Korea and obtained her Ph.D in Seoul National University. Through her postdoctoral studies, she has developed her research interests in cultural studies and video-based qualitative research. Wolff-Michael Roth is the 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 & Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005). 相似文献
19.
Compatibility between cultural studies and conceptual change in science education: there is more to acknowledge than to fight straw men! 总被引：1，自引：0，他引：1
In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable
construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on
conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best
theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.
David F. Treagust is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development. 相似文献
| Reinders DuitEmail: |
David F. Treagust is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development. 相似文献
20.
The coteaching model for teacher preparation has emerged in recent years as an alternative to the traditional student teaching
or practicum experience. Several studies have investigated the process of coteaching and its impact on participants during
the actual experience; however, few depict participants’ experiences once they obtain positions and begin to teach independently.
This collective case study explored two urban high school teachers’ (Jen and Ian) practices during the induction period after
taking part in the coteaching model for student teaching. Using a sociocultural analytic framework, we found that the participants’
agency as beginning teachers was not constrained by their coteaching experiences. Rather, they were able to continue to draw
on some of the successful practices they had in coteaching, such as shared reflection, shared responsibility, cogenerative
dialogues, and building relationships with students. In addition to describing the coherence and contradictions between Ian’s
and Jen’s practices during coteaching and in their beginning years of inservice teaching, we also discuss the ways that they
became collaborators in our ethnographic research.
Beth Wassell is an assistant professor at Rowan University (Glassboro, NJ) in the Department of Teacher Education. She earned a bachelor’s degree in Spanish from Rowan University, a master’s degree in Spanish at the University of Central Florida and an Ed.D in Teaching, Learning and Curriculum at the University of Pennsylvania. Her current areas of interest include coteaching, beginning teacher learning in urban contexts and English Language Learners’ experiences in urban high schools. Sarah-Kate LaVan is assistant professor of science education at Temple University. 相似文献
| Beth WassellEmail: |
Beth Wassell is an assistant professor at Rowan University (Glassboro, NJ) in the Department of Teacher Education. She earned a bachelor’s degree in Spanish from Rowan University, a master’s degree in Spanish at the University of Central Florida and an Ed.D in Teaching, Learning and Curriculum at the University of Pennsylvania. Her current areas of interest include coteaching, beginning teacher learning in urban contexts and English Language Learners’ experiences in urban high schools. Sarah-Kate LaVan is assistant professor of science education at Temple University. 相似文献