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1.
Melanie Quin 《International Journal of Science Education》2013,35(5):569-573
The development of interactive science and technology centres in the UK, catalysed by the example of successful North American science centres, is also a reflection of increasing British concern for public understanding of science. In 1986, the Committee on the Public Understanding of Science was established jointly by the Royal Society, the Royal Institution and the British Association, as a focus for initiatives to improve public awareness of science and technology. The COPUS ‘Interactive Science and Technology Centres’ working group linked COPUS's own programmes with the co‐ordination and promotion activities developed by the Nuffield Foundation's interactive science and technology project. Launched in 1987, the Nuffield project served as a resource for the science centres and, building a strong network of contacts stretching from the BBC and British Association to science centres worldwide, itself served as a launchpad for ECSITE‐the European Collaborative for Science, Industry and Technology Exhibitions. 相似文献
2.
Masakata Ogawa 《International Journal of Science Education》2013,35(2):113-119
Abstract Science education in most non‐western societies is modelled on that of the west. Considering that science is a culture which westerners produced, we cannot but infer that science must be a foreign culture for non‐westerners and that science education in such a society must have some characteristics different from thoseof science education in a western society. In this essay, a model for a rationale of science education for a non‐western society is proposed, in which science and traditional culture can be seen tobe in conflict. 相似文献
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4.
In this study, a multiple-choice test entitled the Science Process Assessment was developed to measure the science process skills of students in grade four. Based on the Recommended Science Competency Continuum for Grades K to 6 for Pennsylvania Schools, this instrument measured the skills of (1) observing, (2) classifying, (3) inferring, (4) predicting, (5) measuring, (6) communicating, (7) using space/time relations, (8) defining operationally, (9) formulating hypotheses, (10) experimenting, (11) recognizing variables, (12) interpreting data, and (13) formulating models. To prepare the instrument, classroom teachers and science educators were invited to participate in two science education workshops designed to develop an item bank of test questions applicable to measuring process skill learning. Participants formed “writing teams” and generated 65 test items representing the 13 process skills. After a comprehensive group critique of each item, 61 items were identified for inclusion into the Science Process Assessment item bank. To establish content validity, the item bank was submitted to a select panel of science educators for the purpose of judging item acceptability. This analysis yielded 55 acceptable test items and produced the Science Process Assessment, Pilot 1. Pilot 1 was administered to 184 fourth-grade students. Students were given a copy of the test booklet; teachers read each test aloud to the students. Upon completion of this first administration, data from the item analysis yielded a reliability coefficient of 0.73. Subsequently, 40 test items were identified for the Science Process Assessment, Pilot 2. Using the test-retest method, the Science Process Assessment, Pilot 2 (Test 1 and Test 2) was administered to 113 fourth-grade students. Reliability coefficients of 0.80 and 0.82, respectively, were ascertained. The correlation between Test 1 and Test 2 was 0.77. The results of this study indicate that (1) the Science Process Assessment, Pilot 2, is a valid and reliable instrument applicable to measuring the science process skills of students in grade four, (2) using educational workshops as a means of developing item banks of test questions is viable and productive in the test development process, and (3) involving classroom teachers and science educators in the test development process is educationally efficient and effective. 相似文献
5.
Measuring the impact of a science center on its community 总被引：1，自引：1，他引：0
A range of sources support science learning, including the formal education system, libraries, museums, nature and Science Centers, aquariums and zoos, botanical gardens and arboretums, television programs, film and video, newspapers, radio, books and magazines, the Internet, community and health organizations, environmental organizations, and conversations with friends and family. This study examined the impact of one single part of this infrastructure, a Science Center. This study asked two questions. First, who in Los Angeles (L.A.) has visited the California Science Center and what factors best describe those who have and those who have not visited? Second, does visiting the California Science Center impact public science understanding, attitudes, and behaviors and if so, in what ways? Two random telephone surveys of L.A. county adults 18 years of age and over (n = 832; n = 1,008) were conducted; one in 2000, shortly after the opening of the totally redesigned and rebuilt Science Center and one in 2009, roughly a decade after opening. Samples were drawn from five racially, ethnically, and socio‐economically diverse communities generally representative of greater L.A. Results suggest that the Science Center is having an important impact on the science literacy of greater L.A. More than half of residents have visited the Science Center since it opened in 1998 and self‐report data indicate that those who have visited believe that the Science Center strongly influenced their science and technology understanding, attitudes, and behaviors. Importantly, Science Center visitors are broadly representative of the general population of greater L.A. including individuals from all races and ethnicities, ages, education, and income levels with some of the strongest beliefs of impact expressed by minority and low‐income individuals. The use of a conceptual “marker” substantiates these conclusions and suggests that the impact of the Science Center might even be greater than indicated by the mostly self‐report data reported here. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 1–12, 2011 相似文献
6.
From a sociocultural perspective, I discuss data from a Swedish science classroom presented in María Gómez’s article “Student Explanations of their Science Teachers’ Assessments, Grading Practices, and How they learn Science”. In this discussion, I focus on the need to change existing conceptions of assessment in the teaching and learning of science. Next, I talk about the importance of taking into consideration the dialectic between agency and passivity as filters in order to understand what student silence may signify in science classes as well as in relation to their perceptions of assessment. I conclude with the importance of the teacher’s role in developing formative assessment, along with the challenges in developing assessments which transform science education into a relevant field of knowledge for both students and society at large. 相似文献
7.
Science & Education - This study considers the short list of Nature of Science (NOS) features frequently published and widely known in the science education discourse. It is argued that these... 相似文献
8.
Tsunghui Tu 《Early Childhood Education Journal》2006,33(4):245-251
This study investigated preschool science environments in 20 preschool classrooms (N=20) in 13 midwestern child care centers. By operationalizing Neuman’s concept of “sciencing,” this study used The Preschool Classroom Science Materials/Equipment Checklist, the Preschool Classroom Science Activities Checklist, and the Preschool Teacher Classroom/Sciencing Form to analyze the availability of science materials, equipment, and activities for preschoolers in the classroom. Each teacher was videotaped for two consecutive days during free play time. The study showed that half of the preschool classrooms had a science area. The activities that the preschool teachers engaged were mostly unrelated to science activities (86.8%), 4.5% of the activities were related to formal sciencing, and 8.8% of the activities were related to informal sciencing. 相似文献
9.
Professor Peter Fensham 《Research in Science Education》1994,24(1):76-82
Science in schooling has for the first time been recently considered as a verified whole for the 10 or 12 of its compulsory
years, rather than for a limited sector of schooling or for a particular group of students. This has also been occurring as
part of a wider review and plan for the whole curriculum of schooling. A framework has been provided consisting of a matrix
of strands of intended content for learning across a number of levels approximating the years of schooling. There is a sense
and expectation of continuous progression in the learning of science. Earlier notions of progression in science curricula
are explored and compared with what has now appeared in the national curricula in England and Wales, New Zealand and Australia.
The notions of curriculum opportunity and curriculum purpose for science education are introduced as factors that would lead
to a shift in the sense of progression from a focus on Science itself to an emphasis on the learners' changing need of Science
as they progress through the years of schooling.
Specializations: science curriculum, environmental education, equity in education 相似文献
10.
This paper examines the ideology of one the best known figures in science education in the USA, and draws attention to the
relationship between the political climate and curriculum in national curriculum developments. We are mindful of the forces
shaping the schooling of science in Australia, and we present this analysis as an example of the social forces that dominate
education both here and overseas. Paramount is our desire to open the door for a socially responsible Australian school science
experience.
Social Responsibility of Science in Science Education Group.Specializations: sociology of science education, the nature of science and the production of scientific knowledge, comparative science education
and environmental education.
Social Responsibility of Science in Science Education Group.Specializations: comparative education with particular reference to China, the nature of science and the production of scientific knowledge. 相似文献
11.
Alison Sammel 《Cultural Studies of Science Education》2008,3(4):843-857
In this paper I respond to Ajay Sharma’s Portrait of a Science Teacher as a Bricoleur: A case study from India, by speaking to two aspects of the bricoleur: the subject and the discursive in relation to pedagogic perspective. I highlight
that our subjectivities are negotiated based on the desires of the similar and competing discourses we are exposed to, and
the political powers they hold in society. As (science) teachers we modify our practices based upon our own internal arbitrations
with discourses. I agree with Sharma that as teachers we are discursively produced, however, I suggest that what is missing
in the discussion of his paper is the historically socially constructed nature of science or science education itself. I advocate
that science education is not neutral, objective or unproblematic. Building on Gill and Levidow’s (Anti-racist science teaching,
1987) critique, it is precisely because we are socially constructed by the dominant hegemonic science education discourse
that we rarely articulate the underlying political or economic priorities of science; science’s appropriation of other cultural
ways of knowing; the way science theory has been, or is used to justify the oppression of peoples for political gain; the
central role science and technology play in the defensive, economic and political agendas of nations and multinational corporations
who fund science; the historical, and contemporary role science plays in rationalizing an exploitative ideological perspective
towards the more-than-human world and the natural environment; and finally, the alienating effect science has on students
when used as a ranking and sorting mechanism by educational systems. Therefore, we need to do what Mr. Raghuvanshi could not
imagine: we need to destabilize the foundations of science education by questioning inherent structural and ideological inequities.
Alison Sammel received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyse how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. Prior to her employment at Griffith University, Alison was employed as the Chair of Science Education at the University of Regina, Saskatchewan, Canada. It was here she began working with local Indigenous communities to authentically incorporate Indigenous Ways of Knowing into Science Education. 相似文献
| Alison SammelEmail: |
Alison Sammel received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyse how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. Prior to her employment at Griffith University, Alison was employed as the Chair of Science Education at the University of Regina, Saskatchewan, Canada. It was here she began working with local Indigenous communities to authentically incorporate Indigenous Ways of Knowing into Science Education. 相似文献
12.
For learning science, motivational beliefs such as confidence in one's science abilities and liking of science are associated with current and future science achievement, as well as continued interest in science classes and careers. However, there are currently no measures to test young children's motivational beliefs related to science learning. To meet this need, we developed the Puppet Interview Scales of Competence in and Enjoyment of Science (PISCES). We piloted PISCES with 113 kindergarten children in public schools participating in the Scientific Literacy Project (SLP). Factor analysis supported the multidimensional structure of young children's self-related beliefs about learning science. PISCES scales measured Science Liking, Science Competence, and Ease of Science Learning. Correlations among PISCES scales and achievement subtests provided evidence of PISCES's validity. Children's motivational beliefs varied as a function of length of time spent learning science, with competence beliefs associated positively with science experience. There were no gender differences. 相似文献
13.
Science & Education - Stemming from the realization of the importance of the role of explanation in the science classroom, the Next Generation Science Standards (NGSS Lead States 2013) call for... 相似文献
14.
Science & Education - Undergraduate courses on the nature of science (NOS) often involve teaching a set of core elements. Without extensive unpacking and reflection, the complexity of those NOS... 相似文献
15.
科学教育是建设创新型国家、科教强国的重要支撑,培育更多优秀青少年学生学习和从事科技领域具有重要意义。“科学资本”由布迪厄的“资本”概念发展而来,被认为是预测青少年学生STEM职业期望的有效变量。为了更好地认识科学资本这一概念的本质及其教育价值,该文在对相关文献进行梳理的基础上,对科学资本的内涵进行了解析,对科学资本的构成维度进行了总结,对科学资本促进学生发展的价值进行了讨论,对如何将科学资本融入教育实践进行了介绍。该文认为具有丰富内涵的科学资本为审视科学教育提供了一个新的视角,为推进科学教育发展提供了新的着力点,即在培养学生科学素养的同时,应重视学生科学资本的发掘和构建;建议创设“学校—家庭—社会”协同育人环境,积极促进学生科学资本构建,增强学生与科学的亲密度,激励更多更优秀的学生在未来进入科技领域。科学资本及以其为导向的科学教学法为我国科学教育和科学教师培训提供了新的启示。 相似文献
16.
Clive R. Sutton 《International Journal of Science Education》2013,35(2):107-120
Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘children's science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed. 相似文献
17.
Anita Rampal 《Interchange》1992,23(3):309-314
This article concludes theInterchange debate on the author's own “A Possible ‘Orality’ for Science?” (Interchange, Vol. 23, No. 3, pp. 227–244). The author contrasts two movements in science education: Science for Scientists and Science for All. The author maintains that we need to review the language of science to the end of producing a more palatable school science curriculum for all of our pupils. 相似文献
18.
"科学为人民"组织成立于上世纪60年代末美苏冷战的时代背景下,是具有马克思主义倾向的左翼组织。该组织成员强调科学技术的社会文化语境,揭露美国的政府与企业相结合对科技研究的主导,号召科学研究应该具有自主性,并传播"人民的科学"理念。作为时代的产物,"科学为人民"运动的主张深深地打上了时代的烙印,因而其主张也具有一定的局限性。在物质文化和科学技术极端丰富发展的今天,反思科技的负面效应、追问科学的本质及其与人的关系,这或许是"科学为人民"运动带给当今社会的启示。 相似文献
19.
Pamela R. Aschbacher Marsha Ing Sherry M. Tsai 《Journal of Science Education and Technology》2014,23(6):735-743
This study explores middle school students’ aspirations in science, technology, engineering, and medical (STE-M) careers by analyzing survey data during their eighth and ninth grade years from an ethnically and economically diverse sample of Southern California urban and suburban public school students (n = 493). Students were classified based on their responses to questions about their science ability beliefs and subjective task values using latent class analysis (LCA). Four distinct groups of students were identified: Science is Me; I Value Science But Don’t Do It Well; I Can Do Science but I Don’t Value It Highly; and Science is Not Me. Few students (22 %) were classified as having strong science ability beliefs, and only a third as strongly valuing learning/doing science; a majority (57 %) were in the Science is Not Me category, underscoring the scope of the challenge to invite more young people to want to learn science. As predicted, students who believed they could do science and valued science were more likely than others to indicate interest in STE-M careers. This relationship between perceptions and aspirations was true regardless of gender, ethnicity, and type of STE-M field, but varied depending on socioeconomic status. Using LCA to organize information about students’ science self-perceptions may help target specific interventions to student interests and aspirations and better support and encourage their persistence in STE-M careers. 相似文献
20.
Cultural Studies of Science Education - In this theoretical paper, I argue that whether science is universal or culture-specific endeavor is a nature of science (NOS) question that needs to be... 相似文献