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1.
Various studies have promoted instruction in the history and philosophy of science (HPS) in science classes, but the best way of putting this perspective into practice remains undetermined. To contribute to this issue, we developed a pedagogical project in some high schools in Brazil that aimed to present science content using an historical–philosophical approach focusing on the HPS from a social perspective. The content was developed broadly, highlighting the dialogues between science and the cultures in which scientific knowledge was accumulated. The results of the first stage of project implementation show that some strategies efficiently encouraged student discussion about science using an historical–philosophical approach. One successful strategy was the use of artistic material, such as movies and plays. The creative language and images in these elements allowed teachers to broaden historical–philosophical discussions without compromising science content. This project shows that a social approach to the HPS stimulates interdisciplinary discussions in science classes, enabling students to reflect on the nature of science. 相似文献
2.
A challenge facing many schools, especially those in urban settings that serve culturally and linguistically diverse populations, is a disconnection between schools and students' home communities, which can have both cognitive and affective implications for students. In this article we explore a form of “connected science,” in which real‐world problems and school‐community partnerships are used as contextual scaffolds for bridging students' community‐based knowledge and school‐based knowledge, as a way to provide all students opportunities for meaningful and intellectually challenging science learning. The potential of these scaffolds for connected science is examined through a case study in which a team of fifth‐grade teachers used the student‐identified problem of pollution along a nearby river as an interdisciplinary anchor for teaching science, math, language arts, and civics. Our analysis makes visible how diverse forms of knowledge were able to support project activities, examines the consequences for student learning, and identifies the features of real‐world problems and school–community partnerships that created these bridging opportunities. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 878–898, 2001 相似文献
3.
Lawrence B. Flick 《科学教学研究杂志》1995,32(10):1065-1082
Theories of social cognition and verbal communication were used to analyze the science teaching of an experienced fourth-grade teacher. Her teaching skills in language arts and reading were assets in negotiating the rapid flow of relatively unstructured information typical of inquiry in elementary classrooms, to help students generate relevant information about hands-on experience. The teacher was a collaborator in this case study of her thinking and instructional planning, and her students' learning in a unit of instruction about space. Implications for elementary science instruction include recognizing the importance of embedded speech in conceptually broad discussions with students. Efforts to reform elementary science instruction should attend to these instructional skills more common to language arts instruction. 相似文献
4.
AbstractClimate change as an instructional topic in K-12 schools is most frequently taught in the science classroom. However, it is a human issue requiring social as well as technological and scientific solutions. This study analyzes and evaluates a climate change curriculum implemented via an integrated social studies and language arts framework in a middle school classroom. The curriculum reflects collaboration between a private school, a climate education non-profit, and a government agency (NOAA). Following the first year of implementation, student surveys, teacher interviews, and classroom observations comprise the primary tools of data collection and evaluation. Based off these data, students demonstrate high levels of climate literacy, improvements in reading comprehension, and overall engagement with the topic. Teachers report successes and challenges of teaching the curriculum, and administrators offer opportunities for scaling and implementing the curriculum in other schools and contexts (including public schools). Findings from this study are relevant to climate change curriculum developers, researchers, and educators seeking to incorporate an interdisciplinary, socio-scientific approach to climate change education in their work. 相似文献
5.
Aharon Gero 《European Journal of Engineering Education》2017,42(3):260-270
A course entitled ‘Science and Engineering Education: Interdisciplinary Aspects’ was designed to expose undergraduate students of science and engineering education to the attributes of interdisciplinary education which integrates science and engineering. The core of the course is an interdisciplinary lesson, which each student is supposed to teach his/her peers. Sixteen students at advanced stages of their studies attended the course. The research presented here used qualitative instruments to characterise students’ attitudes towards interdisciplinary learning and teaching of science and engineering. According to the findings, despite the significant challenge which characterises interdisciplinary teaching, a notable improvement was evident throughout the course in the percentage of students who expressed willingness to teach interdisciplinary classes in future. 相似文献
6.
《Contemporary educational psychology》2002,27(2):167-208
Three studies were conducted at the middle and high school levels to assess the effectiveness of triarchically based instruction and assessment—which emphasizes analytical, creative, and practical thinking and learning skills as well as memory-oriented skills—to conventional instruction and assessment. Interventions emphasized reading in the context of instruction in language arts, math, physical sciences, social sciences, history, foreign languages, and the arts. There were 809 fifth-grade students in Study 1, 62 middle school students in Study 2, and 432 high school students in Study 3. Almost all students were from relatively lower socioeconomic status (SES) backgrounds, and they were highly diverse in terms of ethnic background. In all studies, triarchic instruction was more effective than conventional instruction in improving student reading achievement. 相似文献
7.
Scholars in teaching and learning value student research and program assessment as strategies to promote excellence in undergraduate
education. Yet, in practice, each can be complex and difficult to sustain. This case study demonstrates how undergraduate
research, mentoring of junior faculty, and assessment can be integrated in ways that enrich the educational experiences of
students and the professional development of faculty and improve research on teaching and learning. The authors describe a
lively undergraduate research project that became tied to the mentoring of assistant professors and then to program assessment.
We conclude with recommendations for implementing such a project in other academic settings.
Elizabeth Thomas is Assistant Professor in the Interdisciplinary Arts and Sciences at the University of Washington Bothell. She received her
Ph.D. in Psychology from the University of Illinois at Urbana-Champaign and teaches courses on inquiry in the social sciences,
community psychology, and psychology and the arts. Her research examines sociocultural contexts for learning and development
with a particular focus on the role of the arts and the potential of participatory action research strategies.
Diane Gillespie is Professor and Associate Director of Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell,
received her Ph.D. at the University of Nebraska—Lincoln in Cultural and Psychological Studies in Education. She teaches multicultural
social science courses and qualitative research. Her recent publications explore the importance of narrative for reflective
teaching and learning, learning in small groups, and the role of human rights in nonformal education. 相似文献
8.
An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students’ problem-solving process rather than solely assessing the correctness of problem solutions. 相似文献
9.
Shu-Wen Lan 《International Journal of Science Education》2019,41(9):1246-1270
Recent science-education reforms have targeted students’ ability to ‘talk science’, especially in science classrooms. Prior research has shown that participation in scientific discourse in class is one of the most challenging scientific-literacy tasks, and particularly complex for English language learners (ELLs) at the upper elementary level. The present study explores this issue in a fourth-grade science classroom in the United States in which students from various linguistic and cultural backgrounds were studying together. Specifically, it analyzes the case of a focal Asian-background ELL who encountered challenges in her attempts to respond to the teacher’s questions and participate in the classroom academic discourse on earth science. Our analysis indicated that this ELL was unaware of the teacher’s expectations regarding the intertextual connections and academic language required to successfully accomplish science tasks. The ELL’s unexpected responses exposed a complex set of academic and social issues – notably, gaps between the teacher’s, students’, and ELL’s own expectations about language participation – that could have contributed to her supposed behavioural problems. 相似文献
10.
Lindy Petersen 《Pastoral Care in Education》2013,31(2):17-22
Most teachers will come into contact with pupils who are experiencing or have experienced a loss or bereavement and they often feel ill equipped to offer the kind of support they would like to. This paper offers insights into the nature of this area and a specific approach through which children may be supported. The writer discusses some research and thinking on loss and bereavement and the implications of this. She presents two case studies of work with individual students using the creative arts. She also discusses the connections between behavioural problems, loss and the use of the arts in supporting the students. 相似文献
11.
Philip Vahey Ken Rafanan Charles Patton Karen Swan Mark van ’t Hooft Annette Kratcoski Tina Stanford 《Educational Studies in Mathematics》2012,81(2):179-205
The Thinking with Data project (TWD) expands on current notions of data literacy by (1) focusing on proportional reasoning as key to data literacy and (2) leveraging the non-mathematics disciplines to engage students in deep thinking about the context of data and the application of proportionality. A set of four 2-week, sequential modules for cross-disciplinary implementation in seventh-grade classrooms was designed and evaluated. Using a quasi-experimental approach, we found that student data literacy was increased through the focused integration of social studies, mathematics, science, and English language arts. In this article, we describe our theoretical approach to designing and implementing the modules, report on student learning gains in mathematics, and describe teacher reactions to the materials. In sum, our study provides evidence that the TWD approach has the potential to build data literacy while also allowing students to learn core discipline-based content standards. 相似文献
12.
13.
John Ogier 《Assessment & Evaluation in Higher Education》2005,30(5):477-488
This study, using student ratings of lecturers, examines the perceived effect of the lecturer’s ability to communicate effectively. The relationship between the standard question—’The lecturer was able to communicate ideas and information clearly’—and the global rating question—’Overall, the lecturer is an effective teacher’—was investigated in 7072 undergraduate standard teaching surveys from one university, using the lecturer’s language background as a factor. The results show that overall student ratings of English as a second language (ESL) lecturers are, on average, 0.4 points lower on a five‐point scale than student ratings of native English speaking lecturers. There is a strong interaction between this average difference and the lecturer’s faculty, with little difference in arts (humanities and social sciences) through to 0.6 points difference in science. The study also found that, of the four categorical questions used in the university’s standard teaching survey, the ‘communication’ question had the highest correlation with the ‘overall’ question. The correlation (R?=?0.96) suggests that the standard teaching survey is overly influenced by the students’ perception of this one aspect of teaching—reflecting a transmission model. The rating difference between ESL and native English speaking lecturers is briefly explored. In addition, the paper briefly considers the implications of the above findings for teacher development and for student expectations against a background of a growing ESL student population. 相似文献
14.
This paper contributes a theoretical framework informed by historical, philosophical and ethnographic studies of science practice to argue that data should be considered to be actively produced, rather than passively collected. We further argue that traditional school science laboratory investigations misconstrue the nature of data and overly constrain student agency in their production. We use our “Data Production” framework to analyze activity of and interviews with high school students who created data using sensors and software in a ninth-grade integrated science class. To understand the opportunities for students to develop act with and perceive agency in data production, we analyze in detail the case of one student as she came to use unfamiliar technologies to produce data for her own personally relevant purposes. We find that her purposes for producing data emerged as she worked, and that resistances to her purposes were opportunities to act with and perceive her own agency, and to see data in new ways. We discuss implications for designing science learning experiences in which students act as agents in producing and using data. 相似文献
15.
Learning to look through the eyes of our students: action research as a tool of inquiry 总被引：1，自引：1，他引：0
Abstract The story we are about to tell occurred when Gayle was a middle school science teacher and graduate student in Joanne's seminar on the study of teaching. Gayle was trying to make sense of her science students' indifference toward the environment, an attitude that concerned her as an environmentalist. She turned her inquiry into an action research project that sought to answer the question, ‘What are the assumptions that my middle school students have about their relationship with the environment?’ Joanne was mentoring Gayle in her action research study, and at the same time exploring Gayle's perspective as an action researcher. Now, several years later, we are both action researchers and teacher educators and understand that we have been looking through the eyes of our students in order to become scholars of our own teaching. 相似文献
16.
This study is an interpretive investigation of Sarah, a first-time teacher of middle- and high-school science who, because of high levels of disruption, was unable to establish and maintain environments favorable to learning. Sarah reflected on her roles as a teacher and identified facilitating learning, management, and assessment as salient, each being associated with defining metaphors and belief sets. Sarah's efforts to improve her teaching began with the construction of a new metaphor, the social director, for her role as manager. She developed coherence between the new metaphor and beliefs about constructivism, teaching, and learning. Sarah then managed her class in accordance with the social director metaphor and, although improvements were apparent, some students were uncooperative. Sarah then changed her metaphor for assessment from the teacher being a fair judge to the teacher looking through a window into a student's mind, an opportunity for students to show what is known. When this metaphor guided Sarah's assessment practices the learning environment improved appreciably. Although the development of new metaphors was a significant part of the process of reconceptualizing her roles as a science teacher, Sarah could not have improved the quality of teaching and learning without substantial assistance from her colleagues and school administrators. 相似文献
17.
Diane Le Count 《Pastoral Care in Education》2000,18(2):17-27
Most teachers will come into contact with pupils who are experiencing or have experienced a loss or bereavement and they often feel ill equipped to offer the kind of support they would like to. This paper offers insights into the nature of this area and a specific approach through which children may be supported. The writer discusses some research and thinking on loss and bereavement and the implications of this. She presents two case studies of work with individual students using the creative arts. She also discusses the connections between behavioural problems, loss and the use of the arts in supporting the students. 相似文献
18.
Abstract: Students’ perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem‐based learning context) were assessed for a food biotechnology course that was part of a 3rd year biotechnology program. The mean score for “perceived learner's skills” was the lowest whereas those for “facilitation” and “facilitator” were the highest. Selected qualitative comments from students were also analyzed. This study demonstrated interdisciplinary learning as the students could make meaningful connections across different science disciplines. Further investigation is needed to develop possible strategies to accommodate the challenges in making meaningful connections across science disciplines as well as to develop a defined hybrid method for analysis of students’ responses. 相似文献
19.
Rashné R. Jehangir 《Innovative Higher Education》2009,34(1):33-49
Research has shown that first-generation, low-income college students experience both isolation and marginalization, especially
during their first-year of college, which impacts their long-term persistence in higher education. In this article, I argue
that learning community pedagogy designed with attention to multicultural curricula is one vehicle to address the challenges
faced by these college students. Organized around the themes of identity, community, and agency, an interdisciplinary Multicultural
Learning Voices Community (MLVC) was created at a large, public midwestern research university to provide TRiO students with
challenging academic coursework that would connect with their lived experience and help them build bridges of social and academic
integration during their critical first-year of college. This article presents qualitative data from a multiple case study
of seven cohorts of the MLVC, which captures students’ perceptions of their experience.
Rashné R. Jehangir is Assistant Professor in the Department of Post Secondary Teaching and Learning in Education the University of Minnesota.
She received her Ph.D. in Educational Policy and Administration and M.A. in Counseling and Student Personnel Psychology from
the University of Minnesota. Her research interests include student development; access; persistence of low-income, first-generation
students; and the transformation of teaching and learning to address intellectual, social, emotional and student development.
She can be reached at jehan001@umn.edu. 相似文献
20.
KENNETH D. HOPKINS CATHERINE A. GEORGE DAVID D. WILLIAMS 《Journal of Educational Measurement》1985,22(3):177-182
To assess the concurrent validity of standardized achievement tests using teachers' ratings (and rankings) of pupils' academic achievement as criteria, 42 teachers evaluated each of their students (n = 1,032) in each of five major curricular areas prior to the administration of a battery of standardized achievement tests. The teachers were directed to rate each student's proficiency disregarding attendance, attitude, deportment, and so on. Within-class correlation coefficients were computed to eliminate rater leniency bias. The standardized achievement tests were found to have substantial concurrent validity in reading, math, language arts, science, and social studies. The normalized teacher ranks yielded significantly higher validity coefficients than did the ratings, although the magnitude of the difference was small. The concurrent validity coefficients for language arts, reading, and math were significantly higher than those in science and social studies. 相似文献