共查询到20条相似文献，搜索用时 31 毫秒
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Per Sund 《Environmental Education Research》2015,21(1):24-44
In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary school teachers’ education for sustainable development (ESD) in award-winning ‘ESD-schools’ supports students to become informed and autonomous democratic citizens by appreciating the complexity of the concept of SD. This empirical study is part of a larger research project studying progressive upper secondary schools and is a development of earlier research on teachers’ starting points for long-term purposes beyond the teaching – which we have termed objects of responsibility. In interviews of five teachers from two schools, experienced in ESD issues and working in teacher teams, an interesting commonality in their arguments for teaching sustainability emerged during the analytical process. The implications of the study’s results are important for EE/ESD research into teaching continuity as well as for teachers in practice. 相似文献
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Michael J. Reiss 《Studies in Science Education》2013,49(2):157-186
I begin by examining the natures of science and religion before looking at the ways in which they relate to one another. I then look at a number of case studies that centre on the relationships between science and religion, including attempts to find mechanisms for divine action in quantum theory and chaos theory, creationism, genetic engineering and the writings of Richard Dawkins. Finally, I consider some of the pedagogical issues that would need to be considered if the science/religion issue is to be addressed in the classroom. I conclude that there are increasing arguments in favour of science educators teaching about the science/religion issue. The principal reason for this is to help students better to learn science. However, such teaching makes greater demands on science educators than has generally been the case. Certain of these demands are identified and some specific suggestions are made as to how a science educator might deal with the science/religion issue. 相似文献
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In the present special issue, the performance of current computational models of classical conditioning was evaluated under three requirements: (1) Models were to be tested against a list of previously agreed-upon phenomena; (2) the parameters were fixed across simulations; and (3) the simulations used to test the models had to be made available. These requirements resulted in three major products: (a) a list of fundamental classical-conditioning results for which there is a consensus about their reliability; (b) the necessary information to evaluate each of the models on the basis of its ordinal successes in accounting for the experimental data; and (c) a repository of computational models ready to generate simulations. We believe that the contents of this issue represent the 2012 state of the art in computational modeling of classical conditioning and provide a way to find promising avenues for future model development. 相似文献
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Vision II school science is often stated to be a democratic and inclusive form of science education. But what characterizes
the subject who fits into the Vision II school science? Who is the desirable student and who is constructed as ill-fitting?
This article explores discourses that structure the Vision II science classroom, and how different students construct their
identities inside these discourses. In the article we consider school science as an order of discourses which restricts and
enables what is possible to think and say and what subject-positions those are available and non-available. The results show
that students’ talk about a SSI about body and health is constituted by several discourses. We have analyzed how school science
discourse, body discourse and general school discourse are structuring the discussions. But these discourses are used in different
ways depending on how the students construct their identities in relation to available subject positions, which are dependent
on how students at the same time are “doing” gender and social class. As an example, middle class girls show resistance against
SSI-work since the practice is threatening their identity as “successful students”. This article uses a sociopolitical perspective
in its discussions on inclusion and exclusion in the practice of Vision II. It raises critical issues about the inherited
complexity of SSI with meetings and/or collisions between discourses. Even if the empirical results from this qualitative
study are situated in specific cultural contexts, they contribute with new questions to ask concerning SSI and Vision II school
science. 相似文献
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Our educational module focused on selected bionics examples linking the basis of technology to biology. 324 students participated in an outreach intervention in a zoo. We monitored individual knowledge acquisition at three testing points: two weeks before (T0), immediately after (T1) and six weeks (T2) after participation. We monitored a subsample of 191 for longer (twelve weeks (T3) and one year (T4) later). Our module consisted of two units, a seminar room module and an aquarium module with living animals. As expected, knowledge peaked directly after program participation and dropped back after six weeks, but never fell as low as prior knowledge. Even one year later, the knowledge level remained constant at the level reached six weeks after participation. Prior knowledge was shown to be dependent on technology interest and social implication scores before participation. 相似文献
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Virginie Albe 《Science & Education》2008,17(8-9):805-827
Efforts have been devoted to introduce in science curricula direct instruction for evaluating scientific reports on socioscientific issues. In this study, students’ opinions on the SSI of mobile telephones effects have been investigated before and after a classroom activity designed to enable students to assess scientific data. Aspects of the nature of science raised by students interpreting available contradictory research evidence and making personal decision on this SSI have also been documented. Results indicated the central role of considerations of scientific evidence in students’ decision making. Students tended to over-attribute significance to empirical processes in justifying viewpoints on the SSI of mobile phones and in suggesting how scientific disputes might be resolved. 相似文献
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Educational Studies in Mathematics - The articles in this special issue, collectively, provide overwhelming evidence that a curriculum which has as its primary basis the counting of discrete... 相似文献
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Mustafa Sami Topcu Troy D. Sadler Ozgul Yilmaz‐Tuzun 《International Journal of Science Education》2013,35(18):2475-2495
The purpose of the current study is to explicitly test the extent to which issue contexts affect the informal reasoning processes engaged in by individuals. In order to address the research question framing this study, we engaged 39 Turkish preservice science teachers (PSTs) in interviews designed to elicit argumentation related to multiple socioscientific scenarios. Three scenarios related to gene therapy, another three related to human cloning, and the final scenario related to global warming. The data were analyzed using an interpretive qualitative research approach. Our work builds on a framework initially proposed by Toulmin in 1958. This study has provided new evidence related to informal reasoning in the context of socioscientific issues (SSI). At the sample level, there was strong consistency in informal reasoning quality among varying socioscientific scenarios. However, finer‐grained analyses indicated a greater level of variability in the informal reasoning practices of individual PSTs. These results support previous conclusions that suggest context dependence for informal reasoning related to SSI. This study provides an initial picture of the reasoning practices of preservice teachers as opposed to science learners. The results indicate that teachers, at least those in this Turkish setting, would benefit from learning experiences that support their own informal reasoning practices as well as their ability to foster development of these practices among their students. We encourage the field to continue the investigation of SSI as contexts for education particularly as it relates to the education of teachers. 相似文献
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Over the last 30 years, Chile and Mexico have been implementing neoliberal policies to reform their higher education systems. This report compares the development and impact of those policies within three main areas in both countries, namely: (1) trends and characteristics of the growing private higher education sector, (2) commercialisation and business-like trends that private academia is experiencing and, finally, (3) it discusses how all this has created tensioning situations with assessment and accrediting agencies to ensure quality in their private higher education systems. This study shows that private higher education is facing the following challenges in both nations: (1) an uncritical implementation of neoliberal policies, (2) that there is a very unregulated legislation that has allowed many private institutions to profit within loopholes in the law, (3) that quality has become a central concern and some of the mechanisms applied to correct it have not been effective, showing a lack of a comprehensive system of quality assessment, and (4) that enrolment has grown but with several mismatches that challenge the initial goal of advancing economic development through human resources capacities. Alternative policies are discussed. 相似文献
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Graduate teaching assistants (GTAs) are gaining increasing responsibility for the instruction of undergraduate science students, yet little is known about their beliefs about science pedagogy or subsequent classroom practices. This study looked at six GTAs who were primary instructors in an introductory biology laboratory course. Teaching assistants taught a lesson about the potential social, health, and environmental impacts of genetically modified crops. Through classroom observations and in‐depth interviews, the researchers examined how instructors chose to frame their lessons and what GTAs perceived as important for students to know about this particular socioscientific issue (SSI). Results showed a disconnect between the relatively mature conceptualizations of effective SSI instruction that emerged during interviews and classroom practice. 相似文献
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N. Chitera 《Journal of Mathematics Teacher Education》2011,14(3):231-246
Most countries in Africa have introduced the use of local languages as the language of learning and teaching for the first
few years of schooling. Meaning that for the first few years of learning, learners learn mathematics in their local languages.
In response to this, most research has focused on the challenges of using local languages in multilingual mathematics classrooms
in schools. Not much research focuses on how the teacher educators prepare the prospective teachers to teach mathematics in
multilingual classrooms. To further knowledge in the area of multilingualism in mathematics education, I, in this paper, present
an analysis of the literature on multilingual teacher education in Africa. Specifically, I look at what it is that governments
in interested countries are doing in teacher education programs in response to the introduction of local languages in schools.
From the literature examined, I found that although there is awareness in a number of countries of the need for multilingual
teacher education, not much has been done in order to train mathematics teachers on how to use local languages in the classroom.
I therefore recommend that, for those countries that have implemented or planning to introduce the use of local languages
in schools, some reforms should also take place in teacher education programs in terms of training the prospective teachers
how to teach in local languages. 相似文献
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Tertiary Education and Management - Part-time study is one of the foci of the widening participation agenda in the UK. The experiences of part-time students, however, have received remarkably... 相似文献