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1.
A perennial challenge for urban education in the United States is finding effective ways to address the academic achievement gap between African American and White students. There is widespread and justified concern about the persistence of this achievement gap. In fact, historical evidence suggests that this achievement gap has existed at various times for groups other than African Americans. What conditions prevailed when this achievement gap existed for these other groups? Conversely, under what conditions did the gap diminish and eventually disappear for these groups? This article explores how sociocultural factors involved in the manifestation and eventual disappearance of the gap for these groups may shed some light on how to address the achievement gap for African American students in urban science classrooms. Our conclusion is that the sociocultural position of groups is crucial to understanding and interpreting the scholastic performance of students from various backgrounds. We argue for a research framework and the exploration of research questions incorporating insights from Ogbu's cultural, ecological theory, as well as goal theory, and identity theory. We present these as theories that essentially focus on student responses to societal disparities. Our ultimate goal is to define the problem more clearly and contribute to the development of research‐based classroom practices that will be effective in reducing and eventually eliminating the achievement gap. We identify the many gaps in society and the schools that need to be addressed in order to find effective solutions to the problem of the achievement gap. Finally, we propose that by understanding the genesis of the gap and developing strategies to harness the students' responses to societal disparities, learning can be maximized and the achievement gap can be significantly reduced, if not eliminated entirely, in urban science classrooms. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1101–1114, 2001 相似文献
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The overarching goal of this paper is to bring a diverse educational context—rural sayings and oral traditions situated in ecological habitats—to light and emphasize that they need to be taken into consideration regarding twenty-first century science education. The rural sayings or tenets presented here are also considered alternative ways of learning and knowing that rural people (elders and children) acquire outside of school in rural places of home and habitat. Throughout this paper we explore the complex nature of rural sayings or tenets that have been shared by community elders and examine their historic scientific roots. In so doing, we uncover a wealth of information regarding the diverse rural sociocultural and ecological connections and the situated macro and micro-contexts from which these tenets arise. We argue for a preservation and educational revitalization of these tenets for current and future generations. We show how this knowledge both augments and differs from traditional western science and science curricula by illuminating the ways in which oral traditions are embedded in place, people, memory and culture. We close by presenting an alternative paradigm for science education that incorporates pluralism as a means to enrich current place-based pedagogies and practices. We suggest that in order to tackle the complex problems in this new age of the Anthropocene, revitalizing elders' wisdom as well as valuing rural children’s diverse knowledge and the inherent connectivity to their habitats needs be cultivated and not expunged by the current trends that standardize learning. As stated in the call for this special issue, “rurality has a real positionality” and much can be learned from individual and unique rural contexts. 相似文献
3.
Ray W. Cooksey Peter Freebody Claire Wyatt-Smith 《Educational Research and Evaluation》2013,19(5):401-434
In this paper, we analyse teachers' judgments of students' written texts. We document how teachers use evidence in ways that depend both on their knowledge of the students and on the assessment framework they need to use. We analyse teachers' judgments by contrasting the structures of assessments made using teachers' normal classroom judgment processes with those made using an external set of “benchmark” standards. We show how the tension between demands for system-wide assessment validity and localised contextually sensitive site validity impacts on the richness and consistency of the judgment processes. We conclude that current understandings of teacher judgment processes that operate in everyday assessment practices generally fail to account for the complexity and dynamism of this routine classroom activity. Furthermore, we demonstrate that the methodology of judgment analysis, combined with think-aloud protocols, has the potential to shed light on the complexities associated with the operation of judgment in educational assessment. 相似文献
4.
The discourse of urban science education is often framed by discussions of achievement gaps and limited resources. Although these realities are part of the urban education landscape, they focus on deficits—what urban youth and their teachers and schools lack. We argue that it is more productive to frame urban science education as a function of place. Place, in the urban classroom, accounts not only for the physical spaces of the community but also for the historical and sociocultural dimensions that play out as people interact with and in place. We argue that becoming an insider within the multidimensions of place is critical to science teaching environments that value and sanction their students' unofficial and often non-dominant ways of knowing. 相似文献
5.
《British Educational Research Journal》2004,30(1):93-116
Today, teachers are expected to develop complex skills, such as research skills, in their students while implementing new views on learning and teaching and using authentic assessment strategies. About these new assessment strategies there is much debate and teachers are vulnerable in using them. We studied upper secondary education natural and social science teachers' practices using two surveys and two rounds of expert panel judgement on teacher‐submitted assessment‐related material and information. Our study shows that there are grounds for concern regarding the clarity of teachers' assessment criteria, the consistency between teachers' goals, assignments, and criteria, and the validity and acceptability of teachers' assessment practices. The extent to which it is justifiable to judge teachers' assessment practice by professional quality criteria is discussed, and suggestions are given as to the main quality criteria for formative and summative assessment and as to ways in which teachers could improve their assessment practices. 相似文献
6.
In this article we assert a potential research agenda for the teaching and learning of science as inquiry as part of the JRST series on reform in science education. Drawing on the theoretical frameworks of cognitive and sociocultural constructivism, cultural models of meaning, the dialogic function of language, and transformational models of teacher education, we propose that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry‐based science, as well as, student learning. Because the efficacy of reform efforts rest largely with teachers, their voices need to be included in the design and implementation of inquiry‐based curriculum. As we review the literature and pose future research questions, we propose that particular attention be paid to research on inquiry in diverse classrooms, and to modes of inquiry‐based instruction that are designed by teachers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 631–645, 2001 相似文献
7.
This study inquires into the influence of subject communities on the practice of secondary school teachers as they teach a new science and technology course that crosses traditional subject and department boundaries. The study focuses on two teachers from different professional communities—a science teacher and a technology teacher—who were teaching an applied physics course that was piloted in British Columbia. Interview and observational data were collected that illuminate the classroom practices and perspectives of the two teachers. As the teachers taught the course, they both changed their normal teaching practice. Their respective new practices, however, were different in important ways even though they both started with the same course outline, textbooks, and laboratory materials. We interpret these differences in the teachers' practices using sociocultural practice theory and argue that the differences can be understood in terms of the influence of their different professional communities which are shown to provide the backdrops against which the teachers developed their approaches to the course. Recommendations are made that encourage using the subject community as a unit of analysis in educational change studies and using sociocultural practice theory as a theoretical perspective for thinking about educational change and making policy decisions. © 1998 John Wiley & Sons, Inc. J Res Sci Teach, 35: 777–789, 1998. 相似文献
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Beth Warren Cynthia Ballenger Mark Ogonowski Ann S. Rosebery Josiane Hudicourt‐Barnes 《科学教学研究杂志》2001,38(5):529-552
There are many ways to understand the gap in science learning and achievement separating low‐income, ethnic minority and linguistic minority children from more economically privileged students. In this article we offer our perspective. First, we discuss in broad strokes how the relationship between everyday and scientific knowledge and ways of knowing has been conceptualized in the field of science education research. We consider two dominant perspectives on this question, one which views the relationship as fundamentally discontinuous and the other which views it as fundamentally continuous. We locate our own work within the latter tradition and propose a framework for understanding the everyday sense‐making practices of students from diverse communities as an intellectual resource in science learning and teaching. Two case studies follow in which we elaborate this point of view through analysis of Haitian American and Latino students' talk and activity as they work to understand metamorphosis and experimentation, respectively. We conclude with a discussion of the implications of this new conceptualization for research on science learning and teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 529–552, 2001 相似文献
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The primary purpose of this study was to develop and apply a method for assessing teachers' context beliefs about their science teaching environment. Interviews with 130 purposefully selected teachers resulted in 28 categories of environmental factors and/or people who were perceived to influence science teaching. These categories were used to develop items for the Context Beliefs about Teaching Science instrument and provided evidence for content validity. Construct validity was partially confirmed through factor analysis that resulted in 26 items and two subscales on the final instrument. Using Ford's Motivation Systems Theory and Bandura's Theory of Collective Efficacy, additional evidence for construct validity was found in the modest correlation of context beliefs with outcome expectancy beliefs and the low correlation with science teaching self‐efficacy beliefs. The instrument was tested using 262 teachers participating in long‐term science professional development programs. These teachers possessed fairly positive context beliefs and, according to Ford's theory, should be capable of effective functioning in the classroom. It was concluded that the assessment of context beliefs would complement current science teacher self‐efficacy measures, thereby allowing researchers to develop profiles of science teachers' personal agency belief patterns. It could also be used to determine the factors which predict particular personal agency belief patterns, and assess teachers' perceptions of the strengths and weaknesses of school science programs, and could be used in planning and monitoring professional development experiences for science teachers. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 275–292, 2000. 相似文献
12.
Lucy Avraamidou 《科学教学研究杂志》2020,57(3):311-341
Framed within intersectionality and using science identity as a unit of analysis, in this single case study I explore the barriers, difficulties, and conflicts that Amina, a young Muslim woman, immigrant in Western Europe confronted throughout her trajectory in physics and the ways in which her multiple identities intersected. The main sources of data consisted of three long biographical interviews, which were analyzed through a constant comparative method. The analysis of the data provided insights into how intrapersonal, interpersonal, sociocultural factors, alongside a myriad of experiences nurtured Amina's intersectional identities and what this may mean for Muslim women's participation in physics. The findings are summarized in two main assertions: (a) Amina was confronted with various barriers across her journey in physics with the intersection of religion and gender being the major barrier to her perceived recognition due to cultural expectations, sociopolitical factors, and negative stereotypes and (b) Amina's social class, religion, gender performance, and ethnic status positioned her as Other in various places throughout her trajectory in physics, and consequently hindered her sense of belonging. These findings suggest the urgency and importance of: (a) examining the intersection of science identity with other identities, especially, religion, gender, and ethnicity for the purpose of extrapolating a more comprehensive understanding of how minoritized groups participate in science; (b) rethinking recognition through an explicit intersectionality lens across various geographical and sociopolitical contexts; and (c) transforming physics into a diverse world where multiple ways of being are recognized, where minoritized groups will not have to compartmentalize parts of their identities to exist, and where they can perform their authentic and intersectional identities. 相似文献
13.
In a recent article, Nadelson and Southerland (2010. Development and preliminary evaluation of the Measure of Understanding of Macroevolution: Introducing the MUM. The Journal of Experimental Education, 78, 151–190) reported on their development of a multiple-choice concept inventory intended to assess college students' understanding of macroevolutionary concepts, the Measure of Understanding Macroevolution (MUM). Given that the only existing evolution inventories assess understanding of natural selection, a microevolutionary concept, a valid assessment of students' understanding of macroevolution would be a welcome and necessary addition to the field of science education. Although the conceptual framework underlying Nadelson and Southerland's test is promising, we believe the test has serious shortcomings with respect to validity evidence for the construct being tested. We argue and provide evidence that these problems are serious enough that the MUM should not be used in its current form to measure students' understanding of macroevolution. 相似文献
14.
《British Educational Research Journal》2005,31(6):697-722
There is a growing concern that governmental calls for parental involvement in children's school mathematics learning have not been underpinned by research. In this article the authors aim to offer a contribution to this debate. Links between children's home and school mathematical practices have been researched in sociocultural studies, but the origins of differences within the same cultural group are not well understood. The authors have explored the notion that parents' representations of school mathematics and associated practices at home may play a part in the development of these differences. This article reports an analysis of interviews with parents of 24 children of Pakistani and White origin enrolled in primary schools in England, including high and low achievers in school mathematics. The extent to which the parents represented their own school mathematics and their child's school mathematics as the ‘same’ or ‘different’ are examined. In addition, ways in which these representations influenced how they tried to support their children's learning of school mathematics are examined. The article concludes with reflections on the implications of the study for education policy. 相似文献
15.
Comparing the epistemological underpinnings of students' and scientists' reasoning about conclusions
This study examined the criteria that middle school students, nonscientist adults, technicians, and scientists used to rate the validity of conclusions drawn by hypothetical students from a set of evidence. The groups' criteria for evaluating conclusions were considered to be dimensions of their epistemological frameworks regarding how knowledge claims are justified, and as such are integral to their scientific reasoning. Quantitative and qualitative analyses revealed that the responses of students and nonscientists differed from the responses of technicians and scientists, with the major difference being the groups' relative emphasis on criteria of empirical consistency or plausibility of the conclusions. We argue that the sources of the groups' differing epistemic criteria rest in their different spheres of cultural practice, and explore implications of this perspective for science teaching and learning. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 663–687, 2001 相似文献
16.
Abraham Belay Freweini Ghebreab Tewolde Ghebremichael Asmerom Ghebreselassie John Holmes Goodith White 《International Journal of Educational Development》2007,27(6):669-682
This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed.It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts. 相似文献
17.
This study is part of a broader research project. The main aim was to find out pedagogic practices which can improve students' science achievement, namely, in complex cognitive competencies. The study is based on Bernstein's theory. Previous studies have suggested that the explicitness of the criteria of evaluation is related to students' scientific understanding and achievement. One of the many ways in which the evaluation criteria can be made explicit to students is through assessment tests, and their correction and marking. In this study, we analyze the extent to which students understand teachers' evaluation criteria, more specifically, teachers' marking criteria and procedures (i.e., the extent to which they have recognition and realization rules to the assessing context). We also analyze the relation of that understanding with social class, social context of the school, teacher's conceptual demand, teachers' explicitness of criteria, and science achievement. A clear relation between students' acquisition of recognition and realization rules and social class is shown: the higher the social class, the higher that acquisition. A privileged school's social context and the teacher's explicitness of assessing criteria also contribute to students' understanding of teachers' evaluation criteria. This understanding influences science achievement, especially in complex competencies. © 1996 John Wiley & Sons, Inc. 相似文献
18.
Students with the most significant cognitive disabilities (SCD) are the 1% of the total student population who have a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behaviors and who require individualized instruction and substantial supports. Historically, these students have received little instruction in science and the science assessments they have participated in have not included age‐appropriate science content. Guided by a theory of action for a new assessment system, an eight‐state consortium developed multidimensional alternate content standards and alternate assessments in science for students in three grade bands (3–5, 6–8, 9–12) that are linked to the Next Generation Science Standards (NGSS Lead States, 2013 ) and A Framework for K‐12 Science Education (Framework; National Research Council, 2012 ). The great variability within the population of students with SCD necessitates variability in the assessment content, which creates inherent challenges in establishing technical quality. To address this issue, a primary feature of this assessment system is the use of hypothetical cognitive models to provide a structure for variability in assessed content. System features and subsequent validity studies were guided by a theory of action that explains how the proposed claims about score interpretation and use depend on specific assumptions about the assessment, as well as precursors to the assessment. This paper describes evidence for the main claim that test scores represent what students know and can do. We present validity evidence for the assumptions about the assessment and its precursors, related to this main claim. The assessment was administered to over 21,000 students in eight states in 2015–2016. We present selected evidence from system components, procedural evidence, and validity studies. We evaluate the validity argument and demonstrate how it supports the claim about score interpretation and use. 相似文献
19.
The purpose of this article is to report findings from an ethnographic study that focused on the co‐development of science literacy and academic identity formulation within a third‐grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co‐development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1111–1144, 2004 相似文献
20.
Hye Yeong Kim 《Teaching in Higher Education》2013,18(3):281-292
This study explores the factors that cause international graduate students to struggle and these students' ways of dealing with such problems in light of sociocultural theory, which views learning as a social and cultural act. The findings show that graduate classes function as communities of practices in which classmates and professors mutually engage with each other, share a repertoire and engage in joint enterprises. The practices were not always transparent to international students, which became a source of difficulty and often led them to feel excluded. Peripheral participation comprised a significant part of some students' learning process and identity formation, but it allowed them to participate in course-related activities as fully as they felt comfortable doing. This study suggests a need for more sensitive and dialogical efforts by educators in higher education to provide better learning environments for international learners. 相似文献