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1.
Angela Chapman and Allan Feldman (2016) conducted a study that aimed to exam how a group of diverse urban high school students were affected by the participation in a contextually based authentic science experience. The analysis of all data led the authors to conclude that the experience of authentic science positively influenced the science identity of students and promoted a shift in perceptions from stereotypical to more diverse views of scientists. For the purpose of this forum paper, we concentrated on the unexpected results of Hispanic students in the IAS instrument. In the authors’ interpretation, Hispanic students were classified as non science identities because they do not feel recognized as a particular kind of student in that school, being possibly more marginalized than other students. We tried to expand the discussion bringing the contribution of a sociocultural approach of science construction and of science identity to enrich some of the issues involved. Our concise analysis does not allow conclusions about the Hispanic students’ results, but we believe it helped to understand sociocultural problems involved in their science identity and to reveal the inequality in science production as one of these problems. 相似文献
2.
Hagar Ibrahim Labouta Natasha A. Kenny Rui Li Max Anikovskiy Leslie Reid David Thomas Cramb 《International Journal of Science Education》2018,40(12):1476-1492
Research on understanding the full extent that an authentic science research experience engages students in how scientists think and act is sparse. ‘Learning-science-by-doing-science’ (LSDS) is an emerging self-guided process-learning model in postsecondary science education. It offers authentic science research opportunities that drive students to think and act like scientists. This study investigates the LSDS approach as a potential model for science learning at postsecondary level and aims to answer a main research inquiry – what are the students’ and teaching staff’s perceptions of students’ learning gains and the quality of their learning experiences in an authentic research environment within the LSDS model? To answer this question, data were collected from the students, alumni, instructors, teaching assistants and the program director via questionnaires, focus groups and interviews. Students’ and staff’s lived experiences and their perceptions on their authentic research experiences within the LSDS model were used to articulate the key attributes and stages of the LSDS model. The outcomes of this study can be used to help other science programs implement similar authentic research process learning approaches in their own contexts. 相似文献
3.
Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment. 相似文献
4.
Building teacher identity with urban youth: Voices of beginning middle school science teachers in an alternative certification program 总被引：1，自引：0，他引：1
Teacher identity development and change is shaped by the interrelationship between personal biography and experience and professional knowledge linked to the teaching environment, students, subject matter, and culture of the school. Working from this framework, this study examines how beginning teacher interns who are part of an alternative route to teacher certification construct a professional identity as science educators in response to the needs and interests of urban youth. From the teacher interns, we learn that crafting a professional identity as a middle‐level science teacher involves creating a culture around science instruction driven by imagining “what can be,” essentially a vision for a quality and inclusive science curriculum implicating science content, teaching methods, and relationships with their students. The study has important implications for the preparation of a stronger and more diverse teaching force able to provide effective and inclusive science education for all youth. It also suggests the need for greater attention to personal and professional experience and perceptions as critical to the development of a meaningful teacher practice in science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1044–1062, 2004 相似文献
5.
Science enrichment programmes housed outside traditional school settings offer unique opportunities to access and use authentic scientific tools and practices, especially for urban students whose school science experiences often lack resources. Yet opportunities to access these tools and practices are realized only when science teachers value them sufficiently to take advantage of them. This study examines how eight urban secondary science teachers evaluated a specific out‐of‐school science enrichment programme—a one‐year partnership with a local university science outreach centre, which culminated in a half‐day laboratory experience for their students. Teachers’ perceptions were captured through interviews and surveys. Findings indicate that these teachers came to identify and value many of the potential benefits for out‐of‐school enrichment programmes reported in the literature as well as some additional ones. The teachers’ also showed a shift over time with respect to their perceptions of the value of the out‐of‐school experience, moving from an initial focus on increasing test scores toward a greater appreciation for its impact on students’ motivation and identity development. The study offers insight into secondary science students’ and teachers’ identity needs, and what universities can offer to address them. 相似文献
6.
In this article, we argue that insights from scholarship in the sociology of science can provide a powerful basis for making science education more authentic and inclusive. Drawing on recent work in the sociology of science, we describe how adopting sociological ideas as integral components of science curricula and instruction can provide opportunities for students that a traditional approach cannot. We focus on three insights from sociology—social networking, peer review, and skepticism—to demonstrate how sociological understandings can inform and improve the content, structure, and pedagogy of science classrooms. We argue that shifts in the balance of power and authority that result from explicit attention to these aspects of the nature of science offer a more authentic science education for all. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 483–499, 1998. 相似文献
7.
Decades of discussion and debate about how science is most effectively taught and learned have resulted in a number of similar but competing inquiry models. These aim to develop students learning of science through approaches which reflect the authenticity of science as practiced by professional scientists while being practical and manageable within the school context. This paper offers a collection of our current reflections and suggestions concerning inquiry and its place in science education. We suggest that many of the current models of inquiry are too limited in their vision concerning themselves, almost exclusively, with producing a scaffold which reduces the complex process of inquiry into an algorithmic approach based around a sequence of relatively simple steps. We argue that this restricts students’ experience of authentic inquiry to make classroom management and assessment procedures easier. We then speculate that a more integrated approach is required through an alternative inquiry model that depends on three dimensions (conceptual, procedural and personal) and we propose that it will be more likely to promote effective learning and a willingness to engage in inquiry across all facets of a students’ school career and beyond. 相似文献
8.
Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory instructors, both of whom may have had limited opportunities to learn or teach science within the student and instructor roles inherent within these approaches. This study uses a convergent parallel mixed-methods approach to investigate PSETs' perceptions of their laboratory instructor's role within a Physical Science phenomena-based laboratory curriculum and how it impacts their conceptual development (2 instructors/121 students). We also examine how the two laboratory instructors' discursive moves within the laboratory align with their's and PSETs' perceptions of the instructor role. Qualitative data includes triangulation between a student questionnaire, an instructor questionnaire, and video classroom observations, while quantitative data includes a nine-item open response pre-/post-semester conceptual test. Guided by Mortimer's and Scott's analytic framework, our findings show that students primarily perceive their instructors as a guide/facilitator or an authoritarian/evaluator. Using Linn's knowledge integration framework, analysis of pre-/post-tests indicates that student outcomes align with students' perceptions of their instructors, with students who perceive their instructor as a guide/facilitator having significantly better pre-/post-outcomes. Additional analysis of scientific discourse from the classroom observations illustrates how one instructor primarily supports PSETs' perspectives on authentic science learning through dialogic–interactive talk moves whereas the other instructor epistemologically stifles personally relevant investigations with authoritative–interactive or authoritative–noninteractive discourse moves. Overall, this study concludes by discussing challenges facing laboratory instructors that need careful consideration for phenomena-based approaches. 相似文献
9.
Working with scientists has been suggested as an effective way for high-school students to learn authentic science. However, little research has involved students’ perceptions of science learning environments in a university internship. This study drew on the theoretical framework of community of practice with cogenerative dialogues to design an internship program that aims to build a constructivist internship for students. Students who learned science in the internship program developed stronger constructivist learning perceptions than those who learned science in school. Specifically, students perceived that they had more opportunities to think independently of the instructors and other students. Three effective principles for program design are: (a) high school students conduct open-inquiry projects with the support of scientists; (b) high school students and scientists conduct cogenerative dialogues regularly to address issues and share experiences; and (c) high school students present their project proposals and scientific findings at open house events. Implications of the results are discussed. 相似文献
10.
This forum explores contradictions that arose within the partnership between Teach for America (TFA) and a university teacher education program. TFA is an alternate route teacher preparation program that places individuals into K-12 classrooms in low-income school districts after participating in an intense summer training program and provides them with ongoing support. This forum is a conversation about the challenges we faced as new science teachers in the TFA program and in the Peace Corps program. We both entered the teaching field with science degrees and very little formal education in science education. In these programs we worked in a community very different from the one we had experienced as students. These experiences allow us to address many of the issues that were discussed in the original paper, namely teaching in an unfamiliar community amid challenges that many teachers face in the first few years of teaching. We consider how these challenges may be amplified for teachers who come to teaching through an alternate route and may not have as much pedagogical training as a more traditional teacher education program provides. The forum expands on the ideas presented in the original paper to consider the importance of perspectives on socially just science education. There is often a disconnect between what is taught in teacher education programs and what teachers actually experience in urban classrooms and this can be amplified when the training received through alternate route provides a different framework as well. This forum urges universities and alternate route programs to continue to find ways to authentically partner using practical strategies that bring together the philosophies and goals of all stakeholders in order to better prepare teachers to partner with their students to achieve their science learning goals. 相似文献
11.
In 1983, the Richardson Independent School District conducted an internal audit to assess the status of science education. The audit was in anticipation of Texas Administrative Code Chapter 75 which requires an inquiry-oriented, process-approach to the teaching of science. In response to the data, and to national reports advocating a broadening of the science education curriculum to address the needs of all students, the district established a committee to implement and evaluate their new K-6 SCIENCE THROUGH DISCOVERY curriculum. The Science Curriculum Improvement Study (SCIIS) was adopted as the focal component of the overall curriculum with subsequent, planned innovations to occur in accordance with the Concerns-Based Adoption Model. The purpose of this study was to assess the attitudes toward science of students who had completed one year of SCIIS compared to students in non-SCIIS classes. In addition, the attitudes of teachers who received inservice education and who had instructed SCIIS were compared to non-SCIIS teachers. While SCIIS and non-SCIIS teachers possess similar perceptions of science, drastic attitudinal differences were observed between SCIIS and non-SCIIS students. The results indicate that the nature of the curriculum, in conjunction with the necessary implementation support including inservice education, greatly enhances students perceptions of science. 相似文献
12.
In reform-based science curricula, students’ discursive participation is highly encouraged as a means of science learning as well as a goal of science education. However, Asian immigrant students are perceived to be quiet and passive in classroom discursive situations, and this reticence implies that they may face challenges in discourse-rich science classroom learning environments. Given this potentially conflicting situation, the present study aims to understand how and why Asian immigrant students participate in science classroom discourse. Findings from interviews with seven Korean immigrant adolescents illustrate that they are indeed hesitant to speak up in classrooms. Drawing upon cultural historical perspectives on identity and agency, this study shows how immigrant experiences shaped the participants’ othered identity and influenced their science classroom participation, as well as how they negotiated their identities and situations to participate in science classroom and peer communities. I will discuss implications of this study for science education research and science teacher education to support classroom participation of immigrant students. 相似文献
13.
Recent policy documents from the Ontario Ministry of Education called for teachers to present a more authentic view of the nature of scientific practice at all levels of education. Sadly, this call for substantial curriculum change coincided with severe cuts in the education budget. The authors describe how two teachers collaborated with a university‐based researcher/teacher educator to design and implement more authentic science in a Grade 7 classroom. The ways in which the teachers changed their views about science and science teaching, the anxieties they experienced, and the institutional constraints that impacted on their practice are discussed, and some more general features of the action research experience are described. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 521–539, 1999 相似文献
14.
Bringing a greater number of students into science is one of, if not the most fundamental goals of science education for all, especially for heretofore-neglected groups of society such as women and Aboriginal students. Providing students with opportunities
to experience how science really is enacted—i.e., authentic science—has been advocated as an important means to allow students to know and learn about science. The purpose of this paper is
to problematize how “authentic” science experiences may mediate students’ orientations towards science and scientific career
choices. Based on a larger ethnographic study, we present the case of an Aboriginal student who engaged in a scientific internship
program. We draw on cultural–historical activity theory to understand the intersection between science as practice and the
mundane practices in which students participate as part of their daily lives. Following Brad, we articulate our understanding
of the ways in which he hybridized the various mundane and scientific practices that intersected in and through his participation
and by which he realized his cultural identity as an Aboriginal. Mediated by this hybridization, we observe changes in his
orientation towards science and his career choices. We use this case study to revisit methodological implications for understanding
the role of “authentic science experiences” in science education.
相似文献
| Michiel van EijckEmail: |
15.
Ivã Gurgel Mauricio Pietrocola Graciella Watanabe 《Cultural Studies of Science Education》2016,11(2):349-370
In recent decades, changes in society have deeply affected the internal organization and the main goals of schools. These changes are particularly important in science education because science is one of the major sources of change in peoples’ lives. This research provided the opportunity to investigate how these changes affect the way teachers develop their classroom activities. In this work, we focus on science as part of the cultural identity of a society and how this identity affects the process of teaching and learning inside the classroom. Other works have shown that certain social characteristics such as gender, race, religion, etc., can create a cultural barrier to learning science. This results in an obstacle between those particular students and the science that is taught, hindering their learning process. We first aim to present the notion of identity in education and in other related fields such as social psychology and sociology. Our main purpose is to focus on identity in a school setting and how that identity affects the relationship students have with the science content. Next, we present and analyze an intervention in the subject of Modern and Contemporary Physics composed by a sequence of activities in a private school in the region of Sao Paulo State, Brazil. This intervention serves to illustrate how scientific topics may be explored while considering aspects of cultural differences as an obstacle. The intervention was completed in two steps: first, in the classroom with a discussion concerning scientific works and nationality of scientists, with one being a Brazilian physicist; second, taking students to visit a particle collider at the University of São Paulo. One of the results of our research was realizing that students do not perceive science as something representative of the Brazilian cultural identity. At the same time, the activity gave the students the opportunity to make the connection between doing physical sciences at an international level and the national level in Brazil. The findings of this study suggest that it is possible to reshape the cultural identity of Brazilian students. 相似文献
16.
This study examines individual and classroom-level differences in motivation and strategy usage in sixth- and seventh-grade middle school science. Results suggest that students who experience academic difficulties differ from both high achieving and special education students on measures of self-efficacy, goal orientation, expectancy, value, and self-concept of ability in science, with students who experience academic difficulties occasionally demonstrating less adaptive patterns of motivation and cognition than special education students in science. We used hierarchical linear modeling to examine between-classroom differences in learning-focused goal orientation. Findings indicate that students who have science teachers that use ability-focused instructional practices (e.g., pointing out the best students as an example to others) are less learning focused, and exhibit a diminished relation between self-concept of ability and being learning focused in science. Implications for science education reform are discussed. 相似文献
17.
Bryan A. Brown 《科学教学研究杂志》2004,41(8):810-834
This study examined how, in some instances, participation in the cultural practices of high school science classrooms created intrapersonal conflict for ethnic minority students. Discourse analysis of videotaped science classroom activities, lectures, and laboratories was the primary methodology employed for analyzing students' discursive identity development. This analysis demonstrated differential appropriation of science discourse as four significant domains of discursive identities emerged: Opposition status, Maintenance status, Incorporation status, and Proficiency status. Students characterized as Opposition Status avoided use of science discourse. Students who exhibited Maintenance Status illustrated a commitment to maintaining their normative discourse behavior, despite a demonstrated ability to appropriate science discourse. Students characterized as Incorporation Status made active attempts to incorporate science discourse into their normative speech patterns, while Proficiency Status students demonstrated a fluency in applying scientific discursive. Implications for science education emerging from the study include the illumination of the need to make the use of specific scientific discourse an explicit component of classroom curriculum. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 810–834, 2004 相似文献
18.
Richard A. Duschl 《科学教学研究杂志》1983,20(8):745-754
Ethnographic research methodologies were used to examine the training of elementary education majors in science in an attempt to gain insight on whether or not their training in science contributes to the apprehension elementary teachers have toward science. The field study consisted of 14 weeks of weekly observations in the elementary education majors science methods class. Interviews with the students and the instructors as well as survey instruments to assess students' preparation in science were used. Two different approaches to the study of science, one content oriented, the other process oriented, may contribute to the students' confusion, insecurity, and avoidance of science. The students' perception that science is learning content, an objective of introductory level science courses, and the science methods class's objectives of teaching science as a process sets up an “antagonistic dilemma” between the two. Such “antagonistic dilemma” may be manifest in the lack of instructional time accorded to science by elementary educators. The type of science experiences an individual encounters influences their perceptions. To offset student perceptions developed in science courses which stress principally content, the students need science experiences which truly represent science as inquiry. New strategies for the training of elementary education majors in science need to be examined. 相似文献
19.
Vaille Dawson Patricia Forster Doug Reid 《International Journal of Science and Mathematics Education》2006,4(2):345-363
There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources inthe science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This paper outlines a range of initiatives designed to integrate ICT in a compulsory science education unit for students enrolled in a Graduate Diploma in Secondary Education. An action research model based on constructivist principles was used to evaluate the effectiveness of modelling, open-ended co-operative group activities and authentic assessment in enabling students to enhance their ICT skills, knowledge and pedagogical content knowledge in a science education context. Multiple sources of data were generated including a pre and post unit questionnaire that was analysed using Rasch modelling. The questionnaire determined students' perceptions of their preparedness to teach using ICT. The findings of this research suggest that some skills warranted greater attention in the unit, but students' pedagogical knowledge and knowledge and critique of ICT resources were enhanced over the duration of the unit. 相似文献
20.
Joseph Paul Ferguson 《Educational Philosophy and Theory》2019,51(8):852-865
Currently, there is a focus in science education on preparing students for lives as innovative and resilient citizens of the twenty-first century. Key to this is providing students with opportunities, mainly through inquiry processes, for discovery making and developing their creative reasoning by bringing school science closer to authentic science. I propose, building on the work of Woods, Magnani and the authors of a 2005 special issue of Educational Philosophy and Theory on Peirce, that these efforts can be advanced through the adoption of a Peircean logic of discovery in the science classroom. I further suggest that this can only take place if a classical logic that frames school science, which deems abduction—the creative element of reasoning that drives discovery—as fallacious and not valuable as an inference making process, is replaced with a naturalised logic. Such a logic positions students as practical, not ideal agents of reasoning who in their hypothesis making are inferential-experts not inferential-misfits. In doing so, I propose that actualising Peirce’s vision of education is advanced, particularly as regards science education. 相似文献