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1.
Yeung Chung Lee 《Cultural Studies of Science Education》2018,13(2):485-515
This paper draws together two important agendas in science education. The first is making science education more inclusive such that students from non-Western or indigenous cultures can benefit from culturally relevant curricula. The second is integrating technology into the curriculum under the umbrella of Science–Technology–Society (STS) education to embrace the social aspects of science, with technology serving as a bridge. The advancement of the first agenda is hindered by the pursuance by both Western and non-Western societies of narrow cultural and practical goals without considering the development of science and technology from a cross-cultural perspective. The second agenda is limited by the misconception that technology is applied science, leading to the exclusion from STS discussions of pre-science or indigenous technologies developed by non-Western cultures. Through selected case studies of the evolution of Chinese traditional technologies and their interaction with science, this paper offers a perspective from the Far East, and argues for situating culturally responsive science education in broader historical and cross-cultural contexts to acknowledge the multi-cultural contributions to science and technology. A form of cross-cultural STS education is advanced, encompassing the cultural basis of technological developments, technology diffusion, interactions of traditional technology with science, and the potential development of traditional or indigenous technologies. This approach provides a bridge between the existing universal science education paradigm promoted in the West and the different forms of multi-cultural education advocated by indigenous science educators. To translate theory into practice, a conceptual framework is proposed in which the essential transdisciplinary knowledge base, curricular goals, and pedagogical approaches are embedded. 相似文献
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Fernando Cajas 《科学教学研究杂志》2001,38(7):715-729
Science literacy includes understanding technology. This raises questions about the role of technology in science education as well as in general education. To explore these questions, this article begins with a brief history of technology education as it relates to science education and discusses how new conceptions of science and technological literacy are moving beyond the dichotomies that formerly characterized the relationship between science and technology education. It describes how Benchmarks for Science Literacy, the National Science Education Standards, and the Standards for Technological Literacy have been making a case for introducing technology studies into general education. Examples of specific technological concepts fundamental for science literacy are provided. Using one example from the design of structures, the article examines how understanding about design (i. e., understanding constraints, trade‐offs, and failures) is relevant to science literacy. This example also raises teaching and learning issues, including the extent to which technology‐based activities can address scientific and technological concepts. The article also examines how research can provide guides for potential interactions between science and technology and concludes with reflections on the changes needed, such as the creation of curriculum models that establish fruitful interactions between science and technology education, for students to attain an understanding of technology. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 715–729, 2001 相似文献
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There currently exists unparalleled discrepant growth between technological advancements and educators' understanding of appropriate classroom technology implemenation. The Tech Tools teacher enhancement program was designed to provide teachers with hardware and expertise with state-of-the-art science and math microcomputer technologies. This study was conducted as an examination of the implementation of current technologies in teacher education and school settings for the purpose of informing other science, mathematics, and technology reform efforts. For over two years researchers gathered data from surveys, interviews, and on site visits and observations explicating the 1) teacher knowledge and beliefs, 2) computer use for instruction, 3) hardward access, and 4) school support for technology use. Results revealed teachers given identical equipment and training implemented similar technologies in vastly different ways. Discrepancies in implementation of technology were best explained through the lenses of teachers' existing practice and beliefs about their school context. Recommendations are given regarding technology implementation, teacher education, and evaluation of technology initiatives. 相似文献
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This article addresses the impact of race and ethnicity on students' science learning in US schools. Specifically, it discusses (a) the constructs of race, ethnicity, and culture, and the racial and ethnic student composition in US public schools; (b) effective classroom practices for curriculum, instruction, and assessment related to race and ethnicity; and (c) future policy and practice regarding race and ethnicity in science education. We discuss the science learning and teaching of African American, Latino, and Asian American students. Even though Asian American students are viewed as the model minority, some struggle with science learning, because their languages and cultures are seen as hurdles. As there is little defendable science education research related to Native Americans at the precollege level, we remain silent in this area. 相似文献
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The Biology Workbench (BW) is a web‐based tool enabling scientists to search a wide array of protein and nucleic acid sequence databases with integrated access to a variety of analysis and modeling tools. The present study examined the development of this scientific tool and its consequent adoption into the context of high school science teaching in the form of the Biology Student Workbench (BSW). Participants included scientists, programmers, science educators, and science teachers who played key roles along the pathway of the design and development of BW, and/or the adaptation and implementation of BSW in high school science classrooms. Participants also included four teachers who, with their students, continue to use BSW. Data sources included interviews, classroom observations, and relevant artifacts. Contrary to what often is advocated as a major benefit accruing from the integration of authentic scientific tools into precollege science teaching, classroom enactments of BSW lacked elements of inquiry and were teacher‐centered with prescribed convergent activities. Students mostly were preoccupied with following instructions and a focus on science content. The desired and actual realizations of BSW fell on two extremes that reflected the disparity between scientists' and educators' views on science, inquiry science teaching, and the related roles of technological tools. Research on large‐scale adoptions of technological tools into precollege science classrooms needs to expand beyond its current focus on teacher knowledge, skills, beliefs, and practices to examine the role of the scientists, researchers, and teacher educators who often are involved in such adoptions. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 37–70, 2011 相似文献
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Fouad Abd-El-Khalick 《Science & Education》2013,22(9):2087-2107
The ubiquitous goals of helping precollege students develop informed conceptions of nature of science (NOS) and experience inquiry learning environments that progressively approximate authentic scientific practice have been long-standing and central aims of science education reforms around the globe. However, the realization of these goals continues to elude the science education community partly because of a persistent, albeit not empirically supported, coupling of the two goals in the form of ‘teaching about NOS with inquiry’. In this context, the present paper aims, first, to introduce the notions of, and articulate the distinction between, teaching with and about NOS, which will allow for the meaningful coupling of the two desired goals. Second, the paper aims to explicate science teachers’ knowledge domains requisite for effective teaching with and about NOS. The paper argues that research and development efforts dedicated to helping science teachers develop deep, robust, and integrated NOS understandings would have the dual benefits of not only enabling teachers to convey to students images of science and scientific practice that are commensurate with historical, philosophical, sociological, and psychological scholarship (teaching about NOS), but also to structure robust inquiry learning environments that approximate authentic scientific practice, and implement effective pedagogical approaches that share a lot of the characteristics of best science teaching practices (teaching with NOS). 相似文献
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Several studies have shown that high school science teachers base their teaching on what professors of college freshman science expect, and that, in some instances, advanced high school courses are needlessly similar to college freshman courses. In order to gain insight of college science professors' expectations and perceptions on selected goals and outcomes of science education, a survey instrument was developed and mailed to 123 heads/coordinators of freshman chemistry in U.S. state and land grant colleges and universities that offer a graduate degree program in chemistry. The results demonstrated that although the coordinators were positive about many science education goals and outcomes they did not value aspects related to societal issues, and no differences among them existed when the results were analyzed according to demographic subgroups such as age and teaching experience. They perceived high school graduates as possessing inadequate skills and perceived measures to improve precollege science education requiring collaboration of precollege and college faculty positively. The implications for science education were that college chemistry professors place values different from those of science educators on some pertinent goals and outcomes of science teaching, a situation that is not helpful to reforming precollege science education. 相似文献
8.
新建本科高校科技服务地方经济社会发展是其重要职能,服务方式主要有合作建立研究平台,联合申报科研项目,联合科技攻关,科技成果转化,科技特派员指导,区域文化研究与传播,区域决策咨询,科学普及等方式。 相似文献
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Noemi Waight 《International Journal of Science and Mathematics Education》2014,12(5):1143-1168
In-depth interviews guided by video elicitations examined 30 high school science teachers’ conceptions of technology and by extension how these conceptions reflected dimensions of nature of technology. Altogether, 64 % of the teachers characterized their schools and departments as aggressive–moderate adopters with generous access and support for technological tools. In comparison, 30 % noted that their school lagged behind due to funding and lack of infrastructure. Definitions of technology revealed emphasis on technology as artifact, overwhelming optimism on the purpose and function of technology to improve and make life easier and as representation of advancement in civilization. In tandem, teachers were most drawn to two video scenarios—medical and everyday tool videos because it reflected notions of progression and expectations of future changes; heightened awareness of the multitude of available technologies; and perceived relevance with classroom content. Perhaps most telling in these findings was that few teachers were drawn to the classroom video scenario, and only three teachers highlighted the technology–science–school science connection. These findings have implications for holistic understandings of technologies, which may inform how science teachers perceive and enact technologies in their science classrooms. 相似文献
10.
Earl Aguilera 《Pedagogies: An International Journal》2019,14(1):78-87
In this review essay, Earl Aguilera compares two recent contributions to the growing body of literature on technology in education, Christo Sims’ Disruptive Fixation and Antero Garcia’s Good Reception, to examine the conceptual and practical contributions of each text, along with points of divergence through which readers might glean additional insights. Sims and Garcia both address efforts rooted in a growing area of work around integrating digital media technologies into K-12 schools, but present contrasting perspectives and differing notions of technological disruption and integration. While Sims’ ethnographic work on the “school for digital kids” is rich in conceptual tools that help readers understand what he calls cycles of disruptive fixation that have occurred throughout the history of public education in the United States, Garcia’s embedded perspectives as high school teacher provide practical guidance for integrating new media technologies with responsive and critical pedagogical practices. Taken together, these texts highlight both the promises and the pitfalls of integrating new media technologies into existing models and contexts of education often labeled as outmoded for life and work in the 21st century. 相似文献
11.
江泽民在充分考察当代世界科技发展新态势的基础上,全面阐述了科学技术对社会经济发展的巨大推动作用,认为现代科学技术已成为生产力发展的主要动力,是精神文明建设的基石,是先进生产力和先进文化的集中体现和重要标志。同时,在科教兴国的总体战略下,他提出了科技与经济相结合、基础研究与高新技术开发并重、加强科技创新、弘扬科学精神、培养科技人才等一系列推进我国科技进步的具体方针。江泽民的这些科技思想是对邓小平科技思想的继承与发展,是实现我国科技事业在21世纪跨越式发展的根本指针。 相似文献
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ANDRZEJ KIEPAS 《European Journal of Engineering Education》1997,22(3):259-266
Global problems of development of modern civilization and the perspective of the post-modern future increase the role of ethical factors as regulators of actions in modern technology. This challenges the philosophy of technology from the 1960s, which was connected with the so called ‘normative turn’. The traditional philosophy of technology (e.g. A Gehlen's, O. Spengler's and others) interprets the role of technology differently from modern philosophy of technology. ‘The normative turn’ concentrates mainly on social conditions of technological development with the view that technology is not neutral and technological devices are not ‘innocent’. It is also connected with the new role of responsibility in engineering, namely with a subject, object and instance of responsibility in this area. The new requirements are important for education in engineering. The aim of education is the formation of a technological culture which is connected with the transmission of knowledge and the forming of skills and attitudes. The formation of a technological culture means aspiration to the unity of those three elements. The modern challenges mean the new requirements in these three areas; their unity will be expressed in responsible decisions and actions of engineers. The process of education should give foundations for proper and effective practice of the ethics of engineering. 相似文献
15.
Marcia Linn 《International Journal of Science Education》2013,35(6):727-758
Over the past 25 years, information and communication technologies have had a convoluted but ultimately advantageous impact on science teaching and learning. To highlight the past, present, and future of technology in science education, this paper explores the trajectories in five areas: science texts and lectures; science discussions and collaboration; data collection and representation; science visualization; and science simulation and modeling. These trajectories reflect two overall trends in technological advance. First, designers have tailored general tools to specific disciplines, offering users features specific to the topic or task. For example, developers target visualization tools to molecules, crystals, earth structures, or chemical reactions. Second, new technologies generally support user customization, enabling individuals to personalize their modeling tool, Internet portal, or discussion board. In science education, designers have tailored instructional resources based on advances in understanding of the learner. More recently, designers have created ways for teachers and students to customize learning tools to specific courses, geological formations, interests, or learning preferences. 相似文献
16.
以技术文化的视角考察远程教育 总被引：1，自引：0，他引：1
王永辉 《中国远程教育(综合版)》2008,(10)
远程教育研究领域一直有着技术分析的传统,技术作为远程教育的文化组成,虽不是远程教育存在的决定因素,但却是最深刻的影响因素.在远程教育中.技术不仅体现"物的文化",同样也是"人的文化",技术的选择和改变是一个文化逐步积累的过程.技术文化直接影响着远程教育对技术的选择和使用,同样也深层次影响着学习文化的变迁.在实践中,需要克服工具理性的片面思维,以"教育学"而不仅是"技术学"的观点来解决教育问题. 相似文献
17.
技术变革教育面临着历史和现实的双重困惑。技术变革教育的效果不彰很大程度上源于教育领域技术原始创新能力不足。切实推进教育领域技术原始创新需要从历史中汲取经验与智慧。本文深度分析了教学机器和LOGO语言两个范例,揭示了教育领域技术原始创新的两重境界:从基础科学到技术创新,科学技术的耦合发展。以此为基础,作者使用“巴斯德象限”概念框架,解读了人工智能时代教育领域技术原始创新的逻辑,提出人工智能既是学习的科学也是教育的技术,人工智能与教育实践的双向深度融合将不仅把教育领域的基础科学研究与技术原始创新推进到新高度,也必将有力促进人工智能自身的可持续发展。 相似文献
18.
我国数字校园建设研究综述 总被引：1，自引：1，他引：0
王运武 《现代远程教育研究》2011,(4):39-50
随着我国教育信息化基础设施的逐步完善,我国教育信息化建设与应用水平逐年提升。数字校园作为教育信息化发展到新阶段的产物,受到高校和中小学的青睐,很多学校开始付诸建设数字校园。当前我国数字校园研究主要集中在规划设计、建设与部署模式、数字校园中的新媒体与新技术应用、应用与评价、管理体制与机制、教育信息化领导力、绿色与生态数字校园7个方面。总体看来,从技术角度对数字校园进行的研究较多,从管理学、教育学和系统科学等视角进行的研究较少,随着教育信息化发展的不断深入,数字校园的研究重心正在从技术视角向管理学和教育技术学等视角转变。 相似文献
19.
Sue Clegg 《Gender and education》2001,13(3):307-324
The article provides a theoretical overview of the relationship between gender, education and computing. It explores the role of education in the continued reproduction of computing, and latterly information communications technology, as masculine domains. Gendered social relations are inscribed into the development of computing technology and the ideological separation of the 'expert' from end-users. The article offers a critique of the strong sociology of science and postmodernist analyses of technology for reducing technology to the social, and of technological determinism. It argues instead that we need to understand how computing is constituted historically and the ways computing can be understood as a concrete science. The article brings together perspectives on technology derived from a critical realist perspective with some aspects of the feminist standpoint paradigm. The author examines three key educational locales in the reproduction of gender ideologies of the machine. These are schools, universities, and the multiple sites of lifelong learning. The article concludes that the gendering of computing as a masculine discourse continues, and that the analysis of technology and the sociology of education needs to reconnect within a broader critique of society if women's continuing marginalisation in the dominant discourse is to be understood and challenged. 相似文献
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略论加强高校人文社会科学教育 总被引：1，自引：0，他引：1
李子华 《集美大学学报(教育科学版》2002,3(2):51-55
人文教育曾是早期西方大学教育的重要基石。随着近现代科学技术的发展以及经济增长对科学技术的依赖性的增强,科技教育逐渐成为大学教育的中心内容,人文教育的基石也随之受到动摇。本世纪中叶以后,人类在严酷的客观现实面前,发出了重振大学人文教育的呼唤,从而引起大学人文教育的再度复兴。在当今时代,高等学校实施和强化人文社会科学教育,对于培养和造就具有全面素质的新型人才、促进科技和社会发展都具有重要意义。我国高等学校要适应现代科技和社会发展对人才素质的需要,必须改变人文社会科学教育受到冷落和削弱的现状,切实加强人文社会科学教育,提高大学生的人文素质。 相似文献