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1.
Jigna Nawani Lena Kotzebue Julia Rixius Michael Graml Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2018,16(8):1431-1451
This study investigated the effects of teachers’ use of focus questions on students’ knowledge structures and classroom teaching-learning process by re-analyzing selected data from a quasi-experimental pre-post video study (Wadouh, 2007). Focus questions are content-related anchoring questions highlighting the key content taught in individual lessons (Forbes & Davis, 2010). In Wadouh’ study, students answered a knowledge test before and after the lesson on “blood and the circulatory system” and one lesson per teacher was videotaped to investigate teaching practices in grade 9 biology classrooms. Students also completed a post-unit concept mapping exercise and a motivation-interest questionnaire. In this study, 30 lesson videos selected from 47 were re-analyzed for teachers’ use of focus questions—no focus questions, non-specific or simple focus questions, and specific and challenging focus questions. Individual students’ scores in the concept mapping exercise were aggregated as students’ topic-related knowledge structure. Multilevel analyses revealed a significant positive effect of teachers’ use of specific and challenging focus questions on students’ topic-related knowledge structure. Furthermore, a comparative case analysis of the classroom teaching-learning process was conducted in four lessons where teachers used specific and challenging focus questions in two of the lessons and non-specific or simple focus questions in the other two lessons. The findings indicate that specific and challenging focus questions anchored lessons on students’ co-construction of scientific explanations by activating their pre-instructional ideas, whereas non-specific or simple focus questions anchored lessons on their accumulation of canonical scientific knowledge. This study’s limitations and implications for teacher education reform are discussed. 相似文献
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Abiola Farinde-Wu 《The Urban Review》2018,50(2):247-266
Black female educators played a vital role in segregated schools prior to the 1954 landmark Supreme Court case Brown v. Board of Education of Topeka, Kansas. Despite their notable and historic presence in the field of public education, presently they are disproportionately underrepresented in the U.S. teacher workforce. Acknowledging the shortage of Black female teachers in K-12 classrooms, the purpose of this qualitative study is to explore why Black female educators teach in urban schools. By examining Black female educators’ initial draw to urban schools in what I conceptualized as the urban factor, I hope to reframe the implicit biases often surrounding urban schools. Concluding, three themes emerged about Black female teachers’ thoughts on and preferences for urban schools, with additional unexpected findings about their perceptions of student behavior and teacher retention. 相似文献
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Eva M. Brodin 《Higher Education》2018,75(4):655-673
The demand for developing creativity among doctoral students is found in a number of educational policies all over the world. Yet, earlier studies on Swedish doctoral education suggest that doctoral students’ creativity is not always encouraged. Based on a critical hermeneutic approach and cases in four different disciplines, the aim of this study was therefore (1) to explore different shapes of doctoral students’ creativity in Swedish doctoral education and (2) to reveal and find possible explanations to some of the conditions stifling doctoral students’ scholarly creativity. Interview data was collected from 28 participants, constituting 14 dyads of students and supervisors in four disciplines. Through hermeneutic interpretative analysis of the disciplinary cases, the results show that creativity kept on playing in musical performance, was an unexpected guest in pedagogical work, was captured in frames in philosophy and put on hold in psychiatry. Across the cases, students’ scholarly creativity was essentially encapsulated in silence. This silence seemed to emanate from controlling intellectual, political and economic agendas that enabled stifling conditions of the students’ scholarly creativity, where it was as follows: restricted by scholarly traditions, embodying supervisors’ power and unrequested in practice. Based on these findings, the article ends in suggestions for preventing such conditions, holding that it is important to establish a discourse on scholarly creativity in doctoral education, to view doctoral students as capable creative agents and to actually ask for their scholarly creativity. 相似文献
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In recent years, research on higher education has increasingly examined the realities of internationalisation, with a particular focus on international students’ experiences and internationalisation at home programs. These studies have explored the friendships of international students, including their relationships with both locals and internationals from other countries. However, local students’ perspectives and experiences of friendship are largely absent from this literature. The few accounts examining local students’ lives explicitly focus on improving their cross-cultural knowledge and engagement, or on rare cases of local–international student friendships. The overriding assumption in this literature is that the understandings and social practises of local students are major barriers to their relationships with internationals. This paper addresses this gap by exploring local students’ perspectives on the absence of friendships with their international peers. We utilise findings from a research project on internationalisation at home, involving interviews and focus groups with local and international students and staff at an Australian university. Focusing on locals’ discussions of potential friendships with internationals, we propose that these missing friendships are an important area of study. We find that these friendships are missing for several interrelated reasons: local–international friendships are considered unnecessary and are therefore unimagined by locals, who tend to assume that similarity and affinity naturally lead to friendships, and the structures and spaces that might facilitate friendships are absent. Ultimately, uncovering why these friendships are missing sheds fuller light on how relationships might be facilitated, potentially informing and improving universities’ internationalisation initiatives. 相似文献
6.
Chalmers Christina Carter Merilyn Cooper Tom Nason Rod 《International Journal of Science and Mathematics Education》2017,15(1):25-43
Although education experts are increasingly advocating the incorporation of integrated Science, Technology, Engineering, and Mathematics (STEM) curriculum units to address limitations in much current STEM teaching and learning, a review of the literature reveals that more often than not such curriculum units are not mediating the construction of in-depth STEM knowledge. In this paper, we conjecture that the challenge of generating integrated STEM curriculum units that overcome this limitation and facilitate in-depth learning of and about STEM can be met by the use of three types of big ideas: within-discipline big ideas that have application in other STEM disciplines, cross-discipline big ideas, and encompassing big ideas. We provide a six-component framework (together with an example of the framework in action) that can be used to scaffold pre- and in-service teachers’ development of integrated STEM curriculum units based around these types of big ideas. The paper concludes by discussing possible directions for future research and development in this field. 相似文献
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Ajay Sharma 《Cultural Studies of Science Education》2017,12(4):795-813
Because of ever stricter standards of accountability, science teachers are under an increasing and unrelenting pressure to demonstrate the effects of their teaching on student learning. Econometric perspectives of teacher quality have become normative in assessment of teachers’ work for accountability purposes. These perspectives seek to normalize some key ontological assumptions about teachers and teaching, and thus play an important role in shaping our understanding of the work science teachers do as teachers in their classrooms. In this conceptual paper I examine the ontology of science teaching as embedded in econometric perspectives of teacher quality. Based on Foucault’s articulation of neoliberalism as a discourse of governmentality in his ‘The Birth of Biopolitics’ lectures, I suggest that this ontology corresponds well with the strong and substantivist ontology of work under neoliberalism, and thus could potentially be seen as reflection of the influence of neoliberal ideas in education. Implications of the mainstreaming of an ontology of teaching that is compatible with neoliberalism can be seen in increasing marketization of teaching, ‘teaching evangelism’, and impoverished notions of learning and teaching. A shift of focus from teacher quality to quality of teaching and building conceptual models of teaching based on relational ontologies deserve to be explored as important steps in preserving critical and socially just conceptions of science teaching in neoliberal times. 相似文献
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Sanaz Farhangi 《Cultural Studies of Science Education》2018,13(3):617-637
In this paper I argue for using the concept of contribution to activity to understand student engagement with science education and its transformational potential in formal settings. Drawing on transformative activist stance, I explain contribution as how individuals take part in and transform collective practices according to their own life agendas and get transformed themselves. As contribution to science education is a concept based on transformation, not adaptation, it can be especially informative when examining how underrepresented students in science can be more engaged in science education and eventually science. Using survey, interview and group conversations, and field observations in an undergraduate physics course, I put forward Zoey’s case to illustrate my argument and show how her contribution to the activities in the course initiated change in the activity among her peers. 相似文献
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Marc Higgins 《Cultural Studies of Science Education》2018,13(1):185-203
The purpose of this article is to explore what Michel Foucault refers to as “the” critical attitude and its relationship to science education, drawing from Foucault’s (The politics of truth. Semiotext(e), New York, 1997) insight that the critical attitude is but a critical attitude. This article is a rejoinder to Anna Danielsonn, Maria Berge, and Malena Lidar’s paper, “Knowledge and power in the technology classroom: a framework for studying teachers and students in action”. Where Danielsonn and colleagues think with Foucaultian power/knowledge to examine and (re)consider teacher-student didactic relations in science and technology education, this article critically examines the power/knowledge relationship between science educators and science education to critically explore the modes of criticality produced and produceable. Particularly, I explore possibilities for and of critique that stem from and respond to what Bruno Latour (Politics of nature: How to bring the sciences into democracy. Harvard University Press, Cambridge, 1993) refers to as the crisis and critique of critique. 相似文献
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Akın Efendioğlu 《Educational technology research and development : ETR & D》2018,66(6):1359-1385
The main purpose of the study is to develop a Facebook Effect Scale on Teacher Quality (FESTQ) based on the pedagogical content knowledge, technological pedagogical content knowledge and lifelong learning frameworks. Study participants comprised 556 teachers. Explanatory factor analysis and confirmatory factor analysis were conducted in the development and testing of the FESTQ. The results showed that the FESTQ is reliable and valid to measure Facebook effect on teacher quality. The FESTQ consists of 40 positive six-point Likert-type items along with six factors, instructional knowledge for in-class applications, general culture knowledge, individual characteristics, instructional knowledge related to student characteristics, instructional knowledge for preparing an assessment tool and special content area knowledge. The psychometric properties of the FESTQ, the study limitations and suggestions for future studies are discussed. 相似文献
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Isabel Pinto 《Children‘s Literature in Education》2017,48(3):214-229
This essay explores the educational contribution of the Comtesse de Genlis’ Théâtre à l'usage des jeunes personnes [Theatre of Education] (1792/1779–1780), a four-volume collection of closet drama, in light of the social, political and cultural shifts occurring in France in the period prior to the French Revolution. In particular, in two plays from Theatre of Education, La Marchande de Modes [The Milliner] and Le Libraire [The Bookseller], Genlis depicts the bourgeoisie’s proper behaviour toward the aristocracy and its natural place in the world. Thus both plays exemplify the educational and the political role of Genlis, who attempts to tame the bourgeoisie through the twofold argument of proper education and effective parenthood, so as to keep alive the social order of the ancien régime. 相似文献
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Ozcan Gulacar Olcay Sinan Charles R. Bowman Yetkin Yildirim 《Research in Science Education》2015,45(5):717-726
A study is presented that explores how students’ knowledge structures, as related to the scientific method, compare at different student ages. A word association test comprised of ten total stimulus words, among them experiment, science fair, and hypothesis, is used to probe the students’ knowledge structures. Students from grades four, five, and eight, as well as first-year college students were tested to reveal their knowledge structures relating to the scientific method. Younger students were found to have a naïve view of the science process with little understanding of how science relates to the real world. However, students’ conceptions about the scientific process appear to be malleable, with science fairs a potentially strong influencer. The strength of associations between words is observed to change from grade to grade, with younger students placing science fair near the center of their knowledge structure regarding the scientific method, whereas older students conceptualize the scientific method around experiment. 相似文献
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This empirically driven paper is about workplace learning with specific focus on the ‘work’ of consuming practices. By consuming we refer to the eating, and the drinking, and (at times) to the smoking that workers, in most organisations, do on a daily basis. Indeed, it is the quotidian nature of consuming, coupled with its absence from workplace learning research that make them noteworthy practices to explore. In using the term practice we draw on the recent tranche of practice based theorisations: notably Schatzki (1996, Organization Studies, 26(3), 465-484, 2005, Organization Studies, 27(12), 1863-1873, 2006) and Gherardi (Human Relations, 54(1), 131-139, 2001, 2006, Learning Organization, 16(5), 352-359, 2009). The paper frames consuming practices as ‘dispersed’ (general) practices and, illustrated through empirical data from multiple projects, we progressively outline how these contribute to the learning of ‘integrative’ (specialized work) practices. Our overall aim is to (re)position consuming practices from prosaic, to having much relevance for research on workplace learning. 相似文献
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In a recent article published in this journal, Williams (Educational Studies in Mathematics, 92, 59–72, 2016) offers a critique of neo-Vygotskian perspectives exemplified in recent work on the funds of knowledge and on cultural-historical activity theoretic perspectives. The critique has great value in that it asks interesting questions that often go unnoticed and fail to be discussed in mathematics education research—e.g., the question of alienation or the role of agency in Vygotsky’s notion of the zone of proximal development. Despite the great value of the questions raised, the critique fails because its idealist theoretical epistemological underpinning is at odds with Vygotsky’s thought and cultural-historical activity research in general. The critique falls short especially on the point of realizing the materialist dialectical method Vygotsky employed. The goal of this article is to address Williams’ critique by (a) revisiting the main argument of the critique, (b) articulating the departures of the critique from the materialist dialectical method, (c) conceptualizing development along the theoretical lines of the late (Spinozist-Marxian) Vygotsky, and (d) formulating a materialist dialectical approach to alienation. We conclude by summarizing three main problems of the critique. 相似文献
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Sylvestre Nzahabwanayo 《Interchange》2018,49(1):111-132
While the academic literature is replete with affirming that ‘values-explicit’ citizenship education programs are biased and indoctrinatory, there is scant attention to substantiate this claim. The present paper fills this gap; it investigates the values education notion informing Itorero, a non-formal citizenship education platform for high school leavers (HSLs) in post-genocide Rwanda. The research reported here used a survey questionnaire, focus groups and interviews. The article engages with character education, care ethics, cognitive moral development and values clarification approaches to highlight the values education notion deemed preferable to competing concepts. It is revealed that in educating HSLs for values, Itorero is vehemently committed to character education. I argue that the overreliance on this approach raises serious concerns particularly because values education as it is done in Itorero seems like the cultivation of supportive behavior towards the government in office. Its content focuses on understanding what the government wants and the crafting of dispositions required for the implementation of defined policies. 相似文献
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Adela Baird Janet Laugharne Eva Maagerø Elise Seip Tønnessen 《Children‘s Literature in Education》2016,47(1):1-17
Children as readers of picture books and the ways they respond to, and make meaning from, such texts are the focus of this article, which reports on a small-scale study undertaken in Norway and Wales, UK. The theoretical framing of the research draws on concepts of the multimodal ensemble in picture books and of the reading event as part of a social practice. The research design was developed from the team’s analysis of two texts, Pappa by Svein Nyhus (1998) and What does Daddy Do? by Rachel Bright (2009). Twenty-four children, who were 7 and 8 years old, took part in the study. This was built around two reading events for each book, staged as an immediate response and as a guided response. The data subsequently collected were analysed according to three overarching organisational principles, as book world, real world and play world. For both Daddy and Pappa, the first reading event showed the children’s responses were mainly directed towards exploring the book world. On the second reading event, references to the real world predominated for Daddy, while for Pappa the book world was again dominant. Across both reading events and for both books, the playworld revealed those occasions when the children expanded the meaning of the story, demonstrating an inventive ability to play with the text. Overall, the children’s responses moved fluidly across the three worlds, showing them to be energetically making connections between the reading, their experience of books and their own lives. 相似文献
18.
The relationship between 2nd and 3rd grade teachers’ linguistic knowledge and spelling instructional practices and their students’ spelling gains from fall to spring was examined. Second grade (N = 16) and 3rd grade (N = 16) teachers were administered an instructional practices survey and a linguistic knowledge test. Total scores on the two instruments were not significantly related (r = 0.20), indicating two different constructs. Students (N = 331 2nd graders, N = 305 3rd graders) completed a 40 item spelling dictation test in the fall and spring. HLM analyses were conducted on subsamples of weaker spellers (Ns = 226 2nd graders and 50 3rd graders) who spelled fewer than 20 words correctly on the pretest. Limiting the sample to weaker spellers eliminated ceiling effects on pre- to posttest gains. Results revealed that 2nd grade teachers’ linguistic knowledge of phonemic units in words, their teaching of spelling strategies, the time they spent in weekly spelling instruction, and the greater the number of weaker spellers in their classrooms, were significant predictors of weaker spellers’ improvement in spelling. For 3rd grade teachers, HLM analyses were not significant perhaps due to lack of power. However, 3rd grade teachers’ phonemic knowledge was significantly correlated with weaker spellers’ gain scores. Results while correlational provide tentative support for the conclusion that teachers who are more knowledgeable about phonemes in words and who utilize more effective, research based spelling instruction are more successful in teaching spelling to weaker spellers. 相似文献
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Carol A. Taylor 《Higher Education》2017,74(3):419-435
My central argument in this article is that the notion of Bildung may offer conceptual sustenance to those who wish to develop educative practices to supplement or contest the prevalence and privileging of market and economic imperatives in higher education, which configure teaching and learning as an object available to measurement. I pursue this argument by making the case for an ethical posthuman Bildung which recognises the inseparability of knowing and being, the materiality of educative relations, and the need to install an ecology of ethical relations at the centre of educational practice in higher education. Such a re-conceptualisation situates Bildung not purely as an individual goal but as a process of ecologies and relationships. The article explores Bildung as a flexible concept, via three theoretical lenses, and notes that it has always been subject to continuing revision in response to changing social and educational contexts. In proposing the possibility of, and need for, a posthuman Bildung, the articles offer a critical review of the promise of Bildung and outline some of the radical ways that a posthuman Bildung might reinvigorate conceptualisations of contemporary higher education. 相似文献
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Renia Gasparatou 《Science & Education》2017,26(7-9):799-812
The move from respecting science to scientism, i.e., the idealization of science and scientific method, is simple: We go from acknowledging the sciences as fruitful human activities to oversimplifying the ways they work, and accepting a fuzzy belief that Science and Scientific Method, will give us a direct pathway to the true making of the world, all included. The idealization of science is partly the reason why we feel we need to impose the so-called scientific terminologies and methodologies to all aspects of our lives, education too. Under this rationale, educational policies today prioritize science, not only in curriculum design, but also as a method for educational practice. One might expect that, under the scientistic rationale, science education would thrive. Contrariwise, I will argue that scientism disallows science education to give an accurate image of the sciences. More importantly, I suggest that scientism prevents one of science education’s most crucial goals: help students think. Many of my arguments will borrow the findings and insights of science education research. In the last part of this paper, I will turn to some of the most influential science education research proposals and comment on their limits. If I am right, and science education today does not satisfy our most important reasons for teaching science, perhaps we should change not just our teaching strategies, but also our scientistic rationale. But that may be a difficult task. 相似文献