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1.
Taking the view that pictures are not a transparent but rather a deforming mirror of reality, shaping representations of the world bound up with the interests of the social institutions within which pictures are circulated and read, our aim is to explore what view of nature and of the human-nature relationship is built in Greek natural science school textbooks. The particular textbooks analysed have been recently introduced (in 2006 and 2007) into Greek education. The pictorial analysis suggests that a ??baroque?? view of nature and of the human-nature relationship predominantly emerges, according to which nature is constantly in motion, and therefore random and unpredictable natural change could be ??normal??. Natural environments are viewed in materialistic terms, being transformed by humans and serving as a resource. A comparison with our analysis of the older textbooks written in the early 1980s (Korfiatis et al. 2004) seems to indicate important conceptual differences between the two series of textbooks. The ??romantic?? and ??classic?? views of nature in the old textbooks could express the vigour, the optimism and the innocence characterising industrial societies (or in the process of industrialisation) about human interventions in the environment. Conversely, the ??baroque?? view found in the new textbooks probably marks the scepticism of post-industrial societies about natural phenomena. 相似文献
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Mohamed Abdellatif Kissami 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):161-177
Literacy education through the LIFE Initiative and follow-up of CONFINTEA VI in the Maghreb ?C Illiteracy is seriously compromising the economic and social development of the Maghreb countries. In Morocco and Mauritania, for instance, national strategies and literacy programmes have been implemented. These efforts ought to be assessed so that lessons can be learned from them and the contribution of the national and international initiatives implemented in recent years can be evaluated. The Sixth International Conference on Adult Education provided an opportunity to launch a Maghreb-wide literacy cooperation process. Drawing on the experience of two high-priority countries (Morocco and Mauritania), the countries of the Maghreb created a mechanism for ongoing exchange within the framework of the Forum on Literacy for the Maghreb Region. The second meeting of this Forum, which was held in May 2010 in Nouakchott, was devoted to monitoring the implementation of the Belém Framework for Action and resulted in the creation of a joint cooperation programme in this domain. 相似文献
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R��gis Malet 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(3-4):319-335
Borders, translation and politics of difference: the hermeneutic task of comparative education ?C Governments are making increasing use of international comparisons as a tool to run and reform education systems, through the establishment of competency norms and assessment standards. In light of this trend, this paper wishes not only to reiterate the crucial distinction, made by Max Weber as early as 1922, between scientific research and political action, but also to recall the principles of separation and mediation from which the comparative approach in education derives. The concepts that comprise a language, that are disseminated and become established in a social world, are borne of history, of dynamic uses, and are culturally rooted. By neglecting this social and cultural provenance of words there is a danger that one can end up with a comparability based on functional equivalencies alone; although there are strong pressures in this direction, it is probably the surest way, in the words of Marcel Détienne, of ??comparing the incomparable??. The purely instrumental rationality that favours the spread of such frameworks or interpretative models appears indifferent to questions of meaning and culture, apart from being irrational on an axiological level, if we follow Weber. Strangeness or even ??otherness?? tends to be erased. One wonders therefore what issues are raised for the comparativist when the illusion of spontaneity in translation is reduced to a functional equivalence. In keeping with the researcher??s responsibility to mediate, he/she must promote clarification and mutual understanding (inspired by C. Taylor), replacing the standardisation of words with a critical illumination of the semiotic variations generated by their use. 相似文献
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Kaarle Kurki-Suonio 《Science & Education》2011,20(3-4):211-243
This article sketches a framework of ideas developed in the context of decades of physics teacher-education that was entitled the "perceptional approach". Individual learning and the scientific enterprise are interpreted as different manifestations of the same process aimed at understanding the natural and social worlds. The process is understood to possess the basic nature of perception, where empirical meanings are first born and then conceptualised. The accumulation of perceived gestalts in the ??structure of the mind?? leads to structural perception and the generation of conceptual hierarchies, which form a general principle for the expansion of our understanding. The process undergoes hierarchical development from early sensory perception to individual learning and finally to science. The process is discussed in terms of a three-process dynamic. Scientific and technological processes are driven by the interaction of the mind and nature. They are embedded in the social process due to the interaction of individual minds. These sub-processes are defined by their aims: The scientific process affects the mind and aims at understanding; the technological process affects nature and aims at human well-being; and the social process aims at mutual agreement and cooperation. In hierarchical development the interaction of nature and the mind gets structured into a ??methodical cycle?? by procedures involving conscious activities. Its intuitive nature is preserved due to subordination of the procedures to empirical meanings. In physics, two dimensions of hierarchical development are distinguished: Unification development gives rise to a generalisation hierarchy of concepts; Quantification development transfers the empirical meanings to quantities, laws and theories representing successive hierarchical levels of quantitative concepts. Consequences for physics teaching are discussed in principle, and in the light of examples and experiences from physics teacher education. 相似文献
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Pauline W. U. Chinn 《Cultural Studies of Science Education》2011,6(1):223-233
This response to Mitchell and Mueller’s “A philosophical analysis of David Orr’s theory of ecological literacy” comments on
their critique of Orr’s use of the phrase “ecological crisis” and what I perceive as their conflicting views of “crisis.”
I present my views on ecological crisis informed by standpoint theory and the definition of crisis as turning point. I connect
the concept of turning point to tipping point as used in ecology to describe potentially irreversible changes in coupled social-ecological
systems. I suggest that sustainable societies may provide models of adaptive learning in which monitoring of ecological phenomena
is coupled to human behavior to mitigate threats to sustainability before a crisis/tipping point is reached. Finally, I discuss
the Hawai‘i State Department of Education’s removal of its Indigenous science content standard Mālama I Ka ‘Āina, Sustainability and its continued use in community-based projects. 相似文献
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Mahamadou Cheick Diarra 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):145-159
Training the trainers: its role in high-quality adult education ?C This article is about the crucial role of instructor training; it discusses the implications for the quality of adult learning and education. The documents arising out of CONFINTEA V and VI, the Hamburg Declaration, the Agenda for the Future and the Belém Framework for Action all recognise the critical role played by facilitators and adult instructors in the quality of adult learning and education. However, all over the world, they are undertrained and poorly paid by comparison with their counterparts in the formal education sector. In West Africa, where the average literacy rate is 20%, the situation of these facilitators and instructors and the conditions in which they work are becoming alarming, particularly since actors?? expectations of them are constantly increasing. This article aims to clarify the most important reasons for this marginalisation and then provides some key pieces of guidance on how to move forward in terms of the political context, the literate environment, skills and languages, curricula, teaching methods and learner needs, materials, monitoring and evaluation and research. 相似文献
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Representing the Electromagnetic Field: How Maxwell��s Mathematics Empowered Faraday��s Field Theory
Ryan D. Tweney 《Science & Education》2011,20(7-8):687-700
James Clerk Maxwell ??translated?? Michael Faraday??s experimentally-based field theory into the mathematical representation now known as ??Maxwell??s Equations.?? Working with a variety of mathematical representations and physical models Maxwell extended the reach of Faraday??s theory and brought it into consistency with other results in the physics of electricity and magnetism. Examination of Maxwell??s procedures opens many issues about the role of mathematical representation in physics and the learning background required for its success. Specifically, Maxwell??s training in ??Cambridge University?? mathematical physics emphasized the use of analogous equations across fields of physics and the repeated solving of extremely difficult problems in physics. Such training develops an array of overlearned mathematical representations supported by highly sophisticated cognitive mechanisms for the retrieval of relevant information from long term memory. For Maxwell, mathematics constituted a new form of representation in physics, enhancing the formal derivational and calculational role of mathematics and opening a cognitive means for the conduct of ??experiments in the mind?? and for sophisticated representations of theory. 相似文献
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Samia Khan 《Journal of Science Teacher Education》2011,22(6):535-560
In this study, the author investigated how four science teachers employed model-based teaching (MBT) over a 1-year period. The purpose of the research was to develop a baseline of the fundamental and specific dimensions of MBT that are present and absent in science teaching. Teacher interviews, classroom observations, and pre and post-student assessments were gathered. Using a Generate-Evaluate-Modify framework as a theoretical guide, the author identified three fundamental aspects of MBT that were not apparent in an analysis of the teaching methods. Drawing on these findings, the author hypothesizes the consequent impact of the absence of these aspects on MBT on students?? experiences and performance in science. Implications for core science teacher professional development activities on MBT are discussed. 相似文献
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Kim Beswick 《International Journal of Science and Mathematics Education》2011,9(2):367-390
The professional literature in mathematics education is replete with calls to use tasks that are ‘authentic’, ‘relevant’ and
related to ‘real life’ and the ‘real world’. Such activities are frequently advocated for their potential to motivate and
engage students, but evidence of their ability to do so is rarely presented. This paper examines evidence in relation to the
effectiveness of context problems in achieving their intended purposes and thereby contributing to enhanced student participation,
engagement and achievement in mathematics education. It is argued that context problems are not a panacea and that categorising
problems as contextualised or de-contextualised is less helpful than the consideration of more salient aspects of tasks that
impact on their effectiveness. Such aspects also relate to the purposes for and affordances and limitations of particular
tasks in relation to the purposes they are intended to serve, along with attention to the contexts in which students learn
mathematics. Examples of theoretical and empirical programs built on these considerations are reviewed in terms of their potential
to enhance participation, engagement and achievement in school mathematics. 相似文献
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This paper investigates the views of immersion teachers in Hong Kong and Xi’an towards the immersion curriculum they are teaching.
Teachers are important stakeholders in any curriculum implementation and their views are significant in both evaluating progress
and determining future directions. The teachers’ views were gathered from questionnaires and interviews. Topics include their
understanding of the objectives of immersion education, their preparedness for their roles as immersion teachers, the main
challenges in immersion teaching they identify and the support they receive from their schools. The responses are discussed
to identify areas of concern which may be future priorities for professional development. 相似文献
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Heinz Mayer 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(6):183-192
Mit dem Erkenntnis des VfGH vom 30.6.2011, G 10/11 wurden die Bestimmungen über den Studienbeitrag in § 91 Abs 1 bis 3 und
8 UG aufgehoben. Davon ausgehend stellt sich die Frage, ob in dem Fall, dass der Gesetzgeber bis zum In-Kraft-Treten der Aufhebung
am 1. M?rz 2012 keine Ersatzregelung für diese Bestimmungen schafft, die Universit?ten selbstst?ndig im Rahmen ihrer Autonomie
mittels Satzung Studienbeitr?ge normieren k?nnen. Der Beitrag kommt zu dem Ergebnis, dass dies bei Zugrundelegung der herrschenden
Lehre über das Wesen der universit?ren Autonomie bejaht werden muss und geht auch auf ?ffentlich ge?u?erte gegenteilige Rechtsmeinungen
ein. 相似文献
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Joanna O. Masingila Samson M. Muthwii Patrick M. Kimani 《International Journal of Science and Mathematics Education》2011,9(1):89-108
This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling
in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more
about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice
may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science
in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and
after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and
log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified
as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned
mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the
data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53,
2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they
used was connected to their views of what science is. 相似文献
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Virginia L. J. Bolshakova Carla C. Johnson Charlene M. Czerniak 《Cultural Studies of Science Education》2011,6(4):961-997
In the United States today, urban schools serve the majority of high-poverty and high minority populations including large
numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science
teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers
have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future
science achievement and science-related careers of their students. This qualitative study explores how three science teachers’
effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students
were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives,
as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics
that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing
on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened
student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy,
as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition
to middle school may construct permanence and accomplishment for all in science. 相似文献
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Eva Kellner Annica Gullberg Iiris Attorps Ingvar Thor��n Roy T?rneberg 《International Journal of Science and Mathematics Education》2011,9(4):843-866
A crucial issue for prospective teachers (PTs) in their education is to develop pedagogical content knowledge (PCK; i.e. how
to make a topic comprehensible to pupils). However, research has shown that PTs may have tacit ideas about teaching that act
as filters preventing consideration of unfamiliar and discrepant ideas. These ideas must be elicited and taken into consideration
in order to be modified. Therefore, PTs’ explicit conceptions may constitute a valuable resource in teacher education. The
aim of this study was to investigate PTs’ ideas about pupils’ difficulties, at a topic-specific level, upon beginning the
teacher education programme. The “Lesson Preparation Method” was used in four case studies to elicit the conceptions of 32
PTs regarding pupils’ difficulties in four specific science and mathematics topics: plant growth, gases, equations and heat
and temperature. In all four topic groups (n = 5 – 11), there was a variety of initial conceptions about pupils’ difficulties, which were categorised into two to five
topic-specific categories. Although, initially, PTs may not have expressed any notions about pupils’ difficulties, conceptions
were elicited by using the Lesson Preparation Method. Furthermore, we found that the initial ideas corresponded with earlier
research on pupils’ difficulties, which could provide a potential resource when creating a scaffolding context in teacher
education programmes where PCK development is stimulated. 相似文献
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Dan Battey 《Educational Studies in Mathematics》2013,82(1):125-144
In considering ??good teaching?? in mathematics, scholars usually refer to teacher knowledge and instructional practices that promote understanding. However, researchers have found that these two elements of instruction are often not as prevalent in urban contexts, a space where high percentages of students of color and the poor are educated. Additionally, recent work calls for understanding other classroom mechanisms that impact the mathematics learning of students of color. Using video, field notes, and an interview, this research examines a case study of one urban classroom of Latino and African American students. Their teacher engages them in substantive mathematics and reform-minded pedagogical strategies, but a number of relational interactions raise issues of how these micro-interactions can mediate access to mathematics. The study found four dimensions in which relational interactions mediated access to mathematics: addressing behavior, framing mathematics ability, acknowledging student contributions, and attending to culture and language. The paper ends with raising questions for future research and calling for a broader framing of instruction that incorporates relational dimensions of the classroom. 相似文献
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Emma Smith Sandra Cooke 《International Journal of Science and Mathematics Education》2011,9(2):303-326
The recruitment and training of scientists is an area of international concern. Much of the research and policy focus around
this issue in the UK has been on how science is taught in schools and in particular on the structure of the school science
curriculum. Much less attention has been devoted to the undergraduate student experience and the trajectory that learners
take which can lead to higher education and into careers as professional scientists and technicians. This paper reports the
findings from a comparative study of the experiences and aspirations of almost 1,000 art and science undergraduates studying
at 6 elite British universities. There is no evidence to suggest that undergraduate scientists are put off a career in the
science, technology, engineering and mathematics field, although theirs is arguably a less positive experience than that of
their peers who study arts subjects. Most science undergraduates have clear career aspirations which are largely linked to
remaining in the field and often involve further study. For many, these aspirations lead them towards the applied sciences
and away from a career in ‘pure’ research or academia. 相似文献