Changing Perspectives: Exploring a pedagogy to examine other perspectives about stem cell research     

Bev France  Helen A. Mora  Jacquie L. Bay 《International Journal of Science Education》2013,35(5):803-824

This study explores how teachers developed and critically evaluated a range of teaching strategies that could support the discussion of a socio-scientific issue (SSI) that had the potential to be controversial. The issue was stem cell research and six New Zealand teachers of senior biology students (grades 12/13) took part in an action research project that was situational, collaborative and self-evaluative. The focus of the research was to identify communication barriers that interfered with classroom discussion and how teachers could help students cross cultural borders when they discussed SSIs that were outside their life worlds. The barriers to communication were access to relevant science knowledge, religion, language, an inability to question issues and cultural expectations of girls. Teachers trialled and adapted two discussion strategies, ‘Drawing the Line’ and ‘Diamond Ranking’ that provided a vehicle for their students to explore and discuss this issue from a range of perspectives. These discussion strategies enabled their students to take part in a dialogue where reciprocal conversation could occur because they had opportunities not only to explore their own perspectives but also other people's viewpoints.  相似文献   

Problem Based Learning in Constructed Textile Design     

Kate Sayer  Jacquie Wilson  Simon Challis 《The International Journal of Art & Design Education》2006,25(2):156-163

Staff observing undergraduate students enrolled on the BSc Hons Textile Design and Design Management programme in The School of Materials, The University of Manchester, identified difficulties with knowledge retention in the area of constructed textile design. Consequently an experimental pilot was carried out in seamless knitwear design using a Problem Based Learning approach, to determine whether or not this method of learning was more effective for design students. This article investigates the effects of the trial on the student volunteers and documents the shift of focus from teacher to student centred learning. It also outlines plans for future curriculum developments in other areas of constructed textile design.  相似文献   

Proper Listening,Proper Heeding: A Midwifery of Thought     

Jacquie Swift 《The International Journal of Art & Design Education》1999,18(3):281-292

This paper seeks to demonstrate the way in which a group of second year BA Fine Art in Context students and I worked to demystify the process of academic essay writing and to set about the task of examining their own creative thinking and its relation to their art practice. It is also a tribute to the dedication they brought to the project. Fifty students took part, but it is with regret that for reasons of space only nine examples could be selected as representative of their wide-ranging scope and expertise. These are presented in three broad categories that the work overall suggested; the use of materials to symbolise and communicate ideas; the layering of combinations of images, thoughts and words; the juxtapositioning of words, objects and images to indicate the struggle to integrate and relate them, as well as the innate intractability of the materials thoughts and words themselves.  相似文献