Relationships between metaphors,beliefs, and actions in a context of science curriculum change     

Kenneth Tobin  Sarah Ulerick Lamaster 《科学教学研究杂志》1995,32(3):225-242

This study is an interpretive investigation of Sarah, a first-time teacher of middle- and high-school science who, because of high levels of disruption, was unable to establish and maintain environments favorable to learning. Sarah reflected on her roles as a teacher and identified facilitating learning, management, and assessment as salient, each being associated with defining metaphors and belief sets. Sarah's efforts to improve her teaching began with the construction of a new metaphor, the social director, for her role as manager. She developed coherence between the new metaphor and beliefs about constructivism, teaching, and learning. Sarah then managed her class in accordance with the social director metaphor and, although improvements were apparent, some students were uncooperative. Sarah then changed her metaphor for assessment from the teacher being a fair judge to the teacher looking through a window into a student's mind, an opportunity for students to show what is known. When this metaphor guided Sarah's assessment practices the learning environment improved appreciably. Although the development of new metaphors was a significant part of the process of reconceptualizing her roles as a science teacher, Sarah could not have improved the quality of teaching and learning without substantial assistance from her colleagues and school administrators.  相似文献   

Thinking About Thinking in Criminal Justice Education     

Patrick R. Cundiff  Kerri B. Flinchbaugh 《Journal of Criminal Justice Education》2017,28(3):335-351

Metacognitive learning techniques encourage students to engage course material in such a way that facilitates learning, retention, and application of information gained from a course. While metacognition has begun to be widely used in higher education, little is known about its applicability to criminal justice education. Using a sample of undergraduate students from core criminal justice major courses, this study assesses the impact of metacognitive exercises on learning for criminal justice majors. Specifically, we compared the effect of implementing metacognitive activities on objective and subjective measures of student learning. The results of our evaluation revealed that metacognitive learning techniques were found to have varied objective effectiveness while simultaneously having consistent subjective effectiveness.  相似文献   

Collaborating on global priorities: science education for everyone—any time and everywhere     

Kenneth Tobin 《Cultural Studies of Science Education》2016,11(1):27-40

Building on the key ideas from Dana Zeidler’s paper I expand the conversation from the standpoint that the challenges facing humanity and the capacity of Earth to support life suggest that changes in human lifestyles are a priority. Accordingly, there is an urgent need to educate all humans about some of the science-related grand challenges, such as global warming and wellness. The key is to enact programs that have relevance to all citizens, irrespective of: age, location, language proficiency, economic resources, religion, gender, sexual preference, and level of prior education. Since significant changes are needed in human lifestyles the current emphasis on preK-12 science education needs to be expanded to cover all humans and the places in which education occurs should be everywhere. I explore the use of a multilogical framework to conceptualize science and thereby transform science education in ways that better relate to priorities of wellness and harmony in the ecosystems that sustain life on Earth. I illustrate the potential of multilogicality in a context of complementary medicine, using three frameworks: Jin Shin Jyutsu, an ancient system of medicine; a diet to reduce inflammation; and iridology. Use of a multilogical framework to conceptualize science provides opportunities for science education to focus on education for literate citizenry (birth–death) and responsible action, connect to the massive challenges of the present, and select content that has high relevance to sustainability, wellness, and well-being at local, national, and global levels.  相似文献   

Design,technology, and science: Sites for learning,resistance, and social reproduction in urban schools     

Gale Seiler  Kenneth Tobin  Joseph Sokolic 《科学教学研究杂志》2001,38(7):746-767

The teaching of science through activities that emphasize design and technology has been advocated as a vehicle for accomplishing science for all students. This study was situated in an inner7‐city neighborhood school populated mainly by African American students from life worlds characterized by poverty. The article explores the discourse and practices of students and three coteachers as a curriculum was enacted to provide opportunities for students to learn about the physics of motion through designing, building, and testing a model car. Some students participated in ways that led to their building viable model cars and interacting with one another in ways that suggest design and technological competence. However, there also was evidence of resistance from students who participated sporadically and refused to cooperate with teachers as they endeavored to structure the environment in ways that would lead to a deeper understanding of science. Analysis of in‐class interactions reveals an untapped potential for the emergence of a sciencelike discourse and diverse outcomes. Among the challenges explored in this article is a struggle for respect that permeates the students' lives on the street and bleeds into the classroom environment. Whereas teachers enacted the curriculum as if learning was the chief goal for students, it is apparent that students used the class opportunistically to maintain and earn the respect of peers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 746–767, 2001  相似文献   

The social value of anonymity on campus: a study of the decline of Yik Yak     

Sian Bayne  Louise Connelly  Claire Grover  Nicola Osborne  Richard Tobin  Emily Beswick 《Learning, Media and Technology》2019,44(2):92-107

ABSTRACT

This paper considers the social value of anonymity in online university student communities, through the presentation of research which tracked the final year of life of the social media application Yik Yak. Yik Yak was an anonymous, geosocial mobile application launched in 2013 which, at its peak in 2014, was used by around two million students in the US and UK. The research we report here is significant as a mixed method study tracing the final year of the life of this app in a large UK university between 2016 and 2017. The paper uses computational and ethnographic methods to understand what might be at stake in the loss of anonymity within university student communities in a datafied society. Countering the most common argument made against online anonymity – its association with hate speech and victimisation – the paper draws on recent conceptual work on the social value of anonymity to argue that anonymity online in this context had significant value for the communities that use it. This study of a now-lost social network constitutes a valuable portrait by which we might better understand our current predicament in relation to anonymity, its perceived value and its growing impossibility.  相似文献   

A constructivist approach to change in elementary science teaching and learning     

Dr. Deborah Tippins  Kenneth Tobin  Sharon Nichols 《Research in Science Education》1995,25(2):135-149

Constructivism is a set of beliefs that can be used by teachers to think about learning and teaching and to plan and enact a science curriculum. This paper is a fictional account of an elementary science teacher and her use of constructivism as a referent for her various roles as a science teacher. The paper also describes how the teacher came to teach in this manner, describing her involvement in staff development activities and an evolution in her thinking from an ojectivist to a constructivist system of semantics. Implications are presented for the reform of science education.  相似文献   

Reconstructing science teacher education within communities of learners     

Deborah Tippins  Sharon Nichols  Kenneth Tobin 《Journal of Science Teacher Education》1993,4(3):65-72

This article is based on a paper which received the “Innovation in Teaching Science Teachers” Award at the 1993 annual meeting of the Association for the Education of Teachers in Science.  相似文献   

A study of the efficacy of a centre‐periphery curriculum implementation strategy     

Kenneth Tobin  James J. Gallagher 《课程研究杂志》2013,45(6):549-560

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Attachment insecurity mediates the relationship between childhood trauma and eating disorder psychopathology in a clinical sample: A structural equation model     

Giorgio A. Tasca  Kerri Ritchie  Fotini Zachariades  Genevieve Proulx  Anne Trinneer  Louise Balfour  Natasha Demidenko  Genevieve Hayden  Alison Wong  Hany Bissada 《Child abuse & neglect》2013

Objectives

Childhood maltreatment occurs often among those with an eating disorder and is considered a nonspecific risk factor. However, the mechanisms by which childhood maltreatment may lead to an eating disorder are not well understood. The current study tests a model in which attachment insecurity is hypothesized to mediate the relationship between childhood maltreatment and eating disorder psychopathology.

Method

Treatment seeking adults with eating disorders (N = 308) completed questionnaires about childhood maltreatment, eating disorder psychopathology, and adult attachment.

Results

Structural equation models indicated that childhood trauma had a direct effect on eating disorder symptoms. Also, attachment anxiety and avoidance each equally mediated the childhood maltreatment to eating disorder psychopathology relationship.

Conclusions

Attachment insecurity, characterized by affect dysregulation and interpersonal sensitivities may help to explain why eating disorder symptoms may be one consequence of childhood maltreatment in a clinical sample. Clinicians treating primarily those with trauma might assess for disordered eating as a potential manifestation of the sequelae of trauma and attachment insecurity.  相似文献   

Improving Schools Through School‐Based Management: An Examination of the Process of Change∗     

Peter J. Robertson  Kerri L. Briggs 《School Effectiveness & School Improvement》2013,24(1):28-57

Data from twenty‐two case studies of schools in four North American school districts are examined to assess the process and outcomes of reform through school‐based management (SBM). The analysis is guided by a theoretical model that describes the process through which SBM can lead to school improvement. This model suggests that the formal change in governance reflected in a shift to SBM must first generate improvements in the decision making processes utilized at the school. Better decision making will enable schools to implement needed strategic and operational changes, and these together will help build an effective school culture. An improved culture, along with the strategic and operational reforms implemented at the school, will lead to changes in the behavior of staff members, which is necessary for there to be improvement in various outcomes that serve as indicators of school quality. The analysis of the case studies indicates that schools in our sample most frequently exhibited positive changes in two areas, namely, decision making processes and school culture. Strategic and operational changes were less likely to undergo positive change, as were individual behavior and school quality. However, the overall pattern of findings provides reasonable support for the general validity of the model. Furthermore, the data from this sample of schools suggest that SBM has considerable potential to elicit positive changes in schools. To help insure that such potential is realized, the findings indicate that school leaders must insure that all constituents have an opportunity to participate in school level decisions, that a vision regarding desired outcomes should be utilized to guide the implementation of strategic and operational changes, and that the process of change should be monitored in order to better identify problem areas and allow corrective action to be taken.

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