Key contributors: Ernst von Glasersfeld’s radical constructivism     

Kenneth Tobin 《Cultural Studies of Science Education》2007,2(3):529-538

This article reviews the significance of the contributions of Ernst von Glasersfeld to research in science education, especially through his theoretical contributions on radical constructivism. As a field shaper, Glasersfeld’s subversive ideas catalyzed debate in the science education community and fuelled transformation of many facets including research methods, ways of thinking about teaching and learning, curriculum, and science teacher education. Perturbations emanating from the debates on constructivism forged new pathways that led to the development and use of many of the sociocultural frameworks employed by authors in Cultural Studies of Science Education.

Kenneth TobinEmail:

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Kenneth Tobin   is Presidential Professor of Urban Education at the Graduate Center of City College. In 2004 Tobin was recognized by the National Science Foundation as a Distinguished Teaching Scholar and by the Association for the Education of Teachers of Science as Outstanding Science Teacher Educator of the Year. Prior to commencing a career as a teacher educator, Tobin taught high school science and mathematics in Australia and was involved in curriculum design. His research interests are focused on the teaching and learning of science in urban schools, which involve mainly African American students living in conditions of poverty. A parallel program of research focuses on coteaching as a way of learning to teach in urban high schools. Recently Tobin published a book with Wolff-Michael Roth entitled Teaching to learn: A view from the field and edited two volumes entitled The culture of science education: Its history in person and Science, learning, and identity: Sociocultural and cultural-historical perspectives. In 2006 Tobin edited Teaching and learning science: A handbook.  相似文献   

学前教育中的文化     

约瑟夫·托宾 《幼儿教育》2010,(33)

在学前教育领域,中国、美国、日本都有独特的文化观念和实践方法,但这些文化观念和实践方法正受到多种因素的威胁。在全球化时代,各个国家间需要互相学习,取长补短。中国学前教育应该传承中国文化中好的方面。学前教育工作者要理清传统文化中最值得保留下来的文化观念和实践方法,使其代代相传。  相似文献   

Solidarity and conflict: aligned and misaligned prosody as a transactional resource in intra- and intercultural communication involving power differences     

Wolff-Michael Roth  Kenneth Tobin 《Cultural Studies of Science Education》2010,5(4):807-847

This ethnographic study of teaching and learning in urban high school science classes investigates the ways in which teachers and students talk, gesture, and use space and time in interaction rituals. In situations where teachers coteach as a means of learning to teach in inner-city schools, successful teacher-teacher collaborations are characterized by prosodic expressions that converge over time and adapt to match the prosodic parameters of students’ talk. In these situations our ethnographic data provide evidence of solidarity and positive emotions among the teachers and also between students and teachers. Unsuccessful collaborations are associated with considerable differences in pitch between consecutive speakers participating in turns-at-talk, these being related to the production of negative emotions and conflicts at longer time scales. Situational conflicts are co-expressed by increases in pitch levels, speech intensities, and speech rates; and conflict resolution is accelerated by the coordination of pitch levels. Our study therefore suggests that prosodic alignment and misalignment are resources that are pragmatically deployed to manage face-to-face interactions that have solidarity and conflict as their longer-term outcomes.  相似文献   

Development and assessment of specialized liaison librarian services: clinical vs. basic science in a veterinary medicine setting     

Tennant MR  Cataldo TT 《Medical reference services quarterly》2002,21(2):21-37

In 1998, the University of Florida Health Science Center Libraries (HSCL) developed and implemented a Liaison Librarian Program, dedicated to providing customized, subject-specific services to the faculty, students, clinicians, researchers, staff, and administrators of the six Health Science Center Colleges (Dentistry, Health Professions, Medicine, Nursing, Pharmacy, and Veterinary Medicine). Subject- and role-specific (clinical vs. basic sciences) liaisons were assigned. This paper describes the HSCL liaison program, exemplified by the liaisons' work with the College of Veterinary Medicine. Preliminary program evaluation, a pilot project developed to discern the needs of the veterinary medicine clientele and facilitate awareness of liaison services, and subsequent re-evaluation of patron awareness and satisfaction are also discussed.  相似文献   

Periodicals and the Popularization of Science in America, 1860-1910     

Matthew D. Whalen  Mary F. Tobin 《Journal of American culture (Malden, Mass. : 2003)》1980,3(1):195-203

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Interdisciplinary Collaboration Supporting Social-Emotional Learning in Rural School Systems     

Adena B. Meyers  Renée M. Tobin  Brenda J. Huber  Dawn E. Conway  Kristal H. Shelvin 《Journal of educational and psychological consultation》2015,25(2-3):109-128

In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice.  相似文献   

Mathematics and Mobile Learning     

Tobin White  Lee Martin 《TechTrends》2014,58(1):64-70

This paper argues for an approach to mobile learning that leverages students’ informal digital practices as resources for designing mathematics classrooms activities. We briefly describe two exploratory designs along these lines, one featuring the use of photos taken by students outside class and the other centered on their recording and analyzing videos of motion. We then present a case study analysis of two students working through portions of these activities in class and discuss the potential of the approach as well as challenges associated with its implementation.  相似文献   

POSSIBILITIES AND POTENTIAL BARRIERS: LEARNING TO PLAN FOR DIFFERENTIATED INSTRUCTION IN ELEMENTARY SCIENCE     

Ruthanne Tobin  Christine D. Tippett 《International Journal of Science and Mathematics Education》2014,12(2):423-443

Research indicates that differentiated practices enhance the likelihood of meeting the needs of students who find literacy learning challenging (Tobin & McInnes, 2008; Tomlinson, 2003). The aim of the professional development project described here was to leverage these findings and to build the foundation for future research exploring if similar outcomes occurred in science. We wanted to examine teachers’ perceptions regarding planning and implementing Differentiated Instruction (DI) in science. Our workshops emphasized multimodal possibilities, so the project draws on research indicating that elementary students are able to demonstrate their understanding of science concepts in a variety of ways (Tippett, 2003) as well as research on DI in the context of language and literacy instruction. The study yielded insights about in-service teachers’ perceptions of the possibilities and potential barriers presented by DI in science.  相似文献   

Toward a critical approach to the study of learning environments in science classrooms     

Dr Anthony Lorsbach  Kenneth Tobin 《Research in Science Education》1995,25(1):19-32

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Investigating the impact of flexible furniture in the elementary classroom     

Attai  Shanna L.  Reyes  Jorge C.  Davis  John L.  York  Judy  Ranney  Kerri  Hyde  Truell W. 《Learning Environments Research》2021,24(2):153-167

Learning Environments Research - Educators are beginning to consider the physical learning environment as an additional resource in meeting learning outcomes in modern classrooms. In order to...  相似文献