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41.
The aim of this study was to assess how the different aspects of nature of science (NOS) were represented in Finnish and Swedish upper secondary school chemistry textbooks. The dimensions of NOS were analyzed from five popular chemistry textbook series. The study provides a quantitative method for analysis of representations of NOS in chemistry textbooks informed by domain-specific research on the philosophy of chemistry and chemical education. The selection of sections analyzed was based on the four themes of scientific literacy: knowledge of science, investigate nature of science, science as a way of thinking, and interaction of science, technology and society. For the second round of analysis the theme of science as a way of thinking was chosen for a closer inspection. The units of analysis in this theme were analyzed using seven domain specific dimensions of NOS: tentative, empirical, model-based, inferential, technological products, instrumentation, and social and societal dimensions. Based on the inter-rater agreement, the procedure and frameworks of analysis presented in this study was a reliable way of assessing the emphasis given to the domain specific aspects of NOS. All textbooks have little emphasis on the theme science as a way of thinking on a whole. In line with the differences of curricula, Swedish textbooks emphasize the tentative dimension of NOS more than Finnish textbooks. To provide teachers with a sufficiently wide variety of examples to discuss the different dimensions of NOS changes to the national core curricula are needed. Although changing the emphasis of the curricula would be the most obvious way to affect the emphasis of the textbooks, other efforts such as pre- and in-service courses for developing teachers understanding of NOS and pedagogic approaches for NOS instruction to their classroom practice might also be needed. 相似文献
42.
Jaana Herranen Päivi Kousa Erik Fooladi Maija Aksela 《International Journal of Science Education》2013,35(14):1977-1998
ABSTRACTThe aim of this study is to provide an understanding of context-based inquiry teaching within a humanistic perspective on science education by studying pre-service teachers’ beliefs about inquiry and their implementations of inquiry in their context-based teaching sequences. Therefore, five pre-service teachers enrolled in a university undergraduate course called ‘Inquiry-based chemistry education II’ (5 ECTS) were involved in an empirical case study. The pre-service teachers’ implementations of inquiry were studied from their reports on self-designed context-based inquiry teaching sequences for students age 13–15, and their beliefs by interviewing them after the course. The results indicate that the most frequent aspects of inquiry, which were implemented, were that inquiry (i) includes a context, (ii) is a way to act, (iii) is a way to think, and (iv) includes source/information evaluation and argumentation. The pre-service teachers’ beliefs about inquiry were shown to reflect manifold aspects of inquiry, such as the difficulty in explaining it. However, this difficulty in encapsulating inquiry into a clear-cut definition is not necessarily an impediment to inquiry-based teaching. Furthermore, inquiry is inherently context-bound, and context-based teaching requires extra-situational knowledge from the context and not only declarative knowledge from science. This should be considered to support effective professional development. 相似文献
43.
The aim of this qualitative study was to identify teachers’ ways of experiencing their identity and development challenges as teachers in the social and professional context of university. Identity and development as a teacher were examined based on interviews and drawings of career paths collected from a group of university teachers representing diverse scientific fields at one research-intensive university in Finland. Based on the findings, a typology of teacher identities and classification of development themes were constructed, illustrating the experiences and drawing on the themes found in the data and comparing them to Huberman’s teachers’ career cycle as well as Åkerlind’s views on university teachers’ changes. The findings showed that those who have reached a goal-reflective and stabilised teacher identity recognise development challenges, especially in the areas of self-development and facilitation of student learning, while those who have a constructive-conflicting or unsolved teacher identity struggle with the many pressures of teaching practice and reaching teacher comfort. The learning trajectories of the studied university teachers were varied and lasted considerably longer than suggested by teachers’ career cycle views. 相似文献
44.
Maija Lanas Pauliina Rautio Anne Koskela Susanna Kinnunen Elina Viljamaa Jaana Juutinen 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):530-541
This article presents a study in which we began with a question ‘how to teach theoretical reflectivity in teacher education’, and ended with a sentence ‘there is theoretical diffraction in teacher education’. The research presented in this paper took place in the context of a university course in which we have been involved for the past two years. During the course we simultaneously aimed to teach theoretical reflection and to analyse what was happening as we taught theoretical reflection. For two years we asked: What are students doing while we are trying to engage them in theoretical reflection? We noted that students are engaged in theory, but not in ways easily readable to the educators, and that the process could be called theoretical diffraction rather than reflection. Theoretical diffraction during the course was patterned by existing discursive practices: (1) disciplining emotions and focusing on control and answers; (2) personalising school as the teacher, and personally defending it; and (3) prioritising practice over theory and seeing both as dogma. 相似文献
45.
Veli-Matti Vesterinen Sakari Tolppanen Maija Aksela 《International Journal of Science Education》2016,38(1):30-50
With increased focus on sustainability and socioscientific issues, dealing with issues related to citizenship is now seen as an important element of science education. However, in order to make the world a better place, mere understanding about socioscientific issues is not enough. Action must also be taken. In this study, 35 international gifted students—potential scientists—aged 15–19 were interviewed to investigate what they were doing to make the world a better place. The interviews were analyzed using qualitative content analysis with focus on students’ actions toward a better world, their rationalizations for such actions, and the role of science in the rationalizations. The analysis shows that students consciously take a wide range of actions, and that they see citizenship as a process of constant self-development. The three categories created to highlight the variation in the ways students take action were personally responsible actions, participatory actions, and preparing for future. Although many students saw that science and scientists play a big role in solving especially the environmental problems, most of them also discussed the structural causes for problems, as well as the interplay of social, economic, and political forces. The results indicate that citizenship science education should take the variety of students’ actions into consideration, give students the possibility to take individual and participatory action, as well as give students opportunities to get to know and discuss the ways a career in science or engineering can contribute to saving the world. 相似文献
46.
This paper draws on feminist new materialist, poststructuralist and post-human theories to rethink discomforting moments when engaging with sensitive topics in teacher education. It is argued that the common approach to such events – as instances of student resistance or pedagogical failures – is both simplistic and problematic, and that a more holistic and in-depth approach is needed. Inspired by Deleuze and Guattari’s ideas of assemblage and affect, our aim here is to re-theorise an instance of such an event in an attempt to make visible how place, space, objects, emotion, affect and history entangle in predictable and unpredictable ways in teacher education. The aims of the paper are to propose new ways of engaging with discomfort in teacher education and, secondly, to introduce post-human approaches in the field of teacher education, where they are underrepresented. 相似文献
47.
Disturbing, problematic, or challenging student behaviour is said to be among the greatest challenges facing today’s school life. However, despite the apparent commonsensical nature of the issue, there is no commonly agreed upon definition for such events, and there is often very thin analysis of what actually becomes disturbed, challenged, or problematised in such instances. In this article, disturbing behaviour is seen as a discursive practice that produces reality; it is a historically and socioculturally formed coming-together of various intersecting power-related discourses that make claims about individuals and contexts. Informed by post-structural approaches, this theoretical article looks at how ideas of disturbing behaviour come to be formed within the discursive environment of school. The article argues that behind the idea of disturbing behaviour are the ideas of a normal developmental course and an idealised student, as well as increasing emphasis on management and measurement in school. 相似文献
48.
Kaisa Korhonen 《Environmental Education Research》2004,10(2):195-216
This paper examines children's and adolescents' environmental awareness in rural Madagascar. Two types of school survey among 8‐ to 21‐year‐old students and pupils in 18 schools were used for data collection. The objective of this comparative study was to examine the environmental awareness and knowledge of children and adolescents living under different ecological conditions. The role of education in forming environmental awareness is also considered. This research was carried out in villages nearby Ranomafana National Park located in forested areas as well as in more environmentally degraded villages further from the park. The results of the study show that children in rural areas of Madagascar are measurably aware of environmental issues and can relate them to human activities. The effect of education on environmental concern is significant, but when the effects of degradation can be felt and seen in daily life there is an increase in this awareness. Children's environmental concern and demand for action was stronger in deforested areas. 相似文献