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21.
Revital T. Tal Yehudit J. Dori Shoshana Keiny 《International Journal of Science Education》2013,35(3):247-262
Science-Technology-Environment-Society (STES) orientation in science education is currently being implemented in Israeli high schools within the framework of 'science for all' reform worldwide. This paper focuses on assessing the conceptual change of teachers who have been involved in the development, implementation, field-testing and evaluation of several modules. These modules constitute a grade 10-11 high school national curriculum titled STEMS - 'Science, Technology, Environment in Modern Society'. STEMS is aimed at developing an autonomous learner, capable of system thinking, decision making and problem solving within the real life STES context. We sensed that the intrinsic nature of STEMS curriculum requires that the teachers, who will teach it, will also be the developers of its modules. Involvement of this kind makes the teachers responsible for their own conceptual change, explanations and interpretations. Our formative evaluation indicates that the conceptual change of STEMS teachers was gradual. Participants differed with respect to what sort of 'treatment' or experience within the project actually affected who and when. It was apparent that the change occurred with respect to both their content knowledge and pedagogical views. A positive response towards teaching beyond the discipline boundaries was followed by teachers' active involvement and participation in the development process and team discussions. Thus, the STEMS project affected their teaching/learning perception towards interdisciplinarity. These findings are in accord with teachers' support of a life cycle approach for curriculum development as being suitable for achieving the STEMS objectives. The teachers emphasized the need to practice together with their students scientific inquiry and experiment design skills which, foster an autonomous learner. At the end of the first year of the curriculum development process, STEMS was finally conceptualized by the project teachers as a novel way of learning, rather than another sophisticated teaching technique. The major conceptual change was, the switch teachers made from the role of knowledge providers into that of learners. The interplay among action, participation and conceptualization turned out to be instrumental in our life cycle approach for developing the STEMS curriculum. 相似文献
22.
Tal Gilead 《Educational theory》2011,61(1):55-73
Today, the influence of economic thought on educational theory is evident. It seems to weaken, however, the further we travel back in history. In this article, Tal Gilead examines the historical origins of this influence. He shows that it first emerged in French educational thought during the second half of the eighteenth century. Through analyzing a number of books on educational theory from this period, Gilead demonstrates the educational impact of two innovative economic ideas: first, the idea that wealth stems from the product of the land, and, second, the idea that the wealth of the nation is positively correlated with that of the individuals composing it. Gilead argues that these economic ideas contributed to the emergence and spread of progressive notions regarding the scope, nature, and aims of educational provision. He especially stresses the role that these economic ideas played in transforming contemporary attitudes toward the education of the poor. 相似文献
23.
Collaborative environmental projects in a multicultural society: working from within separate or mutual landscapes? 总被引：1，自引：0，他引：1
A multicultural socio-environmental project that is framed in the ideas of education for sustainability brought together Jew
and Arab students was investigated to identify the participants’ views of the program’s objectives and their accomplishments.
We investigated the project’s strengths and weaknesses according to the participants’ views and the way culturally diverse
students addressed the main local socio-environmental conflict related to conservation versus development of a local creek.
The participants agreed that the environmental objectives were properly attained, while the social objectives were accomplished
to a limited extent. All the participants emphasized the importance of multicultural knowledge and expected to learn and work
together. We found different views of the Jewish and the Arab participants regarding expectations, collaboration and overall
satisfaction, with higher expectations of the Arab students and leaders. The students’ views of the local conflict varied
but were not associated with their ethnic background. We suggest that the differences between the groups result from the different
positions and needs of each community, and mainly as a consequence of the difficulties that the Arab minority faces in Israel.
Overall, we found that the project allowed the expression of multiple voices of both groups, and suggested an applicable program
for education for sustainability in a multicultural society.
相似文献
24.
Tal Kogman 《Journal of Jewish Education》2016,82(1):4-27
This article focuses on the cultural functions of Hebrew letter-writing manuals published in German-speaking countries in the 18th and 19th centuries, aimed at young people. I argue that these books, which were used frequently as textbooks for studying Hebrew writing, conveyed modern ideological values and at the same time corresponded to the particular requirements of the traditional Jewish audience. They also bear witness to a marked shift in the conceptions of childhood and of education within the Jewish realm, as their emphasis on sons’ duties toward their fathers was gradually replaced by a growing sensitivity toward their young audience’s needs. 相似文献
25.
“You too,Second Screeners?” Second Screeners’ Echo Chambers During the 2016 U.S. Elections Primaries
This article examines second screeners’ conversations during the 2016 U.S. election primaries. Over a 2-week period, we collected Twitter mentions of 3 top cable news shows (N = 49,568) posted while these shows were broadcast. Using social network analysis, we reconstructed the social network of second screeners (N = 27,811) and found that the network exhibits ideological homophily with few cross-camp interactions. Our findings strongly indicate the existence of echo chambers in the second screen realm, with more confined echo chambers identified in networks of Twitter followers in comparison to second screeners. The study provides one of the most comprehensive mappings of the second screening phenomenon during an election campaign to date. 相似文献
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The paper presents findings obtained from interviews conducted with sixty Israeli grandchildren of Holocaust survivors, discussing their views regarding Israel and Europe as expressed by their intentions to live in Israel and acquire European citizenship. Analysis of the interviews revealed that the majority view Israel as the place in which they choose to live because of family and cultural bonds, as well as from the long-lasting impact of the Holocaust. Others felt less anchored and viewed the opportunity to immigrate to their forefathers’ European homelands more positively. Their reasons were based either on the unstable Israeli security situation, compounded by the anxieties elicited by the memory of the Holocaust, or as a result of perceiving Europe as a gateway to the globalized world and its financial gains.The emerging image of Europe for this third generation vacillates between two poles, each anchored in a different time and cultural frame. The first is the “Europe of the Holocaust”; image which emerged as a result of the events that took place on European soil during the period 1933-1945 together with current anti Semitism. The second is “Europe of the Globalized world”, that is, the Europe of the era beginning in the late 1980s, with its ever-expanding social, cultural and economic boundaries. Moreover, the willingness of the third generation to openly discuss the option of either staying or leaving Israel, represents a significant change in attitude from the first and second generation of Israeli Holocaust survivors. The change is seen, as part of a process of maturation of the Israeli identity which allows for multi voices to be heard on issues of belonging and citizenship. 相似文献
28.
Love and romance in later life as a field of investigation has gained a notable place among academic circles in recent years, with attention mainly directed to the portrayal of older characters’ sexuality in movies. In this article, we examine the ways four movie advisory boards, the social entities responsible for setting age limits on movie admissions and presenting their justifications, investigated movies considered by the American Association of Retired Persons as Best Grownup Love Story films. It was found that the American and British movie advisory boards regulate age admissions more strictly for these movies in comparison to their counterparts in Australia and New Zealand. Yet all boards share the same concerns, namely, attaching warnings that these movies are heavy in profanity and sexuality.
This directs attention to the potential contribution of movie advisory boards in the construction of representations of older adults. 相似文献
29.
Teachers’ Practice a Decade After an Extensive Professional Development Program in Science Education
Science teachers are expected to teach in innovative ways that are different from their long experience as students. Professional development programs are planned to help teachers’ development, yet, there is little knowledge of the long-term effects of professional development programs (PDPs), and especially on actual practice. The purpose of this study is to gain a long-term perspective of the ways in which the process and outcomes of a reform-oriented, extended PDP are expressed in science teachers’ practice. Data sources included interviews and documents. The study presents four case studies of the practices of junior high school science teachers (grades 7–9) in Israel, with respect to a past PDP in which they took part a decade ago. The cases are presented in pairs of a leader and a follower. Each case details the teacher’s work context, sustained implementation, coherence of tools and approaches, and adaptations. All four teachers shared the view that scientific skills are important to their students as learners in a changing world. All four teachers adopted one or two major approaches, which were the PDP’s main focus. In addition, the two leaders adopted two more approaches. The teachers were still using many strategies associated with the major foci of the PDP. The level of enactment and modifications of the strategies varied. Usability of innovations is discussed in relation to the teachers’ context. We suggest that science teachers’ professional development include the ability to adapt the innovation to their teaching context in order to sustain the changes for a long period of time. 相似文献
30.
David C. Owens Rachel S. A. Pear Hanan A. Alexander Michael J. Reiss Tali Tal 《Research in Science Education》2018,48(6):1171-1186
There is a long history of some students finding that the science instruction they receive in schools fails to address their deeply held concerns about the theory of evolution. Such concerns are principally religious, though there are also students with deeply held religious views who are perfectly comfortable with the theory of evolution. New instructional strategies are emerging, aimed at reducing the tensions that may exist between evolution and religion by making space for students to examine their own views and recognize the spectrum of views that exists between atheistic evolution and special creation, as well as the bounded nature of science and different ways of knowing. In this article, we discuss the teaching of evolution in societies where acceptance of the theory of evolution is far from universal, and argue that an approach based on pedagogy of difference has considerable potential to enhance students’ development of epistemic insight through recognition of the multiple perspectives that exist concerning the relationship between religion and science. In doing so, we explicate precisely what pedagogy of difference entails and introduce an approach that should enhance evolution education, and even aid students’ situating of science as a resource for making decisions about issues with scientific and societal aspects where the acknowledgement of multiple perspectives is valuable. 相似文献