Social and Ethical Issues in Science Education: A Prelude to Action   总被引：1，自引：0，他引：1  

Dana L. Zeidler  Troy D. Sadler 《Science & Education》2008,17(8-9):799-803

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Rubric Rating with MFRM versus Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment     

Maureen E. Sims  Troy L. Cox  Grant T. Eckstein  K. James Hartshorn  Matthew P. Wilcox  Judson M. Hart 《Educational Measurement》2020,39(4):30-40

The purpose of this study is to explore the reliability of a potentially more practical approach to direct writing assessment in the context of ESL writing. Traditional rubric rating (RR) is a common yet resource-intensive evaluation practice when performed reliably. This study compared the traditional rubric model of ESL writing assessment and many-facet Rasch modeling (MFRM) to comparative judgment (CJ), the new approach, which shows promising results in terms of reliability. We employed two groups of raters—novice and experienced—and used essays that had been previously double-rated, analyzed with MFRM, and selected with fit statistics. We compared the results of the novice and experienced groups against the initial ratings using raw scores, MFRM, and a modern form of CJ—randomly distributed comparative judgment (RDCJ). Results showed that the CJ approach, though not appropriate for all contexts, can be as reliable as RR while showing promise as a more practical approach. Additionally, CJ is easily transferable to novel assessment tasks while still providing context-specific scores. Results from this study will not only inform future studies but can help guide ESL programs in selecting a rating model best suited to their specific needs.  相似文献   

Patterns of informal reasoning in the context of socioscientific decision making   总被引：2，自引：0，他引：2  

Troy D. Sadler  Dana L. Zeidler 《科学教学研究杂志》2005,42(1):112-138

The purpose of this study is to contribute to a theoretical knowledge base through research by examining factors salient to science education reform and practice in the context of socioscientific issues. The study explores how individuals negotiate and resolve genetic engineering dilemmas. A qualitative approach was used to examine patterns of informal reasoning and the role of morality in these processes. Thirty college students participated individually in two semistructured interviews designed to explore their informal reasoning in response to six genetic engineering scenarios. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason‐based considerations; emotive informal reasoning described care‐based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. These results highlight the need to ensure that science classrooms are environments in which intuition and emotion in addition to reason are valued. Implications and recommendations for future research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 42: 112–138, 2005  相似文献   

Selecting Socio-scientific Issues for Teaching     

Hancock  Tamara S.  Friedrichsen  Patricia J.  Kinslow  Andrew T.  Sadler  Troy D. 《Science & Education》2019,28(6-7):639-667

Science & Education - Currently there is little guidance given to teachers in selecting focal issues for socio-scientific issues (SSI)-based teaching and learning. As a majority of teachers...  相似文献   

Science Teachers’ Use of Mass Media to Address Socio-Scientific and Sustainability Issues     

Michelle L. Klosterman  Troy D. Sadler  Julie Brown 《Research in Science Education》2012,42(1):51-74

The currency, relevancy and changing nature of science makes it a natural topic of focus for mass media outlets. Science teachers and students can capitalize on this wealth of scientific information to explore socio-scientific and sustainability issues; however, without a lens on how those media are created and how representations of science are constructed through media, the use of mass media in the science classroom may be risky. Limited research has explored how science teachers naturally use mass media to explore scientific issues in the classroom or how mass media is used to address potential overlaps between socio-scientific-issue based instruction and education for sustainability. This naturalistic study investigated the reported and actual classroom uses of mass media by secondary science teachers’ to explore socio-scientific and sustainability issues as well as the extent to which their instructional approaches did or did not overlap with frameworks for SSI-based instruction, education for sustainability, and media literacy education. The results of this study suggest that secondary science teachers use mass media to explore socio-scientific and sustainability issues, but their use of frameworks aligned with SSI-based, education for sustainability, and media literacy education was limited. This paper provides suggestions for how we, as science educators and researchers, can advance a teaching and learning agenda for encouraging instruction that more fully utilizes the potential of mass media to explore socio-scientific issues in line with perspectives from education for sustainability.  相似文献   

Contextualizing Nature of Science Instruction in Socioscientific Issues     

Jennifer Lynne Eastwood  Troy D. Sadler  Dana L. Zeidler  Anna Lewis  Leila Amiri  Scott Applebaum 《International Journal of Science Education》2013,35(15):2289-2315

The purpose of this study was to investigate the effects of two learning contexts for explicit-reflective nature of science (NOS) instruction, socioscientific issues (SSI) driven and content driven, on student NOS conceptions. Four classes of 11th and 12th grade anatomy and physiology students participated. Two classes experienced a curricular sequence organized around SSI (the SSI group), and two classes experienced a content-based sequence (the Content group). An open-ended NOS questionnaire was administered to both groups at the beginning and end of the school year and analyzed to generate student profiles. Quantitative analyses were performed to compare pre-instruction NOS conceptions between groups as well as pre to post changes within groups and between groups. Both SSI and Content groups showed significant gains in most NOS themes, but between-group gains were not significantly different. Qualitative analysis of post-instruction responses, however, revealed that students in the SSI group tended to use examples to describe their views of the social/cultural NOS. The findings support SSI contexts as effective for promoting gains in students’ NOS understanding and suggest that these contexts facilitate nuanced conceptions that should be further explored.  相似文献   

Socioscientific Argumentation: The effects of content knowledge and morality     

Troy D. Sadler  Lisa A. Donnelly 《International Journal of Science Education》2013,35(12):1463-1488

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Game‐Based Curricula in Biology Classes: Differential Effects Among Varying Academic Levels     

Troy D. Sadler  William L. Romine  Parker E. Stuart  Dominike Merle‐Johnson 《科学教学研究杂志》2013,50(4):479-499

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Indigenous Political Difference,Colonial Perspectives and the Challenge of Diplomatic Relations: Toward a Decolonial Diplomacy in Multicultural Educational Theory     

Troy A. Richardson 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):465-484

This article considers how diplomacy can be refined and amplified within the field of multicultural education. Focusing on Native American peoples in particular, I argue that the multiculturalist emphasis on cultural diplomacy overlooks the political difference of First Nations peoples. In contrast to a multiculturalist cultural diplomacy, the article develops diplomacy according to a decolonial framework that seeks to dismantle colonial perspectives of Native American political difference. Drawing upon theorists and historians of diplomacy, as well as Indigenous and decolonial writers, the article seeks to provide the terms through which teacher identifications as decolonial diplomats can be fostered toward Native Americans.  相似文献   

DETERMINING THE SUCCESS OF GRANDPARENT EDUCATION     

Robert Strom  Troy Beckert  Shirley Strom 《Educational gerontology》2013,39(7):637-649

The purpose of this study was to evaluate the outcomes of a course for grandparents. A sample of 87 consanguineous subjects included 29 grandparents, 29 grandchildren, and 29 of the grandchildren's parents. Twelve class sessions explored how the experiences of growing up and raising children differ from the recent past and attempted to identify corresponding changes required for the older relatives. Each generation was administered the Grandparent Strengths and Needs Inventory before and after grandparents attended the course. The participants reported perceptions regarding six dimensions of grandparent attitudes and behaviors. Changes in the performance of grandparents were compared using t‐tests. According to the grandparents, the course resulted in increased satisfaction (p < .05), greater success (p < .05) and more effective teaching (p < .05) in family relationships. They reported making gains for 58 out of 60 items. Parents and grandchildren corroborated most of these gains by higher posttest scores. MANOVA identified significant differences in generational perceptions of grandparent potentials (p < .05) and concerns (p < .01). The findings confirm that family development goals can be supported by making education for grandparents available and encouraging them to remain influential in their families through continued learning.  相似文献