排序方式： 共有53条查询结果，搜索用时 62 毫秒
51.
52.
53.
Wesley Pitts 《Cultural Studies of Science Education》2011,6(1):89-112
The major focus of this ethnographic study is devoted to exploring the confluence of global and local referents of science
education in the context of an urban chemistry laboratory classroom taught by a first-generation Filipino-American male teacher.
This study investigates encounters between the teacher and four second-generation immigrant female students of color, as well
as encounters among the four students. The pervasive spread of neoliberal ideology of accountability and sanctions both globally
and locally, particularly in public high schools in the Bronx, New York City fuel situations for teaching and learning science
that are encoded with the referents of top-down control. In the face of theses challenges, classroom participants must become
aware of productive ways to build solidarity and interstitial culture across salient social boundaries, such as age, gender,
ethnicity and role, to create and sustain successful teaching and learning of chemistry. Empirical evidence for solidarity
was guided by physical and verbal displays of synchrony, mutual focus, entrainment, and emotional energy, body gestures, and
prosody markers. This study shows that classroom participants used a combination of prosody markers to appropriate resources
to decrease breaches in face-to-face encounters and, at the same time, create and sustain participation and solidarity to
successfully complete an acid–base experiment. 相似文献