Examining the discourse on waste in school education from the standpoint of marginalized communities in Mumbai     

Srivastava  Himanshu  Gupta  Ankush  Raveendran  Aswathy 《Cultural Studies of Science Education》2022,17(2):301-330

Cultural Studies of Science Education - The M(East) ward of Mumbai is home to one of Asia’s largest open landfill sites. Waste, therefore, is a source of livelihood for millions of people...  相似文献   

Building consensus views or interrogating metanarratives? Musings on teaching the nature of science     

Raveendran  Aswathy  Srivastava  Himanshu 《Cultural Studies of Science Education》2019,14(3):569-575

This article is a response to María del Mar Aragón, José Antonio Acevedo-Díaz and Antonio García-Carmona’s article, which investigated pre-service teachers’ understandings of epistemic and non-epistemic aspects of the nature of science (NOS) based on the historical case study of Ignaz Semmelweis and childbed fever. We situate the study in contemporary mainstream debates on teaching NOS and argue that science educators ought to focus on conveying specific aspects of NOS in-depth, instead of covering a general check list of NOS tenets in their classrooms. Furthermore, we argue that there are multiple ways of narrating the story of science, the protagonist of science classrooms, and that educators should also be conscious of the metanarratives regarding science that get conveyed in their narratives.

  相似文献   

“Air Anatomy” – Teaching Complex Spatial Anatomy Using Simple Hand Gestures     

Doris George Yohannan  Aswathy Maria Oommen  Bhaskaran Jayaprasad Amogh  Nithin Kadakampallil Raju  Rakesh Omana Suresh  Santhanu Jagannath Nair 《Anatomical sciences education》2022,15(3):552-565

Spatial understanding of complex anatomical concepts is often a challenge for learners, as well as for educators. It is even more challenging for students with low mental spatial abilities. There are many options to teach spatial relationships, ranging from simple models to high-end three-dimensional (3D) virtual reality tools. Using a randomized controlled trial design, this study explored the use of a unique combination of deictic and iconic hand gestures to enhance spatial anatomical understanding, coining the term “Air Anatomy”. The control group (n = 45) was given a lecture on the anatomy of extraocular muscles, while the intervention group (n = 49) received the same lecture including “Air Anatomy” hand gestures. When compared to the control group, the post-test scores for the intervention group were significantly higher for basic recall (P < 0.001; Mann–Whitney U test) and for the application of knowledge (P = 0.015; Mann–Whitney U test). Students with low to moderate spatial ability (as assessed by a mental rotation test) were found to benefit most by this technique. Students in the intervention group also reported a lower extrinsic cognitive load and higher germane load, when compared to the control group. An instructional skills questionnaire survey indicated the effectiveness of this technique in improving overall classroom experience. Feedback of the students in the intervention group was also favorable for instruction using “Air Anatomy”. The study suggests that “Air Anatomy” is a useful, “no-cost”, accessible method that aids spatial understanding of anatomical concepts.  相似文献