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Cultural Studies of Science Education - In this paper, I engage with arguments put forth by Anna Günther-Hanssen in her article “A swing and a child: How scientific phenomena can come to... 相似文献
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AbstractThis paper will entail a critical analysis of the relationship between sport science and ethics by analysing various forms of ‘fairness’ rules and policies. The relationship between science and ethics can have an impact on professional careers and competitive balance. The generation and adjudication of some of the more traditional formal rules and policies utilized to authenticate fairness, and thus support prevailing concepts of fair play, will be challenged from a philosophical and feminist perspective. 相似文献
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Students with learning disabilities (LD) consistently struggle with word problem solving in mathematics classes. This difficulty has made curricular, state, and national tests particularly stressful, as word problem solving has become a predominant feature of such student performance assessments. Research suggests that students with LD perform poorly on word problem‐solving items due primarily to deficits in problem representation. Therefore, it is imperative that teachers provide these students with supplemental problem‐solving instruction that specifically targets the development of representational strategies. This article describes how one representational strategy, using number lines, can be used to model word problems as part of a comprehensive problem‐solving intervention to improve the conceptual understanding of math word problems and, subsequently, the problem‐solving performance of students with LD. 相似文献
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This article examines the stories of 24 social sciences doctoral students in three universities, one in Canada and two in the UK, who experienced challenging roads to completion. While their stories confirm earlier findings, they also provide insight into how students' agency and personal networks of relationships may be critical, both as resources and constraints. We argue that these ‘untold stories’ of student agency coupled with supervisor narratives of students ‘not measuring up’ can contribute to a culture of institutional neglect. Pedagogies emphasizing an ethic of care and relational rather than regulatory practices are essential if these conditions are to change. 相似文献
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Cultural Studies of Science Education - This paper dialogues with Lucy Avraamidou’s theoretical contribution Science Identity as a Landscape of Becoming: Rethinking Recognition and... 相似文献
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Allison J. Gonsalves 《Cultural Studies of Science Education》2014,9(2):503-521
Doctoral physics students have stories about what kinds of actions, behaviours and ways of doing physics allow individuals to be recognized as physicists. Viewing a physics department as a case study, and individual participants as embedded cases, this study used a sociocultural approach to examine the ways doctoral students construct these stories about becoming physicists. Through observations, photo-elicitation, and life history interviews, eleven men and women shared stories about their experiences with physics, and the contexts that have enabled or constrained their trajectories into doctoral physics. The results of this study revealed the salience of recognition in the constitution of physicist identities; but how recognition was achieved often entailed the reproduction or reworking of persistent discourses of gender norms. Various interchangeable forms of competence (technical, analytical, and academic) emerged as assets that can be used to achieve recognition in this physics community. However, competence was not the only means by which one might be recognized as a physicist. Contributing to the possibility for recognition was the performance of stereotypical Discourses for physicist that relied on traditional gender norms for the field. The results demonstrated that achieving recognition as a competent physicist often involved a complex negotiation of gender roles and the practice of physics. 相似文献
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AbstractDuring the Fall 2017 semester, staff at the Hudson County Community College (HCCC), Library began to notice that many books listed as available in the catalog were often not being found on the shelves when patrons attempted to retrieve them. This situation puzzled library leadership because HCCC had recently conducted an inventory and removed all missing items from its holdings. To determine the cause of this discrepancy, HCCC staff decided to sample the library’s collection to determine if books were available at the expected locations. From this, the library found that a high percentage of its books were not present where they were expected to be. In response, library staff implemented a variety of changes to HCCC’s shelving and access services operations. 相似文献
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Allison J. Gonsalves Gale Seiler Dana E. Salter 《Cultural Studies of Science Education》2011,6(2):389-399
This review explores Alfred Schademan??s ??What does playing cards have to do with science? A resource-rich view of African American young men?? by examining how he uses two key concepts??hybridity and resources??to propose an approach to science education that counters enduring deficit notions associated with this population. Our response to Schademan??s work expands upon his definition of hybridity and its purpose in the science classroom and highlights the tensions inherent in the appropriation of student resources in classroom spaces. This conversation points also to the need for research analyses and pedagogical approaches that simultaneously valorize student resources, allow student opportunities to learn the dominant codes, and provide teacher and student opportunities to transform them. Carol Lee??s notion of ??cultural modeling?? is discussed as a possible framing device to facilitate this kind of research. 相似文献
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Allison Gonsalves 《Cultural Studies of Science Education》2014,9(2):461-467
In her article, Karin Due presents us with a contradiction in physics: the construction of physics as a symbolically masculine discipline alongside a simultaneous discourse of the “gender-neutrality” of the discipline. Due’s article makes an important contribution to the study of the gendering of physics practices, particularly in group dynamics, and how this serves to simultaneously reinforce the two competing discourses of physics as a masculine discipline, and the discourse of physics as a gender neutral discipline. Due also suggests that an implication of this contradiction is a limited number of available positions for girls in physics compared to those available to boys. I wish to take up this observation and discuss how available positions for boys and girls in physics are related quite closely to two other concepts discussed in Due’s article: competence and recognition. 相似文献