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Science, technology, engineering and mathematics (STEM) is a form of education seen by many governments and educators as a preparation of the types of students needed for the future. STEM education is being developed in many countries without the support of official policy, such as is the case in Canada. In the United States, the National Science Foundation (NSF), and a private non-profit organisation, Achieve Inc.?, have been enlisted to develop policy to guide the development on STEM nationally. Due to its influence in global politics and economy, many countries, including Canada, are interested in how the United States is preparing its citizens for the future through STEM education. In this paper we present a critical discourse analysis on STEM policy from the United States as a basis to discuss: biopolitics in science education; notions of citizenship in contemporary school education and science education; and citizenship and STEM education. 相似文献
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In many educational contexts throughout the world, increasing focus has been placed on socio-scientific issues; that is, disagreements about potential personal, social and/or environmental problems associated with fields of science
and technology. Some suggest (as do we) that many of these potential problems, such as those associated with climate change,
are so serious that education needs to be oriented towards encouraging and enabling students to become citizen activists, ready and willing to take personal and social actions to reduce risks associated with the issues. Towards this outcome,
teachers we studied encouraged and enabled students to direct open-ended primary (e.g., correlational studies), as well as secondary (e.g., internet searches), research as sources of motivation and direction for their activist projects. In this paper, we
concluded, based on constant comparative analyses of qualitative data, that school students’ tendencies towards socio-political
activism appeared to depend on myriad, possibly interacting, factors. We focused, though, on curriculum policy statements,
school culture, teacher characteristics and student-generated research findings. Our conclusions may be useful to those promoting
education for sustainability, generally, and, more specifically, to those encouraging activism on such issues informed by
student-led research. 相似文献
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Bencze Larry Pouliot Chantal Pedretti Erminia Simonneaux Laurence Simonneaux Jean Zeidler Dana 《Cultural Studies of Science Education》2020,15(3):825-851
Cultural Studies of Science Education - Many scholars suggest that recent major science education initiatives apparently tied to intense economic competitiveness and growth have prioritized... 相似文献
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John Lawrence Bencze 《课程研究杂志》2013,45(6):847-865
Although pedagogical approaches drawing on constructivist learning theories often place students in environments that are to resemble professional knowledge-building communities, paradoxically, they also orchestrate students' re-constructions to harmonize with canons of Western science. Under the cover of social-constructivist epistemologies and Vygotskian pedagogies, students' prior conceptions are denigrated, their experiences regulated, their investigations shepherded, and their conclusions restricted. Such actions are undemocratic-citizens' literacy is confined to that narrowly defined by society's e´lite and, therefore, is not egalitarian. Students have few opportunities to become self-actualized-to develop in ways unique to their needs, interests, abilities and perspectives. After elaborating these concerns, I provide a framework for curriculum development that may help democratize science education. It is an approach that gives priority to personalization, inclusion, problematization, explicitness, apprenticeship, authenticity and freedom. 相似文献
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John Lawrence Bencze Gervase Michael Bowen 《International Journal of Science Education》2013,35(18):2459-2483
Student‐directed, open‐ended scientific investigations and invention projects may serve to deepen and broaden students’ scientific and technological literacy, and, in so doing, enable them to succeed in democracies greatly affected by processes and products of science and technology. Science fairs, events at which student‐led projects are evaluated and celebrated, could contribute to such positive personal and social outcomes. Qualitative data drawn from a national science fair over succeeding years indicate (after analyses of largely qualitative data, using constant comparative methods) that, apart from positive outcomes regarding science literacy, there may be some significant issues about the fair that warrant critical review. It is apparent from these studies that there are issues of access, image, and recruitment associated with the fair. Qualification for participation in the fair appears to favour students from advantaged, resource‐rich backgrounds. Although these students do benefit in a number of ways from the fair experience, it is apparent that science fairs also greatly benefit sponsors—who can, in a sense, use science fairs for promotional and recruitment purposes. These findings and claims raised, for us, some important questions possibly having implications for science education, and for society more generally. 相似文献
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Efforts to promote more realistic conceptions about science are often limited by teachers’ inexperience in this domain. In this paper, we describe an ‘inductive–deductive, dialectic immersion’ approach towards assisting teachers in developing more realistic conceptions about science — along with corresponding revised perspectives about science teaching. Three secondary teachers of science with minimal science research experience engaged in a case study of science in action — specifically, in an episode of northern alpine ecological field research. Qualitative data analyzed by constant comparative methods suggested that these teachers shifted along a modernist through postmodernist continuum — as indicated by increased support for a more Naturalist epistemology of science, a more Antirealist ontology of science, and corresponding priorities towards science teaching and learning. Results suggest that teachers of science can develop postmodern views about science and science teaching if given opportunities to induce and deduce propositions about science in realistic cases of science in action. 相似文献
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J. Lawrence Bencze G. Michael Bowen 《International Journal of Science and Mathematics Education》2009,7(1):133-159
School science systems tend to emphasize teaching and learning about achievements of science (such as laws and theories) at
the expense of providing students with opportunities to develop realistic conceptions about science and science inquiry and
expertise they could use to conduct their own science inquiry projects. Among reasons for such an emphasis, teachers’ lack
of experiences with realistic science inquiry appears to be particularly problematic. Accordingly, we engaged student-teachers
in a university-based course that attempted to balance instruction about science and science inquiry with student-teachers’
own theorization about science and science inquiry. Qualitative data collected mainly from nine student-teachers in four focus
groups indicate that these student-teachers’ motivation for promoting student-led science inquiry projects in schools significantly
increased by the end of the course. Analyses suggest that this outcome was influenced by changes in their conceptions about
the nature of science, changes in how they associated science inquiry with student learning, and the inductive-deductive dialectic
immersion that was built into their pre-service methods course. Implications of these findings for science teacher education
are explored in this paper. 相似文献
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Science-specialist Student-teachers Consider Promoting Technological Design Projects: Contributions of Multi-media Case Methods 总被引：1，自引：0，他引：1
Bencze Larry Hewitt Jim Pedretti Erminia Yoon Susan Perris Kirk van Oostveen Roland 《Research in Science Education》2003,33(2):163-187
In school science, students often experience simplistic representations of knowledge-building practices in science and technology – which, in reality, are complex, unpredictable and theory-limited. While there are a great variety of reasons (many of which are beyond teachers' direct control), this occurs partly because teachers of science generally have not had such realistic experiences. While student-teachers can develop this kind of meta-scientific literacy in university-based science teacher education programmes, this depends on the extent to which activities are legitimised through close associations with authentic school contexts. In this paper, we report effects on science-specialist student-teachers' conceptions about science and technology, and corresponding priorities for school science, after interacting with a case documentary that depicted students collaborating in development and evaluation of pneumatic-controlled robotic arms. Data, including video footage of student-teachers' interactions with cases and audio recordings of interviews with them and their teacher, indicated that many student-teachers developed more naturalistic perspectives on knowledge development in science and technology and corresponding pedagogical priorities. At the same time, most also recommended an apprenticeship for students, gradually moving them from unrealistic (e.g., following a linear model for technological design) to more realistic (e.g., accommodating flexibility in design, while pointing out such limits to creativity as techno-determinism) problem solving contexts. 相似文献