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Research in Science Education - This study explores the role of domain-specific knowledge in students’ modeling practice and how this knowledge interacts with two domain-general modeling... 相似文献
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Clark A. Chinn Susan A. Yoon Huma Hussain-Abidi Kyle Hunkar Noora F. Noushad Amanda M. Cottone Thomas Richman 《European Journal of Education》2023,58(3):407-421
An important goal of science education is promoting scientific literacy—the competence to interact with science as laypeople to solve problems and make decisions in their personal and community lives. This is made more challenging in an age of increasing science denialism. In this article, we discuss how to design learning environments for science education that can help students attain scientific literacy. We argue that science curricula should encompass lessons with two distinguishable foci. One focus engages students in understanding the reliability of science. The second focus engages students as laypeople interacting with science in the public sphere. We discuss these two curricular foci, presenting examples from our own work on designing and implementing instruction with the first focus. 相似文献
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Pauline W. U. Chinn 《Cultural Studies of Science Education》2009,4(3):639-647
This response draws from the literature on adaptive learning, traditional ecological knowledge, and social–ecological systems
to show that Brad’s choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective
recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of
constructing and legitimizing knowledge. Brad’s decision is seen as an example of adaptive learning, identity development
and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will
conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.
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| Pauline W. U. ChinnEmail: |
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Pauline W. U. Chinn 《科学教学研究杂志》1999,36(6):621-636
Despite receiving over 55% of U.S. bachelor's degrees in 1996, women earned <19% of engineering degrees. Polynesian and Filipino women compose an almost vanishing percentage of these graduates. Interviews with four minority women who were close to or had recently completed degrees in civil or mechanical engineering reveal issues of class, race, and gender that affect school success in general and science success in particular. They specifically describe how stereotyping can lead to social stratification and unequal academic and occupational expectations. Narratives are interpreted through Butler's sex/gender theories, Bhaba's postcolonial theories of mimicry, Bourdieu's concepts of social capital and habitus, Bakhtin's theory of speech genres, and Stanton‐Salazar's concept of social networks. The results suggest that Grade K–12 educators, especially in elementary grades, need to challenge practices that segregate students into groups that reflect socioeconomic and ethnic status. In addition to content knowledge, teachers need the kind of multicultural preparation that will help them work effectively with diverse students and their families. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 621–636, 1999 相似文献
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Although recent behavioral and neural research indicates that infants represent the body’s structure, how they engage self-representations for action is little understood. This study addressed how the human face becomes a reaching space. Infants (N = 24; 2–11 months) were tested longitudinally approximately every 3 weeks on their ability to reach to a vibrating target placed at different locations on the face. Successful reaches required coordinating skin- and body-based codes for location, a problem known as tactile remapping. Findings suggest that a functional representation of the face is initially fragmented. Infants localized targets in the perioral region before other areas (ears/temples). Additionally, infants predominantly reached ipsilaterally to targets. Collectively, the findings illuminate how the face becomes an integrated sensorimotor space for self-reaching. 相似文献
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Pauline W. U. Chinn 《Cultural Studies of Science Education》2012,7(2):441-446
Maria Andrée focuses on an immigrant student whose error in a laboratory activity leads to a novel, colorful outcome that
she excitedly shares with peers. After engaging in class activities for a few weeks she returns to her earlier dislike of
science, saying: "I hate science, particularly Chemistry." The classroom activity system focused on reproduction of school
knowledge did not expand to accommodate Helena's “new activity system with an object of learning science.” This essay suggests
teachers be prepared to teach diverse students in ways supporting multiple ways to engage in science. This becomes possible
when teachers view their classrooms as dynamic, participatory activity systems that support content mastery as contributing
to but not being identical to science identity and science literacy. 相似文献
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Pauline W.U. Chinn 《科学教学研究杂志》2007,44(9):1247-1268
This study reports findings from a 10‐day professional development institute on curricular trends involving 19 secondary mathematics and science teachers and administrators from Japan, Malaysia, Indonesia, Thailand, Korea, Philippines, the United States, and People's Republic of China. Participants explored the roles of culture, place, and personal experience in science education through writings and group discussions. Initially, Asian participants tended to view indigenous knowledge and practices more negatively than U.S. peers. After a presentation on indigenous Hawaiian practices related to place and sustainability, they evaluated indigenous practices more positively and critiqued the absence of locally relevant science and indigenous knowledge in their national curricula. They identified local issues of traffic, air, and water quality they would like to address, and developed lessons addressing prior knowledge, place, and to a lesser extent, culture. These findings suggested critical professional development employing decolonizing methodologies articulated by indigenous researchers Abbott and Smith has the potential to raise teachers' awareness of the connections among personal and place‐based experiences, cultural practices and values, and teaching and learning. An implication was the development of a framework for professional development able to shift science instruction toward meaningful, culture, place, and problem‐based learning relevant to environmental literacy and sustainability. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1247–1268, 2007 相似文献