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1.
To alleviate teachers’ reluctance toward practical work, there has been much discussion on teachers’ pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers’ conflicts in practical work, this study examines teachers’ ideas about teaching and learning that influence teachers’ decision‐making and action on teaching practical work. More important than knowing technical–rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third‐year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants’ ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre‐service teachers’ understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre‐service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre‐service elementary teachers to appreciate the balance between science teaching and practical work. 相似文献
2.
Mijung Kim Frederick Toralballa Talaue 《International Journal of Science Education》2013,35(2):289-311
A new primary science syllabus with strong inquiry focus has been implemented in Singapore since 2008. In this study, we attempted to understand how teachers experience the emphasis of inquiry-based curriculum under the current educational conditions that is routined and highly teacher fronted. We invited 50 pre-service and 41 in-service teachers to participate in survey questionnaires and narratives, reflective writings, and group discussions related to science inquiry which formed our data corpus. Data analysis in the form of thematic coding was carried out using NVivo8, with over 80% inter-rater coding agreement level. Three key aspects of teachers’ perceptions of science inquiry were revealed: (1) teachers’ responsibilities as facilitators, (2) privileging content knowledge rather than process skills, and (3) pressure of assessment systems in current educational contexts. These understandings bring out conflicts of inquiry teaching between teacher- and student-centredness, content and process, and curriculum and assessment. Based on these teachers’ perceptions and dilemmas of inquiry science teaching, the visions and challenges of inquiry science curriculum change against assessment requirements are discussed. 相似文献
3.
Interchange - Digital technologies are part of many children’s everyday lives. They use them for entertainment, information seeking and connecting with friends on social media. These shifts... 相似文献
4.
We review Brown and Kloser’s article, “Conceptual continuity and the science of baseball: using informal science literacy
to promote students science learning” from a Vygotskian cultural-historical and dialectic perspective. Brown and Kloser interpret
interview data with student baseball players and claim that students’ conceptual understanding articulated in vernacular genres
involves continuities (similarities) with the canonical scientific explanations. In this commentary, we suggest that the authors’
approach presupposes the dichotomy of the formal and the informal, which brings the authors’ attention to continuity into
the separation of cognition from language. We propose a Vygotskian approach that points out the problem of theorizing cognition
(conceptual understanding) by depending on specific forms of representation (e.g., scientific terms). As alternative, we envision
a Vygotskian cultural-historical approach to language, which considers different, irreducible modes of communication as an
integrated whole and therefore allows theorizing cognition without dichotomizing it from the concrete ways by which human
being communicates. We provide an exemplary analysis of a lecture talk in a university physics classroom and exemplify dialectic
theories that explain the development of conceptual understanding. We discuss that this Vygotskian dialectic approach shows
that people communicate scientific concepts through hybridization, which does not reproduce a genre self-identically; the continuity of conceptual understanding involves dis/continuity. 相似文献
5.
Rethinking the ethics of scientific knowledge: A case study of teaching the environment in science classrooms 总被引：1，自引：0，他引：1
In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering
the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues,
it is worthwhile to question what the ethics of scientific knowledge mean in terms of their implications in modern society
where knowledge generally is separated from action and thereby from the responsibility for knowing. We draw on the concept
of integrity of knowing to analyze knowledge about the environment in Korean sixth—grade science classrooms. Examining the
notion of immediate coping and ConfucianCheng, we differentiate ‘knowing about ethics’ and ‘knowing ethically’ with respect to STSE issues. We challenge the notion of
knowing, suggesting instead that there is not only knowing about but knowingin andfor action. Participatory scientific literacy ought to aim for the latter form of knowing. This understanding of ethics and scientific
literacy could help science educators bring forth the responsibility for knowledge in science classrooms by encouraging students
to become active and responsible concerning STSE issues. 相似文献
6.
7.
Mijung Kim 《International Journal of Science Education》2016,38(1):51-72
Research on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and reasoning together to solve classroom problems. This study posits children's reasoning as a collective social activity that can occur in science classrooms. The study examined how children process their reasoning within the context of Grade 2/3 science classrooms and how the process of collectivity emerges from classroom interactions and dialogue between children as they attempt to solve their classroom problems. The study findings suggest that children's reasoning involves active evaluation of theories and evidence through collective problem solving, with consensus being developed through dialogical reasoning. 相似文献
8.
Mijung Kim 《Environmental Education Research》2011,17(2):261-280
With science and technology playing profound roles in mediating human relationships with the environment, a key question concerns which expectations and views of science and technology have emerged and prevail in visions of the social and environmental development of contemporary societies. This study engages this question through examining children’s views of science and technology in South Korea. Eighty‐six sixth graders from Seoul, a highly urbanized city, were invited to share their views. A drawing and writing activity and an open‐ended questionnaire were administered for data collection. The study found that the children’s views are grounded in optimistic and positive expectations and visions of science and technology even as some of the children show awareness and concern about environmental destruction. They may also offer contradictory views toward social development and environmental destruction. The paper discusses these findings in light of the complex meanings of development in modern Korean society and the challenges teachers there may face in cultivating sustainable views and relations via science and environmental education. 相似文献
9.
To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students’ visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students’ lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins’ discussion on enhancing the effectiveness of informal learning places in science education. 相似文献
10.
In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary
teachers understand and practise science inquiry teaching during field experience. By examining inquiry lesson preparation,
practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties they encounter and
what could result from those difficulties in their practice. A total of 16 seniors (fourth-year students) in an elementary
teacher education program participated in this study. In our findings, we highlight three difficulties ‘on the lesson’ that are related to teaching practices that were missing in the classrooms: (1) developing children’s own ideas and curiosity,
(2) guiding children in designing valid experiments for their hypotheses, (3) scaffolding children’s data interpretation and
discussion and another three difficulties ‘under the lesson’ that are related to problems with the pre-service teachers’ conceptualization of the task: (4) tension between guided and
open inquiry, (5) incomplete understanding of hypothesis, and (6) lack of confidence in science content knowledge. Based on
these findings, we discuss how these difficulties are complexly related in the pre-service teachers’ understandings and action.
Several suggestions for science teacher education for inquiry teaching, especially hypothesis-based inquiry teaching, are
then explored. 相似文献