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William Medina-Jerez 《Research in Science Education》2008,38(2):189-212
A lack of congruency between the teaching and learning of science and the student’s personal worlds has long been recognised
by the international science education community as an issue deserving space in the research agenda. The purpose of this study
was to explore the diversity of student reactions when subcultures such as family, community peers, and personal worldviews
are considered along side the subculture of school science. Two-hundred and fifty students from urban and provincial schools
in the northeastern region of Colombia (South America) participated. From this group, 18 students were interviewed. It was
observed that students adopt a compartmentalisation of knowledge that is evident as both an avoiding strategy in the classroom
and as a mechanism to differentiate between the natural world of their everyday situations and the one portrayed by a Westernised
science instruction in the classroom. The findings reflect how multiple worldviews correlate with student frameworks as implanted
by school science.
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| William Medina-JerezEmail: |
2.
胡成恩 《安庆师范学院学报(社会科学版)》2010,29(11):43-47
以生成世界观和生命价值观为核心的尼采哲学思想,以生成观反对形而上学存在论,以非道德性的公正反对形而上学的道德理想主义,以永恒轮回说反对形而上学历史观,以狄俄尼索斯反对被钉十字架的耶稣,以赫拉克利特式的竞争反对形而上学辩证法,从根本上超越了传统形而上学的存在论视域,为欧洲哲学思想进一步发展提供了广阔领域和新颖视角。 相似文献
3.
Moyra Keane 《Cultural Studies of Science Education》2008,3(3):587-621
Is there a place for Indigenous Knowledge in the science curriculum for a Zulu community in rural Kwa-Zulu Natal, South Africa? This article argues “yes,” based on a participative research and development project that discovered relevant science learning in a Zulu community. Among community concerns for relevant factual and performative knowledge, we found that culture and worldview are critical to community identity, to visioning educational outcomes, and to learning in school science. Cultural practices may contribute to pedagogy and curriculum; curriculum, in turn, may affirm cultural practices. Further, worldview needs to be understood as an aspect of knowledge creation. By understanding key aspects of an African worldview, science educators can contribute to both meaningful science education and community well-being. By fostering culture and worldview, a rural community can make a unique contribution to science education. 相似文献
4.
This study proposes that the fundamental cultural differences between the East and the West lie in a holistic-analytic worldview, and this new perspective can explain the cultural differences better than collectivism-individualism. To test the claim, this study developed a measurement for holism and its derivative, cognitive relativity. Then, it examined the degree of holism, cognitive relativity, and independent and interdependent self-construals with Korean and American college students. Results showed that (a) Koreans had a stronger holistic worldview than Americans, (b) Koreans maintained a higher degree of cognitive relativity than Americans, (c) Koreans and Americans did not differ in either independent or interdependent self-construals, and (d) the impact of holism was still strong after controlling for the effects of self-construals. 相似文献
5.
赵亚夫 《首都师范大学学报(社会科学版)》2001,(6):92-97
在新一轮基础教育改革中,综合课程的设置是一个亮点.它在改善传统课程体系和改变传统的学习方式方面具有革新意义.宗教文化在历史上是社会文化的重要组成部分之一,当代社会宗教仍通过意识形态影响着人们的世界观、人生观和价值观.让学生知道宗教存在的社会原因,用马克思主义的历史唯物主义观点科学地认识宗教本质和我国的宗教政策,是新时期增强公民教育针对性、实效性不可或缺的内容. 相似文献
6.
The aim of this paper is to explore integrative worldview education as a platform for learning from worldviews in a diverse cultural context. This is done by exploring integrative worldview education in a Finnish secondary school context by examining the views of school stakeholders. The stakeholders examined in this article consist of 174 parents of the pupils and a total of six teachers and head teachers from two different lower secondary schools in Helsinki. We use the concept of learning from worldviews to examine the possibilities of the integrative classroom to facilitate learning from both personal and organised worldviews. The results indicate that the stakeholders view integrative worldview education as an important tool for widening the worldview of the pupil. Although the stakeholders view the sensitivity of the teacher as paramount in teaching an integrative classroom, integrative worldview education is also seen as important in offering tools for forging mutual understandings in an ever more complex world of worldviews. 相似文献
7.
Adopting a person-centered approach, we profiled 5th and 6th grade children's (152 boys and 161 girls) school-related beliefs about perceived task difficulty and agency beliefs in ability and effort. Five clusters were compared across key learning-related dimensions encompassing underlying worldviews (means–ends beliefs, normative difficulty, nature of ability), motivation (intrinsic, identified, introjected, and extrinsic), and adjustment (achievement and well-being): Agentic (high ability, high effort, low difficulty), Strivers (above average ability, high effort, high difficulty), Normative (average ability, effort and difficulty), Disengaged (low ability, low effort, average difficulty) and Challenged (low ability, low effort, high difficulty). The findings suggest that difficulty, perceived either as challenge or obstacle, plays an important role for the belief profiles, and that relationships with worldviews and motivation are indicative of adaptation and maladaptation. 相似文献
8.
This study is addressing both upper secondary students’ views of whether it is possible to combine a scientific view of the
universe with a religious conviction, and their views of miracles. Students are asked about their own views as well as the
views they associate with physics. The study shows that in some cases the students’ own views differ from the views they associate
with physics. This we consider to be a possible problem for these students. Through looking at how the students explain the
views they associate with physics concerning the issues above, we show that these views are for many of the students intertwined
with and linked to other views, that in the students’ views, are part of the worldview of physics. It is common that the students
associate scientism with physics. We question whether these kinds of views are necessary for the building of scientific knowledge.
Consequences for the teaching and learning of science are discussed.
Swedish National Graduate School in Science and Technology Education Research. 相似文献
9.
Adopting a self-conscious form of co-generative writing and employing a bricolage of visual images and literary genres we
draw on a recent critical auto/ethnographic inquiry to engage our readers in pedagogical thoughtfulness about the problem
of culturally decontextualised mathematics education in Nepal, a country rich in cultural and linguistic diversity. Combining
transformative, critical mathematics and ethnomathematical perspectives we develop a critical cultural perspective on the need for a culturally contextualized mathematics education that enables Nepalese students to develop (rather than
abandon) their cultural capital. We illustrate this perspective by means of an ethnodrama which portrays a pre-service teacher’s
point of view of the universalist pedagogy of Dr. Euclid, a semi-fictive professor of undergraduate mathematics. We deconstruct
the naivety of this conventional Western mathematics pedagogy arguing that it fails to incorporate salient aspects of Nepali
culture. Subsequently we employ metaphorical imagining to envision a culturally inclusive mathematics education for enabling
Nepalese teachers to (i) excavate multiple mathematical knowledge systems embedded in the daily practices of rural and remote
villages across the country, and (ii) develop contextualized pedagogical perspectives to serve the diverse interests and aspirations
of Nepali school children.
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| Peter Charles TaylorEmail: |
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