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Hiding in Plain Sight 隐藏在众目睽睽之下
IF 0.3 3区 社会学 Q4 MATERIALS SCIENCE, CHARACTERIZATION & TESTING Pub Date : 2021-07-22 DOI: 10.1353/hlq.2021.0022
Michelle Levy, Betty A. Schellenberg
A read-aloud captures students’ attention. P H O T O C O U R T E S Y O F T H E A U T H O R Using trade books to support science instruction is a timehonored tradition. A wellchosen book can generate interest in a science topic, present a problem, challenge misconceptions, and explain content. The Children’s Book Council and NSTA review hundreds of books yearly and publish their recommendations as the Outstanding Science Trade Books for Students K–12 list (see Internet Resources). In addition, the Science and Children column Teaching Through Trade Books recommends two books per issue. These reliable resources often include ideas for using trade books to support science instruction. However, your school and classroom library collections are likely filled with other high-quality trade books not on these lists. These books are hiding in plain sight, just waiting to enrich your science teaching. Yet, deciding the best way to integrate these books in inquiry lessons can also be challenging. Using the right book in the wrong place in a lesson can prematurely shut down discussions, rob students of opportunities to make sense of their own observations, or reinforce common misconceptions. The 5E Instructional Model (Bybee 2014) structures and supports hands-on scientific inquiry across five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Considering this, we have uncovered parallel trade book features that can help you decide in which phase to use your favorite trade books (Table 1). In this article, we briefly review each phase of the 5E Instructional Model and explain how we select trade books and align literacy strategies to enhance each phase. In addition, we highlight some of our favorite books for each phase (Table 2, p. 82). You may notice that the lexile reading levels for a book may not always match the grade level of the Next Generation Science Standards (NGSS Lead States 2013) that we suggest for that book. Because many of these books are intended to be read aloud to the whole class, it is acceptable for the lexile reading levels to be higher than the grade level. Read-alouds encourage students to think about and beyond the text. Similarly, the illustrations, problems, and patterns within books that have lower lexile reading levels can often be used with older students to deepen their understanding of science concepts. The focus here is not to teach students how to read with these books but rather to use these books to help teach science concepts. However, “reading to teach” in science can support “teaching to read” in English language arts, as many aspects of scientific practice parallel metacognitive reading strategies, including making observations, predicting, inferring, comparing and contrasting, classifying, summarizing data, and recognizing cause-andeffect relationships (Fountas and Pinnell 2006; NGSS Lead States 2013).
大声朗读能吸引学生的注意力。使用普通书籍来支持科学教学是一项历史悠久的传统。一本精心挑选的书可以引起人们对科学主题的兴趣,提出问题,挑战误解,并解释内容。儿童图书委员会和美国国家科学技术协会每年评审数百本书,并将他们的推荐作为K-12年级学生的杰出科学图书名单(见互联网资源)。此外,科学与儿童专栏《通过普通书籍教学》每期推荐两本书。这些可靠的资源通常包括使用普通书籍来支持科学教学的想法。然而,你的学校和教室图书馆的藏书可能充满了其他高质量的商业书籍,不在这些清单上。这些书就藏在眼前,等着丰富你的科学教学。然而,决定将这些书融入探究性课程的最佳方式也可能具有挑战性。在错误的地方使用正确的书可能会过早地停止讨论,剥夺学生理解自己观察结果的机会,或者强化常见的误解。5E教学模式(Bybee 2014)通过五个阶段构建并支持动手科学探究:参与、探索、解释、阐述和评估。考虑到这一点,我们发现了平行的商业书籍特征,可以帮助您决定在哪个阶段使用您最喜欢的商业书籍(表1)。在本文中,我们简要回顾了5E教学模型的每个阶段,并解释了我们如何选择商业书籍并调整读写策略以增强每个阶段。此外,我们在每个阶段突出显示了我们最喜欢的一些书籍(表2,第82页)。你可能会注意到,一本书的弹性阅读水平可能并不总是与我们建议的下一代科学标准(NGSS Lead States 2013)的年级水平相匹配。因为这些书中有很多是要在全班大声朗读的,所以弹性阅读水平高于年级水平是可以接受的。大声朗读鼓励学生思考并超越文本。同样,弹性阅读水平较低的书籍中的插图、问题和模式通常可以用于年龄较大的学生,以加深他们对科学概念的理解。这里的重点不是教学生如何用这些书来阅读,而是用这些书来帮助教授科学概念。然而,科学中的“以读为教”可以支持英语语言艺术中的“以读为教”,因为科学实践的许多方面都与元认知阅读策略并行,包括观察、预测、推断、比较和对比、分类、总结数据以及识别因果关系(Fountas and Pinnell 2006;NGSS领导国家(2013)。
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引用次数: 0
Invisible Women, 1983–2021 看不见的女人,1983-2021
IF 0.3 3区 社会学 Q4 MATERIALS SCIENCE, CHARACTERIZATION & TESTING Pub Date : 2021-07-22 DOI: 10.1353/hlq.2021.0001
Margaret J. M. Ezell
• One of the many pleasures of attending a symposium1 where there are no concurrent sessions is the natural, ongoing conversations that arise over its course as panelists connect with each other about their topics, about the challenges of their work, and about the strategies for negotiating them. While many of the writers discussed in the “Women in Book History” symposium were already familiar to me— from Elizabeth Montagu, Charlotte Smith, Eliza Haywood, and Frances Burney to Dorothy Wordsworth and Mary Wollstonecraft—I also encountered what one speaker termed “a multitude of stars,” also called by some “obscure women”: women known only to their family circle or their immediate social group. At this symposium, I was the wrap-up speaker in the program; as I listened, I found myself recalling and reflecting on some of my own first encounters some thirty years ago with obscure women writers, evolving methodologies, and our findings back then. In 1983, the year after I began teaching in an American university, the feminist scholar and science fiction writer Joanna Russ (1937–2011) published How to Suppress Women’s Writing. Highlighted by its witty cover art (fig. 1) was the book’s ironic attack on the ways in which British and American women’s writing—and, by extension, the writing of any marginalized social group—had been systematically explained away. These strategies ranged from denial of agency (women didn’t write back then) to declassification (she wrote it, but it’s not “art”) to diminution (she wrote it, but she had help; or she wrote it, but it isn’t any good). The overall effect was to weave a veil of unexamined beliefs about women and other marginalized writers and their writing that, if it did not indeed suppress them, rendered the people and their
•参加一个没有同期会议的研讨会的乐趣之一是,当小组成员就他们的主题、工作中的挑战以及谈判策略相互联系时,在整个过程中出现的自然的、持续的对话。在“图书史上的女性”研讨会上讨论的许多作家我都很熟悉——从伊丽莎白·蒙塔古、夏洛特·史密斯、伊丽莎·海伍德、弗朗西丝·伯尼到多萝西·华兹华斯和玛丽·沃斯通克拉夫特——我也遇到了一位演讲者所说的“众多明星”,也被一些“默默无闻的女性”称为:只有她们的家庭圈子或直接的社会群体知道的女性。在这次研讨会上,我是项目的总结性发言人;听着听着,我发现自己在回忆和反思大约30年前我第一次与一些不知名的女作家接触的情况,不断发展的方法,以及我们当时的发现。1983年,也就是我开始在美国一所大学教书的第二年,女权主义学者、科幻作家乔安娜·拉斯(Joanna Russ, 1937-2011)出版了《如何压制女性写作》。诙谐的封面艺术(图1)突出了这本书对英美女性写作方式的讽刺攻击,进而延伸到任何边缘化社会群体的写作方式,这些方式被系统地解释了。这些策略包括否认代理(当时女性不写作),解密(她写了,但这不是“艺术”),贬低(她写了,但她得到了帮助;或者是她写的,但写得不好)。总体效果是编织了一层关于女性和其他边缘化作家及其作品的未经检验的信念的面纱,如果它没有真正压制他们,那么它就会使人民和他们的
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引用次数: 0
Wild Minds: Frankenstein, Animality, and Romantic Brain Science 疯狂的头脑:弗兰肯斯坦、动物和浪漫的脑科学
IF 0.3 3区 社会学 Q4 MATERIALS SCIENCE, CHARACTERIZATION & TESTING Pub Date : 2021-04-23 DOI: 10.1353/hlq.2020.0037
A. Richardson
abstract:Only recently, with the rise of critical animal studies, have readings of Mary Shelley’s Frankenstein begun to do full justice to the hybrid nature of Frankenstein’s Creature, constructed (as Victor tells us) from materials found in the “slaughter-house” as well as the “dissecting room.” Yet even animal-studies scholars view the Creature’s brain as “human,” in the absence of any supporting evidence from Shelley’s text. Here, Alan Richardson traces the Creature’s horrific effect to dual anxieties that came to ferment during the early nineteenth century, both of them amply documented in the brain science of Shelley’s era and in published reactions to it. First, the line between human and animal was becoming notably porous, in natural history, in comparative anatomy and physiology, and even in such areas as the controversy over vaccination. Second, a new discourse of instinctive and innate mental tendencies had come to compete with both creationist and tabula rasa accounts of the human mind—a development that further eroded the border between human and animal. Frankenstein’s Creature, a literally monstrous hybrid, both embodies these anxieties and exaggerates them, as a fully material and yet rational humanoid entity with body parts, and perhaps neural organs and instincts, traceable to animals.
直到最近,随着批判性动物研究的兴起,玛丽·雪莱的《弗兰肯斯坦》才开始充分公正地对待弗兰肯斯坦生物的混合性质,正如维克多告诉我们的那样,它是用“屠宰场”和“解剖室”中发现的材料建造的。然而,即使是动物研究学者也认为这种生物的大脑是“人类”的,因为雪莱的文本中没有任何支持的证据。在这里,艾伦·理查森将这种生物的可怕影响追溯到19世纪初发酵的双重焦虑,这两种焦虑在雪莱时代的脑科学和对它的公开反应中都有充分的记载。首先,在自然史、比较解剖学和生理学,甚至在疫苗接种争议等领域,人与动物之间的界限变得明显地模糊起来。其次,一种关于本能和先天心理倾向的新论述开始与创造论和对人类心理的白板描述相竞争——这一发展进一步侵蚀了人类和动物之间的界限。《弗兰肯斯坦的创造物》,一个真正的怪物混合体,既体现了这些焦虑,又夸大了它们,作为一个完全物质的,但理性的类人实体,有身体部位,也许还有神经器官和本能,可以追溯到动物。
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引用次数: 0
The Environments of Frankenstein 弗兰肯斯坦的环境
IF 0.3 3区 社会学 Q4 MATERIALS SCIENCE, CHARACTERIZATION & TESTING Pub Date : 2021-04-23 DOI: 10.1353/hlq.2020.0031
Jerrold E. Hogle
abstract:This prolegomenon to a collection of eleven essays provides a setting for them all by explaining the ongoing significance of Mary Shelley’s original Frankenstein two hundred years after it was first published; the theme of multiple “environments” that imbues Frankenstein and its offshoots and that is common to all these essays; the novel’s emergence from a generic environment of fiction (the Gothic) that established itself in the 1760s and continues to this day; the history of interpretations of Frankenstein generated by the various theoretical environments in which it has been analyzed; and how all of the following essays, including the particular environments of Frankenstein they treat, both advance that history and fit into the overall scheme of this special issue.
摘要:本文对玛丽·雪莱的《弗兰肯斯坦》的十一篇文集进行了导论,通过对其问世两百年后的持续意义的解释,为所有的十一篇文集提供了一个背景;多重“环境”的主题贯穿于《弗兰肯斯坦》及其分支中,也是所有这些文章的共同主题;小说从一个普遍的小说环境(哥特小说)中脱颖而出,哥特小说在18世纪60年代形成并延续至今;由分析《弗兰肯斯坦》的各种理论环境所产生的《弗兰肯斯坦》解释史;以及接下来的所有文章,包括他们所讨论的弗兰肯斯坦的特殊环境,是如何推进这段历史,并融入本期特刊的总体计划的。
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引用次数: 0
Mary Shelley’s Frankenstein and Genetic Engineering 玛丽·雪莱的《弗兰肯斯坦与基因工程》
IF 0.3 3区 社会学 Q4 MATERIALS SCIENCE, CHARACTERIZATION & TESTING Pub Date : 2021-04-23 DOI: 10.1353/hlq.2020.0029
A. Mellor
abstract:Looking back over the essays in this collection, as well as the two-hundred-plus years since Frankenstein was conceived and published, this postscript asks us to recall that Mary Shelley’s own life experiences, especially childbirth, were sources for her story, even as it incorporated many other ingredients from her milieu. And today, the possibilities for creating artificial life that Frankenstein reflects on and prefigures so vividly are echoed directly in much bioscience. Shelley’s tale haunts our minds when we learn of the development of the Non-Invasive Prenatal Diagnosis, which can genetically scan a pregnant woman’s blood to make detailed predictions about her fetus, and especially CRISPR technology, which could be used to edit the genes of a human embryo. More than Victor Frankenstein did with his creation, we must take responsibility for both the intended and the unintended consequences of human germline engineering.
回顾这本文集中的文章,以及自《弗兰肯斯坦》构思和出版以来的两百多年,这篇附言要求我们回忆玛丽·雪莱自己的生活经历,尤其是分娩,是她的故事的来源,尽管它包含了她所处环境的许多其他因素。今天,《弗兰肯斯坦》所反映和预言的创造人工生命的可能性,在许多生物科学中得到了直接的呼应。当我们了解到非侵入性产前诊断技术的发展时,雪莱的故事萦绕在我们的脑海中。这种技术可以通过基因扫描孕妇的血液来对胎儿进行详细的预测,尤其是CRISPR技术,它可以用来编辑人类胚胎的基因。就像维克多·弗兰肯斯坦(Victor Frankenstein)对他的发明所做的那样,我们必须为人类生殖细胞工程的预期和意外后果承担责任。
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引用次数: 0
Moving Parts: Frankenstein, Biotechnology, and Mobility 活动部件:弗兰肯斯坦、生物技术和移动性
IF 0.3 3区 社会学 Q4 MATERIALS SCIENCE, CHARACTERIZATION & TESTING Pub Date : 2021-04-23 DOI: 10.1353/hlq.2020.0034
Alan Bewell
abstract:The goal of this essay is to read Mary Shelley’s Frankenstein as a “bioethical” novel that draws upon several Romantic-era discourses that powerfully combined medical environmentalism, ecology, and political reform to criticize the “biotechnology” of her era. In her novel, Mary Shelley engages in a critique of the selective breeding that farmers of her era used to create new biological beings, as Victor Frankenstein does, by building on the role that new breeds of livestock played in the industrialization of late eighteenth-century British agriculture and the greater consumption of animal food in England. At the same time, Frankenstein also points up the problematic links between such breeding schemes and two other factors of the same period: the greater mobility of peoples and animals made viable by wide-ranging, seagoing trade, and the multiplicity of different-colored races made more apparent by how this mobility enabled the possibility of more human, as well as animal, crossbreeding.
本文的目的是将玛丽·雪莱的《弗兰肯斯坦》作为一部“生物伦理”小说来解读,这部小说借鉴了浪漫主义时代的一些话语,这些话语有力地结合了医学环境主义、生态学和政治改革,批评了她那个时代的“生物技术”。在她的小说中,玛丽·雪莱对她那个时代的农民用来创造新生物的选择性育种进行了批判,就像维克多·弗兰肯斯坦所做的那样,通过建立新品种牲畜在18世纪晚期英国农业工业化和英国动物食品消费增加中所起的作用。与此同时,弗兰肯斯坦还指出了这种繁殖计划与同一时期的另外两个因素之间存在的问题:广泛的海上贸易使人和动物的更大流动性变得可行,而这种流动性使更多的人和动物杂交成为可能,从而使不同肤色的种族的多样性更加明显。
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引用次数: 0
The Volcano That Spawned a Monster: Frankenstein and Climate Change 火山产生了怪物:弗兰肯斯坦和气候变化
IF 0.3 3区 社会学 Q4 MATERIALS SCIENCE, CHARACTERIZATION & TESTING Pub Date : 2021-04-23 DOI: 10.1353/hlq.2020.0033
G. D. Wood
abstract:The volcanic period of 1816–18 is the most recent and vivid case study we have for worldwide climate catastrophe, evident from archival and geological records of sustained extreme weather, including drought, floods, storms, and crop-killing temperature decline. The signature literary expression of this historic climate crisis occurred in Switzerland, where teenage Mary Shelley wrote Frankenstein in the midst of the disastrous “Year without a Summer,” 1816, a season of floods and food riots caused by the eruption of Mount Tambora thousands of miles away. This essay, combining climate science with historical and literary sources, reexamines the literary legend of that direful, stormy summer, which Mary Shelley spent on the shores of Lake Geneva with the poets Percy Shelley and Lord Byron, with a new and original emphasis on its climatic context. The writers huddled indoors and wrote ghost stories, while the cataclysmic weather and humanitarian emergency unfolding around them weaved its way into Mary Shelley’s imagining of a tragic monster brought to life.
1816 - 1818年的火山时期是我们对全球气候灾难的最新和生动的案例研究,从持续的极端天气的档案和地质记录中可以看出,包括干旱、洪水、风暴和导致作物死亡的温度下降。这一历史性气候危机的标志性文学表达发生在瑞士,少年玛丽·雪莱(Mary Shelley)在灾难性的“无夏之年”1816年写下了《弗兰肯斯坦》(Frankenstein)。那一年,数千英里外的坦博拉火山爆发引发了洪水和粮食骚乱。这篇文章将气候科学与历史和文学资料结合起来,重新审视了玛丽·雪莱与诗人珀西·雪莱和拜伦勋爵在日内瓦湖畔度过的那个可怕的、暴风雨般的夏天的文学传说,并以一种新的、原始的方式强调了它的气候背景。作家们蜷缩在室内写鬼故事,而他们周围的灾难性天气和人道主义紧急情况交织在一起,融入了玛丽·雪莱(Mary Shelley)对一个悲剧怪物的想象。
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引用次数: 0
Frankenstein and the Sciences of Self-Regulation 弗兰肯斯坦和自我调节科学
IF 0.3 3区 社会学 Q4 MATERIALS SCIENCE, CHARACTERIZATION & TESTING Pub Date : 2021-04-23 DOI: 10.1353/hlq.2020.0036
Robert Mitchell
abstract:This essay argues that Romantic-era concepts of regulation help us to understand both how and why Mary Shelley’s Frankenstein provided a critical commentary on the sciences and political theories of its time and why the novel has continued to serve as a cultural touchpoint for understanding the implications of new technologies (for example, genetic engineering). Concepts of regulation appear at key points in Frankenstein, including in Robert Walton’s hopes that his trip to the North Pole will result in a scientific discovery about magnetism that can “regulate a thousand celestial observations” and in his and Victor Frankenstein’s reflections on the relationship between their education and their identities. Concepts of regulation were also central for many eighteenth-century and Romantic-era natural scientists, philosophers, political economists, and political theorists (including Antoine Lavoisier, Immanuel Kant, Mary Wollstonecraft, and William Godwin), and they were paramount to the development of “liberal” economic theory, which aimed to use the science of political economy to limit the power of the state. Robert Mitchell argues that Frankenstein takes up these concepts of regulation in order to critique this linkage of liberalism and the sciences, with the end of encouraging its readers to reimagine the components of liberalism in more equitable forms.
本文认为,浪漫主义时代的监管概念有助于我们理解玛丽·雪莱的《弗兰肯斯坦》如何以及为什么对当时的科学和政治理论提供了批判性的评论,以及为什么这部小说继续作为理解新技术(例如基因工程)含义的文化接触点。调控的概念出现在《弗兰肯斯坦》的几个关键点上,包括罗伯特·沃尔顿(Robert Walton)希望他的北极之旅将导致一项关于磁性的科学发现,这项发现可以“调控一千次天体观测”,以及他和维克多·弗兰肯斯坦(Victor Frankenstein)对教育与身份之间关系的反思。管制的概念也是许多十八世纪和浪漫时期的自然科学家、哲学家、政治经济学家和政治理论家(包括安托万·拉瓦锡、伊曼努尔·康德、玛丽·沃斯通克拉夫特和威廉·戈德温)的核心,它们对“自由主义”经济理论的发展至关重要,该理论旨在利用政治经济学的科学来限制国家的权力。罗伯特·米切尔(Robert Mitchell)认为,弗兰肯斯坦(Frankenstein)采用这些监管概念是为了批评自由主义与科学之间的这种联系,最终鼓励读者以更公平的形式重新想象自由主义的组成部分。
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引用次数: 0
Et Tu, Victor? Interrogating the Master’s Responsibility to—and Betrayal of—the Slave in Frankenstein 你呢,维克多?《弗兰肯斯坦》中主人对奴隶的责任与背叛
IF 0.3 3区 社会学 Q4 MATERIALS SCIENCE, CHARACTERIZATION & TESTING Pub Date : 2021-04-23 DOI: 10.1353/hlq.2020.0035
Maisha L. Wester
abstract:A white, wealthy, educated male, Victor Frankenstein spends a good portion of Mary Shelley’s novel complaining about being a slave to his Creature. Victor’s laments draw attention to Frankenstein’s engagement with debates about race, slavery, and abolition. The novel seems to ask what a slave is and thereby challenges notions about racial difference and the ideals of cultural/intellectual superiority that support enslaving populations. Foundational studies by H. L. Malchow and others on race in Frankenstein have defined the views of Shelley’s father, William Godwin, as well as the pervasive ideas of the era, to clarify the ways in which the Creature is racially coded to align with stereotypes about Blacks in particular. Using these studies as a starting point, Maisha Wester specifically examines the ways in which Shelley’s text engages the anxieties born out of slave insurrections and Britain’s abolition of the slave trade. To this end, she explores Shelley’s depiction of the turbulence in British society arising from these issues, showing how the Creature’s attacks metaphorize the insurrections that disturbed the era’s notions of racial difference. Ultimately, her essay explains how Victor is, indeed, a “slave”—as are many others like him.
维克多·弗兰肯斯坦是一个富有的受过良好教育的白人男性,在玛丽·雪莱的小说中,他用了相当一部分篇幅抱怨自己是他造物的奴隶。维克多的悲叹让人们注意到弗兰肯斯坦参与了关于种族、奴隶制和废奴的辩论。这部小说似乎在问奴隶是什么,从而挑战了种族差异的观念,以及支持奴役人口的文化/智力优越感的理想。h·l·马尔乔(H. L. Malchow)等人对《弗兰肯斯坦》中种族问题的基础研究,界定了雪莱父亲威廉·戈德温(William Godwin)的观点,以及那个时代普遍存在的观点,以澄清这个生物是如何被种族化的,以符合对黑人的刻板印象。以这些研究为出发点,Maisha Wester专门研究了雪莱的文本是如何处理奴隶起义和英国废除奴隶贸易所产生的焦虑的。为此,她探索了雪莱对这些问题引发的英国社会动荡的描述,展示了生物的攻击如何隐喻了扰乱那个时代种族差异观念的叛乱。最后,她的文章解释了维克多如何确实是一个“奴隶”——就像许多像他一样的人一样。
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引用次数: 1
Important Recent Scholarship on Frankenstein: A Bibliography of the Last Decade 最近关于弗兰肯斯坦的重要学术研究:近十年的参考书目
IF 0.3 3区 社会学 Q4 MATERIALS SCIENCE, CHARACTERIZATION & TESTING Pub Date : 2021-04-23 DOI: 10.1353/hlq.2020.0030
Jerrold E. Hogle
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引用次数: 0
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