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Cultural Studies of Science Education最新文献

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Unveiling the production of non-participation in the primary school science classroom 揭示小学科学课堂中不参与的产生原因
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2024-05-15 DOI: 10.1007/s11422-024-10220-8
Ene Ernst Hoppe, H. Holmegaard
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引用次数: 0
Teacher educators and environmental justice: conversations about education for environmental justice between science and geography teacher educators based in England and Brazil 教师教育者与环境正义:英国和巴西的科学和地理教师教育者之间关于环境正义教育的对话
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2024-05-15 DOI: 10.1007/s11422-024-10212-8
H. Gandolfi, Elizabeth A. C. Rushton, Luciano Fernandes Silva, Maria Bernadete Sarti da Silva Carvalho
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引用次数: 0
Re-imagining science education research toward a language for science perspective 从科学语言的角度重新认识科学教育研究
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2024-05-15 DOI: 10.1007/s11422-024-10213-7
María González-Howard, Sage Andersen, Karina Méndez Pérez, Samuel Lee
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引用次数: 0
Cultural semiotic resources in young children’s science drawings 幼儿科学绘画中的文化符号资源
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2024-05-13 DOI: 10.1007/s11422-024-10214-6
Sabela F. Monteira, María Pilar Jiménez-Aleixandre, Isabel Martins

This study aims to explore the meanings communicated by young children with visual cultural semiotic resources available in the science classroom. It is a case study in an Early Childhood Education classroom of 23 children (3–4 years old) and their teacher, all engaged in a long-term science project about snails. We focus on the analysis of two series of drawings of snails made by children a month apart, examined through two complementary lenses: comparative content and social semiotics. The findings show that, during their first year of formal schooling, children acquired a range of semiotic resources to communicate to others, which are part of their classroom culture, rather than explicitly taught. Children used these resources to construct sophisticated meanings through their science drawings, highlighting what they considered important and accounting for different modalities and categories. These results point to the importance of supporting drawing tasks in early years, as well as providing opportunities for discussing and interpreting representations. A methodological contribution of this research regards the combination of two complementary foci in the analysis of children’s drawings that allows for a nuanced examination of their learning and abilities for meaning making.

本研究旨在探索幼儿利用科学课堂中的视觉文化符号资源所传达的意义。本研究是一项个案研究,研究对象是一个幼儿教育班级中的 23 名儿童(3-4 岁)和他们的老师,他们都参与了一个关于蜗牛的长期科学项目。我们重点分析了孩子们相隔一个月创作的两组蜗牛图画,并通过两个互补的视角进行了研究:内容比较和社会符号学。研究结果表明,在接受正规学校教育的第一年,儿童获得了一系列与他人交流的符号资源,这些资源是课堂文化的一部分,而不是明确传授的。儿童利用这些资源通过科学绘画构建复杂的含义,突出他们认为重要的内容,并考虑到不同的模式和类别。这些结果表明,支持幼儿绘画任务以及提供讨论和解释表象的机会非常重要。本研究在方法论上的一个贡献是在分析儿童绘画时将两个互补的重点结合起来,从而能够对他们的学习和意义建构能力进行细致入微的研究。
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引用次数: 0
The attitude of Korean and Indonesian scientists toward Merton’s scientific norms 韩国和印度尼西亚科学家对默顿科学规范的态度
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2024-05-03 DOI: 10.1007/s11422-023-10204-0
A. N. Rusmana, R. Q. Aini, Y. Sya’bandari, Minsu Ha
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引用次数: 0
Treading carefully: the environment and political participation in science education 小心翼翼:科学教育中的环境与政治参与
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2024-04-27 DOI: 10.1007/s11422-024-10215-5
Lynda Dunlop, Lucy Atkinson, Claes Malmberg, Maria Turkenburg-van Diepen, Anders Urbas

Politics and science are inextricably connected, particularly in relation to the climate emergency and other environmental crises, yet science education is an often overlooked site for engaging with the political dimensions of environmental issues. This study examines how science teachers in England experience politics—specifically political participation—in relation to the environment in school science, against a background of increased obstruction in civic space. The study draws on an analysis of theoretically informed in-depth interviews with eleven science teachers about their experiences of political participation in relation to environmental issues. We find that politics enters the science classroom primarily through informal conversations initiated by students rather than planned by teachers. When planned for, the emphasis is on individual, latent–political (civic) engagement rather than manifest political participation. We argue that this is a symptom of the post-political condition and call for a more enabling environment for discussing the strengths and limitations of different forms of political participation in school science.

政治与科学密不可分,尤其是在气候紧急状况和其他环境危机方面,但科学教育却往往是一个被忽视的参与环境问题政治层面的场所。本研究探讨了在公民空间日益受阻的背景下,英格兰的科学教师如何在学校科学中体验与环境相关的政治,特别是政治参与。本研究通过对 11 名科学教师进行的有理论依据的深度访谈,分析了他们在环境问题上的政治参与经验。我们发现,政治主要是通过学生发起的非正式对话而非教师计划的方式进入科学课堂的。在有计划的情况下,重点是个人、潜在的政治(公民)参与,而不是明显的政治参与。我们认为,这是 "后政治 "条件下的一种症状,并呼吁为讨论学校科学中不同形式政治参与的优势和局限性创造一个更加有利的环境。
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引用次数: 0
The importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education 在土著科学教育中,与土地和地方共同学习/在土地和地方上学习/从土地和地方学习,同时尊重互惠的重要性
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2024-03-19 DOI: 10.1007/s11422-023-10205-z
Stephany RunningHawk Johnson

Education by and for Indigenous peoples needs to focus on and honor the life-affirming notions of land- and place-based connections, our individual and collective responsibilities, reciprocity, and relationships. In todays’ school settings, redefining what ‘success’ looks like as well as supporting Indigenous identities are critical to teaching and learning in general, and for science education in particular. In contemporary schools, we, as educators, need to focus on place-based knowledges and the concept of reciprocity as being important to the learning, identities, and well-being of our Indigenous students. This is challenging because western science education often attempts to be objective, which removes context and creates barriers for Indigenous students. For this study, I worked with eight students and two faculty in an Environmental Science program at a small, private, 4-year university in the Pacific Northwest of the USA. I employed a qualitative design, consisting mainly of interviews, observations, case studies, and the sharing of stories with students and their instructors. My participants highlighted many important aspects of Indigenous science learning, learning focused on decolonization and sovereignty, and the role reciprocity plays in their lives and their educational motivation. I focus on three themes that emerged from this work: one, that land-based and place-based education, is critical for Indigenous students; two, that reciprocity must be included in how we educate our Indigenous students; and three, that decolonizing science education will include supporting both place-based learning and reciprocity.

原住民的教育和为原住民提供的教育需要关注和尊重以土地和地方为基础的联系、我们个人和集体的责任、互惠和关系等肯定生命的概念。在当今的学校环境中,重新定义 "成功 "的含义以及支持原住民的身份对于教学,特别是科学教育至关重要。在当代学校中,作为教育工作者,我们需要关注以地方为基础的知识和互惠概念,因为这对土著学生的学习、身份认同和福祉非常重要。这具有挑战性,因为西方科学教育往往试图做到客观,这就消除了背景,给土著学生造成了障碍。在这项研究中,我与美国西北太平洋地区一所四年制小型私立大学环境科学专业的八名学生和两名教师进行了合作。我采用了定性设计,主要包括访谈、观察、案例研究以及与学生及其导师分享故事。我的参与者强调了土著科学学习的许多重要方面,学习的重点是非殖民化和主权,以及互惠在他们的生活和教育动机中所扮演的角色。我将重点放在从这项工作中产生的三个主题上:第一,基于土地和地方的教育对土著学生至关重要;第二,互惠必须纳入我们教育土著学生的方式中;第三,非殖民化科学教育将包括支持基于地方的学习和互惠。
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引用次数: 0
A science teacher’s experiences when fostering intercultural competence among students in multilingual classrooms: a narrative study 一名科学教师在多语言课堂上培养学生跨文化能力的经验:叙事研究
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2024-03-18 DOI: 10.1007/s11422-023-10206-y
Uma Ganesan, Amanda R. Morales

Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering collaborative discourse among students with diverse cultural and linguistic repertoires and building intercultural competence among students is a common blind spot in Science, Technology, Engineering, and Mathematics teacher praxis. This can inhibit efforts to cultivate safe and supportive learning environments for all students and can ultimately threaten multilingual student success. As part of a larger study, this narrative inquiry explores the phenomenon of intercultural competence development through the lived experiences of a Midwestern secondary science teacher. Time series data were collected from the participant (11 semi-structured, in-depth, online interviews over 8 months). Field notes and artifacts served as secondary data. Informed by Michael Byram’s Multidimensional Model of Intercultural Competence, interviews were designed, conducted, transcribed, and member checked. Then, transcripts, field notes, and artifacts were coded and analyzed using Jean Clandinin and Michael Connelly’s three-dimensional narrative inquiry framework to arrive at synthesized stories of experience around coalescing themes. The findings revealed the participant utilized several strategies aimed at developing intercultural communicative competence, particularly in support of multilingual students. This paper focuses on the four themes that relate most directly to intercultural communicative competence development. The findings and implications are discussed within the context of Byram’s model and conclusions are drawn to inform current and future work in this area.

世界经济的日益全球化、人口迁移的增加以及科学技术的飞速发展,都要求人们培养跨文化交际能力。在我们全球化的多语言课堂上,教师在培养学生的跨文化能力方面发挥着至关重要的作用。在科学、技术、工程和数学教师的教学实践中,一个普遍存在的盲点是,需要促进具有不同文化和语言知识的学生之间的合作对话,培养学生的跨文化能力。这会阻碍为所有学生营造安全和支持性学习环境的努力,并最终威胁到多语言学生的成功。作为一项大型研究的一部分,本叙事调查通过一名中西部中学科学教师的生活经历,探讨了跨文化能力发展的现象。我们从这位参与者那里收集了时间序列数据(在 8 个月内进行了 11 次半结构化、深入的在线访谈)。现场笔记和人工制品作为辅助数据。在迈克尔-拜拉姆的跨文化能力多维模型的指导下,对访谈进行了设计、实施、转录和成员检查。然后,使用让-克兰丁(Jean Clandinin)和迈克尔-康奈利(Michael Connelly)的三维叙事探究框架对记录誊本、现场笔记和人工制品进行编码和分析,从而围绕凝聚的主题总结出经验故事。研究结果表明,参与者采用了几种旨在发展跨文化交际能力的策略,特别是在支持多语种学生方面。本文重点讨论了与跨文化交际能力培养最直接相关的四个主题。本文在拜拉姆模型的背景下讨论了研究结果和影响,并得出结论,为该领域当前和未来的工作提供参考。
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引用次数: 0
Creationism and climate skepticism: power and public understandings of science in America 创世论与气候怀疑论:美国权力与公众对科学的理解
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2024-03-18 DOI: 10.1007/s11422-023-10208-w
Rebecca Catto

This FORUM article is written in response to ‘Evolutionary Stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum’ by Jenna Scaramanga and Michael J. Reiss published in CSSE in 2023. Starting from a sociological rather than pedagogical standpoint, the article aims to situate Accelerated Christian Education’s curriculum in relation to evolution and climate change in its broader context. This broader context comprises a national situation of Culture Wars where views on science and religion are politically polarized and morally inflected. Creationism and climate change denial/skepticism occur together and connect to right-wing politics. Climate change denial also clearly connects to corporate interests. Struggles for political, economic, ideological, and epistemic power all pertain. Reference is then made to recently collected focus group data to illustrate how non-creationist publics may also define science narrowly and inaccurately and yet still support it. The influence of evolution and climate change denialists must not be overstated. However, the harm of inaccurate, pseudoscientific education also requires examination. Nothing less than the Earth’s future is at stake, and education is a key battlefield. Science educators have an important role to play, working with patience, empathy, and awareness.

这篇论坛文章是对 Jenna Scaramanga 和 Michael J. Reiss 于 2023 年发表在 CSSE 上的《进化停滞:基督教速成教育课程中的创世论、进化论和气候变化》的回应。文章从社会学而非教育学的角度出发,旨在将基督教速成教育课程中与进化论和气候变化有关的内容置于更广泛的背景中。这一更广泛的背景包括全国范围内的文化战争,在这种文化战争中,人们对科学和宗教的看法在政治上两极分化,在道德上有所偏差。创造论和气候变化否认/怀疑论同时出现,并与右翼政治相联系。否认气候变化显然也与企业利益有关。政治、经济、意识形态和认识论权力的斗争都与此有关。随后,我们参考了最近收集的焦点小组数据,以说明非进化论者的公众也可能狭隘地、不准确地定义科学,但仍然支持科学。进化论和气候变化否定论者的影响绝不能被夸大。然而,不准确的伪科学教育的危害也需要审视。地球的未来岌岌可危,而教育是一个关键的战场。科学教育工作者可以发挥重要作用,以耐心、同理心和觉悟开展工作。
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引用次数: 0
Myths and matters of science education: a critical discourse on science and standards 科学教育的神话与问题:关于科学与标准的批判性讨论
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2024-03-13 DOI: 10.1007/s11422-023-10207-x
Beatrice Dias

In this forum paper, I grapple with critical questions about our understanding of science as a discipline and the education standards formulated within that framing. My exploration is contextualized in our current socio-political climate and is presented in discourse with Charity Winburn’s Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards. I draw on Winburn’s astute observations about the narratives and epistemologies that shape our current science standards as a springboard for diving deeper into questions about the ways of knowing and types of knowledge traditions that are uplifted in US science education. Through a dialogic process, I outline a critical analysis of the myth of neutrality, the prioritization of epistemologies, and the standardization of learning ingrained in traditional science curricula. I conclude by building on Winburn’s hopes for science education with my own aspirations for bringing joy into our collective science learning experiences.

在这篇论坛论文中,我努力探讨了关于我们对科学作为一门学科的理解以及在此框架内制定的教育标准的关键问题。我的探讨以当前的社会政治环境为背景,并与 Charity Winburn 的《满足后流行病时代学生个体的需求:对下一代科学标准的分析》(Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards)进行了讨论。我借鉴了温伯恩对塑造我们当前科学标准的叙事和认识论的敏锐观察,以此为跳板,深入探究美国科学教育中所倡导的认知方式和知识传统类型的问题。通过对话过程,我概述了对传统科学课程中根深蒂固的中立神话、认识论的优先地位和学习标准化的批判性分析。最后,我以温伯恩对科学教育的希望为基础,提出了自己的愿望,希望将快乐带入我们共同的科学学习体验中。
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引用次数: 0
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Cultural Studies of Science Education
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