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... Aligned with contextualized perspectives of the science curriculum, the debate on multiculturalism has already made significant progress in the field (Hodson, 1993), and its deepening has largely led to the integration of indigenous knowledge and cosmogonies into the science curriculum. Aikenhead and Elliott (2010) describe a cross-cultural integration experience in the Canadian curriculum in the province of Saskatchewan, which included the revision of curriculum documents, and changes in textbooks, among other actions aimed at incorporating the perspective known as "two-eyed seeing". ...
... Since then, many works have been published to define multiculturalism and its relationship with Science Education (e.g. Atwater & Riley, 1993;Hodson, 1993); discussing its potential and also its limitations (Ogawa, 1995). One of the first definitions places multiculturalism as "a construction, a process, and an educational reform movement to provide equitable opportunities for culturally diverse student populations to learn quality science in schools, colleges, and universities" (Atwater & Riley, 1993, p. 664). ...
... One of the first definitions places multiculturalism as "a construction, a process, and an educational reform movement to provide equitable opportunities for culturally diverse student populations to learn quality science in schools, colleges, and universities" (Atwater & Riley, 1993, p. 664). On the other hand, Hodson (1993) states that "'multicultural science education' can mean many things to many people. Relative emphasis will need to vary from country to country, region to region, and even from school to school and class to class" (p. ...
In the last three decades, some articles have examined a definition of science presented from multicultural perspectives in contrast to a universalist perspective of science. In this sense, a multicultural perspective on education is introduced to help students to acquire scientific knowledge without violating their cultural beliefs and experiences. More recently, the boundaries of the multicultural perspective in science education have expanded to incorporate other theoretical considerations, however, maintaining the vision of the uniqueness of “nature” and the multiplicity of “culture”. In our view, the COVID-19 pandemic reinforced not only the necessity of a socio-political turn of science education, but also an ontological turn, which would take into account more seriously and in ontological ways our relationships with the more-than-human world. Still, it is ill-defined and ill-conceptualized what this might mean to science education research and practices. In this chapter, inspired by Viveiros de Castro’s works (2015, 2017) and indigenous thinkers (Kopenawa, 2013; Krenak, 2019), we aim to connect the Amerindian thought and the multinaturalism with movements inside our field trying to reshape science and science education for a post-pandemic world. Implications of multinaturalism for science classrooms and for educating science teachers are also explored.
... Multiculturalism is one of the most important aspects of critical science education. According to Hodson (1999) perpetuation and promotion of the dominant cultural forms, there has been a shift toward ethnic and cultural pluralism, which accepts and promotes diversity, teaching the members of the dominant community to understand and appreciate the different cultural forms of minorities and helping the members of these minorities perpetuate their identity and raise their self-esteem (Hodson, 1993). Recently, there has been another move toward a more open, anti-racist approach, one that is meant to reveal and combat racist practices that discriminate against minority groups and promote a critical stance toward our society's values and the distribution of power. ...
... Recently, there has been another move toward a more open, anti-racist approach, one that is meant to reveal and combat racist practices that discriminate against minority groups and promote a critical stance toward our society's values and the distribution of power. Hodson (1993) claims that multicultural science education cannot be seen in a single, unified perspective; the priorities and the emphases given need to vary depending on the country, the region, and even the school and the class, in accordance with the student population's identities. The consequent danger of adopting a too narrow perspective of multiculturalism in science education can be overcome by adopting three basic elements: "education of diverse cultural groups, through a wide range of culturally impregnated experiences, for life in a multiracial and multiethnic society at both local and global levels" (Hodson, 1993, p. 689).Hodson suggests a framework with guidelines for designing a science curriculum that will meet these expectations, based on three main categories: science education in a multicultural setting, antiracist science education, and multicultural perspectives of science education. ...
... Science Education, 83 (6), 775-796. Hodson, D. (1993). In search of a rationale for multicultural science education. ...
Introduction to VII ICCE
We live in times of crisis; An economic crisis, where education is under siege by
neoliberal capitalism and by neo-conservatism and aggressive nationalism, where
teachers and academics are being proletarianized, youth is being criminalized,
societies are being stripped of welfare, benefits, and rights, and schools and
universities are turned into commodities. In such a time, critical education as a theory
and as a movement, that is, as praxis, is not only relevant, it is, in fact, needed.
International communities of critical educators and activists are working together, and
along with other movements to build active resistance to these processes and are
engaged in fostering educational and social change leading to a more just, equal and
fair society.
Critical educators in schools in the context of a counter-hegemonic pedagogy, as
organic intellectuals of the oppressed and the exploited, humanize the pedagogical
relationship and expose the normative discourse of the school embedded in the
culture of the school apparatus. This normative discourse is embodied in school
knowledge, pedagogical practices, behaviors, gestures, thoughts, explicit and implicit
rules, customs, authority, the design of school buildings, establishing and perpetuating
relations of domination and obedience, competitiveness and individualism,
educational inequality and exclusion. Therefore, students develop into critical agents
with the support of critical education intellectuals, who help them develop class
consciousness through an awareness of their class position and of the dominant
relations and ideas. Students, further, become aware of the diversity of conflicts in
capitalist society and their manifestations in daily life, as well as the capacity to
intervene and take action towards radically transforming social relations.
Critical educators intervene and take action in trade unions of education workers and
working-class organizations, and make an impact on the lives of parents, students, and
communities, by focusing on the education of the oppressed and exploited classes
both inside and outside schools and universities, in various spheres of social life and
action.
Critical educators struggle to counter the imposition of capitalist control, paternalistic
and hierarchical relations, and engage in ideological critique of practices that
contribute to social reproduction. Their primary concern is the holistic development of
the students’ potential, listening to their voices, as well as those of the teachers who
defend their existential needs. Critical educators also strengthen their ties with
communities to ensure the public provision of social goods, and the democratic
functioning of the school with the participation of teachers, parents and students.
This collection of papers brings together different voices of educators who work in the
critical pedagogy framework and who try to illuminate and critically engage with
different aspects of education and schooling.
Panagiota Gounari
Tassos Liambas
Helen Drenoyianni
Periklis Pavlidis
... Since science is the product of human accomplishments, it is inexcusable for science to remain "untouched by diversity" (Atwater, 2010a(Atwater, , 2010b. Science is a universal endeavor, which has unfortunately been taught under ethnocentric and cultural imperialistic practices (Good, 1995;Hodson, 1993;Loving, 1995). A suggested approach to dismantle colonialism in 1. ...
... It is imperative to recognize how knowledge can be shaped to fit a specific narrative and the factors involved in the construction of such knowledge. Based on former textbook analysis studies, colonialism in history of science (Ideland, 2018) and an ethnocentric and cultural imperialistic (Hodson, 1993) perspectives were used as lenses to analyze science and mathematics textbooks. For this current study, these approaches will be applied in order to examine the representation of historical content knowledge. ...
... Similar to the findings in the analysis of Swedish science textbooks (Ideland, 2018), the connection of science to the West and whiteness is evident in US science textbooks. The findings demonstrated ethnocentrism and cultural imperialism (Hodson, 1993) under a Eurocentric angle and limit the perspective of science and mathematics as being universal collective endeavors (Good, 1995;Loving, 1995). In this section, I problematize the current state of the analyzed textbooks and propose the inclusion of counter-hegemonic discourses to complement the current historical content knowledge of science and mathematics. ...
Science and mathematics are universal endeavors. However, the historical perspective of science and mathematics has been westernized across the curriculum in the USA. There is a limited number of textbook analyses centered on exploring the representation of science and mathematics under a historical standpoint. This research seeks to discuss the dominated historical viewpoints presented in the textbooks and uncover the untold historical perspectives of science and mathematics contributors from non-western regions. A discourse analysis of eleven science and mathematics textbooks published over the course of 10 years was examined under an ethnocentric and cultural imperialistic lens with a focus on the hidden curriculum. The findings reflect that science and math textbooks continue to exhibit male Eurocentric representations. This research offers counter-hegemonic discourses in the history of science and mathematics not present in the analyzed textbooks with the purpose of diversifying the scientific and mathematic historical content knowledge. By offering teachers and students with diverse perspectives of the history of science and mathematics, the curriculum becomes enriched with accurate knowledge that serves and represents all learners.
... A brief examination of science as it is practised around the world would suggest that there exists a broad consensus that core scientific principles and techniques emanate from the West. This is a misconception that has its roots in the default perception of many Europeans and descendants of Europeans that anything powerful, great, and global must surely be a product of "Western civilization" (Hodson, 1993(Hodson, , 2009). Edward Said considered this misconception as manifestation of "Orientalism"-a concept he propounded in his landmark book of the same name (1978). ...
... We agree with the view of many Canadian education scholars (e.g., Willinsky, 1998;Cummins, 1997;Hodson, 1993Hodson, , 1996Hodson, , 1998Dei, 2000;and Shujah, 1999) that Canadian public school curricula typically make only a superficial attempt to embrace multiculturalism and thereby overlook the histories of the minority groups that together comprise the majority of the student population in Canada (as cited in Alghamdi, 2005, p. 242 (Hodson, 2006;Malekan, 2008;McNay, 2000). As it stands, the curriculum contributes to maintaining the existing social order in the sense that power continues to rest with the dominant group-a key result being the continuing disempowerment and colonization of the new generation of students, who will be increasingly disengaged from their surroundings, environment, and schools. ...
... However, as other studies (e.g., Cobern, 1996;Hodson, 1993) suggest, we urge the adaptation of various constructivist approaches in which the emphasis is on using the learners' lives, experiences, and understandings as starting points for teaching subjects such as science. It is high time for historically marginalized voices to at last be brought to the centre of the curriculum. ...
The growing diversity of Ontario's population is increasing pressure on the education system to ensure that all students receive equal opportunities to excel academically and develop personally. Students are more likely to succeed if their own racial, ethnic, and cultural identity is reflected in the classroom. This observation applies no less to science than it does to the humanities and social sciences.
... Oliver & Koballa (1992) Registran las características comunes del constructo «creencias», encontradas en la investigación didáctica; resaltan que dichas creencias se adquieren mediante la comunicación y se constituyen en guía de la acción. Hodson (1993) Propone que los componentes cognitivo, conativo y valorativo conforman un componente más global: el actitudinal, que junto con el conceptual y el metodológico, estructuran habilidades y destrezas relacionadas con el saber, el saber hacer, el querer hacer y el poder hacer del profesor. Carnicer & Furió (2002) Examinan diferentes posturas y demuestran cómo unas y otras diferencian el pensamiento del profesor de la acción educativa y, en consecuencia, sugieren que es lógico plantear como problema de investigación en formación de profesores, el estudio de las relaciones que existen entre la epistemología personal docente y la práctica personal docente. ...
... Argumentan que la educación científica debe ser multicultural, y consideran que no existe compatibilidad con un plan de estudios de educación científica con un enfoque universalista. Hodson (1993); Ogawa (1995); , Kawagley , Norril-Tull, & Norris-Tull (1998); Snively & Corsiglia (2001) Defienden el concepto de ciencia teniendo en cuenta otros saberes que también tienen validez; la pluralidad de otras visiones diferentes a la conceptualización de las ciencias modernas occidentales, enriquecen las condiciones para abordar el conocimiento acerca del mundo. Se deben considerar la pluralidad de razones para entender la enseñanza de las ciencias, dado que la cultura ha construido otras formas de entender la naturaleza del conocimiento; hay pluralidad de orígenes y pluralidad de prácticas que corroboran las diferentes visiones que hay sobre el mundo. ...
... De otra parte, Carnicer & Furió (2002) consideran la correlación entre concepciones sobre la naturaleza de la ciencia y práctica docente; Hodson (1993) confiere mayor importancia a la práctica docente para determinar dicha Epistemología Docente (ed), y Mosquera (2008) pone en evidencia que está directamente anclada con la componente metodológica expresada en las prácticas docentes. Justifican el diseño de la entrevista a partir de las cuatro situaciones, de las cuales, tres de ellas se referían a relatos (hipotéticos) sobre profesores desarrollando sus actividades en el aula (Capítulo primero). ...
... Cultural border crossing is an important concern because it can be disruptive when not properly negotiated. When science is presented in a situation that is familiar or fit to students' beliefs and values, cultural transmission such as learning of science is supportive (Aikenhead, 1996;Hodson, 1993). On the contrary, science that is presented in a completely strange context is disruptive-it will either replace or devalue the existing beliefs and values and requires a lot more time and effort to happen. ...
... Likewise, it considers "creation science" as non-science and indigenous knowledge as second-class knowledge. Behind this belief is also the regard of WMS as the "only" science (Ogawa, 1995;Hodson, 1993;Cobern & Loving, 2000) or "superior" science (Lewis & Aikenhead, 2000;Van Eijck & Roth, 2007). ...
... However, after a thorough reading of its literature, our initial impressions were proven wrong. We have also found out that even cultural relativists do not articulate the same understanding of multicultural education (as expressed by Hodson, 1993). Given the various views towards the idea, we find the analysis of Ogawa (1995) useful in forwarding our intention for this paper. ...
This report of research of mathematics curriculums for the VI grades in Middle schools in B&H, Croatia, Montenegro and Serbia is a continuation of our forthcoming article. The Mathematics Curriculum for the VI grades of Middle School is a continuation of the existing Mathematics Curricula at the V grades of Middle School.. This document presents an outline of the overall teaching aims, learning targets and objectives of the subject for the VI grade in Middle school of four neighboring sociopolitical communities. Also, in this article, the authors offer a more precise comparison with each other and a deeper analysis of the planned teaching goals, learning targets and objectives of the subject for the VI grades of the Middle School.
... Numerosos autores vienen destacando la importancia de los problemas socio-científicos como contexto de aprendizaje, tanto de conocimientos, como de procedimientos, actitudes y valores (Sadler, 2002(Sadler, y 2009Oulton, Dillon y Grace, 2004;Zeidler et al., 2005). Se trata de problemas reales y, muchos de ellos, cercanos (Hodson, 1993y Reid y Hodson, 1993, abiertos, complejos y controvertidos, que pueden ser considerados bajo una variedad de perspectivas. En algunos de ellos, no existen respuestas definitivas, y cualquiera que sea la postura que el individuo o la sociedad tenga ante ellos, el debate no le va a ser ajeno, ya que su importancia va a ir en aumento a medida que prosiguen los avances de la ciencia y los problemas derivados de su aplicación (España y Prieto, 2009). ...
... En un análisis sobre el papel de los problemas socio-científicos en la educación científica Zeidler et al. (2005) valoran positivamente el hecho de que, en los últimos años, hayamos pasado de promover un enfoque Ciencia, Tecnología y Sociedad (CTS) basado en la ciencia y en la tecnología en su contexto social, a otro en el que, además, se tienen en cuenta los aspectos afectivos: el enfoque basado en problemas socio-científicos. Por otra parte, autores como Hodson (1993Hodson ( y 2003 y Pedretti (1997) han ido apuntando cambios en la dirección que debía tomar la educación científica y el enfoque CTS para acercarse a la educación moral y en valores. ...
En este artículo se plantea la relevancia de las investigaciones educativas sobre problemas socio-científicos, ya que permiten abordar en el aula aspectos que son muy importantes para la alfabetización científica de la ciudadanía en las so-ciedades del siglo XXI, tales como: la naturaleza de la ciencia, el razonamiento y la argumentación o los aspectos morales y afectivos.
... Students experience difficulties performing the various phases of inquiry as they ask appropriate questions, find and synthesize information, design investigations, monitor scientific procedures, and draw valid conclusions (Krajcik, Mamlok, & Hug, 2001). The challenge may be greater if students' cultural values and practices expect them to unquestioningly accept teachers' authority, rather than promoting the Equity in Science Education 13 students' questioning, exploration, or alternative solutions (Arellano et al., 2001;Hodson, 1993;Jegede & Okebukola, 1992;Losey, 1995;McKinley et al., 1992;Ninnes, 1994Ninnes, , 1995Prophet & Rowell, 1993;Solano-Flores & Nelson-Barber, 2001;Swift, 1992). Knowledge is often evaluated on the authority of its source, rather than the validity of its claims. ...
... For example, Western science promotes a "critical and questioning stance" (Williams, 1994, p. 517) that calls for being skeptical, making logical arguments, criticizing others' viewpoints, and thinking independently (AAAS, 1989(AAAS, , 1993NRC, 1996). These values and attitudes may be discontinuous with the norms of cultures that favor cooperation, social and emotional support, consensus building, and acceptance of the authority of teachers and elders (Ballenger, 1992;Hodson, 1993;O. Lee & Fradd, 1996;McKinley et al., 1992). ...
As the student population in the nation's schools becomes more linguistically and culturally diverse, it is essential to establish a knowledge base that promotes academic achievement and equity for all students. Based on the conception of equity from a cultural anthropology or cross-cultural perspective, the article addresses issues of equity in science learning and teaching for students from diverse languages and cultures. It provides a synthesis of major issues and research findings for effective classroom practices in the multicultural science education literature. Recommendations are also offered for a research agenda that contributes to achieving the goal of science for all, including students from diverse languages and cultures.
... Influenced by Bruner and Piaget (Hofstein and Lunetta, 2004), science education underwent major curricular reforms in the 1960s (Klainin, 1988;Hofstein, 2004), and the lab was positioned as the center of science education (Hofstein, 2004). The focus shifted from confirmatory activities to developing critical thinking through interaction with materials, with the lab being a place where students could understand the nature of science (Hodson, 1993). In the 1980s, Vygotsky's constructivist theory gained traction, and science education in the United States emphasized inquiry-based approaches as more authentic models of the scientific process (Hodson, 1988;Hodson and Hodson, 1998;Hofstein and Lunetta, 2004). ...
... The finding that the lab experience is not differently impactful for specific subpopulations of students was also unexpected. Starting in the 1980s, educators noted that although Western (competitive) approaches had dominated science education (Hodson, 1993), the student body was increasingly heterogeneous, and science educators needed to serve diverse learners (Hofstein and Lazarowitz, 1986). Scholars suggested that lab activities underscored the social aspects of learning (Hodson and Hodson, 1998) through more cooperative approaches and were a way to engage diverse students (Hofstein and Lunetta, 2004)-and were thus especially effective teaching strategies for low-income and minority students (Freedman, 1997). ...
This paper explores the effect of a paired lab course on students' course outcomes in nonmajors introductory biology at the University of Alaska Anchorage. We compare course completion and final grades for 10,793 students (3736 who simultaneously enrolled in the lab and 7057 who did not). Unconditionally, students who self-select into the lab are more likely to complete the course and to earn a higher grade than students who do not. However, when we condition on observable course, academic, and demographic characteristics, we find much of this difference in student performance outcomes is attributable to selection bias, rather than an effect of the lab itself. The data and discussion challenge the misconception that labs serve as recitations for lecture content, noting that the learning objectives of science labs should be more clearly articulated and assessed independent of lecture course outcomes.
... Implica por lo tanto una serie de acciones que van más allá de la educación de la ciencia (Gil & Vilches, 2001), pues requiere el desarrollo de competencias para la comprensión y aplicación de conceptos y métodos de la ciencia en la vida cotidiana, de tal manera que permita a los ciudadanos ser consumidores críticos e informados del conocimiento científico (Organization for Economic Cooperation and Development [OECD], 2017). Es un proceso de endoculturación científica tanto en contextos escolares como en medios de comunicación social (Cañal, 2004;Olmedo, 2011) desde una perspectiva multicultural (Hodson, 1993). c. ...
El presente ensayo tiene como objetivo fundamentar y caracterizar un modelo de gestión académica que implemente acciones de retribución social en los programas de posgrado en México. Para ello se realiza un análisis de la trayectoria sociohistórica de la concepción y aplicación de la retribución social en el marco de la tercera función sustantiva. Se exponen los retos actuales que tienen los posgrados bajo las nuevas políticas públicas educativas y científicas impulsadas por el CONAHCYT, y se plantea un modelo de retribución social a partir del reconocimiento y articulación de las diversas prácticas y propósitos relacionados con la generación y comunicación del conocimiento. Se concluye que la retribución social debe ser transversal a las funciones universitarias y puede ser posible su articulación a través de la gestión de proyectos integradores relacionados con las líneas de investigación de cada posgrado. Social retribution in postgraduate programmes. Model for implementation Abstract The present essay aims to provide the foundation and characterization of an academic management model for the implementation of social retribution actions in postgraduate programs in Mexico. To achieve this, an analysis of the socio-historical trajectory of the conception and application of social retribution within the framework of the third substantive function is conducted. The current challenges facing postgraduate programs under new educational and scientific public policies implemented by CONAHCYT are exposed, and a social retribution model is proposed based on the recognition and articulation of various practices and purposes related to the generation and communication of knowledge. It is concluded that social retribution should be cross-cutting in university functions, and its articulation may be possible through the management of integrative projects related to the research lines of each postgraduate program.
... A perspectiva Multicultural diverge dos universalistas e ressalta que essa concepção exclui outras formas de conhecimento sob a ótica epistemológica, moral e política (EL-HANI; MORTIMER, 2007). Em contraponto, os multiculturalistas defendem a inclusão do conhecimento ecológico local (CEL) no currículo de ciências; uma educação científica multicultural e sua incompatibilidade com a abordagem universalista; e a ampliação do conceito de ciência por compreender que outros sistemas de conhecimentos também possuem suas interpretações sobre o mundo natural sendo igualmente válidas (HODSON, 1993;OGAWA, 1995;SNIVELY;CORSIGLA, 2001). Para eles, o principal benefício dessa perspectiva é a de educar cientificamente os estudantes a partir da pluralidade de visões acerca do mundo já que todas são consideradas ciências. ...
A presente investigação objetivou analisar estudos científicos acerca do ensino e formação de professores de Biologia em interface com a Etnoecologia ou a Agroecologia. A pesquisa é de natureza bibliográfica, do tipo Revisão Sistemática de Literatura (RSL). O mapeamento foi realizado em bases de dados, eventos e periódicos científicos. O corpus de análise totalizou 16 trabalhos e artigos científicos. Os dados foram analisados sob a ótica da Análise de Conteúdo de Bardin e com o apoio do software ATLAS.ti. A análise da investigação, de modo geral, aponta que a maioria das produções se preocuparam em investigar os conhecimentos originários do contexto dos estudantes, porém não explicitaram o modo como esses conhecimentos foram ou devem ser considerados e valorizados na interação com os científicos.
... Science and data science are often falsely considered objective, unbiased, or neutral [2][3][4][5][6][7][8][9][10]. ...
This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. We believe that educators’ experiences, priorities, and expertise are essential to developing professional learning that meets the needs of teachers and their students. We have a particular interest in amplifying the voices of those in historically underrepresented communities. Toward that end, we engaged science educators who work with Indigenous students and recent immigrants as collaborators in developing PL to support data-rich, place-based Earth Science instruction. In this case study, we share and critique the practices and tools that we have employed to center educator voices, rather than those of the PL designers and researchers. Our strategies for developing more equitable science professional learning include the use of: (a) equity-focused research methods, such as asset-based needs-sensing questions and peer-to-peer interviews; (b) a humanistic stance toward data-rich science learning, which emphasizes the typically unnamed sociocultural inputs and outputs that permeate all aspects of data; (c) a participatory design process that centers educators’ voices; and (d) a model of professional learning that uses representations of educator and student experiences as objects for reflection.
... Others have focused on a 'fun and excitement' approach to science, or on the need to build peer support networks. Cultural dimensions have been included to overcome the monoculturalism of traditional science education, such as holding science camps at marae (Hodson, 1993;Northern Advocate, 2022;Stewart, 2020a). The problem is that such ideas ignore the real, grinding, lifelong problems that cause the attrition of Māori students from school, and, even for those who remain in school, from studying science at school. ...
A 2022 paper by Tara McAllister lists ‘50 reasons why there are no Māori’ in university science departments, giving a range of examples of Māori experience of personal and structural racism within the edifices of science and research in Aotearoa New Zealand. In support of McAllister and the larger social and intellectual project of Kaupapa Māori to which her work contributes, this commentary offers ethnic socio-economic inequality as the ‘51st reason’ and explains how it causes the permanent disparity of very few working scientists who identify as Māori.
... This alignment is contingent upon the different ways in which students understand what it means to be a scientist. Existing literature on student conceptions of scientists has primarily focused on the K-12 educational contexts: Students often view science as a set of rigidly defined tasks that are performed by scientists with a narrow range of identities (Hodson, 1993;Brickhouse et al., 2000; Calabrese Barton and Yang, 2000; Calabrese Tan and Calabrese Barton, 2008;Gilbert and Yerrick, 2001). Many students may lack real-world references about who scientists are that allow them to counter these potentially marginalized conceptions (Ryder & Leach, 1999;Barman, 1999;Finson, 2002;Aschbacher et al., 2010). ...
Undergraduate education represents an important transitional stage in which students make career decisions, and undergraduate research experiences (UREs) play a critical role in training the next generation of science, technology, engineering, and mathematics researchers. Extensive studies have identified the different ways in which researchers and graduate students understand their profession, but little work has focused on undergraduate students. To contribute to this gap in literature, this study examines how undergraduate students conceptualize successful researchers. Data were collected using semistructured interviews with transfer students at a research-intensive university, in which participants articulated how they perceive a successful researcher and how their conception had changed based on their undergraduate experiences. Using phenomenography as the research approach, three conceptions of successful researchers were identified based on variations within the following aspects: process of research, interactions with other researchers, and scope of contribution. Retrospective conceptions were more simplistic, with little appreciation for the complex methodological processes and collaborations needed to meaningfully contribute to the research community. After UREs, participants reported conceptions with more nuanced understanding that successful researchers demonstrate proactive engagement, collaboration, and contribution. These findings can be applied to facilitate meaningful research experiences and target undergraduates' professional development as they are enculturated into the research community.
... Atwater e Riley (1993) definem o movimento multiculturalista como uma construção, um processo de reforma educacional com o objetivo de fornecer oportunidades justas para a população estudantil culturalmente diversa aprender ciências de qualidade em escolas e universidades. Assim, para autores da posição multiculturalista (HODSON, 1993;OGAWA, 1995;SNIVELY;CORSIGLIA, 2001), o posicionamento universalista se mostra em uma condição de superioridade, pois exclui os conhecimentos produzidos para além dos critérios epistêmicos ocidentais e ainda apresenta incoerências em relação a perspectivas filosóficas, morais e políticas (EL-HANI;MORTIMER, 2007). Ogawa (1995) define ciência como uma "percepção racional de realidade", em que essa percepção significa a ação de construir a realidade, caracterizando a ciência como uma natureza dinâmica, e, assim, outros sistemas de pensamentos sobre a natureza deveriam ser considerados ciência, visto que comportam também uma percepção racional da realidade. ...
Este artigo é de natureza teórica e tem por objetivo fazer uma reflexão acerca da importância da implementação da Lei 11.645/08 e da perspectiva intercultural no ensino de ciências. Para isso, recorreu-se aos argumentos centrais do pluralismo epistemológico e na metodologia de revisão sistemática de literatura chamada Methodi Ordinatio, para selecionar os artigos mais recentes sobre a temática, além de contemplar os demais trabalhos presentes na literatura sobre a temática. Assim, o artigo apresenta-se como um portfólio bibliográfico, que versa sobre importantes trabalhos e pesquisas que tratam sobre o processo de ensino-aprendizagem em ciências e a sua relação com a perspectiva intercultural.
... En ese sentido, se habla de una educación geográfica que aborde problemas espaciales desde la experiencia del sujeto, es decir, desde la experiencia espacial. Problemas que son denominadas de diversa manera: problemas auténticos(Díaz, 2003), problemas socio-científicos(Hodson, 1993); problemas sociales relevantes (Pagés y Santisteban 2011), cuestiones socialmente vivas(Legardez, y Simonneaux, 2006), problemáticas ambientales(Leff, 1998) y problemas del entorno como los planteara(Debesse, 1974). Y desde los cuales se presenta la necesidad de abordar una educación contextualizada. ...
El presente capítulo responde a un estudio de caracterización socio-ecológica realizado en el territorio de La Mojana, ante el requerimiento de hacer un levantamiento de línea base que contribuya al diseño y desarrollo de estrategias de rehabilitación participativa en ecosistemas de humedales. El trabajo en la región se centró en analizar el paisaje a partir de la percepción de las comunidades, con lo cual se logró hacer un diagnóstico de las condiciones del entorno, además de la identificación de significados e imaginarios locales construidos en función de la interacción social con el medio.
... Science, mathematics and engineering curriculum is traditionally focused on conveying knowledge shared across nations and cultures (Stanley & Brickhouse, 1994), which allows little space for consideration of national identity or context. It was relatively recent that these issues started to be discussed in science education in the context of multicultural science education that foregrounds culturally responsive teaching of science (Hodson, 1993;Ogawa, 1995). In contrast, the issue of nations has been at the heart of writing and teaching history (Berger, 2012;Maza, 2017). ...
Although the integration of subjects in the curriculum has been advocated in recent years, there exist limited opportunities for teachers of different subjects to implement integrated curricula in schools collaboratively. In this paper, we consider history as a humanities subject that could be integrated with STEM and explore the diverse history-related learning goals found in teacher-developed STEAM curriculum materials. Using integrated STEAM curricula developed by 13 cross-subject teacher teams in Korea, we analyze the presentation of history-related learning goals in the curricula and report several patterns identified across the curricula. First, the majority of the curricula aimed for the learners to identify themselves in their regional and national histories, but other levels of identification were also aimed for. Second, all the curricula included goals related to historical analysis skills, which were sometimes integrated with scientific inquiry skills. Third, we found several goals related to eliciting students’ moral response to history, particularly when the curriculum topic concerned issues at the national level. Fourth, the integration of subjects allowed for exhibiting learners’ historical understanding through various activities and in explanatory, persuasive, and imaginative manners. Overall, the analysis pointed to several ways in which the goals of history learning can interact with those of STEM learning, which can be useful for future research and practice in integrated curriculum. We discuss some potential challenges of integrating history with STEM, such as issues that can arise from the use of the “nation” as a context for STEAM learning.
... Yet contrary to the premise of a "one size fits all" approach, U.S. science education has long distinguished between the curricula and pedagogies needed by some students versus by others. Efforts to differentiate science instruction for specific categories of students date back much further than 1990s discussions of multicultural science education (e.g., Atwater & Riley, 1993;Hodson, 1993) or the Science for All Americans report (American Association for the Advancement of Science [AAAS], 1990). A persistent preoccupation with difference is evident in titles of Science Education articles published over the years, such as, "The inner city child: An attempt to improve his problem solving skills" (George & Dietz, 1971), "Adapting science instruction in New York City junior high schools to the needs of Puerto Rican pupils" (Sanguinetti, 1961), and "Teaching science to defective delinquents" (Schuyler, 1940). ...
Science achievement is often taken for granted as itself the inequality that must be remediated to permit greater social equality, access, and inclusion. Where prior critiques of Science-for-All reforms invoke a divide between policy rhetoric and classroom reality, I argue that policy is not mere rhetoric. Education policy actively produces typologies of students and science curricula as authorized by inherited metrics of science achievement. This chapter historically examines how science achievement emerged as a psychological category and calculable attribute in the early twentieth century. The design and calibration of these early tests drew upon sociological taxonomies, religious hierarchies, and cultural distinctions to stabilize science achievement as both a criterion of the ideal American citizen and a universalized standard of comparison. Juxtaposing this history with current U.S. and international policy reports, I argue that today’s efforts to include “diverse groups” by closing science achievement gaps retain expectations about the desired future citizen that inadvertently marginalize those projected as outside these norms.
... Así, iniciamos con la postura cientificista donde se aprecian muchos debates de los cuales nos interesan aquellos relacionados específicamente con la diversidad cultural y sus implicaciones didácticas. En este caso, iniciaremos con la discusión entre Hodson (1993) y Williams (1994), reseñada, entre otros, por Molina y otros (2009, p. 113); se encuentra que el primero se preocupa por una educación científica sensible al contexto cultural, que busca no violentar las creencias de los estudiantes que no comparten la visión de mundo de la estructura conceptual de la ciencia; mientras que Williams: (…) reaccionó criticando la propuesta de Hodson, considerando (2010), reconocen que existen interacciones entre conocimientos científicos y tradicionales, éstas deben ser estudiadas e incorpo-radas a la clase de ciencias como una potencialidad en el proceso de enseñanza y aprendizaje. ...
El presente artículo es un reporte de investigación, se pregunta por las concepciones de los profesores y la forma como ellas son reconocidas en el proceso de enseñanza que realizan. Como eje central de la reflexión teórica se desarrolla, en términos educativos, el concepto de “Etnocentrismo epistemológico”; que se fundamenta en reflexiones sobre la ciencia y en la elucidación del significado del cientificismo el universalismo del conocimiento científico y la exclusión del otro, con el fin de generar referencias para desnaturalizar la exclusión de epistemes alternativas . La metodología es de tipo cualitativa, y se desarrolló mediante la aplicación de una entrevista construida con base en cuatro situaciones (ver anexo). Los datos se construyeron a partir de la entrevista realizada a la profesora Sandra. La interpretación se realizo con minimo tres integrantes del grupo de investigadores tomando en cuenta cinco dimensiones (histórica, política, educativa, diversidad epistémica y ecocultural). Se encontró que la concepción de la profesora se fundamenta en una crítica epistemológica y ética Se concluye que este resultado permite avizorar varios campos para la formación inicial y continuada de profesores y profesoras, basada en una fundamentación sobre la ciencia, sus múltiples, bases culturales y su enseñanza, entendida como una relación entre culturas, y la conceptualización, desde el punto de vista antropólogico y sicológico, de la diversidad cultural.
... Para los autores, la importancia de este foco viene dado porque la contextualización de los contenidos, trata de problemas reales y cercanos incentivando al debate y a la incorporación de la ciencia en la elaboración y resolución de problemas. Estas situaciones contextualizadas favorecen el pensamiento crítico de la ciudadanía (Hodson 1993). En esta misma línea, Onno de Jong (2006) para trabajar en el aula una enseñanza basada en el contexto (EBC), distingue cuatros dominios de contexto y su contribución en la formación de los estudiantes, a saber: a) desarrollo personal) p.e. cuidado de salud personal); b) social y de la sociedad (p. ...
El propósito de este estudio fue analizar las limitaciones, posibilidades y condicionantes de una secuencia cuyo foco es la contextualización de los contenidos, abordando problemas reales y cercanos, permitiendo al estudiante poner en práctica la teoría en situaciones auténticas, promoviendo el pensamiento crítico y la argumentación científica, en estudiantes de Educación Media Técnico Profesional. Se trabajó con una muestra de 50 estudiantes (14-17 años) de un establecimiento educacional que imparte las carreras de Químico Industrial y Explotación Minera. La recolección de datos proviene de las actividades desarrolladas por los estudiantes respecto al el contenido de reacciones químicas bajo el contexto minero, para promover el desarrollo en la argumentación científica. Los resultados muestran que un alto porcentaje de los estudiantes, logran seleccionar una conclusión en base a pruebas y utilizar información de carácter disciplinar, socio-político, ético y ambiental al momento de elaborar una argumentación científica en un juego de roles.
... Öğretim süreçlerinin temel hedefleri arasında bireyin toplumla uyum sağlaması için gereken niteliklerin kazandırılmasının yanında, toplumun ihtiyaç duyduğu nitelikte bireylerin yetiştirilmesinin de yer aldığı söylenebilir (Hodson, 1993). Bu bakımdan öğretim süreçlerinde öğrencilerin programda belirtilen bilgi ve becerileri kazanmalarının yanında ilgi ve yetenekleri doğrultusunda kariyerlerini yapacakları mesleklere yönlendirilmesinin önemi ortaya çıkmaktadır (Gray ve O'Brien, 2007). ...
Bu kitap eğitim alanında özellikle fen, matematik ve bilgisayar
eğitimindeki çalışmalara detaylı ve güncel bir genel bakış açısı sağlar.
Kitap, özellikle fizik eğitimi, kimya eğitimi, BT eğitimi, uzaktan eğitim,
Stem eğitimi, matematik eğitimi geometri eğitimi vb. Öğretmek ve
öğrenmek başta olmak üzere Eğitim alanına odaklanan çeşitli yönlerden
eğitici makaleler sunmaktadır. Kitap on altı bölüm ve 437 + sayfalık
çalışmadan oluşmaktadır. İlk bölüm “Fizik Öğretmenlerinin Zaman
Algıları ile Tükenmişlik Düzeyleri Arasındaki İlişkinin İncelenmesi”,
sonraki bölüm “Lise Öğrencilerinin STEM Alanlarına Yönelik Kariyer
Yönelimleri: İlgileri, Algıları ve Tutumları”. Sonraki bölüm başlığı:
“Elektrik Yükleri ve Elektriklenme İle İlgili Drama Etkinlikleri”, ve diğer
bölümler sıra ile “Eğitim Fakültesi Öğrencilerinin Akran Öğretimi
Yöntemine Yönelik Tutum ve Görüşler”, “Öğretmen Adaylarının Kimya
Benliklerinin İncelenmesi”, “Lise Öğrencilerinin Modellerin Doğası
Hakkındaki Görüşleri”, “MOOCs Platformlarını Araştırma ve Özelde
KHAN Akademi Örneği”, “ARCS Motivasyon Modeli ve Öğe Gösterim
Teorisine Dayalı Yaklaşımın Öğrencilerin Çokgenler ve Üçgenler
Konusundaki Başarı ve Yanlış Kavramaya Etkisi”, “Kepler’in Platonik
Aşkı (STEM Ders Planı Örneği)”, “PUD-ICT Entegrasyon Modeline
Göre Geliştirilen Öğretim Uygulamalarının Akademik Başarı ve
Motivasyona Etkisi: 6. Sınıf Matematik Örneği”, “Ortaokul Sekizinci Sınıf
Öğrencilerinin Van Hiele Geometrik Düşünme Düzeyleri ve Uzamsal
Yetenekleri”, “Matematik Derslerinde Öğrencilerin Matematiksel
Düşünme Becerilerine Odaklanma: Bir Literatür Taraması”, “Matematik
Öğretmeni Adaylarının Fonksiyonlar Konusundaki Kavram
Yanılgılarının Belirlenmesi Üzerine Bir Karşılaştırma Çalışması”,
“Üstün Yeteneklilik” Kavramını Yeniden Ele Alma: Geldiğimiz Nokta ve
Yöneldiğimiz Nokta”, “Ortaokul Öğrencilerinin Bilimsel Muhakeme
Becerilerinin Geliştirilmesinde Süreç Odaklı Rehberli Sorgulayıcı
Öğrenme Ortamının Rolü” ve “Akademisyenlerin Gözünden Uzaktan
Matematik Eğitimi”dir. Kitaptaki bölümlerde yapılan araştırmalar ve
sonuçları, etkinlikler, karşılaşılan sorunlar ve çözüm önerileri ve
araştırmacıların deneyimleri yer almaktadır. Bu nedenledir ki kitap
özellikle eğitimciler, araştırmacılar, akademisyenler, lisansüstü
öğrenciler, öğretmen adayları, öğretmenler ve okul liderlerinin kendi
gelişimleri için bilgilendirme ve yapılacak yeni çalışmalara referans olma
niteliğindedir. Eğitimcilere, araştırmacılara, akademisyenlere, lisansüstü
II
öğrencilere, öğretmen adaylarına, öğretmenlere, okul liderlerine ve
politika yapıcılara önerilerde bulunmaktadır.
Aralık, 2020 Prof. Dr. Hülya GÜR
Balıkesir Üniversitesi
... Thus, the agenda of access and equity invoked in the social justice perspective in science education involves varying entry points including epistemological concerns, e.g., the integration of other knowledges (multiscience approach) in the science curriculum and research on science education (Aikenhead & Jegede, 1999;Cajete, 1999;Gitari, 2003Gitari, , 2006Hewson, 2015;Hodson, 1993;Kim et al., 2017;Ogunniyi, 1988Ogunniyi, , 2011; race, diversity, and social conditions of learning science in urban settings (Atwater, 2010;Barton & Tan, 2018;Emdin, 2011;Roth & Lee, 2004); appropriation of school science in everyday life, informal education, and care for the environment and ecosystems (Dawson, 2017;Burke et al., 2018;Pedretti & Nazir, 2011); disrupting of the neoliberal agenda in STEM (Alsop & Bencze, 2012;Ellison & Allen, 2018;Carter, 2005;Kumashiro, 2018). Work on social justice is evident in other STEM disciplines: technology and engineering (Ezeife, 2016); Mathematics (Dahl, 2008;Esmonde, 2014;Ezeife, 2016;Gates & Jorgensen, 2009;Varghese & McCusker, 2006). ...
This paper discusses Kenya’s proposed STEM curriculum in the context of the new education system. The new education system aims at socioeconomic development following Kenya’s Vision 2030 and the United Nations Sustainable Development Goals (SDGs). The paper refers to social justice perspectives to discuss strengths and weaknesses of the proposed STEM curriculum. Our exploration of the reform documents led to the question: Has Kenya got the means to benefit from the progressive reform ideas given meagre resources and local worldviews that might conflict with the scientific/STEM worldview? In response to this dilemma, the paper suggests innovation centres or do-it-yourself centres akin to makerspace activity, as one way to engender the development of endogenous science/STEM. Setting endogenous science/STEM as the framework for the proposed STEM curriculum is likely to seamlessly address the socioeconomic goals as stipulated for the new education system.
... • Scientism: Science is the way of knowing; it is the perfect discipline (for critical reviews, see, e.g., Eastman 1969;Hughes 2012;Poole 1995;or Settle 1990; for supportive views, see, e.g., Harris 2011or Hawking 2003). • Cultural view: Science is embedded in a social, historical, and psychological context which affects all that goes on in science (e.g., see Cobern 1991b;DeWitt 2010;Fuller 1991;Harding 1993;Hodson 1993). • Pragmatic view: This view point understands science to be a complicated affair that cannot easily be reduced to one or even a few simple descriptions (e.g., see Loving 1991Loving , 1992Cobern and Loving 2008). ...
To engage individuals in thinking about the nature of science, a subject that many may find obscure and esoteric, a good introduction is a necessity. This chapter presents a learning game called The NOS Card Exchange, originally developed in 1991 (Cobern 1991a), which has been found effective in arousing student and teacher interest in the philosophy of science. Here we describe the materials needed for the game and how the game is set up and played. There are many thoughtful articles in the literature stressing the need for philosophically literate teachers of science at all school levels (e.g., Allchin 2013; Erduran and Dagher 2014; Andersen et al. 1986; Hodson 1985; Machamer 1998, 2002; Matthews 2015; Martin 1979), and for many years textbooks used in science and science teaching method courses have contained some material on this important topic. Nevertheless, science educators in the past have been concerned that an acceptable level of philosophical sophistication was not being reached within the ranks of science teachers, and consequently are concerned about views toward the nature of science promoted in the classroom (e.g., Shymansky and Kyle 1986). In 1988, Duschl summarized the classroom situation by saying that “the prevailing view of the nature of science in our classrooms reflects an authoritarian view; a view in which scientific knowledge is presented as absolute truth and as a final form” (p. 51; also see Duschl 2008). This view is called scientism, and one purpose for teaching the nature of science is for guarding against scientism. Nevertheless, concerns about teachers’ understanding of the nature of science and about the epistemology and philosophy of science persist (Matthews 2015). This is a problem because as we learn more about students’ worldviews, we begin to understand how the scientistic view extinguishes students’ nascent interest in science (Cobern 1991b, 1996). Moreover, those students who do accept the scientistic view are likely to become disenchanted with science later as science fails to achieve the unrealistic expectations accompanying a scientism orientation. Furthermore, failing to understand the epistemology and philosophy of science may exacerbate doubts pertaining to controversial areas of science such as evolution (NAS 1998) and climate change (Carter and Wiles 2014). The challenge is how to teach the philosophy of science to teachers with greater effectiveness.
... (CAN-DAU, 2008) Uma das críticas mais contundentes à educação científica é a de que ela tem marginalizado uma grande parte dos estudantes, especialmente as minorias e as pessoas de culturas não ocidentais. (AIKENHEAD, 1997;COBERN, 1998;HODSON, 1993;PEDRETTI;NAZIR, 2011) Assim, mais uma razão para incorporar a abordagem multicultural crítica como um princípio para a educação CTSA, com a utilização de QSC, reside em seu potencial de ser a ciência mais acessível a um maior número de estudantes e, além disso, dar conta da diversidade de perspectivas representadas na sala de aula. O diálogo entre perspectivas distintas em sala de aula pode ter, além disso, uma consequência particularmente importante no mundo contemporâneo: a criação de condições para que os estudantes compreendam que, não obstante tenham suas maneiras de entender o mundo, é fundamental nutrir uma capacidade de dialogar com outras perspectivas, entendendo que, mesmo que não acreditem nelas, elas são dignas de crença e, assim, é natural que outras pessoas estejam comprometidas com elas. ...
... Accordingly, the exploration of multicultural science learning is required that brings students' prior knowledge into the classroom. In many cases, the cultural aspect of the multicultural science context is important because it plays a role in providing valuable scientific knowledge and is also a pedagogical bridge linked mainly to multicultural students of science (Atwater and Riley 1993;Hodson 1993;Stanley and Brickhouse 1994). The relevant approach to this goal is by developing culturally sensitive curricula and teaching methods that integrate indigenous knowledge-and the variety of different cultural views-into the science curriculum (Aikenhead and Jegede 1999). ...
Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from traditional Western science. Futhermore, it introduces different perspectives on nature and the human in nature. Coming basically from a Western perspective on nature and science, the paper analyzes the literature in science education focusing on research and practices of integrating indigenous knowledge with science education. The paper suggests Didaktik models and frameworks for how to elaborate on and design science education for sustainability that takes indigenous knowledge and related non-Western and alternative Western ideas into consideration. To do so, indigenous knowledge is contextualized with regards to related terms (e.g., ethnoscience), and with Eastern perspectives (e.g., Buddhism), and alternative Western thinking (e.g., post-human Bildung). This critical review provides justification for a stronger reflection about how to include views, aspects, and practices from indigenous communities into science teaching and learning. It also suggests that indigenous knowledge offers rich and authentic contexts for science learning. At the same time, it provides chances to reflect views on nature and science in contemporary (Western) science education for contributing to the development of more balanced and holistic worldviews, intercultural understanding, and sustainability.
... For the theorists, the education system is a -political act inseparable from the material and ideological circumstances in which students are positioned‖ (Hodson, 1993, p. 777). It produces and reproduces inequalities based on differences in gender, religion, economic background, class, race, or ethnicity (Hodson, 1993). ...
This study was designed to examine the contribution of teacher education curricula to prospective teachers’ multicultural competence development in Ethiopia. The major sources of data were prospective teachers and teacher educators of the three randomly selected Teacher Education Institutes in the three Ethiopian Universities. Forty-five teacher educators and two hundred forty prospective teachers were selected from eighty-two teacher educators and five hundred seventy three prospective teachers of the 2011/2012 academic year cohort using proportional random sampling technique to fill in the questionnaire. Fifteen prospective teachers and fifteen teacher educators were also selected for interview using purposive sampling technique. Course guidebooks of the pre-service teacher education program were selected using purposive sampling technique. A placement school guidebook of the pre-service teacher education program was also selected using comprehensive sampling technique. Data were collected through questionnaire, interview, and document analysis. The data collected through the questionnaire were analyzed using percentage, correlation and one sample t-test. Document analysis and interview data were reported in words following themes made vis-à-vis the research questions of this study. The findings of the study pointed out that the course and placement school guidebooks reviewed seem to have given adequate emphasis to attributes of multiculturalism. Questionnaire data proved that prospective teachers have adequate multicultural knowledge, attitude, and skill. Similarly, interview results confirmed that the teacher education curricula made prospective teachers capable of knowing multicultural issues but failed to produce graduates who are capable of exhibiting the skill of managing the culturally different people. It is further proved that collaboration between prospective teachers and staffs of Teacher Education Institutes and placement schools, and students’ parents appear to have been brought the required multicultural knowledge, attitude, and skill to prospective teachers. However, the study findings noted that prospective teachers’ interaction with students’ parents, officials of the respective universities where the sample Teacher Education Institutes reside seem to have been infrequently made. It is noted that the training at Teacher Education Institutes seem to have been conducive to expose prospective teachers with the basic attributes of multiculturalism. Moreover, questionnaire data proved that teacher educators appear to have adequate knowledge, attitude and skill of multiculturalism. However, interviewed teacher educators confirmed that practicing the knowledge they have about multiculturalism is still doubtful. The findings further proved that learner-centered knowledge construction philosophy is at its infant stage both at Teacher Education Institutes and placement schools. In light of these findings, the respective Teacher Education Institute decision makers, teacher educators, prospective teachers, and the community in general shall work towards having a Teacher Education Institute community that could create diversity fair institutional environment. Moreover, teacher educators shall integrate their knowledge of diversity in the nation at large into their day-to-day instructional activities. To make prospective teachers well versed with the issue of diversity, every teacher educator shall consider him/herself as a multicultural teacher and shall work towards acquainting prospective teachers with basic diversity issues in Ethiopia using experience sharing strategies as an integral part of the actual teaching-learning process. Moreover, teacher educators shall work towards increasing prospective teachers’ skill of managing the culturally different people during subject delivery by being exemplars. Last, placement school officials and woreda education officers shall create conducive environment for frequent interaction between placement school teachers and students’ parents in particular and the nearby community in general.
... (Cheon, 2006;Hodson, 1993). 지식정보산업의 발달 초기에 Simon(1977) (Plummer, 2014). ...
... 달리 말하면 지금과 '다른', 지금보다 '더 나은', 지금에서 '새롭게 가능한' 대안을 생성해 내 는 데 필요한 능력이라 할 수 있다 (김영채, 1998 (한종하, 1978), 과학적 사고력의 표현 도구로서 글쓰기를 활용하면 사고가 분명하고 정 교해진다는 연구결과가 있다 (Hodson, 1993 (1) 세 과학자들의 생각을 요약․정리하시오. ...
... Con respecto a la aproximación entre concepciones de los profesores y la diversidad cultural, muestra una síntesis de trabajos que caracterizan las concepciones de los profesores y define tres tendencias de trabajos sintetizados, las concepciones epistemológicas de los profesores, con trabajos realizados por Porlán, Rivero y Martín (2000); Harres (1999); Koulaidis y Ogborn (1989); Brown et al., (2006); la tendencia ciencia y enseñanza de los profesores con los trabajos de Porlán, Rivero y Marín (2000); la perspectiva contextual que comprende la situada con trabajos como los de Barnett (2001); Wells (1998), las contextuales culturales con trabajos como los de Aikenhead y Huntley (2000); Smolen (2006);Sawyer (2000); Rudolph (2003); , también en , se enuncia que existen investigaciones, sobre las concepciones de profesores como la de Porlán y Martin (1996), en donde se indica que el conocimiento del profesor puede estar compuesto de múltiples relaciones, y que existen estudios en donde se explica que las concepciones no son causa de cierta práctica docente como en Hodson (1993) citado por Fernández (2000) y la de Prawat (1992), otras investigaciones indican que hay una relación estrecha entre las concepciones de los profesores y sus propuestas de enseñanza, como lo enuncia referenciando los trabajos de Tobin y Mcrobbie (1997);Fernández (2000); Smith (2000) y Porlan et al., (2000). ...
Visión anglosajona sobre la relación educación y ambiente en el contexto universitario
Yamile Pedraza-Jiménez
William Manuel Mora Penagos
Este texto nace como parte del proyecto de tesis doctoral La interdisciplinariedad en un proceso de ambientalización curricular en la Universidad Pedagógica y Tecnológica de Colombia de la línea de Inclusión de la Dimensión Ambiental en Educación en Ciencias del Doctorado Interinstitucional de Educación de la Universidad Distrital Francisco José de Caldas. Busca describir la visión anglosajona sobre la relación educación y
ambiente en el contexto universitario encontrada en la revisión de antecedentes de algunos textos en literatura inglesa existentes en handbooks. La visión anglosajona del campo ambiental en educación, conocida comúnmente como Educación para el Desarrollo Sostenible (eds) es un enfoque que todo investigador de la Educación Ambiental revisa para reflexionar la pertinencia o crítica de su aplicación. A la eds se le ha dado gran importancia desde los diferentes organismos internacionales del campo ambiental como una visión que determina rutas políticas globales y locales, tal como
se evidenció al establecer la década de la Educación para el Desarrollo Sostenible (2005-2014 unesco), hecho que hace que sea un referente conceptual y teórico a ser analizado para la toma de decisiones cuando una universidad decide asumir un compromiso ambiental en otros contextos como el latinoamericano.
... Já uma prática docente promotora de um contexto de consenso está baseada na crença de que os conflitos entre pressupostos da ciência e os de outras formas de conhecimentos podem ser superados sem diálogo, acabando por não destacar, problematizar e valorizar as diferenças, o que implica em sínteses ou assimilação de uma pela outra. Para maiores detalhes, tais categorias foram baseadas nos trabalhos de Candau (2000), Cobern e Loving (2001), El-Hani e Mortimer (2007), Lopes (1999) El-Hani e , Forquin (2000), Hodson (1993), Matthews (1994) e Ogawa (1995. ...
O presente trabalho analisa episódios de ensino em que o conhecimento religioso e o conhecimento científico aparecem como explicações alternativas para o mesmo tópico, buscando identificar que tipo de relação entre ciência e religião o discurso docente pode promover. São analisadas interações discursivas produzidas ao longo de uma sequência didática sobre Teoria Darwinista de Evolução. A análise das interações discursivas é feita através de uma estrutura analítica que integra a ferramenta analítica de Eduardo Mortimer e Phil Scott com as ideias de Jay Lemke a respeito dos tipos de atividades e estratégias de controle do discurso em sala de aula. A relação entre a ciência e religião é interpretada, tendo em vista as diferentes posições epistemológicas, políticas e éticas que permeiam o debate sobre diversidade cultural no contexto escolar. Entre os cinco episódios analisados, houve o predomínio de uma abordagem comunicativa de autoridade, com a professora utilizando-se de estratégias de silenciamento do discurso discente ou valendo-se do que tinham a dizer apenas do ponto de vista da ciência. Também não foram observadas tentativas de demarcar as fronteiras entre os diferentes conhecimentos, nem mesmo explorar os argumentos de cada um deles, destacando, por exemplo, os diferentes critérios de validação e aplicação social dos saberes. Não favorecendo, portanto, o desenvolvimento de uma prática docente intercultural, pluralista, promotora de um contexto de conflito, de uma ética da coexistência e de uma autonomia moral, conforme referenciais utilizados. Estes resultados indicaram que esses aspectos definidores, em nossa perspectiva de um ensino multicultural, se configuram como um grande desafio para docentes de ciências, e que considerar as interações discursivas no planejamento pedagógico parece ser fundamental neste sentido.
... Para que as diversas visões de mundo possam ser discutidas nas sala de aula de ciências, a pertinência da demarcação de outras formas de conhecimento oriundas de outros contextos sociais deve ser levada em conta. Hodson (1993) afirma que a cultura retratada nesse espaço é exclusivamente da ciência ocidental moderna, mesmo que algumas orientações curriculares apontem para a necessidade de os estudantes reconhecerem a contribuição que as diferentes perspectivas culturais trouxeram para o desenvolvimento da compreensão da ciência. Para o autor, na maior parte das salas de aula de ciências, essas questões raramente são discutidas. ...
A relevância do ensino da evolução biológica se alicerça na centralidade do tema que é considerado preponderante para a construção dos conhecimentos biológicos. Apesar do caráter fulcral, a evolução biológica é bastante controversa como temática nas aulas de ciências, fazendo com que muitos professores se esquivem de ensiná-la. Diante das dificuldades inerentes ao processo de ensino e aprendizagem da teoria evolutiva, especialmente da evolução humana, o presente trabalho busca identificar o grau de aceitação de jovens estudantes cristãos acerca de tópicos que refletem explicações científicas para a origem do homem. O estudo de natureza quantitativa teve a coleta de dados realizada por meio de um questionário numa escala Likert de quatro pontos, aplicado a 1916 estudantes na faixa etária de 15 anos. Os dados apontam que a rejeição dos estudantes em relação à evolução humana como um todo, principalmente pelos estudantes evangélicos, visto que apresentaram níveis mais baixos de concordância com o item, leva a acreditar que, muitas vezes, em sala de aula, a explicação científica sobre a origem do homem contraria a visão de mundo religiosa dos estudantes.
... Although science is often misrepresented as an unbiased knowledge-seeking enterprise that objectively seeks universal truths about the natural world (Hodson, 1993;Walls, 2014), critical science studies scholars and scientists of color continue to demonstrate the ways in which science policies and practices have been informed by and inform racism. For example, White science institutions and scientists systematically have guarded the boundaries of science through gatekeeping mechanisms such as excluding the perspectives of communities of color and/or coopting the scientific work of people of color while erasing their contributions (Harding, 1993;Malcom, 1990). ...
While current science teacher education frameworks designed to support high‐quality teaching have the potential to promote equitable science learning, they do not substantively engage with how racism organizes science teaching and learning. In this critical qualitative inquiry grounded in critical race theory and sociopolitical perspectives on teaching and learning, I analyzed the contradictions that emerged in science teaching practices that were both intended to support Student of Color science learning and engaged science‐specific colorblind ideologies. The critical race theory analysis demonstrated how science teaching practices such as connecting to students’ experiences, creating interests in science, representing scientists as role models, and scaffolding doing science maintain unequal racialized power relations between students and science when historical and contemporary legacies of racism are not directly confronted. I also propose a science teaching practice of “grappling with racism” as a possible transformative solution to disrupt racism in and through science teaching.
... Contemporary views of science and science education (Allchin, 1999b) recognize this value-laden quality, whereas more traditional and strong positivist perspectives tend to deny the role of values in doing science (cf. Glasson & Bentley, 2000;Hodson, 1993). Carrier (2013) addressed the anomaly between traditional and contemporary views in science by analyzing objectivity within a pluralistic framework of epistemic values. ...
Science inquiry is an important part of educational reform focusing on improvements to pedagogy. Developing students' capacities and understandings about the design and conceptualization of scientific research informs contemporary curriculum and teaching practices. Although objectivity is regarded as a fundamental aspect of scientific research, limited studies in school contexts have considered how students generate objectivity during situated classroom practices of science inquiry. A cognitive view of objectivity informs existing research, neglecting the localized production of objectivity during classroom practices and associated emotional experiences. To inform understandings about objectivity, we adopt an ethnomethodological orientation for understanding students' situated practices during science inquiry tasks. Transcripts produced from video recordings of group interactions are collected into salient episodes using ethnomethodological conventions. We extend beyond the fine‐grained ethnomethodological description to analyze transcript data by drawing on a theoretical perspective from the microsociology of emotion. Outcomes include an understanding of how objectivity came to exist through the dialectic relationship between objectivity and subjectivity that are linked via emotional experience. Suggestions are provided to inform future research investigating relationships between emotion, objectivity, student identity, and learning in different science inquiry contexts.
Introductory biology courses at most colleges and universities have two components: a lecture and a lab. However, for students who are not majoring in biology and taking the introductory course as part of their general education requirements, the distinct role of the lab has not been clearly articulated. We performed an online modified-Delphi study of student learning outcomes (SLOs) for non-majors biology. We engaged 73 biology faculty experts from institutions across the US in four iterative rounds to identify, rate, discuss, and re-rate ten SLOs for non-majors biology labs on the dimensions of importance, feasibility, and distribution of responsibility between lab and lecture. On average, the panel achieved consensus around eight SLOs as “important.” All of the SLOs were rated as “feasible” under optimal teaching and learning contexts, but the panelists noted that current institutional constraints render some as less feasible. Our analysis suggests that labs share many SLOs with lectures, but there are also some SLOs that are unique to the lab. Our study provides recommendations for coordinated strategies and efforts between lecture and lab activities to promote more rigorous learning and better attainment of those outcomes.
Statistical literacy is essential to people of modern era. However, research has shown that students often hold misconceptions when they study statistics. Although two-tier diagnostic instruments have been developed for diagnosing and exploring students’ misconceptions in other fields of science, few are availble in statistics education. Therefore, the main purpose of the current study was to develop a two tier diagnostic instrument: Two-tier Diagnostic Instrument about Correlation Misconceptions (TDICM). This instrument was adopted to analyze the responses of 982 12th-graders who had taken statistics courses to “correlation”, and to explore the types, universality, and possible causes of such misconceptions in correlation. The research results showed that: (a) TDICM has satisfactory levels of difficulty, internal consistency reliability, and discrimination; (b) most participants do not have good comprehension of “correlation” concepts. Although some were able to answer the questions correctly in the first tier of TDICM, they failed to do so in the second tier due to lack of comprehensive understanding of correlation; (c) students’ responses in the two-tier model indicated that there are 14 correlation misconceptions universally held by the participants; (d) seven of the 14 misconceptions has been discussed in the literature, and others were identified in this study. Furthermore, the possible causes of these misconceptions and the implications in education were discussed. Finally, this study provided some suggestions to the application of two-tier diagnostic instrument and the correlation misconceptions in statistics education.
El presente es un avance de una investigación más amplia denominada Percepción y Participación Ciudadana para una Cultura Científica en el estado de Jalisco (México),1 el propósito de este documento es compartir la experiencia de investigación y algunos hallazgos en cuanto a la percepción social de la ciencia y la tecnología se tiene en el Municipio de Guadalajara. Se conforma de cinco partes, en la primera se describe brevemente sobre la importancia de la ciencia así como algunos de los problemas que se puede presentar a partir de tener una visión descontextualizada de la ciencia, en la segunda evidencia el cómo a partir del 2001 la percepción pública de la ciencia y la tecnología se ha convertido en un objeto importante a investigar en Iberoamérica; la tercera hace énfasis en el enfoque y el proceso metodológico seguido en la investigación, para cerrar con la cuarta parte en la que se presentan algunos hallazgos sobre la misma.
The purpose of education is to understand and help address local and global problems to better society and the world. A key player in this endeavor should be STEM education, which has the potential to equip learners with the skills and knowledge necessary to address intersectional issues such as climate change, health and income disparities, racism, and political divisions. However, in this article we argue that despite the transformative potential of STEM education, it remains far removed from most people’s lived experiences and is detached from the real-world social, political, and economic contexts in which it exists. This detachment not only perpetuates existing inequities by failing to meet the specific needs and reflect the experiences of these communities, but it also hampers STEM education’s capacity to address the very local and global problems it is purported to solve. By remaining removed from the tangible, real-world contexts in which it exists, STEM education cannot fully harness its potential to better humanity. To address these issues, we propose humanizing STEM education by intentionally and explicitly grounding all work in the recognition of the inherent worth and dignity of all students, regardless of their background. We begin the article by critically examining the typically unspoken pre-existing assumptions or “agreements” that govern and dictate the norms of teaching and learning within STEM, ways of approaching framing STEM education that we often take for granted as necessary and true. We propose new agreements that expand the ways in which we think about STEM education, in hopes of making STEM education more accessible, inclusive, relevant, responsive, and reparative. Throughout, we deliberate on the notion of being human. We argue that to envision a future of humanistic STEM, one that is intentionally grounded in an ethics of care and equity for all, including the environment, it is necessary to continue to make visible and reimagine the unarticulated assumptions that underlie our current approaches to STEM education and practice.
Efforts to enhance inclusive sense-making learning contexts, in which all students from diverse backgrounds could learn science without cultural and geographic borders, have been driving forces for recent science curriculum reforms worldwide. This chapter was aimed at elucidating the current status of multicultural science content and context integration in Zambia’s high school biology curriculum materials, using Banks’ ((2016a) Multicultural education: characteristics and goals. In: Banks JA, Banks CM (eds) Multicultural education: issues and perspectives, 9th edn. Wiley, Danvers, pp 1–23; (2016b) Approaches to multicultural curriculum reform. In: Banks JA, Banks CA (eds) Multicultural education: issues and perspectives, 9th edn. Wiley, Danvers, pp 151–168) multicultural education dimensions and levels of multicultural content integration. The results revealed the following: (i) multicultural science content/contexts were integrated in these four dimensions of multicultural education in this descending order, Content; Equity Pedagogy; Prejudice Reduction; and Knowledge Construction. (ii) The level(s) of multicultural science content/context integration were in this descending order: Additive; Contributions; Social Action; and Transformation levels. These findings laid a basis for our proposed design matrix for multicultural science activities that would provide opportunities for all learners to apply their cultural knowledge and experiences in order to enhance meaningful sense-making learning contexts. It is anticipated the proposed design matrix will prove useful to science educators and curriculum designers in redesigning the science activities or tasks that can be aligned with current research-informed multicultural science curriculum models.
Terrorism is a global issue, it leads loss of lives and property. Nigeria is one of the countries that are groaning under terrorist attacks. Terrorism as an organized crime has claimed more than one million lives, property worth billions of Naira have been destroyed. Hence, this paper assesses Information Communication Technology (ICT) and terrorism in Nigeria for enhanced national security. The study adopts qualitative research methods, data were sourced secondarily through the content analysis of edited textbooks, peer- reviewed journals, and credible online resources. The study anchors on routine activity and modernization theories. Findings showed that there are lapses in the current security architecture in Nigeria; there is a lack of coordination among the existing security structures which are inadequate and archaic. The study recommends the effective application of Information Communication Technology (ICT) to checkmate terrorism. The study will be beneficial to entire citizens, government at various levels, ministries of defense, Non-governmental organizations and researchers in the field of Security and Criminology.
En el nuevo contexto de diversidad cultural en Chile, es relevante analizar las prácticas y perspectivas que los docentes de ciencias naturales y biología poseen sobre la presencia de alumnos extranjeros (AE) en sus aulas, asumiéndose una epistemología constructivista, donde la diversidad enriquece el desarrollo de actitudes de respeto y valoración, como asimismo la posibilidad de ampliar las perspectivas científicas tanto de alumnos nacionales (AN) como AE. El objetivo general de esta investigación fue averiguar el futuro existente para la enseñanza de las ciencias en aulas interculturales. Para lograr este objetivo, se realizaron dos estudios complementarios. En el primer estudio se utilizó una encuesta por cuestionario, donde se procuró averiguar las representaciones de los profesores acerca de la interculturalidad en las aulas de ciencias a 114 profesores, revelando una sobreposición conceptual entre interculturalidad y multiculturalidad. Un elevado porcentaje de estos profesores releva la importancia de evitar actos discriminatorios y considera que los AE son siempre un aporte de conocimientos a la clase de ciencias, sin embargo, esta valoración dependería de la nacionalidad de procedencia. Fueron también identificados obstáculos comunicacionales y desfases curriculares con los AE. El segundo estudio utilizó la observación de clases y la realización de entrevistas post aula a seis profesores. Se comprobó que el levantamiento de ideas previas es la principal estrategia utilizada para identificar los saberes científicos de los AE, otorgando reforzamiento positivo y oportunidades de participación similares a AE y AN, exceptuando sólo a los AE no hispanoparlantes. Las ideas científicas de los AE, dependieron del contenido disciplinar trabajado, edad del estudiante, y del nivel de contacto que mantienen con su cultura de origen. En conclusión, se puede afirmar que: en la perspectiva de los profesores es necesario incluir competencias interculturales en la formación inicial y continua de profesores de ciencias, que les permitan superar la perspectiva romántica-folclórica que poseen, y desarrollar un foco reflexivo-humanista para el trabajo con AE, donde este nuevo contexto cultural permita desenvolver una ciencia con foco intercultural que comparta los significados culturales, pero asimismo desarrolle actitudes y valoración a esta diversidad.
En esta investigación se considera que el concepto de vida puede ocupar un lugar fundamental para resolver problemáticas contemporáneas, que se caracterizan por ser fenómenos complejos, especialmente en lo que se refiere a las relaciones ecosistema- cultura - biopolítica, a la reconfiguración de las concepciones acerca del conocimiento científico y biológico en particular, al igual que de su enseñanza. De ahí que se trata entonces de identificar los elementos epistemológicos y ontológicos emergentes en las concepciones acerca de la vida, en la cosmogonía del Pueblo Muruy en La Chorrera – Amazonas que pueden contribuir a consolidar el campo de conocimiento de la enseñanza de la biología en contextos culturalmente diversos.
El desarrollo de pensamiento crítico como competencia del siglo XXI es fundamental no
solo para el estudiante de éste siglo, también es necesario para el progreso de las sociedades.
Si los seres humanos no desarrollaran pensamiento crítico probablemente no existiría
avance en ningún ámbito de la vida, ya que el poseerlo da la capacidad de razonar, tomar
decisiones adecuadas y solucionar todo tipo de problemas que se presentan en el entorno. De ahí la importancia de promover en los estudiantes de nivel Medio Superior el desarrollo del pensamiento crítico como competencia, no solo para afrontar los problemas cotidianos, sino para prepararlos para la solución de problemas que enfrentarán como futuros profesionistas de la sociedad del siglo XXI. Con la finalidad de favorecer el pensamiento crítico como competencia del siglo XXI en los estudiantes del bachillerato semiescolarizado UAQ, se desarrolló un curso B-learning de robótica educativa. Se consideró como herramienta tecnológica la robótica educativa ya que es de carácter polivalente, trans disciplinaria, dinámica y está orientada a la acción para la resolución de problemas de cualquier tipo. La metodología utilizada fue la de investigación basada en diseño (IBD), que permitió trabajar el aprendizaje basado en problemas. La evaluación diagnóstica del nivel de pensamiento crítico en los estudiantes fue medido con una prueba psicométrica, encontrando que los alumnos evaluados tienen un nivel bajo de esta competencia.
Palabras clave: pensamiento crítico, robótica educativa, B-learning, educación medio
superior.
This paper presents an overview of the procedures used to develop and validate an instrument to measure the self-efficacy beliefs of prospective elementary teachers about equitable science teaching and learning. The instrument, titled the SEBEST, was based on the work of Ashton and Webb (1986a, 1986b) and Bandura (1977, 1986). It was modeled after the Science Teaching Efficacy Belief Instrument (STEBI) (Riggs, 1988) and the Science Teaching Efficacy Belief Instrument for Prospective Teachers (STEBI-B) (Enochs & Riggs, 1990). Based on the standardized development procedures used and associated evidence, the SEBEST appears to be a content and construct valid instrument, with high internal reliability qualities. "Most probable response" plots are introduced and used to bring meaning to SEBEST raw scores.
Este ensaio teórico tem como objetivo problematizar a possibilidade de uma nova posição epistemológica sobre demarcação de conhecimentos, a partir das discussões frente às convergências e divergências entre o universalismo, o pluralismo epistemológico e o multiculturalismo crítico, a fim de compreender como essas perspectivas teóricas poderiam ser acionadas pelos/as professores/as para subsidiar diferentes práticas pedagógicas. Para tanto, apresentamos as três principais posições epistemológicas da ciência (universalismo, multiculturalismo e pluralismo epistemológico), discutimos também acerca das variações do multiculturalismo presentes na literatura nacional e internacional, e, por fim, argumentamos pelo diálogo teórico e prático entre os dois posicionamentos que se mantêm mais evidentemente em disputa – o pluralismo epistemológico e o multiculturalismo crítico, com uma nova via de discussão epistemológica. Propomos aqui a ideia de um pluralismo científico, de modo que as ciências sejam correspondentes às diversas culturas. Trata-se de questionar o termo “ciência” como metáfora do poder, confrontando a hegemonia do discurso e desestabilizando as hierarquias que foram (im)postas historicamente e são refletidas nos dias atuais.
The purpose of this chapter is to archeologically dig into the historicity and operationalization of science education’s ontological inheritance: Cartesianism. Attention is brought to how Cartesianism plays, has played, and will play an active role in the (fore)closure of response-ability. To undertake this work, I draw from a series of expert interviews with Dr. Frédérique Apffel-Marglin that unpack the historical, geographical, political, economic, and religious forces of the “birth of modernity” and reveal the ways in which this “common sense” went from being uncommon to common and continues to persist. In turn, these insights are read, through the multicultural science education debate in order to (re)open the space for responsiveness therein. In thinking with Apffel-Marglin, it is argued that the making common of Cartesianism not only (fore)closes the possible possibilities for responding to Indigenous science to-come, but also to account for and be accountable to the ontology of WMS and what it produces.
Nature of science (NΟS) is considered to be an essential aspect of science literacy. However, the incorporation of NΟS into school practice turns out to be challenging. History of science (HOS) has been repeatedly acknowledged as valuable in teaching NOS. We propose that stories derived from HOS should be introduced in class by storytelling followed by a conversation. Storytelling has been a universally successful teaching and learning method ever since humans started to communicate through speech, yet it remains intemporal and modern. By the term “storytelling” we mean the act of someone telling a story orally, live, in his/her own words. We propose story-organizing and storytelling tips for effective storytelling based on HOS. We include examples of stories that can illuminate NOS aspects, and we examine the attribution of storytelling to understanding different NOS aspects. Our research findings reveal that telling stories derived from the HOS in combination with class conversation may be a sufficient method to teach NOS, in an easy and satisfying way for the teachers to apply.
This investigation explores the role of science in teaching about diversity in schools and among pre-service teachers. Driven by the ubiquitous presence of scientific innovation and global intersections of culture, a central concern in contemporary society is preparing a diverse and highly skilled workforce. However, increasingly diverse student populations must contend with a demographically homogenous teacher force that is largely unprepared to teach them. Moreover, research on using science to teach about diversity in educational settings is sparse. Recognizing the need for an interpretive and inclusive approach for teaching about diversity issues in teacher education, the article attempts to reposition science as being central to diversity education. Thus, the selected literature addresses Critical Pedagogy and Science; Culturally Relevant/Responsive Pedagogy and Science; Multicultural Education and Science; Multicultural Science Education; and then presents a new framework, Critical Postmodern Science Pedagogy, with the aim of providing another perspective that helps to more deeply address issues of diversity in the classroom.
An area for future research in science education is that of the interaction of language, culture and science education. This paper outlines the background to current debates and development work in language, culture and science education in New Zealand, with respect to the indigenous Maori people. Concern about the participation and achievement of Maori students in science education has led to considerations of their culture (beliefs, traditions, knowledge, heritage, experiences and values) and the Maori language in science lessons. A bicultural‐only approach to science education has been discarded by Maori in favour of educating for bilingual students. Further research to inform future policy making by Maori is discussed.
An important element to the future of archaeology in the ex-Communist countries of central Europe will be the freeing of archaeological ideas from the constraints of a particular set of social theories built into the fabric of the state, as Milisauskas noted in the last ANTIQUITY (64: 283–5). This is a timely moment to look at the interference of a different set of social theories in the same region some decades ago
In most educational programs, a substantial proportion of teacher and student time is devoted to activities which involve (or lead directly to) evaluation by the teacher of student products or behavior. This review summarizes results from 14 specific fields of research that cast light on the relationships between classroom evaluation practices and student outcomes. Particular attention is given to outcomes involving learning strategies, motivation, and achievement. Where possible, mechanisms are suggested that could account for the reported effects. The conclusions derived from the individual fields are then merged to produce an integrated summary with clear implications for effective educational practice. The primary conclusion is that classroom evaluation has powerful direct and indirect impacts, which may be positive or negative, and thus deserves very thoughtful planning and implementation.
In this paper the argument is advanced that, despite the differences between the scientific and the traditional ways of viewing nature, the two systems of thought are not incompatible. This position is reached from a review of the literature and on the basis of personal findings in the area. It is hoped that the article will clarify certain areas of ambiguities and serve as a stimulus for further debate.
The significance of the process skill of observation cannot be overemphasized in the teaching and learning of school science to which the provision of explanations about natural phenomena in the world is central. The study investigated the supposition that observational skills can be influenced by students’ belief in traditional African cosmology, beliefs and superstitions. Data were collected from 319 pre‐degree science students from one of the Nigerian universities using the Traditional Cosmology Test (TCT) and the Test of Observational Skills (TOS). The results showed that students with a high level of belief in African traditional cosmology, made significantly fewer correct observations (p < 0.001) in comparison with those with a low level of belief. There is a strong possibility, as interviews with a random selection of subjects show, that traditional cosmology could have been a major factor responsible for this performance difference in observation.The results of the study have significant implications for curriculum developers and proponents of inquiry‐based science programmes in African classrooms.
This paper sketches a mood of indecision which can affect persons of goodwill in a multiethnic educational context when confronted by apparently conflicting demands for an education which satisfies the requirement for equal opportunities for women and the due recognition of the special status accorded to the moral education of women in some cultures. It concludes that the dilemma arises from a mistaken attribution of rights to entities other than individuals, and urges teachers to adopt a positive attitude towards the protection of individual freedoms.
Writing in the January 1986 issue of the Journal of Moral Education, Walkling and Brannigan draw attention to an apparent conflict between antiracist and antisexist education. They argue that antiracists, by accepting demands from sections of the Muslim community for single-sex and denominational schools, may be seen as inhibiting the emancipation of Muslim girls. We attempt to highlight the conservative implications of their argument and show, among otherthings, that it is premissed upon an impoverished understanding of both antiracist and antisexist initiatives, a simplistic and misleading portrayal of Muslim culture (and in particular family life), and a specious juxtaposition of state education as ‘transformative’ and single-sex Muslim schools as ‘transmissionist’.
Freda Hussain (ed.) MUSLIM WOMEN, London, Croom Helm, 1984, 232pp., £15.95 (h.b.)Elizabeth Warnock Fernea (ed.) WOMEN AND THE FAMILY IN THE MIDDLE EAST: NEW VOICES OF CHANGE, Austin, University of Texas Press, 1985, xii + 356 pp., n.p.Unesco, SOCIAL SCIENCE RESEARCH AND WOMEN IN THE ARAB WORLD, Paris, Unesco, London, Frances Pinter, 1984, x + 175 pp., n.p.Abdelwahab Boudhiba (trans. Alan Sheridan) SEXUALITY IN ISLAM, London, Routledge and Kegan Paul, 1985, viii + 288 pp., £25.00 (h.b.)
The education system in Botswana at junior level is at present undergoing a massive expansion and, within this programme of change, curriculum materials for ‘Nine Years Basic Education’ for all are being developed and modified. Integrated science as one of the core curriculum subjects is intimately involved in this process. The curriculum, developed from an early 1970s science curriculum imported from the UK, is seen as unproblematic and, apart from some minor changes in content, the most recent revisions are already in position in the schools. However, the study of the curriculum‐in‐action in the classrooms is revealing large discrepancies from the curriculum‐as‐planned by developers within the Ministry. It is suggested that the reasons for this are complex and are related to a combination of second‐language‐learning problems and a failure to appreciate the cultural context of learning.
The long‐running debate about the desirability of separate courses in biology, chemistry and physics versus the merits of integrated science, co‐ordinated science or combined science, the case for ‘balanced’ science within a Science for All programme, and the unresolved question of ‘process’ versus ‘product’ orientation in science curriculum design each relates to fundamental philosophical problems concerning the nature of science and scientific practice and to issues concerning the goals and practice of science education. This article examines the philosophical validity of claims for the conceptual and methodological integration of the sciences and explores the possibilities for constructing coherent science courses based on alternative integrating elements rooted in educational theory.
Discusses the constructivist view of learning which emphasizes, among others, learning outcomes which depend not only on the learning environment but also on the knowledge of the learner. Implications for science instruction are also addressed. (JN)
Describes 42 drawings made by sixth graders of scientists. Lists most common adjectives used to describe scientists. "The archetype ... is exceedingly clever, very occasionally wise, but remote, disinclined to mundane pursuits. He is the slightly sinister man in the white cost, performing chemical wonders as incomprehensible as magic." Implications discussed. (CS)
Advice and guidance for developing students' language and study skills are offered for science teachers in this book. The suggestions are intended for practicing secondary science teachers to use in helping their students to become autonomous learners. Most of the 10 chapters in this book consist of an introduction, a listing and discussion of problem areas, and suggested strategies for coping with the problems. The section on problems is primarily theoretical and draws on research and surveys as well as personal experience. The major topics addressed include: (1) the aims of science education and the teaching of study skills; (2) reading skills and materials; (3) pupils' writing; (4) worksheets; (5) teacher talk; (6) talking and listening by pupils; (7) information skills; (8) examination techniques; and (9) the teaching of language and study skills in science. Several of the chapters also contain reference lists and an appendix which provides the teacher with practical directions, forms and policy statements. (ML)
Examines the relationships and interactions between the image of science, the philosophy of science, and the philosophy of science education. Investigates the fragmentation in science and the effects of this fragmentation upon providing educationists with a theoretical support in science education. (GS)
Explored in this article are various cultural beliefs against the backdrop of the science syllabus prescribed by the Caribbean Examinations Council. Allowances for different beliefs between Caribbean islands are suggested. (CW)
This publication is one in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. Section one of this guide is concerned with science teaching in a multicultural society. Section two looks at the perceptions held by young people on the multi-cultural nature of science and offers examples of curriculum development undertaken by teachers. Section three describes efforts at two schools to develop an anti-racist and multicultural science curriculum and describes some notions of inequality in science. Section four explores teacher expectations and assumptions and their consequences. Section five examines ways to develop language in the science laboratory. Section six provides some suggestions for inservice activities. Section seven presents recommendations, publications, and a glossary. Also included are an introduction, references, and an appendix with a checklist for analyzing images in curriculum materials. (RT)
Discusses teaching science as useful knowledge, as a process, or as technology. (RH)
The various ways in which ‘racial forms of education’ have been conceptualised by policymakers and educationists is presented as a backcloth to a critique of multicultural education (MCE) and its concern with deracialised modes of analysis and strategies. This is followed by a consideration of antiracist education (ARE) and the ways in which research might assist policymakers in the enactment of non‐racist criteria in various educational settings.
The historical civilization of China is, with the Indian and European-Semitic, one of the three greatest in the world, yet only relatively recently has any enquiry been begun into its achievements in science and technology. Between the first and fifteenth centuries the Chinese were generally far in advance of Europe and it was not until the scientific revolution of the Renaissance that Europe drew ahead. Throughout those fifteen centuries, and ever since, the West has been profoundly affected by the discoveries and invention emanating from China and East Asia.
Multicultural teaching
- A Craft
Craft, A. (1986). Multicultural teaching. In J. J. Wellington (Ed.), Controversial issues in the curriculum. Oxford, UK: Basil Blackwell.
A bumpy start to science education Second report of the Commonwealth Immigrants Advisory Council
- D Hodson
- B Prophet
Hodson, D., & Prophet, B. (1986). A bumpy start to science education. New Scientist, 1521, Home Office (1964). Second report of the Commonwealth Immigrants Advisory Council, London, UK: HMSO.
Learning in science. The implications of children's science
- R Osborne
- P Freyberg
Osborne, R., & Freyberg, P. (1985). Learning in science. The implications of children's science. Auckland: Heinemann.
Sickle cell anaemia: An " interesting pathology Anti-racist science teaching
- M G Michaelson
Michaelson, M. G. (1987). Sickle cell anaemia: An " interesting pathology. " In D. Gill & L. Levidow, (Eds.), Anti-racist science teaching. London, UK: Free Association Press.
Students' thinking and the learning of science Abandoning the scientistic legacy of science education
- R Driver
- B Bell
Driver, R., & Bell, B. (1986). Students' thinking and the learning of science: A constructivist Duschl, R. A. (1988). Abandoning the scientistic legacy of science education. Science
Multiracial education in Britain: From assimilation to cultural pluralism Race, migration and schooling
- C Mullard
Mullard, C. (1982). Multiracial education in Britain: From assimilation to cultural pluralism. In J. Tierney (Ed.), Race, migration and schooling. London, UK: Holt, Rinehart & Winston.