Contemporary Education Dialogue最新文献

Understanding Graphical Literacy Using School Students’ Comprehension Strategies 利用小学生的理解策略了解图形识字法

Contemporary Education Dialogue Pub Date : 2024-06-06 DOI: 10.1177/09731849241242855

Sindhu Mathai, Parvathi Krishnan, Jaya Sreevalsan-Nair

{"title":"Understanding Graphical Literacy Using School Students’ Comprehension Strategies","authors":"Sindhu Mathai, Parvathi Krishnan, Jaya Sreevalsan-Nair","doi":"10.1177/09731849241242855","DOIUrl":"https://doi.org/10.1177/09731849241242855","url":null,"abstract":"Graphical literacy or graphicacy is a critical component of scientific literacy. Graphs are used to integrate and represent complex sets of information requiring abstraction from perceptual experience. They form essential parts of the Mathematics and Science curriculum across school curricular stages. A key to developing meaningful pedagogic practices to inculcate graphical literacy is in understanding how students perceive and comprehend features of graphs and interpret them. This study attempts to understand how children from the primary, middle and high school years, perceive and interpret information in bar and line graphs. Two hundred and twenty-nine children from four different school contexts in Grades 5, 7 and 9 were administered questionnaires and interviewed based on tasks requiring comprehension of graphs. It was found that children’s understanding of graphs was tied to the curricular progression which was significant at Grades 5 and 9. Comprehension of bar graphs with nominal data was easier compared to line graphs requiring integration of information from two dimensions and interpreting them. Further, graphs requiring preliminary levels of statistical understanding were easier to comprehend. While prior experience and facility with graphical conventions played a role, interpretation from spatial to symbolic representations posed challenges. Students did not have a clearly preferred strategy or a linear comprehension trajectory, but moved back and forth between conventions, clustering of graphical elements and written content in questions, to make meaning. Those who had performed well used various perceptual strategies simultaneously. Further, they were found to employ transformational reasoning based on a sense of ‘how things work’. It was observed that meaningful pedagogic practices at school and informal experiences outside the classroom aid graphical literacy.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"116 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141376908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social Science Teacher? Anyone  Can Become’: Examining  Professional Subject Identity of Social Science Teachers in India 社会科学教师？任何人都可以成为"：审视印度社会科学教师的专业主体身份

Contemporary Education Dialogue Pub Date : 2024-05-22 DOI: 10.1177/09731849241249321

Indira Subramanian

{"title":"Social Science Teacher? Anyone \u2028Can Become’: Examining \u2028Professional Subject Identity of Social Science Teachers in India","authors":"Indira Subramanian","doi":"10.1177/09731849241249321","DOIUrl":"https://doi.org/10.1177/09731849241249321","url":null,"abstract":"Teacher identity can serve as an important lens to examine the way teachers traverse the various demands made of them by policymakers and stakeholders in the school system, with their own perspectives of self and their work. Official narratives and curriculum documents lead to the construction of a public identity and what it means to be a ‘good teacher’ in a broad and generic sense. However, much less attention is paid to teachers’ biographical accounts of their professional identity, from a stance as practitioners of a specific subject, and their lived experiences, thereof. This article reports on a qualitative study undertaken as a pilot project for a doctoral dissertation, where six social science teachers from Mumbai and Bangalore, participated in three online focus group discussions. The framework used to analyse the data is Goffman’s dramaturgical theory of impression management. Findings reveal that social science teachers present their professional identity using reified expressions of competence, idealise social science as a subject, and seek validation of their status as teachers of a nonutility subject. These are discussed in the context of recently proposed educational reforms in India, with the recommendation that policymakers must take cognizance of this fragile sense of subject identity and an acute sense of disempowerment facing social science teachers, who are not averse to accountability measures per se, to enhance their standing.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"5 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141113259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language as a Tool for Inclusive and Equitable School Education: A Critical Review of NEP 2020 语言是促进全纳和公平学校教育的工具：对《2020 年国家教育计划》的批判性评论

Contemporary Education Dialogue Pub Date : 2024-05-16 DOI: 10.1177/09731849241253398

S. Nag

引用次数: 0

Feminist Pedagogy in Women’s Studies Classrooms: Some Critical Reflections 妇女研究课堂中的女权主义教学法：一些批判性思考

Contemporary Education Dialogue Pub Date : 2024-05-16 DOI: 10.1177/09731849241249320

Arpita Anand

引用次数: 0

New Education Policy and Higher Education Reforms in India 印度的新教育政策和高等教育改革

Contemporary Education Dialogue Pub Date : 2024-05-14 DOI: 10.1177/09731849241248876

Rajesh Bhattacharya

引用次数: 0

Seeds in the Classroom: The Place of the Arts in Education 教室里的种子艺术在教育中的地位

Contemporary Education Dialogue Pub Date : 2024-01-11 DOI: 10.1177/09731849231222657

Samina Mishra

引用次数: 0

Looking Inward, Looking Forward: Articulating Alternatives to the Current Education System for Adivasis, by Adivasis 向内看，向前看：为阿迪瓦西人阐明现行教育制度的替代方案，阿迪瓦西人著

Contemporary Education Dialogue Pub Date : 2024-01-04 DOI: 10.1177/09731849231212111

C. Jayakumar, Suganya Sankaran, P. Gangadharan

{"title":"Looking Inward, Looking Forward: Articulating Alternatives to the Current Education System for Adivasis, by Adivasis","authors":"C. Jayakumar, Suganya Sankaran, P. Gangadharan","doi":"10.1177/09731849231212111","DOIUrl":"https://doi.org/10.1177/09731849231212111","url":null,"abstract":"This article explores the conceptualisation of alternative education based on the lived realities of marginalised indigenous communities. By amplifying the voices of the Bettakurumba, Kattunayakan, Mullakurumba and Paniya communities, the article explores their vision for an alternative education system that promotes equality and justice, and the implications of such an alternative to the larger discourses on alternative education. The study foregrounds the lived experiences and perspectives of community members, utilising qualitative data gathered from focus group discussions and workshops involving 165 participants. The participants demand for an education that enables their children to navigate both their traditional environments and the modern world, fostering knowledge, dignity, character and contentment. Recognising that schools alone are inadequate, the article suggests reclaiming the village as a learning space and strengthening leadership within these communities. Furthermore, it outlines specific educational practices that can facilitate the development of a culturally relevant education system for Adivasi children.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"54 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139384642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

P. B. Suresh Babu. Democracy and Education Through the Prism of the Constitution. Chennai: P. Balagopal Foundation, 2022, 200 pp. ISBN: 978-81-954807-1-5. P.B. Suresh Babu.宪法棱镜下的民主与教育》。钦奈：P. Balagopal 基金会，2022 年，200 页。ISBN: 978-81-954807-1-5.

Contemporary Education Dialogue Pub Date : 2024-01-03 DOI: 10.1177/09731849231209603

J. Tilak

引用次数: 0

Countering Cultural Hegemony: The Bharia Community in Central India 对抗文化霸权：印度中部的巴里亚社区

Contemporary Education Dialogue Pub Date : 2024-01-01 DOI: 10.1177/09731849241231428

Yemuna Sunny

引用次数: 0

Rachel Philip, The Nation’s Got Talent: Education, Experimentation and Policy Discourses in India. London and New York: Routledge, 2023, 197 Pages, £31.19. ISBN: 978-1-003-34490-2. Rachel Philip, The Nation's Got Talent：印度的教育、实验和政策论述》。伦敦和纽约：Routledge, 2023, 197页，31.19英镑。ISBN：978-1-003-34490-2。

Contemporary Education Dialogue Pub Date : 2023-12-23 DOI: 10.1177/09731849231212598

Debarati Bagchi

引用次数: 0