Cultural Studies of Science Education最新文献

STEM learning as care work 作为护理工作的 STEM 学习

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-09-18 DOI: 10.1007/s11422-024-10223-5

Katie Headrick Taylor, Jiyoung Lee, Erin Riesland, Mack Ikeru, Leslie Rupert Herrenkohl

{"title":"STEM learning as care work","authors":"Katie Headrick Taylor, Jiyoung Lee, Erin Riesland, Mack Ikeru, Leslie Rupert Herrenkohl","doi":"10.1007/s11422-024-10223-5","DOIUrl":"https://doi.org/10.1007/s11422-024-10223-5","url":null,"abstract":"In reckoning with anti-Blackness and white hegemony in STEM, this study recommits to critical feminist orientations and explores alternative engagements with STEM education that center “matters of care” where learners are encouraged to build upon their existing values of family and collectivism to reinvigorate rather than disrupt relations with/to community. Our view of STEM learning is informed by feminist critiques of technoscience as well as sociocultural studies of learning in classrooms, homes, and community settings. These models acknowledge and value pluralism, affect, context, esthetics, and the ambivalence of labor/care in STEM learning. Within these frames, our research-practice partnership (RPP, named “STUDIO”) reported on here commits to de-centering the myth of individual accomplishment in out-of-school time (OST) STEM learning by engaging the whole scientist (in the context of their community) while also working across various explanatory frameworks. We explore these commitments through literature, showing how we were informed by extant STEM education research, and also extant critiques. Looking at our programming through a critical feminist lens of care, we found STEM learning in STUDIO to be nourishment for participants, a form of maintenance, and supporting families of choice for youth and adult facilitators. In this paper, we provide examples of these findings, as well as implications for STEM educators working in school and OST contexts.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142250343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Languaging-as-practice in science education: an alternative to metaphors of language-as-tool 科学教育中的语言即实践：语言即工具隐喻的替代方案

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-09-18 DOI: 10.1007/s11422-024-10228-0

Maricela León, Catherine Lemmi, Quentin Sedlacek, Nickolaus Alexander Ortiz, Kimberly Feldman

{"title":"Languaging-as-practice in science education: an alternative to metaphors of language-as-tool","authors":"Maricela León, Catherine Lemmi, Quentin Sedlacek, Nickolaus Alexander Ortiz, Kimberly Feldman","doi":"10.1007/s11422-024-10228-0","DOIUrl":"https://doi.org/10.1007/s11422-024-10228-0","url":null,"abstract":"This commentary proposes the metaphor of “languaging-as-practice” in science education as an alternative to “language-as-tool” metaphors. Describing language as a tool implicitly positions language as static and unchanging and assumes that named languages are distinct and bounded entities. In contrast, describing languaging as a practice acknowledges the multiple and advanced ways speakers draw on many aspects of their linguistic repertoires while often crossing purported boundaries between named languages. This approach is grounded in translanguaging theory and offers a dynamic understanding of language in educational settings. It envisions students constructing and expressing scientific knowledge by drawing on their complete linguistic repertoires. By advocating for this approach, we aim to promote practices that acknowledge and leverage the diverse linguistic backgrounds of students, fostering inclusive and effective learning environments. While this approach has gained some traction in language-education circles, we believe it needs more consideration in the science education community. We also critique the limitations of viewing language merely as a tool for reproducing predefined scientific concepts and discourses, proposing that a more expansive approach to language can enhance opportunities for scientific sense-making and knowledge construction. We urge science education researchers and practitioners to shift how we think and talk about language in the science classroom to adopt and act upon a metaphor of “languaging-as-practice.”","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142250345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“The joy of being a cause” versus “the pleasure of finding things out”: subalternity and Bildung in higher education engineering and physics "作为事业的快乐 "与 "发现事物的快乐"：高等教育工程学和物理学中的次时代性与教育体制

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-09-18 DOI: 10.1007/s11422-024-10219-1

Ronny Kjelsberg

{"title":"“The joy of being a cause” versus “the pleasure of finding things out”: subalternity and Bildung in higher education engineering and physics","authors":"Ronny Kjelsberg","doi":"10.1007/s11422-024-10219-1","DOIUrl":"https://doi.org/10.1007/s11422-024-10219-1","url":null,"abstract":"This paper will discuss the concepts of Bildung, subalternity, and physics- and engineering education and where these topics intersect and interact with one another. A central part of the concept of Bildung is educating citizens—active participators in society. At the same time, a central characteristic of subaltern groups is that their voices are not heard in society. If subaltern groups thus can be recruited into a Bildung-oriented education, their subalternness can over time be challenged, and the groups can be included as equals within society. In the study, 728 physics and bachelor engineering students are asked via a questionnaire about their motivation for their education choice to chart the potential for Bildung-oriented education within these fields. The responses are sorted through a thematic analysis. As this paper will show, the social background—class structure—differs significantly between physics- and bachelor engineering students, as do their motivations. These data along with documentation from previous research showing working-class students’ predisposition toward STEM disciplines facilitate the possibility of sketching possible paths toward Bildung for these students that at the same time can lift subaltern groups and make their voices heard.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142250346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How materialities and space–time travellings in class can breathe new life into Swedish secondary school Natural Science sexuality education 课堂上的物质性和时空旅行如何为瑞典中学自然科学性教育注入新的活力

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-07-30 DOI: 10.1007/s11422-024-10227-1

Sara Planting-Bergloo, Auli Arvola Orlander

{"title":"How materialities and space–time travellings in class can breathe new life into Swedish secondary school Natural Science sexuality education","authors":"Sara Planting-Bergloo, Auli Arvola Orlander","doi":"10.1007/s11422-024-10227-1","DOIUrl":"https://doi.org/10.1007/s11422-024-10227-1","url":null,"abstract":"In this study, we investigate the phenomenon of Swedish Natural Science sexuality education. These classes tend to provide factual knowledge, focus on the negative outcomes of sexuality, be heteronormative and include little time for discussion—like much school sexuality education across the world—and this study aims to contribute ideas about new becomings of Natural Science sexuality education. Baradian theorising was used to explore how materialities and space and time travels within the classroom can challenge often-dominant perspectives. Data were produced in a secondary school and consist of teacher-researcher discussions and participatory observations in class. A futuristic case introduced students to spaces, times and materialities that not only helped the group move beyond a medical focus but also made the sexuality education more student centred. The participating teachers suggested imaginary lust-oriented scenarios for the 15–16-year-old students as an entrance to more preventive messages in teaching. A taken-for-granted heterosexual premise was also challenged with gender-neutral words and pronouns, an exercise on how to use both condoms and dental dams, and a time travel into future possibilities for reproduction and parenting. The acknowledgement of spacetimematter intra-activity in teaching thereby enabled new becomings of Swedish Natural Science sexuality education. However, although this study suggests how dominant medical and heterosexual perspectives can be challenged, it also made visible the absence of cultural, religious, asexuality and disability perspectives in Swedish sexuality education.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Communities of practice and the elevation of urban elementary teacher discourse about critical pedagogy of place 实践社区和提升城市小学教师关于地方批判教学法的话语权

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-07-02 DOI: 10.1007/s11422-024-10221-7

Gail Richmond, Roberta Hunter, Tali Tal, Grace Tukurah

{"title":"Communities of practice and the elevation of urban elementary teacher discourse about critical pedagogy of place","authors":"Gail Richmond, Roberta Hunter, Tali Tal, Grace Tukurah","doi":"10.1007/s11422-024-10221-7","DOIUrl":"https://doi.org/10.1007/s11422-024-10221-7","url":null,"abstract":"Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching. Engaging frameworks of communities of practice (CoP) and critical pedagogy of place (CPP), this critical ethnographic study investigates how urban elementary teachers engage in discourse about critical issues of place. Additionally, the investigation seeks to understand how a CoP supports such discourse. The primary data for this study were multiple sets of researcher field notes collected from participant teachers during virtual spring and in-person summer PD. Over the course of the PD, participants shifted from viewing their outdoor teaching spaces with a deficit perspective to an asset-focused one. As they visited one another’s teaching sites, the CoP the teachers were a part of created opportunity for discourse about social justice linked to issues of place within their particular school neighborhoods. The ability of urban elementary teachers to connect social justice to issues of place and to the teaching of science has implications for countering the injustice that characterizes many urban communities in the USA and elsewhere.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141526782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Scientific culture in the normative and curriculum documents of Initial Teacher Education in Chile 智利初始师范教育规范和课程文件中的科学文化

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-07-02 DOI: 10.1007/s11422-024-10226-2

Francisco Pérez-Rodríguez, Gonzalo R. Guerrero, Sebastián Donoso-Díaz

{"title":"Scientific culture in the normative and curriculum documents of Initial Teacher Education in Chile","authors":"Francisco Pérez-Rodríguez, Gonzalo R. Guerrero, Sebastián Donoso-Díaz","doi":"10.1007/s11422-024-10226-2","DOIUrl":"https://doi.org/10.1007/s11422-024-10226-2","url":null,"abstract":"This article aims to analyze conceptual, epistemological, and didactic perspectives that contribute to the modeling of scientific culture in normative and curricular documents guiding initial teaching education in natural sciences programs in Chile. A qualitative approach was employed, utilizing thematic content analysis to inductively extract codes. These codes were grouped into the following categories: (1) Science literacy, (2) Science for citizenship, (3) Science education, (4) Teacher education and standards, (5) Teaching and learning process, and (6) Epistemological and didactic approaches. These categories provide insights to the modeling of scientific culture from the documents analyzed. The study concludes that the referenced model of scientific culture transcends deficit thinking and simplistic tendencies by incorporating sociocultural aspects, thus offering opportunities for a contextualized scientific education. While the model recognizes multiple cultural dimensions involved in the development of scientific literacy, there are noticeable inconsistencies in the epistemological and didactic aspects, indicating traces of ‘traditional’ visions in cultural and scientific education. Therefore, it is recommended that approaches nurturing the development of southern epistemologies and a scientific culture tailored to local contexts be integrated alongside global trends in teacher education.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141526783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intergenerational transdisciplinary knowing toward stewarding the land of refuge: learning through the pandemic 世代相传的跨学科知识，保护避难地：在大流行病中学习

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-06-08 DOI: 10.1007/s11422-024-10218-2

M. A. Takeuchi, Shima Dadkhahfard, M. Kopparla, Raneem Elhowari

引用次数: 0

Studying children’s small science and early engineering learning process to help shape their cultural identity in culturally valued play-based experience 研究儿童的小型科学和早期工程学习过程，帮助他们在具有文化价值的游戏体验中形成自己的文化认同

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-05-19 DOI: 10.1007/s11422-023-10209-9

Shukla Sikder

引用次数: 0

Sometimes I still do not see myself as a computer scientist: Negotiating a computer science identity as a Latina undergraduate and youth mentor 有时，我仍然不认为自己是一名计算机科学家：作为拉丁裔本科生和青年导师的计算机科学身份谈判

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-05-18 DOI: 10.1007/s11422-024-10224-4

Gislaine Martinez-Campa, Meredith Kier

{"title":"Sometimes I still do not see myself as a computer scientist: Negotiating a computer science identity as a Latina undergraduate and youth mentor","authors":"Gislaine Martinez-Campa, Meredith Kier","doi":"10.1007/s11422-024-10224-4","DOIUrl":"https://doi.org/10.1007/s11422-024-10224-4","url":null,"abstract":"This study puts forth the counternarrative of the first author Gislaine, a first-generation undergraduate student, Latina, and computer science major. Gislaine participated in a research internship and STEM mentorship program led by the second author, Meredith. Through this program, Gislaine designed and taught CS lessons to predominantly low-income, African-American middle school students over an 8-day urban summer school program. By analyzing Gislaine’s written account of her journey to CS, as well as planning documents and written reflections on her daily experiences mentoring youth, we explore how Gislaine’s intersecting social identities shape her experiences both as a CS learner and as a mentor to youth. Gislaine’s counternarrative illuminates the systems of oppression present in schools and the CS field, while also highlighting Gislaine’s transformative approaches to mentoring students in CS. Gislaine’s narratives emphasize the importance of humanizing CS and leveraging students’ strengths to promote equitable access to CS education. Through her experiences, she underscores the significance of recognizing and addressing systemic barriers, while also advocating for inclusive and empowering educational practices.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141063807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dramaturgical analysis of Boyle and Hobbes in developing NOS-based chemistry teaching materials for pre-service teachers 在为职前教师编写基于 NOS 的化学教材时对《波义耳与霍布斯》进行戏剧分析

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-05-15 DOI: 10.1007/s11422-024-10216-4

Hyunshik Ju, Seoung-Hey Paik

引用次数: 0