Cultural Studies of Science Education最新文献

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

Unveiling the production of non-participation in the primary school science classroom 揭示小学科学课堂中不参与的产生原因

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-05-15 DOI: 10.1007/s11422-024-10220-8

Ene Ernst Hoppe, H. Holmegaard

引用次数: 0

Teacher educators and environmental justice: conversations about education for environmental justice between science and geography teacher educators based in England and Brazil 教师教育者与环境正义：英国和巴西的科学和地理教师教育者之间关于环境正义教育的对话

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-05-15 DOI: 10.1007/s11422-024-10212-8

H. Gandolfi, Elizabeth A. C. Rushton, Luciano Fernandes Silva, Maria Bernadete Sarti da Silva Carvalho

引用次数: 0

Re-imagining science education research toward a language for science perspective 从科学语言的角度重新认识科学教育研究

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-05-15 DOI: 10.1007/s11422-024-10213-7

María González-Howard, Sage Andersen, Karina Méndez Pérez, Samuel Lee

引用次数: 0