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Cultural Studies of Science Education最新文献

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How microblogging affords conditions for realising student voices about the body and sexuality in a science education lesson 微博如何为在科学教育课上实现学生对身体和性的声音提供条件
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-06-05 DOI: 10.1007/s11422-022-10101-y
Jo Inge J. Frøytlog, I. Rasmussen, S. Ludvigsen
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引用次数: 1
A case study of whiteness at work in an elementary classroom 白人在小学课堂工作的个案研究
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-06-05 DOI: 10.1007/s11422-022-10121-8
Kristin A. Searle, Colby Tofel-Grehl, Andrea M. Hawkman, M. Suárez, Beth L. MacDonald
{"title":"A case study of whiteness at work in an elementary classroom","authors":"Kristin A. Searle, Colby Tofel-Grehl, Andrea M. Hawkman, M. Suárez, Beth L. MacDonald","doi":"10.1007/s11422-022-10121-8","DOIUrl":"https://doi.org/10.1007/s11422-022-10121-8","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"875 - 898"},"PeriodicalIF":1.2,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48058285","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: 1
Science and poetry: poems as an educational tool for biology teaching 科学与诗歌:诗歌作为生物教学的教育工具
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-05-24 DOI: 10.1007/s11422-022-10118-3
Natalia Calderón Moya-Méndez, H. Zwart
{"title":"Science and poetry: poems as an educational tool for biology teaching","authors":"Natalia Calderón Moya-Méndez, H. Zwart","doi":"10.1007/s11422-022-10118-3","DOIUrl":"https://doi.org/10.1007/s11422-022-10118-3","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"727 - 743"},"PeriodicalIF":1.2,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43632026","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: 1
Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning 拓展框架的解释功能，了解边缘化学生参与合作与学习的情况
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-05-20 DOI: 10.1007/s11422-022-10122-7
Soo-Yean Shim, Christina Krist
{"title":"Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning","authors":"Soo-Yean Shim, Christina Krist","doi":"10.1007/s11422-022-10122-7","DOIUrl":"https://doi.org/10.1007/s11422-022-10122-7","url":null,"abstract":"<p>This commentary to Ha and Kim’s article suggests three ways to expand the interpretive functions of framing to explore and support marginalized students’ participation in collaboration and learning, based on our comprehensive review of Ha and Kim’s and other relevant studies. We argue that framing can be a useful tool for (1) understanding both moment-to-moment and long-term changes in classroom communities, (2) gaining insights into students’ identity work and figured worlds, and (3) exploring the dynamics of students’ epistemological and positional perceptions. Researchers and practitioners could build on these arguments about the expansive uses of framing to foster students’ equitable interactions and productive learning in classroom communities.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"16 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140882277","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
Refocusing science professional learning: social justice at the heart 重新聚焦科学专业学习:社会公正的核心
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-05-04 DOI: 10.1007/s11422-022-10120-9
Jacqueline Horgan, Andrea Horowitz
{"title":"Refocusing science professional learning: social justice at the heart","authors":"Jacqueline Horgan, Andrea Horowitz","doi":"10.1007/s11422-022-10120-9","DOIUrl":"https://doi.org/10.1007/s11422-022-10120-9","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"907 - 913"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47098207","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
Ideas, hopes, and fears: what young adults think about genome editing, nature, and society 想法、希望和恐惧：年轻人对基因组编辑、自然和社会的看法
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-04-17 DOI: 10.1007/s11422-022-10102-x
Smillo Ebeling, Ulrich Gebhard
{"title":"Ideas, hopes, and fears: what young adults think about genome editing, nature, and society","authors":"Smillo Ebeling, Ulrich Gebhard","doi":"10.1007/s11422-022-10102-x","DOIUrl":"https://doi.org/10.1007/s11422-022-10102-x","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"745 - 764"},"PeriodicalIF":1.2,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47335924","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: 1
What will we teach the teachers? Grappling with racism in a professional development setting 我们要教老师什么？在职业发展环境中应对种族主义
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-04-09 DOI: 10.1007/s11422-022-10119-2
Lenora M. Crabtree, Preethi Titu
{"title":"What will we teach the teachers? Grappling with racism in a professional development setting","authors":"Lenora M. Crabtree, Preethi Titu","doi":"10.1007/s11422-022-10119-2","DOIUrl":"https://doi.org/10.1007/s11422-022-10119-2","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"899 - 906"},"PeriodicalIF":1.2,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47514930","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: 1
On the encounter of scientific literature with Afro-Brazilian ancestral pharmacopeias 论科学文献与非裔巴西祖先药典的相遇
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-04-02 DOI: 10.1007/s11422-021-10061-9
Pedro Vinícius Castro Magalhães do Amparo, Bárbara Carine Soares Pinheiro
{"title":"On the encounter of scientific literature with Afro-Brazilian ancestral pharmacopeias","authors":"Pedro Vinícius Castro Magalhães do Amparo, Bárbara Carine Soares Pinheiro","doi":"10.1007/s11422-021-10061-9","DOIUrl":"https://doi.org/10.1007/s11422-021-10061-9","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"795 - 814"},"PeriodicalIF":1.2,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43729632","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
Black liberatory science education: positioning Black youth as science learners through recognizing brilliance 黑人解放科学教育：通过承认聪明才智将黑人青年定位为科学学习者
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-03-27 DOI: 10.1007/s11422-022-10109-4
Monica L. Miles, ReAnna S. Roby
{"title":"Black liberatory science education: positioning Black youth as science learners through recognizing brilliance","authors":"Monica L. Miles, ReAnna S. Roby","doi":"10.1007/s11422-022-10109-4","DOIUrl":"https://doi.org/10.1007/s11422-022-10109-4","url":null,"abstract":"<p>The contributions, participation, and exploitation of Black people within science and science education are devalued within the cannon of science teaching and learning. This in part is due to the Eurocentric nature of science and education. As a result, Black youth participate in science regularly; however, it is overlooked, not recognized, and/or misinterpreted within formal learning experiences. In this qualitative case study, the authors address this tension through the oral traditions of storytelling which historicize Black excellence in science while centering the voices and engagement of youth as scientists. This work is guided by critical race theory as a means of critiquing science education and its practices. While presenting a counter-narrative to mainstream science descriptions of Black youth, the authors posit the role of liberatory science education for Black learners.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140882309","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
All that glitters is not gold: confronting race-neutral perspectives on diversity and equity across STEM curricula 金无足赤：在科学、技术、工程和数学课程中面对种族中立的多样性和平等观点
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-03-22 DOI: 10.1007/s11422-022-10117-4
Terrance Burgess
{"title":"All that glitters is not gold: confronting race-neutral perspectives on diversity and equity across STEM curricula","authors":"Terrance Burgess","doi":"10.1007/s11422-022-10117-4","DOIUrl":"https://doi.org/10.1007/s11422-022-10117-4","url":null,"abstract":"<p>In her critical analysis of a popular children’s television show which centers the experiences of a Black girl veterinarian, Sheron Mark finds that although the positioning of these identities illustrates progress vis-à-vis representation, diversity through representation further upholds whiteness. Consequently, to meaningfully engage tenets of diversity and equity in STEM formal and informal learning spaces, the sociocultural contextual factors that account for the systems of power which shape broader ideological perspectives of STEM must be acknowledged. As she calls for such a reckoning within informal and formal STEM spaces, this forum contributes to Mark’s argument by illustrating how the term “equity” is operationalized within current science reform-aligned curricula. Throughout the forum, I provide parallel examples of how such standards which implicate equity function much like diversity, thus maintaining whiteness. Returning to Mark’s charge, this forum concludes with an actionable vision for STEM learning that is truly accommodating of diverse epistemologies and identities in the pursuit of a more equitable STEM experience for youth of color.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140882181","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
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