Cultural Studies of Science Education最新文献_第2页

Cultural semiotic resources in young children’s science drawings 幼儿科学绘画中的文化符号资源

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-05-13 DOI: 10.1007/s11422-024-10214-6

Sabela F. Monteira, María Pilar Jiménez-Aleixandre, Isabel Martins

{"title":"Cultural semiotic resources in young children’s science drawings","authors":"Sabela F. Monteira, María Pilar Jiménez-Aleixandre, Isabel Martins","doi":"10.1007/s11422-024-10214-6","DOIUrl":"https://doi.org/10.1007/s11422-024-10214-6","url":null,"abstract":"This study aims to explore the meanings communicated by young children with visual cultural semiotic resources available in the science classroom. It is a case study in an Early Childhood Education classroom of 23 children (3–4 years old) and their teacher, all engaged in a long-term science project about snails. We focus on the analysis of two series of drawings of snails made by children a month apart, examined through two complementary lenses: comparative content and social semiotics. The findings show that, during their first year of formal schooling, children acquired a range of semiotic resources to communicate to others, which are part of their classroom culture, rather than explicitly taught. Children used these resources to construct sophisticated meanings through their science drawings, highlighting what they considered important and accounting for different modalities and categories. These results point to the importance of supporting drawing tasks in early years, as well as providing opportunities for discussing and interpreting representations. A methodological contribution of this research regards the combination of two complementary foci in the analysis of children’s drawings that allows for a nuanced examination of their learning and abilities for meaning making.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140940375","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 attitude of Korean and Indonesian scientists toward Merton’s scientific norms 韩国和印度尼西亚科学家对默顿科学规范的态度

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-05-03 DOI: 10.1007/s11422-023-10204-0

A. N. Rusmana, R. Q. Aini, Y. Sya’bandari, Minsu Ha

引用次数: 0

Treading carefully: the environment and political participation in science education 小心翼翼：科学教育中的环境与政治参与

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-04-27 DOI: 10.1007/s11422-024-10215-5

Lynda Dunlop, Lucy Atkinson, Claes Malmberg, Maria Turkenburg-van Diepen, Anders Urbas

{"title":"Treading carefully: the environment and political participation in science education","authors":"Lynda Dunlop, Lucy Atkinson, Claes Malmberg, Maria Turkenburg-van Diepen, Anders Urbas","doi":"10.1007/s11422-024-10215-5","DOIUrl":"https://doi.org/10.1007/s11422-024-10215-5","url":null,"abstract":"Politics and science are inextricably connected, particularly in relation to the climate emergency and other environmental crises, yet science education is an often overlooked site for engaging with the political dimensions of environmental issues. This study examines how science teachers in England experience politics—specifically political participation—in relation to the environment in school science, against a background of increased obstruction in civic space. The study draws on an analysis of theoretically informed in-depth interviews with eleven science teachers about their experiences of political participation in relation to environmental issues. We find that politics enters the science classroom primarily through informal conversations initiated by students rather than planned by teachers. When planned for, the emphasis is on individual, latent–political (civic) engagement rather than manifest political participation. We argue that this is a symptom of the post-political condition and call for a more enabling environment for discussing the strengths and limitations of different forms of political participation in school science.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140801071","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 importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education 在土著科学教育中，与土地和地方共同学习/在土地和地方上学习/从土地和地方学习，同时尊重互惠的重要性

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-03-19 DOI: 10.1007/s11422-023-10205-z

Stephany RunningHawk Johnson

{"title":"The importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education","authors":"Stephany RunningHawk Johnson","doi":"10.1007/s11422-023-10205-z","DOIUrl":"https://doi.org/10.1007/s11422-023-10205-z","url":null,"abstract":"Education by and for Indigenous peoples needs to focus on and honor the life-affirming notions of land- and place-based connections, our individual and collective responsibilities, reciprocity, and relationships. In todays’ school settings, redefining what ‘success’ looks like as well as supporting Indigenous identities are critical to teaching and learning in general, and for science education in particular. In contemporary schools, we, as educators, need to focus on place-based knowledges and the concept of reciprocity as being important to the learning, identities, and well-being of our Indigenous students. This is challenging because western science education often attempts to be objective, which removes context and creates barriers for Indigenous students. For this study, I worked with eight students and two faculty in an Environmental Science program at a small, private, 4-year university in the Pacific Northwest of the USA. I employed a qualitative design, consisting mainly of interviews, observations, case studies, and the sharing of stories with students and their instructors. My participants highlighted many important aspects of Indigenous science learning, learning focused on decolonization and sovereignty, and the role reciprocity plays in their lives and their educational motivation. I focus on three themes that emerged from this work: one, that land-based and place-based education, is critical for Indigenous students; two, that reciprocity must be included in how we educate our Indigenous students; and three, that decolonizing science education will include supporting both place-based learning and reciprocity.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166631","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

A science teacher’s experiences when fostering intercultural competence among students in multilingual classrooms: a narrative study 一名科学教师在多语言课堂上培养学生跨文化能力的经验：叙事研究

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-03-18 DOI: 10.1007/s11422-023-10206-y

Uma Ganesan, Amanda R. Morales

{"title":"A science teacher’s experiences when fostering intercultural competence among students in multilingual classrooms: a narrative study","authors":"Uma Ganesan, Amanda R. Morales","doi":"10.1007/s11422-023-10206-y","DOIUrl":"https://doi.org/10.1007/s11422-023-10206-y","url":null,"abstract":"Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering collaborative discourse among students with diverse cultural and linguistic repertoires and building intercultural competence among students is a common blind spot in Science, Technology, Engineering, and Mathematics teacher praxis. This can inhibit efforts to cultivate safe and supportive learning environments for all students and can ultimately threaten multilingual student success. As part of a larger study, this narrative inquiry explores the phenomenon of intercultural competence development through the lived experiences of a Midwestern secondary science teacher. Time series data were collected from the participant (11 semi-structured, in-depth, online interviews over 8 months). Field notes and artifacts served as secondary data. Informed by Michael Byram’s Multidimensional Model of Intercultural Competence, interviews were designed, conducted, transcribed, and member checked. Then, transcripts, field notes, and artifacts were coded and analyzed using Jean Clandinin and Michael Connelly’s three-dimensional narrative inquiry framework to arrive at synthesized stories of experience around coalescing themes. The findings revealed the participant utilized several strategies aimed at developing intercultural communicative competence, particularly in support of multilingual students. This paper focuses on the four themes that relate most directly to intercultural communicative competence development. The findings and implications are discussed within the context of Byram’s model and conclusions are drawn to inform current and future work in this area.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149514","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

Creationism and climate skepticism: power and public understandings of science in America 创世论与气候怀疑论：美国权力与公众对科学的理解

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-03-18 DOI: 10.1007/s11422-023-10208-w

Rebecca Catto

{"title":"Creationism and climate skepticism: power and public understandings of science in America","authors":"Rebecca Catto","doi":"10.1007/s11422-023-10208-w","DOIUrl":"https://doi.org/10.1007/s11422-023-10208-w","url":null,"abstract":"This FORUM article is written in response to ‘Evolutionary Stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum’ by Jenna Scaramanga and Michael J. Reiss published in CSSE in 2023. Starting from a sociological rather than pedagogical standpoint, the article aims to situate Accelerated Christian Education’s curriculum in relation to evolution and climate change in its broader context. This broader context comprises a national situation of Culture Wars where views on science and religion are politically polarized and morally inflected. Creationism and climate change denial/skepticism occur together and connect to right-wing politics. Climate change denial also clearly connects to corporate interests. Struggles for political, economic, ideological, and epistemic power all pertain. Reference is then made to recently collected focus group data to illustrate how non-creationist publics may also define science narrowly and inaccurately and yet still support it. The influence of evolution and climate change denialists must not be overstated. However, the harm of inaccurate, pseudoscientific education also requires examination. Nothing less than the Earth’s future is at stake, and education is a key battlefield. Science educators have an important role to play, working with patience, empathy, and awareness.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149712","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

Myths and matters of science education: a critical discourse on science and standards 科学教育的神话与问题：关于科学与标准的批判性讨论

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-03-13 DOI: 10.1007/s11422-023-10207-x

Beatrice Dias

引用次数: 0

Evolution and climate change within the political project of conservative Christian homeschooling 保守基督教家庭教育政治项目中的进化与气候变化

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-03-09 DOI: 10.1007/s11422-023-10210-2

David E. Long

{"title":"Evolution and climate change within the political project of conservative Christian homeschooling","authors":"David E. Long","doi":"10.1007/s11422-023-10210-2","DOIUrl":"https://doi.org/10.1007/s11422-023-10210-2","url":null,"abstract":"This Forum article extends themes and critical observations within Jenna Scaramanga and Michael Reiss’s article ‘Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum,’ published in CSSE. The Accelerated Christian Education curriculum is a package of homeschool units and lesson designed to underscore and support conservative Christian students, teachers, and/or parents in their mission to align their students unfolding understanding of the world within the strict cognitive bounds of fundamentalist Christianity. Within this curriculum, both evolution and climate change are presented as unreasonable and/or silly against the purported superior evidence of the inerrant ontology of (their extremely narrow interpretation of the) the Bible. Scaramanga and Reiss’s analysis frame this kind of understanding within fundamentalist Christianity as indicative of a conspiracy theory. This article extends, questions, and suggests reframing these rhetorical moves toward a more robust and straightforward question of conservative Christianity as a player within a political economy. I suggest we take such groups more seriously for their highly effective if to some perspectives silly interpretation of Biblical text. For many, this movement is simply the maintenance of white male patriarchal power via religious identity. Implications, given the ease of movement of such texts in our digital age, are drawn for the use of such curricula in many other sites around the world.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098530","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

Evolutionary change over time: The history of history in US fundamentalist school publishing 随着时间的推移而进化变化：美国原教旨主义学校出版史

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-03-09 DOI: 10.1007/s11422-024-10211-9

Adam Laats

引用次数: 0

(Re)defining expert in science instruction: a community-based science approach to teaching (重新）定义科学教学中的专家：基于社区的科学教学方法

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2024-02-10 DOI: 10.1007/s11422-023-10202-2

Symone A. Gyles, Heather F. Clark

{"title":"(Re)defining expert in science instruction: a community-based science approach to teaching","authors":"Symone A. Gyles, Heather F. Clark","doi":"10.1007/s11422-023-10202-2","DOIUrl":"https://doi.org/10.1007/s11422-023-10202-2","url":null,"abstract":"Instructional practices in science education often create dichotomies of “expert” and “outsider” that produce distinct power differences in classrooms. Building upon the idea of “making present practice” to disrupt these binaries, this paper presents select findings from a year-long study investigating two urban teachers' use of community-based science (CBS) instructional practices to create relational shifts that reframe expert and expertise in science instruction. By examining how CBS instructional practices reframe power through co-learning experiences, our findings demonstrated that teachers positioned youth as knowledge constructors through three instructional practices: (a) creating space for students to share their knowledge and experiences, (b) positioning students’ lives and experiences as assets to/within science, and (c) being responsive to assets in future lessons. We use these findings to demonstrate how CBS instructional practices support shifts in relational dynamics by creating spaces of rightful presence, where students are viewed as legitimate classroom members who contribute scientific knowledge in practice and have power in the classroom space. By relinquishing traditional boundaries in science teaching to deconstruct ideas of who holds power, we position CBS instructional practices as a means to expand educational equity by legitimizing students’ diverse sensemaking and re-mediating hierarchical structures in classroom spaces.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139767204","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