Cultural Studies of Science Education最新文献

{"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":"<p>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 <i>CSSE</i>. 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.</p>","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}

{"title":"Evolutionary change over time: The history of history in US fundamentalist school publishing","authors":"Adam Laats","doi":"10.1007/s11422-024-10211-9","DOIUrl":"https://doi.org/10.1007/s11422-024-10211-9","url":null,"abstract":"","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":"140077026","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}

{"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":"<p>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.</p>","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}

{"title":"Towards authentic purposes for student science writing using culturally relevant pedagogy","authors":"Quentin C. Sedlacek, Karla Lomelí","doi":"10.1007/s11422-023-10203-1","DOIUrl":"https://doi.org/10.1007/s11422-023-10203-1","url":null,"abstract":"<p>A growing body of research demonstrates the value of asking students to write about science for authentic purposes. But which purposes–and, just as importantly, whose purposes–count as authentic? In this theoretical article, we review several conceptions of authentic purpose drawn from science education and literacy education and use these to question the meaning and significance of authenticity in student science writing. Next, we examine the framework of Culturally Relevant Pedagogy (CRP) and ask how it might be used to define authentic purposes for science writing. We offer an additional conception of authentic purpose, one focused on situations where students’ purposes for writing about science directly overlap with teachers’ purposes for asking students to write. We share an illustrative example from our work as teacher educators that demonstrates how CRP can focus our attention on the types of classrooms and interactions that might create conditions where students becoming increasingly likely to pursue their own purposes through writing. Finally, using CRP as a framework, we offer seven strategies that might help create such situations, and discuss their implications for science educators and science education researchers. We argue that using CRP to operationalize science writing for authentic purposes can push the field forward by suggesting new directions for research and practice.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139767135","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}

{"title":"Creative pedagogies in digital STEAM practices: natural, technological and cultural entanglements for powerful learning and activism","authors":"Kerry Chappell, Lindsay Hetherington","doi":"10.1007/s11422-023-10200-4","DOIUrl":"https://doi.org/10.1007/s11422-023-10200-4","url":null,"abstract":"<p>This paper delves deeply into the creative pedagogies which support cutting edge digital STEAM practice across primary and secondary school settings. It contextualises the research within current STEAM agendas including transdisciplinarity, and STEAM and technology and goes on to offer insight from the novel context of ocean learning to develop and extend a theorisation of creative pedagogies as entwining both creative teaching and teaching for creativity as embodied, democratic, dialogic and material processes. Intra-action between theory, praxis, nature, culture, the digital and humans enables an emergent perspective about changing the dynamics of power to develop ocean or environmental learning and related activism. Derived from research into an ocean education project, which aimed to develop students’ ocean literacy through the combined educative principles of creative pedagogies and digital technologies (Augmented and Virtual Realities), the research draws on data from six projects across primary and secondary school settings in Denmark, Spain and England. It used a ‘diffractive’ analytic technique, inspired by new materialist theory, to explore the messy mixtures of natural, cultural and technological environments that were being learned through. This involved the development of four material-dialogic assemblages each including diffractive switches. Each is presented first through a ‘piece’ which demonstrates each assemblage’s connection to the core question, followed by ‘ripples’, which briefly articulate the new learning and questions arising from that assemblage. The four assemblages cover the irresistibility of making kin, the relationships between lively bodies and virtual environments, the importance of spacetimematter in environmental edu-activism and trajectories between transience, stability and dialogic space. The paper leaves the reader/engager with a selection of prompts to highlight the research’s contribution to current STEAM agendas related to changing power dynamics, and to provoke reader/engagers’ own practices. These can include new pedagogies and activisms, as well as theoretical developments to the combined educative principles of creative pedagogies and digital technologies within STEAM education.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683891","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}

{"title":"\"I’ve felt out of place sometimes in STEM but my cultural roots say otherwise:” Latina college students’ identity conundrums and opportunities in a science research internship","authors":"Stephanie Batres Spezza, Maria Varelas, Mary V. Ashley, Desiree Batista","doi":"10.1007/s11422-023-10198-9","DOIUrl":"https://doi.org/10.1007/s11422-023-10198-9","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139270311","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}

{"title":"Exploring risk perceptions: a new perspective on analysis","authors":"Kathryn Garthwaite, Sally Birdsall, Bev France","doi":"10.1007/s11422-023-10199-8","DOIUrl":"https://doi.org/10.1007/s11422-023-10199-8","url":null,"abstract":"<p>When secondary school students were asked about the socioscientific issue of using sodium fluoroacetate (1080) poison to control New Zealand’s possum pests, they provided a wide range of responses. Their responses showed that they considered this method of control to be risky and contentious. Such contentious issues are an example of the complexity involved in using a socioscientific approach to investigate an aspect of post-normal science. This paper provides the background to and development of a new risk perceptions analysis framework that was employed to qualitatively interpret these diverse viewpoints. Four Cultural Types (<i>Nature Benign, Nature Tolerant, Nature Ephemeral</i> and <i>Nature Capricious)</i> are accommodated within this framework. Each Cultural Type has a particular view of risk that is defined using common characteristics and is differentiated by unique individual attributes. It is proposed that this framework has the potential to analyse students’ responses to this contentious issue of 1080 use. The framework could be used as an educative tool in classrooms to investigate the range of views within society about issues that involve risk. Additionally, it could be used to assist students to gain awareness of their own view as well as develop an appreciation about the differing views of risk held by other people when discussing contentious issues.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518521","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}

{"title":"Leveraging strengths of a research-practice partnership to support equitable science teaching during the COVID-19 pandemic","authors":"Rachel Ruggirello, Alison Brockhouse, Maia Elkana","doi":"10.1007/s11422-023-10196-x","DOIUrl":"https://doi.org/10.1007/s11422-023-10196-x","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272070","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}

{"title":"The role of teacher support in students’ engagement with representational construction","authors":"Line Ingulfsen, Anniken Furberg, Erik Knain","doi":"10.1007/s11422-023-10193-0","DOIUrl":"https://doi.org/10.1007/s11422-023-10193-0","url":null,"abstract":"Abstract In this article, we study the role of teacher support in a collaborative learning setting that involves students’ constructions of visual representations in the environmental education context. Despite the consensus in the field of science education research that engagement with visual representations—such as diagrams, animations, and graphs—can support students’ conceptual understanding, studies reveal that learning from engagement with visual representations can be challenging for students. Adopting a sociocultural approach, this study contributes to extant research by analytically scrutinizing the role of teacher support in learning activities that revolve around students’ construction of visual representations. The empirical basis is a science project in which lower secondary school students drew and refined depictions of the effects of anthropogenic climate change. The analytical focus is on student–teacher interactions during group-based drawing activities in which students created representations of the carbon cycle and interacted with authorized representations. The analyses revealed how students found it challenging to compare, contrast, and integrate authorized representations and, additionally, to constructively use authorized representations in the process of designing their own representations. To support students in their efforts to construct scientific meaning, the teacher oriented the students’ attention towards the salient features of representations, supported students in making sense of ‘semiotic signs’, and enabled them to link scientific concepts with detailed depictions. In addition to the different forms of support provided by the teacher, the analyses of the student–teacher interactions also reveal the teacher’s use of specific ‘talk moves’ of elaboration and eliciting. The key implications include that teachers should select representations that are sufficiently different in terms of how concepts and phenomena are depicted, and that teachers should be prepared to support students in how to compare and contrast multiple representations. Further, strategies for supporting students’ exploration of their own ideas and suggestions are essential in the dynamics between students’ self-made representations and authorized representations.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135271910","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}

{"title":"Performing legitimate choice narratives in physics: possibilities for under-represented physics students","authors":"Anders Johansson, Anne-Sofie Nyström, Allison J. Gonsalves, Anna T. Danielsson","doi":"10.1007/s11422-023-10201-3","DOIUrl":"https://doi.org/10.1007/s11422-023-10201-3","url":null,"abstract":"Abstract Higher education physics has long been a field with a disproportionately skewed representation in terms of gender, class, and ethnicity. Responding to this challenge, this study explores the trajectories of “unexpected” (i.e., demographically under-represented) students into higher education physics. Based on timeline-guided life-history interviews with 21 students enrolled in university physics programs across Sweden, the students’ accounts of their trajectories into physics are analyzed as choice narratives . The analysis explores what ingredients are used to tell a legitimate story of physics participation, in relation to dominant discourses in physics culture, and wider social and political discourses. Results indicate that students narrate their choice as based on motivations of physics being a prestigious and challenging subject, of a deep interest in and a natural ability for physics, as well as a wish to use physics for contributing to the world. While most of these affiliations to physics has been documented in earlier research, the study shows how they are negotiated in relation to social locations such as gender, class and migration history, and used to perform an authentic and legitimate choice narrative in the interview situation. Furthermore, the study reports and discusses the possibility of conceiving the role of physics in students’ lives as something beyond a “pure”, intellectually challenging, and “prestigious” subject. In contrast, and with implications for widening participation, the stories of “unexpected” physics students indicate that physics can be reconceived as socially and altruistically oriented.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022740","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}