Cultural Studies of Science Education最新文献

筛选
英文 中文
The role of teacher support in students’ engagement with representational construction 教师支持在学生参与表征建构中的作用
4区 教育学
Cultural Studies of Science Education Pub Date : 2023-11-01 DOI: 10.1007/s11422-023-10193-0
Line Ingulfsen, Anniken Furberg, Erik Knain
{"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":"51 5","pages":"0"},"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}
引用次数: 0
Performing legitimate choice narratives in physics: possibilities for under-represented physics students 在物理中执行合理的选择叙述:对代表性不足的物理学生的可能性
4区 教育学
Cultural Studies of Science Education Pub Date : 2023-10-30 DOI: 10.1007/s11422-023-10201-3
Anders Johansson, Anne-Sofie Nyström, Allison J. Gonsalves, Anna T. Danielsson
{"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":"28 3","pages":"0"},"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}
引用次数: 0
Just worlding design principles: childrens’ multispecies and radical care priorities in science and engineering education 公正世界设计原则:科学和工程教育中儿童的多物种和激进关怀优先
4区 教育学
Cultural Studies of Science Education Pub Date : 2023-09-20 DOI: 10.1007/s11422-023-10197-w
Anastasia Sanchez
{"title":"Just worlding design principles: childrens’ multispecies and radical care priorities in science and engineering education","authors":"Anastasia Sanchez","doi":"10.1007/s11422-023-10197-w","DOIUrl":"https://doi.org/10.1007/s11422-023-10197-w","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136309193","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
Gesturing in plain sight: dialogical enactments of sustainable futures as being and doing in the world 明摆着的手势:可持续未来在世界上的存在和行动的对话表演
4区 教育学
Cultural Studies of Science Education Pub Date : 2023-09-16 DOI: 10.1007/s11422-023-10189-w
Laura Colucci-Gray
{"title":"Gesturing in plain sight: dialogical enactments of sustainable futures as being and doing in the world","authors":"Laura Colucci-Gray","doi":"10.1007/s11422-023-10189-w","DOIUrl":"https://doi.org/10.1007/s11422-023-10189-w","url":null,"abstract":"Abstract Addressing the critical question posed by Gudrun Jonsdottir and Anne Kristine Byhring who are asking what place for a common future in the science classroom, this paper focuses on and expands on the construct of dialogical space. Not simply as an abstract concept to describe the presence of divergent ideas or the exchange of idioms, but a space filled with metaphors and material artefacts that exist in the world . On this basis, science education takes seriously the affordances of sensorial perception in space, as physical and material doings , arising from and deeply concerned with the lived experiences of people. By making visible the material relations that give life to human experience, and by giving life to different imaginations, science education can thus become profoundly dialogical: turning away from the expectation of sameness, it houses in itself the invitation of taking authorship and to give form, that being a narrative, a personal journey, or a different way of looking at the world. This is what I call gesturing in plain sight, a science education that critically engages with material artefacts and their relations; one that inhabits the realm of the symbolic and the experiential, and one that speaks to sustainable futures in general, repurposing and reconceiving the work of science education in particular.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135305618","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
Radical care as a science and engineering education response to climate change 激进关怀作为科学和工程教育对气候变化的回应
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2023-08-26 DOI: 10.1007/s11422-023-10194-z
Kristin L. Gunckel
{"title":"Radical care as a science and engineering education response to climate change","authors":"Kristin L. Gunckel","doi":"10.1007/s11422-023-10194-z","DOIUrl":"https://doi.org/10.1007/s11422-023-10194-z","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43744616","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
Comparative analysis of chemistry teaching in city center and suburban public schools in Brazil: how school reputation and social profile influence chemistry teaching and high school students’ performance in science 巴西城市中心和郊区公立学校化学教学的比较分析:学校声誉和社会形象对化学教学和高中生科学成绩的影响
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2023-08-11 DOI: 10.1007/s11422-023-10192-1
Matheus dos Santos Barbosa da Silva, Ana Cláudia Kasseboehmer
{"title":"Comparative analysis of chemistry teaching in city center and suburban public schools in Brazil: how school reputation and social profile influence chemistry teaching and high school students’ performance in science","authors":"Matheus dos Santos Barbosa da Silva, Ana Cláudia Kasseboehmer","doi":"10.1007/s11422-023-10192-1","DOIUrl":"https://doi.org/10.1007/s11422-023-10192-1","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 1","pages":"985-1019"},"PeriodicalIF":1.2,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45666214","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 dominant model of meat production and consumption as a socially acute question for activist education 肉类生产和消费的主导模式是活动家教育的一个社会尖锐问题
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2023-08-02 DOI: 10.1007/s11422-023-10188-x
Aurelio Cabello-Garrido, D. Cebrián-Robles, Enrique España-Ramos, F. González-García, I. Cruz-Lorite, Paloma España-Naveira, Ángel Blanco-López
{"title":"The dominant model of meat production and consumption as a socially acute question for activist education","authors":"Aurelio Cabello-Garrido, D. Cebrián-Robles, Enrique España-Ramos, F. González-García, I. Cruz-Lorite, Paloma España-Naveira, Ángel Blanco-López","doi":"10.1007/s11422-023-10188-x","DOIUrl":"https://doi.org/10.1007/s11422-023-10188-x","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 1","pages":"911 - 935"},"PeriodicalIF":1.2,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44587092","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
Framing and determining science content and standards for cultural representation of African American heritage in science content knowledge 在科学内容知识中构建和确定非裔美国人遗产的科学内容和文化表征标准
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2023-08-02 DOI: 10.1007/s11422-023-10195-y
Catherine L. Quinlan
{"title":"Framing and determining science content and standards for cultural representation of African American heritage in science content knowledge","authors":"Catherine L. Quinlan","doi":"10.1007/s11422-023-10195-y","DOIUrl":"https://doi.org/10.1007/s11422-023-10195-y","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42769119","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
What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile 课程中的科学素养是什么意思?玻利维亚与智利的比较分析
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2023-08-01 DOI: 10.1007/s11422-023-10190-3
Mariela Norambuena-Meléndez, Gonzalo R. Guerrero, Corina González-Weil
{"title":"What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile","authors":"Mariela Norambuena-Meléndez, Gonzalo R. Guerrero, Corina González-Weil","doi":"10.1007/s11422-023-10190-3","DOIUrl":"https://doi.org/10.1007/s11422-023-10190-3","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 1","pages":"937 - 958"},"PeriodicalIF":1.2,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47061328","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
Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards 大流行后时代满足学生个体需求:对下一代科学标准的分析
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2023-07-25 DOI: 10.1007/s11422-023-10191-2
Charity R. Winburn
{"title":"Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards","authors":"Charity R. Winburn","doi":"10.1007/s11422-023-10191-2","DOIUrl":"https://doi.org/10.1007/s11422-023-10191-2","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44133667","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
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信