Cultural Studies of Science Education最新文献_第4页

What’s in a name? The use of induced perspective taking to inform arguments about the appropriateness of the term “Chinavirus” when talking about COVID-19 名字里有什么？在谈论新冠肺炎时，使用诱导视角来为关于“中国病毒”一词适当性的争论提供信息

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-06-19 DOI: 10.1007/s11422-023-10171-6

David C. Owens, M. Reiss

引用次数: 1

“I can do data for my people”: experiences of giving back for Native undergraduates in computing “我可以为我的人民做数据”：在计算机领域回馈本土本科生的经历

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-06-19 DOI: 10.1007/s11422-023-10172-5

Nuria Jaumot-Pascual, Kathy DeerInWater, M. Ong, Christina B. Silva

引用次数: 0

Funds of knowledge in Muslim culture in the southern border provinces of Thailand for culturally responsive physics education 泰国南部边境省份穆斯林文化知识基金，用于文化响应型物理教育

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-05-23 DOI: 10.1007/s11422-023-10170-7

R. Anantanukulwong, S. Chiangga, Pongprapan Pongsophon

引用次数: 0

Stretching the border: living in complementary and contradictory spaces 延伸边界：生活在互补和矛盾的空间中

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-05-22 DOI: 10.1007/s11422-023-10182-3

Bhaskar Upadhyay

引用次数: 1

Boundaries and borderlands viewed from the perspective of a fluid ontology 从流体本体论的角度看边界与边界

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-05-20 DOI: 10.1007/s11422-023-10176-1

Wolff‐Michael Roth

引用次数: 0

Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum. 进化停滞：加速基督教教育课程中的创造论、进化论和气候变化。

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-05-18 DOI: 10.1007/s11422-023-10187-y

Jenna Scaramanga, Michael J Reiss

{"title":"Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum.","authors":"Jenna Scaramanga, Michael J Reiss","doi":"10.1007/s11422-023-10187-y","DOIUrl":"10.1007/s11422-023-10187-y","url":null,"abstract":"There has been little consideration in the science education literature of schools or curricula that advocate creationism. Accelerated Christian Education (ACE) is among the world's largest providers of creationist science materials with a curriculum divided into a system of workbooks which students complete at their own speed. This article examines the ways in which ACE presents particular areas of science that it considers to be contentious, namely evolution and climate change. The ACE curriculum has recently been rewritten, and we show that, like previous editions, the current curriculum relies on rote memorisation to the exclusion of other styles of learning, and that information presented is often misleading or distorted. Religious explanations of natural phenomena are sometimes given in place of scientific ones, and creationist assumptions are inserted into lessons not directly related to evolution or the Big Bang. Those who reject creationism are depicted as making an immoral choice. ACE's recent curricula also add material denying the role of humans in climate change. It is argued that both the teaching methods and content of the ACE curriculum place students at an educational disadvantage.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":" ","pages":"1-19"},"PeriodicalIF":1.2,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10191816/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9769353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Preschool teachers’ science teaching practices: earth and space 幼儿教师科学教学实践:地球与空间

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-05-12 DOI: 10.1007/s11422-023-10173-4

Sema Öngören

引用次数: 0

Pictorial representations of preservice elementary teachers’ views about science teaching and learning 职前小学教师科学教与学观之图像表征

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-05-03 DOI: 10.1007/s11422-023-10185-0

William Medina-Jerez, Lucia Dura, María Pérez‐Piza

引用次数: 0

“Popping it” as family in Mosquitoes & Me: affective accumulation and Anzaldúan aesthetic consciousness in Ciencia Zurda 《蚊子与我》中的“爆裂”家庭：《祖尔达》中的情感积淀与安扎杜美学意识

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-04-28 DOI: 10.1007/s11422-023-10180-5

K. Bruna, Jennifer Farley, L. Bartholomay

引用次数: 0

The emergence of remote laboratory courses in an emergency situation: University instructors' agency during the COVID-19 pandemic. 紧急情况下远程实验室课程的出现：新冠肺炎大流行期间的大学讲师机构。

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-04-28 DOI: 10.1007/s11422-023-10169-0

Gyeong-Geon Lee, Da Yeon Kang, Myeong Ji Kim, Hun-Gi Hong, Sonya N Martin

{"title":"The emergence of remote laboratory courses in an emergency situation: University instructors' agency during the COVID-19 pandemic.","authors":"Gyeong-Geon Lee, Da Yeon Kang, Myeong Ji Kim, Hun-Gi Hong, Sonya N Martin","doi":"10.1007/s11422-023-10169-0","DOIUrl":"10.1007/s11422-023-10169-0","url":null,"abstract":"This study examines and describes how various online remote laboratory courses, necessitated by the COVID-19 pandemic, were implemented at Hankuk University in Korea in 2020. We compared four general undergraduate laboratory courses, one each for physics, chemistry, biology, and earth science, and two major-level laboratory courses taught during the spring and fall of 2020. Employing a sociocultural perspective, we examined how the changes in structures at the macro-, meso-, and micro-levels shaped the responses of educational authorities and impacted the agency of university instructors. Instructors implemented various remote laboratory courses in each content area dependent upon availability and access to material resources, including access to video of laboratory activities, and also based on the nature of experimental data associated with each content area. Drawing from survey responses and in-depth interviews with instructors and students, we share findings about how instructor practices impacted the interactions of students, the processes for evaluation, and student learning. We discuss how the global pandemic has re-ignited the debate about the role and value of experimental laboratory activities for undergraduate science majors and about the significance of hands-on versus minds-on science learning. Implications for how universities approach laboratory coursework in the post-COVID-19 are discussed, and questions for university science instruction are raised for future research.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":" ","pages":"1-29"},"PeriodicalIF":1.2,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10140712/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9769354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1