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Cultural Studies of Science Education最新文献

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Soul searching in science teaching: an exploration of critical teaching events through the lens of intersectionality 科学教学中的灵魂探索:透过交叉性的镜头探索关键教学事件
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-11-27 DOI: 10.1007/s11422-022-10131-6
Lisa M. Marco‐Bujosa
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引用次数: 1
Formal rules and rules as reasoning-in-action: playing games with reality in science education 形式规则与行为推理：科学教育中与现实的博弈
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-11-24 DOI: 10.1007/s11422-022-10134-3
James P. Davis
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引用次数: 1
Unveiling the scientists and engineers in the Southern Appalachian community 揭开南阿巴拉契亚社区科学家和工程师的面纱
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-11-24 DOI: 10.1007/s11422-022-10133-4
G. Childers, Hannah Elz
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引用次数: 0
Teaching in a natural history museum: what can we learn from Estonian elementary school teachers? 在自然历史博物馆教学:我们能从爱沙尼亚小学老师那里学到什么?
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-11-24 DOI: 10.1007/s11422-022-10138-z
Helene Uppin, I. Timoštšuk
{"title":"Teaching in a natural history museum: what can we learn from Estonian elementary school teachers?","authors":"Helene Uppin, I. Timoštšuk","doi":"10.1007/s11422-022-10138-z","DOIUrl":"https://doi.org/10.1007/s11422-022-10138-z","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46170075","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
On the muckiness of science, ethics, and preservice teacher education: contemplating the (im)possibilities of a ‘right’-eous stance 论科学、伦理和职前教师教育的模糊性:思考“正确”立场的(非)可能性
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-11-23 DOI: 10.1007/s11422-022-10132-5
Rishi Krishnamoorthy, Sara Tolbert
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引用次数: 1
"Yardie get di blame": exploring positionality, transnationalism, and cultural capital in social justice STEM education “雅迪受到指责”：探索社会正义STEM教育中的立场性、跨民族主义和文化资本
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-11-23 DOI: 10.1007/s11422-022-10137-0
Takeshia Pierre, Chonika Coleman-King
{"title":"\"Yardie get di blame\": exploring positionality, transnationalism, and cultural capital in social justice STEM education","authors":"Takeshia Pierre, Chonika Coleman-King","doi":"10.1007/s11422-022-10137-0","DOIUrl":"https://doi.org/10.1007/s11422-022-10137-0","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 1","pages":"577 - 587"},"PeriodicalIF":1.2,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49474262","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
Biology teachers’ collaborative experiences: benefits and difficulties in different contexts in relation to perceived value 生物学教师的合作体验：不同情境下与感知价值相关的利与难
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-09-16 DOI: 10.1007/s11422-022-10127-2
Helena Berglund
{"title":"Biology teachers’ collaborative experiences: benefits and difficulties in different contexts in relation to perceived value","authors":"Helena Berglund","doi":"10.1007/s11422-022-10127-2","DOIUrl":"https://doi.org/10.1007/s11422-022-10127-2","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41782687","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
Game playing and fluctuations in emotional climate 游戏和情绪氛围的波动
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-06-29 DOI: 10.1007/s11422-022-10125-4
L. Bonne, J. Higgins
{"title":"Game playing and fluctuations in emotional climate","authors":"L. Bonne, J. Higgins","doi":"10.1007/s11422-022-10125-4","DOIUrl":"https://doi.org/10.1007/s11422-022-10125-4","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45808408","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
“For whom? By whom?”: critical perspectives of participation in ecological citizen science “为谁？由谁？”：参与生态公民科学的批判性视角
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-06-22 DOI: 10.1007/s11422-021-10099-9
P. Rautio, Tuure Tammi, Tuomas Aivelo, Riikka Hohti, Anttoni Kervinen, M. Saari
{"title":"“For whom? By whom?”: critical perspectives of participation in ecological citizen science","authors":"P. Rautio, Tuure Tammi, Tuomas Aivelo, Riikka Hohti, Anttoni Kervinen, M. Saari","doi":"10.1007/s11422-021-10099-9","DOIUrl":"https://doi.org/10.1007/s11422-021-10099-9","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"765 - 793"},"PeriodicalIF":1.2,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47182083","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: 3
How to understand and support marginalized students’ participation in a science classroom from the perspective of framing 如何从框架的角度理解和支持边缘化学生参与科学课堂
IF 1.2 4区 教育学
Cultural Studies of Science Education Pub Date : 2022-06-13 DOI: 10.1007/s11422-022-10124-5
Jina Chang, Jisun Park
{"title":"How to understand and support marginalized students’ participation in a science classroom from the perspective of framing","authors":"Jina Chang, Jisun Park","doi":"10.1007/s11422-022-10124-5","DOIUrl":"https://doi.org/10.1007/s11422-022-10124-5","url":null,"abstract":"<p>Ha and Kim (this issue) qualitatively portrayed how a marginalized student’s attempts to position himself as an accepted member were constrained or afforded by other members in the small-group argumentation activities. From a framing perspective, the authors described the features and changes of the marginalized student’s participation in small-group argumentation in a science classroom. In this commentary, based on the reported features and shift of the marginalized student’s participation, we illustrate how to understand and support marginalized students' participation in a science classroom from the perspective of framing. In particular, we interpret several features of marginalized students’ participation that were reported in Ha and Kim’s paper and existing studies from two aspects of framing: interactional dynamics and multilevel structures. Finally, we discuss how to support (re)framing of marginalized students as a basis of establishing equity in science classrooms.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"90 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140882156","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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