利用文化相关教学法实现学生科学写作的真实目的

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES
Quentin C. Sedlacek, Karla Lomelí
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引用次数: 0

摘要

越来越多的研究表明,要求学生出于真实目的撰写科学论文具有重要价值。但是,哪些目的--同样重要的是,谁的目的--算得上真实呢?在这篇理论文章中,我们回顾了科学教育和扫盲教育中关于真实目的的几种概念,并利用这些概念来质疑学生科学写作中真实性的含义和意义。接下来,我们研究了 "文化相关教学法"(CRP)的框架,并询问如何用它来定义科学写作的真实目的。我们提出了另一种真实目的的概念,这种概念侧重于学生写作科学文章的目的与教师要求学生写作的目的直接重叠的情况。我们分享了我们作为教师教育者工作中的一个示例,说明 CRP 如何将我们的注意力集中在课堂和互动类型上,从而创造条件,使学生越来越有可能通过写作追求自己的目的。最后,我们以 CRP 为框架,提出了有助于创造这种条件的七种策略,并讨论了它们对科学教育者和科学教育研究者的影响。我们认为,使用 CRP 来操作真实目的的科学写作,可以为研究和实践提出新的方向,从而推动该领域的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Towards authentic purposes for student science writing using culturally relevant pedagogy

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.

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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
期刊介绍: Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
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