"在火星上,我们将说阿拉伯语":丹麦高中物理中的身份协商

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Katherine Doerr, Jesper Bruun
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引用次数: 0

摘要

为了使高中物理更有针对性和吸引力,我们设计了一个在线协作学习课程。该课程的每一课都是以目标为基础,以火星上的人类科学家为情景设计的。本研究收集了该课程在丹麦实施过程中的视频和音频数据。本研究采用了交叉性、实践重构和认识论机构等理论视角。使用漫画作为分析工具,为描述物理课堂中的复杂动态提供了一种新颖且易于理解的方式。它允许对数据进行多模态呈现,并能对学生的互动进行细致入微的研究。研究结果表明,学生的身份决定了互动的形式,而这些动态又决定了他们的练习曲目。此外,互动还对学生的物理认识能力产生了深远的影响。基于目标情景的协作学习可以包含不同的性别、种族和语言身份,并赋予其权力。但是,如果物理学中的白人和男性霸权文化没有受到重视,那么它也会削弱和排斥学生的能力。由此得出的结论是,如果以改革为基础的科学教育脱离了对社会科学问题的批判性立场,那么学生和教师在挑战社会问题的同时,也可能再现社会问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark

“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark

Seeking to make upper secondary school physics more relevant and engaging, an online collaborative learning curriculum was designed. Each of the curriculum's lessons was structured as a goal-based scenario about human scientists on Mars. Video and audio data from the curriculum's implementation in Denmark was collected. This study utilized the theoretical lenses intersectionality, repertoires of practice, and epistemic agency. The use of comics as an analytical tool provided a novel and accessible way to depict the complex dynamics within the physics classroom. It allowed for a multimodal representation of the data and enabled a nuanced examination of the students' interactions. Findings suggest that interactions were shaped by the students' identities and these dynamics shaped their repertoires of practice. Moreover, the interactions had a profound impact on students' epistemic agency in physics. Collaborative learning with a goal-based scenario can include and empower diverse gender, racial, and language identities. It can also, however, work to disempower and exclude when the hegemonically white and masculine culture of physics is left unproblematized. This leads to the conclusion that if reform-based science education is untethered from a critical stance on socioscientific issues, students and teachers may reproduce social problems as much as they also may challenge them.

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来源期刊
Science & Education
Science & Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
14.00%
发文量
0
期刊介绍: Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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