The Cultural Context of Science Education

Abstract This study is aimed at understanding the identity formation of pre-service science teachers (PST s) who are transitioning from students to teachers and from science/engineering majors to education majors. This was done using the conceptual lens of identity within a specific socio-cultural context. The participants were three undergraduate students in their mid- to late twenties who had transferred to science education from natural science or engineering majors. Collection of data included in-depth interviews, story timelines, e-mail surveys, and participant drawings. The study revealed that the PST s’ identity formation was not one common universal process; rather, each person’s experiences were individually affected positively or negatively by their life history. Although the three PST s came from very similar social backgrounds in Korea, their identity formation was categorized into three different types: determined effort, critical exploration, and continuous confusion. This research shows that the life history model of PST s’ identity formation can be based on the individual and practical support to reduce the gap between the actual self and future self within science education.

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Developing a Tool to Assess Students’ Views of Nature of Science in Vietnam

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v9i1.22043 ◽

2020 ◽

Vol 9 (1) ◽

pp. 135-145

Author(s):

C. Yuenyong ◽

T. P. Thao-Do

Keyword(s):

Science Education ◽

Student Teachers ◽

Nature Of Science ◽

Empirical Data ◽

Cultural Context

Nature of Science (NOS) is a common topic in science education nowadays. However, the fact of the nature of science is not consensus through documents. The assessment of views of nature of science, therefore, was facing multi issues. Especially, in assessing views of NOS in a new context other than from where a validated tool was developed. Researchers and educators should notice certain issues relating to NOS. This paper will provide and discuss how to develop a more appropriate NOS tool to best use for Vietnamese Physics student teachers based on some previously validated tools and the empirical data from the research on the context. Instead of using a provided tool robotically, the paper calls for more critical employment of the tool based on the consideration of social and cultural context. This is not only important in the case of Vietnam but also any new circumstance.

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Culture and the plasticity of perception

Behavioral and Brain Sciences ◽

10.1017/s0140525x19002887 ◽

2020 ◽

Vol 43 ◽

Author(s):

Michael Lifshitz ◽

T. M. Luhrmann

Keyword(s):

Cultural Context ◽

Sensory Experience ◽

Cultural Learning ◽

The World

Abstract Culture shapes our basic sensory experience of the world. This is particularly striking in the study of religion and psychosis, where we and others have shown that cultural context determines both the structure and content of hallucination-like events. The cultural shaping of hallucinations may provide a rich case-study for linking cultural learning with emerging prediction-based models of perception.

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Religious Discrimination and Cultural Context

10.1017/9781108394871 ◽

2017 ◽

Cited By ~ 1

Author(s):

Kerry O'Halloran

Keyword(s):

Cultural Context ◽

Religious Discrimination

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Youth Development in Europe

European Psychologist ◽

10.1027/1016-9040.14.4.372 ◽

2009 ◽

Vol 14 (4) ◽

pp. 372-375 ◽

Cited By ~ 8

Author(s):

Katariina Salmela-Aro ◽

Ingrid Schoon

Keyword(s):

Young People ◽

Relationship Quality ◽

Youth Development ◽

Social Relationships ◽

Transition To Adulthood ◽

Cultural Context ◽

Integrative Framework ◽

Reciprocal Interactions ◽

The Family ◽

Key Players

A series of six papers on “Youth Development in Europe: Transitions and Identities” has now been published in the European Psychologist throughout 2008 and 2009. The papers aim to make a conceptual contribution to the increasingly important area of productive youth development by focusing on variations and changes in the transition to adulthood and emerging identities. The papers address different aspects of an integrative framework for the study of reciprocal multiple person-environment interactions shaping the pathways to adulthood in the contexts of the family, the school, and social relationships with peers and significant others. Interactions between these key players are shaped by their embeddedness in varied neighborhoods and communities, institutional regulations, and social policies, which in turn are influenced by the wider sociohistorical and cultural context. Young people are active agents, and their development is shaped through reciprocal interactions with these contexts; thus, the developing individual both influences and is influenced by those contexts. Relationship quality and engagement in interactions appears to be a fruitful avenue for a better understanding of how young people adjust to and tackle development to productive adulthood.

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Accentuating Your Masculine Side

Social Psychology ◽

10.1027/1864-9335/a000144 ◽

2013 ◽

Vol 44 (2) ◽

pp. 103-108 ◽

Cited By ~ 16

Author(s):

Chongzeng Bi ◽

Oscar Ybarra ◽

Yufang Zhao

Keyword(s):

Social Norms ◽

Gender Role ◽

Cultural Context ◽

Self Esteem ◽

Western Countries ◽

Self Evaluation ◽

Two Samples ◽

Agency And Communion

Recent research investigating self-judgment has shown that people are more likely to base their evaluations of self on agency-related traits than communion-related traits. In the present research, we tested the hypothesis that agency-related traits dominate self-evaluation by expanding the purview of the fundamental dimensions to consider characteristics typically studied in the gender-role literature, but that nevertheless should be related to agency and communion. Further, we carried out these tests on two samples from China, a cultural context that, relative to many Western countries, emphasizes the interpersonal or communion dimension. Despite the differences in traits used and cultural samples studied, the findings generally supported the agency dominates self-esteem perspective, albeit with some additional findings in Study 2. The findings are discussed with regard to the influence of social norms and the types of inferences people are able to draw about themselves given such norms.

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