Democracy and Justice in Mathematics and Science Curriculum

2018 ◽  
Author(s):  
Paola Valero ◽  
Auli Arvola Orlander
Keyword(s):  
Science Curriculum ◽  
Research Literature ◽  
Economic Progress ◽  
School Subjects ◽  
Rational Science ◽  
Different Types ◽  
Science Curricula ◽  
Mathematics And Science ◽  
School Curricula ◽  
Contemporary School

How mathematics and science curricula connect to democracy and justice is understood through the examination of different perspectives of mathematics and science education as political. Although frequently conceived of as neutral, these school subjects have been central in recent modern education for governing the making of rational, science-minded citizens who are necessary for social, political, and economic progress. Three main perspectives are identified in the existing research literature. A perspective of empowerment highlights the power that people can acquire by learning and using mathematics and science. A perspective of disadvantage focuses on how the pedagogies of mathematics and science intersect with categories such as ability, gender, class, ethnicity, and race to generate and reproduce marginalization. A perspective of subjectivation examines the effects of mathematics and science curricula within the context of historical and cultural processes for the making of desired modern, rational, and techno-scientific types of citizens, thus creating categories of inclusion and exclusion. All together, these perspectives point to the ways in which mathematics and science, as privileged forms of knowing in contemporary school curricula, simultaneously operate to include or exclude different types of students.

scholarly journals Forms and functions of the contemporary school: erasures between modernity, postmodernity and neoliberalism

2021 ◽  
Vol 14 (33) ◽  
pp. e16347
Author(s):  
George Saliba Manske ◽  
Liliane Geisler
Keyword(s):  
The State ◽  
School Practices ◽  
The Public ◽  
Economic Progress ◽  
Social Actions ◽  
School Subjects ◽  
The Social ◽  
Economic Discourses ◽  
Contemporary School ◽  
School Space

This essay aims to problematize how certain school practices are enabled and supported for their existence, since different economic discourses in statements that materialize in the school and students. From this perspective, we believe that rethinking the school space with characteristics of modernity in a post-modern scenario is to enhance essential functions for the continuation of our own existence as a public and collective institution. We assume that to question the potentialized discourses of neoliberalism in education, rooted in the development of economic progress and the ultra-market, in which interests and responsibilities of the State shift and mix from private social actions in the school space with interests of market, becomes an indispensable task. We argue that neoliberal marketing languages ​​are active in the forms and functions of contemporary schools, advocating the need for a debate that emphasizes education based on the development of school subjects committed to the public and the social.

scholarly journals Blended and more: instructors organize sensemaking opportunities for mathematical equations in different ways when teaching the same scientific phenomenon

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Fang Fang Zhao ◽  
Linh Chau ◽  
Anita Schuchardt
Keyword(s):  
Scientific Understanding ◽  
Biological Phenomenon ◽  
Study Approach ◽  
Different Types ◽  
Multiple Case ◽  
Mathematical Equations ◽  
Scientific Phenomenon ◽  
Student Problem ◽  
Mathematics And Science

Abstract Background Many students solving quantitative problems in science struggle to apply mathematical instruction they have received to novel problems. The few students who succeed often draw on both their mathematical understanding of the equation and their scientific understanding of the phenomenon. Understanding the sensemaking opportunities provided during instruction is necessary to develop strategies for improving student outcomes. However, few studies have examined the types of sensemaking opportunities provided during instruction of mathematical equations in science classrooms and whether they are organized in ways that facilitate integration of mathematical and scientific understanding. This study uses a multiple case study approach to examine the sensemaking opportunities provided by four different instructors when teaching the same biological phenomenon, population growth. Two questions are addressed: (1) What types of sensemaking opportunities are provided by instructors, and (2) How are those sensemaking opportunities organized? The Sci-Math Sensemaking Framework, previously developed by the authors, was used to identify the types of sensemaking. Types and organization of sensemaking opportunities were compared across the four instructors. Results The instructors provided different opportunities for sensemaking of equations, even though they were covering the same scientific phenomenon. Sensemaking opportunities were organized in three ways, blended (previously described in studies of student problem solving as integration of mathematics and science resources), and two novel patterns, coordinated and adjacent. In coordinated sensemaking, two types of sensemaking in the same dimension (either mathematics or science) are explicitly connected. In adjacent sensemaking, two different sensemaking opportunities are provided within the same activity but not explicitly connected. Adjacent sensemaking was observed in three instructors’ lessons, but only two instructors provided opportunities for students to engage in blended sensemaking. Conclusions Instructors provide different types of sensemaking opportunities when teaching the same biological phenomenon, making different resources available to students. The organization of sensemaking also differed with only two instructors providing blended sensemaking opportunities. This result may explain why few students engage in the successful strategy of integrating mathematics and science resources when solving quantitative problems. Documentation of these instructional differences in types and organization of sensemaking provides guidance for future studies investigating the effect of instruction on student sensemaking.

scholarly journals Educational offer of Pomeranian agritourist farms associated in the National Network of Educational Farms

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Anna Wiśniewska
Keyword(s):  
Rural Areas ◽  
Rural Culture ◽  
National Network ◽  
School Subjects ◽  
Hands On ◽  
Educational Programmes ◽  
The Right ◽  
Education Process ◽  
School Curricula

The aim of the study is to analyse the educational offer of Pomeranian voivodeship agritourism farms which joined the National Network of Educational Farms. The analysis covers the years 2011–2020. The survey involved 25 licensed entities (100%). Their wide offers include educational programmes aiming to teach about farmer’s life and work, the process of food production and acquisition, and the cultural heritage of the Polish rural areas and to promote the right attitudes towards nature and landscape protection. Educational activities are usually organised in the form of one-day group and workshop activities addressed to school children and adolescents. Thanks to that, the school education process is more varied and enriched with school curricula directed at hands-on activities, workshops in different school subjects, alternative venues of education and knowledge about rural culture. Farmers usually play the role of guides or sometimes they hire teachers to do the job. More and more often, people with disabilities and students of Third Age Universities use their services. The farms’ offers are very flexible and their scope and prices are adjusted to the demands, age and number of participants. The educational programmes differ depending on the season of the year.

scholarly journals An Evaluation of the Implementation Synergy between NCE-Integrated Science and the 9-Year Basic Science Curricula in Nigeria

2018 ◽  
Vol 7 (2) ◽  
pp. 55
Author(s):  
Rachel O. Atomatofa ◽  
Andrew E Avbenagha ◽  
Stella E Ewesor ◽  
Okpako C Abugor
Keyword(s):  
Science Teachers ◽  
Basic Science ◽  
Curriculum Implementation ◽  
Science Curriculum ◽  
National Commission ◽  
Colleges Of Education ◽  
Integrated Science ◽  
Research Questions ◽  
Science Curricula ◽  
High Level

The Curriculum of the Nigeria Certificate in Education (NCE) has implications for the Curriculum of the 9-yearBasic Education (BEC) programme in Nigeria. Hence the National Commission for Colleges of Education (NCCE)came up with a vision of producing well motivated teachers with high professional integrity and competence. Boththe in-service and pre-service teachers need to be conversant with the content of the 9– year Basic EducationCurriculum (BEC). Are there implementation synergies in the topics, laboratory exercises and nature of assessmentin the NCE integrated Science and the 9-year basic science curricula as perceived by the in-service and pre-serviceteachers who are recipients of the NCE-integrated science curriculum and who also implement the 9-year basicscience curriculum? 4 research questions and 4 research hypotheses guided this study. A sample of 180 pre-serviceand in-service basic science teachers who are recipients of the new 2012 NCCE Curriculum in Integrated-sciencefrom the South – South Geo-political zones in Nigeria were used. A 4-point Likert scale ’24-item questionnaire’called the Curriculum Implementation Synergy Questionnaire was used to obtain data. A cronbach alpha reliabilityco-efficient of 0.75 was obtained. Results showed that a larger proportion of both pre-service and in-service teachersagreed that there was high level of synergy in both curricula. It is recommended that the few topics and laboratoryexercises not found in both curricula should be added and the present basic science teachers who are not recipient ofthe present curriculum should be trained in line with the present curriculum.

scholarly journals Research Methods Coverage in Medical and Health Science Curricula in Nepal

2013 ◽  
Vol 3 (3) ◽  
pp. 253-259
Author(s):  
P Simkhada ◽  
E Van Teijlingen ◽  
T Pokharel ◽  
B Devkota ◽  
RS Pathak
Keyword(s):  
Higher Education ◽  
Research Methods ◽  
Research Methodology ◽  
General Health ◽  
Higher Education Institutions ◽  
Health Sciences ◽  
Health Science ◽  
Graduate Level ◽  
Different Types ◽  
Science Curricula

Higher education institutions in Nepal have been offering different types of health sciences programmes over the last few decades. With the growing number of education institutions, the range of programmes has also increased. Currently, five higher education institutions – TU, KU, PU, PoU and BPKIHS are providing health sciences course at undergraduate and graduate level. TU being the leading university to offer most of health science programmes, there is observable influence in the curriculum contents and design of the remaining four institutions. However, a variation is observed in structure of curriculum within and between institutions. The curricula of Pokhara University are better designed and recent compared to other while the curricula of TU are less revised and comparatively old. Curricula in general health sciences are detailed and favourable to research methodology contents. DOI: http://dx.doi.org/10.3126/nje.v3i3.9185 Nepal Journal of Epidemiology 2013;3(3): 253-258

Ten Tips for Teachers on the Formation of Reading Competence by Younger Schoolchildren

2017 ◽  
Vol 5 (1) ◽  
pp. 3-7
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
Primary School ◽  
Reading Competence ◽  
School Subjects ◽  
Methods And Techniques ◽  
Different Types

The article considers the peculiarities of reading competence formation at lessons in primary school. The characteristics of different types of texts are given. According to the specificity of the content of school subjects the advice on the use of appropriate methods and techniques of formation by younger schoolboys of abilities to work with information and informative, instructive and reference texts is offered.

scholarly journals Age effects on juvenile homicide perpetration

2015 ◽  
Vol 5 (3) ◽  
pp. 163-176 ◽  
Author(s):  
Laura Hammond ◽  
Maria Ioannou
Keyword(s):  
Design Methodology ◽  
Research Literature ◽  
Future Research ◽  
Offender Treatment ◽  
Content Type ◽  
The Public ◽  
Age Related ◽  
Different Types ◽  
Juvenile Homicide ◽  
Media Reports

Purpose – In order to address a notable gap in the research literature, the purpose of this paper is to examine age-related differences in juvenile homicide perpetration. Design/methodology/approach – Data on 150 juvenile homicide offenders and their offences was derived from material available within the public domain, including media reports, case studies, court reports and previously published studies. Comparisons were then made between those aged 14 and under (n=63) and those aged 14-17 (n=87) across a range of offender, victim and offence-related variables. Findings – There were no significant differences between the child (U-14) and adolescent (14-17) offender samples on any of the measured variables. The two groups had similar backgrounds, selected similar types of victims, had comparable breakdowns of different types of victim-offender relationship and had similar patterns of weapon use. Research limitations/implications – The fact that the two groups did not differ significantly has notable implications in practical and applied domains. By identifying risk factors for juvenile homicide perpetration, findings open up a range of possibilities for identification, investigation and intervention. In addition, findings might inform the development of offender treatment and rehabilitation programmes. Key limitations relate to the quality and quantity of data employed. Ways of remedying these weaknesses in future research are addressed. Originality/value – This is the first study to directly compare child and adolescent perpetrators of homicide over a broad range of offender, victim and offence attributes.

scholarly journals Juggling ideals and constraints

2018 ◽  
Vol 7 (2) ◽  
pp. 177-202 ◽  
Author(s):  
Liz Dale ◽  
Ron Oostdam ◽  
Marjolijn Verspoor
Keyword(s):  
Quality Assurance ◽  
The Netherlands ◽  
Bilingual Education ◽  
Frame Of Reference ◽  
Target Language ◽  
English Teacher ◽  
School Subjects ◽  
Shared Language ◽  
Different Types ◽  
Shared Understandings

Abstract In bilingual streams in the Netherlands, school subjects are taught in an additional language so that pupils learn both subject content and the target language by using language meaningfully. Teachers of English in bilingual streams (TEBs) are often expected to collaborate with subject teacher colleagues (STs). In addition, they teach separate language lessons. This provides TEBs with specific challenges. This article reports on a focus group (FG) study exploring the extent to which the ideals of stakeholders in bilingual schools in the Netherlands reflect the literature on this topic, using a frame of reference developed for this purpose (Dale, Oostdam, & Verspoor, 2017). Five FGs were held with TEBs and STs from Dutch schools in the network for bilingual education and with members of the network’s quality assurance panels. Each FG consisted of between three and six participants with a similar role in bilingual education; audit panel chairpersons, audit panel secretaries and STs and TEBs from different schools. Participants were asked to discuss what an ideal English teacher would do in English lessons and in cooperation with subject colleagues. Data consists of five transcripts of the FG discussions. On the basis of inductive and deductive analyses (using MaxQDA), the ideals of stakeholders are positioned in the framework to explore to what extent different types of stakeholders have complementary or conflicting views. The findings suggest that stakeholders need to develop more shared understandings and a shared language to allow TEBs to realise their ambitions.

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