Constructing a Collaborative Critique-Learning Environment for Exploring Science Through Improvisational Performance

2016 ◽  
Vol 54 (9) ◽  
pp. 1319-1348 ◽  
Author(s):  
Christopher G. Wright
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Black Male ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Science ◽  
Design Experiment ◽  
Pedagogical Choices ◽  
Urban Contexts ◽  
Science Learning Environment

This exploratory design experiment investigates Black male youth’s participation in a science-learning environment designed to conceptualize the practice of critique as improvisational performance. The research highlights the young men’s deployment of a linguistic practice, signifying, used to co-construct and enact the practice of collaborative critique. Implications include calling for the continued reimagining of teaching and learning science within urban contexts, including the need for educators to develop the required skills for recognizing and building upon students’ potential resources. The theoretical and pedagogical choices incorporated in this study contrasts often-utilized discourses of deficiency associated with science education in urban contexts.

scholarly journals Gender Dependency and Cultural Independency of Science Interest in an Open and Distant Science Learning Environment

2009 ◽  
Vol 10 (2) ◽  
Author(s):  
Ayelet Baram-Tsabari ◽  
Alaa Kaadni Kaadni
Keyword(s):  
Learning Environment ◽  
Gender Equity ◽  
Gender Gap ◽  
Science Learning ◽  
Middle Eastern ◽  
Age Groups ◽  
Science Interest ◽  
Science Interests ◽  
Religious Aspects ◽  
Science Learning Environment

This study aims to describe the similarities and differences in the science interests of males and females from Israeli and Arab Middle Eastern countries, as derived from over 1,000 science questions sent to an international ask-a-scientist site. Our findings indicate that while the stereotypical gender gap in interest persists, and significant differences were found between the age groups, no significant differences were found between science questions that were sent by Israelis and Arabs. Furthermore, no correlation was found between female participation and the state of gender equity in the country, and only 1% of the questions made any reference to country-specific, local, or religious aspects. One may conclude that science interests are gender- and age-dependent but culturally-independent in this asynchronous, open and distant science learning environment. Further research is needed in order to determine if this is a genuine attribute of science interest in ODL environments or an outcome of the digital divide in the region.

scholarly journals Science Teachers’ Perspectives on Science-Technology-Society (STS) in Science Education

2010 ◽  
Vol 2 (2) ◽  
pp. 123-157
Author(s):  
Nasser Mansour
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Learning Science ◽  
Science Technology ◽  
Education Data ◽  
Number Of Factors ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teaching Learning

Research supports the idea that teachers are crucial change agents in educational reform and that teachers’ beliefs are precursors to change. This study investigates Egyptian science teachers’ beliefs about teaching and learning science through Science Technology and Society STS education. Data were collected using a questionnaire. The findings of this study suggest that the Egyptian science teachers hold mixed beliefs (constructivist and traditional) concerning science education goals, their roles and their students’ roles within teaching and learning science through STS and concerning teaching/learning science through STS. The findings shed light on the relationship between teachers’ beliefs and their practises. Lastly, the study revealed a number of factors that caused inconsistency between teachers’ beliefs and their practices.

scholarly journals Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment

2014 ◽  
Vol 5 (2) ◽  
pp. 69-86 ◽  
Author(s):  
Meixun Zheng ◽  
Hiller A. Spires
Keyword(s):  
Learning Environment ◽  
Game Design ◽  
Science Learning ◽  
Flow Experience ◽  
Science Content ◽  
Personal Factors ◽  
Learning Gains ◽  
Design Features ◽  
Content Learning ◽  
Science Learning Environment

This mixed methods study examined 73 5th graders' flow experience in a game-based science learning environment using two gameplay approaches (solo and collaborative gameplay). Both survey and focus group interview findings revealed that students had high flow experience; however, there were no flow experience differences that were contingent upon gameplay approaches. Results identified four game design features and student personal factors (reading proficiency) that significantly impacted student game flow experience. Students made significant science content learning gains as a result of gameplay, but game flow experience did not predict learning gains. The study demonstrated that the game was effective in supporting students' flow experience and science content learning. The findings indicated that the adapted game flow experience survey provided a satisfactory measure of students' game flow experience. The results also have implications for educational game design, as game design features that significantly contributed to students' flow experience were identified.

A Prospective Cognition Analysis of Scientific Thinking and the Implications for Teaching and Learning Science

2014 ◽  
Vol 13 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Corinne Zimmerman ◽  
Steve Croker
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Teaching And Learning ◽  
Science Learning ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Cultural Activity ◽  
Science Technology ◽  
And Mathematics ◽  
Practice Of Science

With increased focus on the importance of teaching and learning in the science, technology, engineering, and mathematics disciplines, both educational researchers and cognitive psychologists have been tackling the issues of how best to teach science concepts and scientific thinking skills. As a cultural activity, the practice of science by professional scientists is inherently prospective. Recent calls to make science education more “authentic” necessitate an analysis of the prospective, cumulative, and collaborative nature of science learning and science teaching. We analyze scientific thinking through the lens of prospective cognition by focusing on the anticipatory, social, situated, and multiscale aspects of engaging in science. We then address some of the implications for science education that result from our analysis.

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