scholarly journals Was Archaeopteryx able to fly? Authentic palaeontological practices in a museum programme

2019 ◽  
Vol 21 ◽  
Author(s):  
Marianne Achiam ◽  
Bent Erik Kramer Lindow
Keyword(s):  
Science Education ◽  
Reference Model ◽  
Education Programme ◽  
Authentic Science ◽  
Anthropological Theory ◽  
Didactical Situations ◽  
Point Of Departure ◽  
Theory Of Didactical Situations

Authentic science education has received increased attention in recent years, but it remains unclear what constitutes authenticity. Here, we use notions from the Anthropological Theory of the Didactic to approach authenticity. We take a point of departure in an existing education programme in a museum, and analyse it to pinpoint what constitutes its authenticity. We then use the theory of didactical situations as a way to construct a reference model; this reference model constitutes an authenticity-optimised version of the programme. We conclude by briefly discussing the implications of our findings.

Remote Instrumentation for Science Education

2012 ◽  
pp. 397-413
Author(s):  
Fred E. Lytle ◽  
Gabriela C. Weaver ◽  
Phillip Wyss ◽  
Debora Steffen ◽  
John Campbell
Keyword(s):  
Science Education ◽  
Data Reduction ◽  
Previous Experience ◽  
Data Provenance ◽  
Scientific Instruments ◽  
Authentic Science ◽  
Science Practice ◽  
Design Goal ◽  
Four Year Colleges

This chapter will describe a laboratory of Internet accessible instrumentation that serves students participating in the Center for Authentic Science Practice in Education (CASPiE). The equipment consists of commercially available scientific instruments not commonly available for teaching purposes in two and four year colleges. All are controlled by proprietary instrument manufacturer software which is also necessary for data reduction and analysis. Because the Center is a consortium of a large number and variety of schools, and because the students have little previous experience with advanced instrumentation, security has been a major design goal. The discussion will focus primarily on the types of security and data provenance issues encountered and the methods used to make the CASPiE laboratory a secure part of the educational cyberinfrastructure.

scholarly journals Opportunities for language enhancement in a learning environment designed on the basis of the theory of didactical situations

ZDM ◽  
2020 ◽  
Author(s):  
Frode Rønning
Keyword(s):  
Primary School ◽  
Research Question ◽  
Combinatorial Problems ◽  
Learning Goals ◽  
Scientific Language ◽  
Teaching Sequence ◽  
Geometrical Shapes ◽  
Didactical Situations ◽  
Primary School Pupils ◽  
Theory Of Didactical Situations

AbstractThis paper is based on data from two teaching sequences in primary school that are designed using principles from the theory of didactical situations (TDS). The following research question is addressed: “What opportunities can a teaching design based on TDS give a teacher to gain insight into pupils’ language use, and to use this insight to establish shared, and mathematically acceptable, knowledge in a group of primary school pupils?” Empirical data from one teaching sequence on geometrical shapes and another teaching sequence on combinatorial problems are used to answer this question. The research shows that a sharp focus on well-defined learning goals does not limit the pupils’ possibilities in expressing their thoughts and ideas in their own language. The research also shows that despite clear learning goals, the teacher has rich opportunities to build on pupils’ language to connect everyday and scientific language for the purpose of developing a mathematically accepted discourse.

Towards a Problématique for Research on Mathematics Teaching

1990 ◽  
Vol 21 (4) ◽  
pp. 258-272
Author(s):  
Nicolas Balacheff
Keyword(s):  
Key Words ◽  
Mathematics Teaching ◽  
Theoretical Framework ◽  
Its Analysis ◽  
Didactique Des Mathématiques ◽  
Didactical Situation ◽  
Didactical Situations ◽  
Theory Of Didactical Situations

This article presents the main features of the theoretical framework of French research known as recherches en didactique des mathématiques. The foundation of this approach consists mainly of the relationships between two hypotheses and two constraints, which are presented together with some specific key words. Outlines are given of Brousseau's théorie des situations didactiques (theory of didactical situations). An example is given that presents in some detail the rationale for the construction of a didactical situation and its analysis. This article ends with some questions addressed to research on mathematics teaching.

scholarly journals Three Approaches to Gender Equity in Science Education

2012 ◽  
Vol 2 (1) ◽  
pp. 72-83 ◽  
Author(s):  
Astrid Sinnes
Keyword(s):  
Science Education ◽  
Gender Equity ◽  
Feminist Critique ◽  
Gender Inequity ◽  
Gender Impacts ◽  
Point Of Departure

In this article I use feminist critique of science as a point of departure to discuss different understandingsof how sex/gender impacts on pupils’ approaches to science education. I construct a theoreticalframework that shows three different approaches to increase gender equity in science education. Eachapproach is grounded in a distinct understanding of how sex/gender impacts pupils’ engagementin science education. The analytical frame that is developed thereby represents descriptions of threealternative ways to address gender inequity in science education. The framework shows how differentunderstandings of how sex/gender impact on pupils’ engagement in science education require distinctinitiatives to increase gender equity. The framework can be used in the planning and analysis ofhow gender initiatives work to address gender inequity in science education.

scholarly journals Linking proportionality of arithmetic, algebra and geometry domains in Indonesian lower secondary textbooks

2019 ◽  
Vol 21 ◽  
Author(s):  
Dyana Wijayanti
Keyword(s):  
Reference Model ◽  
Textbook Analysis ◽  
Anthropological Theory

The aim of this study is to use the notion of praxeology, developed in the framework of the anthropological theory of the didactic (ATD), for textbook analysis. Our focus is the treatment of proportion in arithmetic, algebra and geometry domains in Indonesian lower secondary textbooks. The results show that ATD can be used to build a reference model to analyse the type of tasks proposed in textbooks. Furthermore, the analysis is useful to capture a link between these three domains

scholarly journals Reference epistemological model: what form and function in school institutions?Modelo epistemológico de referencia: ¿qué forma y función en las instituciones escolares?

2020 ◽  
Vol 22 (4) ◽  
pp. 240-249
Author(s):  
Ignasi Florensa ◽  
Marianna Bosch ◽  
Josep Gascon
Keyword(s):  
Teacher Education ◽  
Reference Model ◽  
Form And Function ◽  
Anthropological Theory ◽  
Partial Representation ◽  
Epistemological Model ◽  
And Function ◽  
Education Courses ◽  
Anthropological Theory Of Didactics

ResumenMuchos problemas docentes están relacionados con la ausencia, en las instituciones escolares, de herramientas epistemológicas para diseñar, gestionar y evaluar procesos de estudio. Proponemos incluir entre dichas herramientas los mapas de cuestiones y respuestas que constituyen una representación parcial del modelo epistemológico de referencia. En este artículo resumimos las conclusiones de cuatro estudios experimentales que incluyen formación del profesorado y recorridos de estudio e investigación. Los resultados muestran las potencialidades de los mapas de cuestiones y respuestas y las nuevas cuestiones que se abren.Palabras clave: Teoría antropológica de la didáctica, Modelo epistemológica de referencia.AbstractMany teaching problems are related with the lack in the school institutions of epistemological tools to design, manage and evaluate study processes. We propose to include within these tools the question-answer maps as a partial representation of the reference epistemological models. In this paper we summarize the conclusions of four experiences including teacher education courses and study and research paths. The results show the potentialities of question – answer maps and new open questions.Keywords: Anthropological Theory of Didactics, Epistemological Reference Model

Bryofolios

2012 ◽  
pp. 29-40
Author(s):  
Joanne Nakonechny ◽  
Shona Ellis
Keyword(s):  
Science Education ◽  
Learning Theory ◽  
Critical Reflection ◽  
Structure Learning ◽  
Teaching Method ◽  
Deep Structure ◽  
Authentic Science ◽  
Learning Context ◽  
Constructivist Learning Theory ◽  
Implementation Support

Throughout this chapter, the authors trace how the theoretical and practical understanding, interpretation, and interactions with e-portfolios and their implementation support, both individually and through group work, students’ abilities to engage in deeper structure learning, and their resulting growth as authentic science scholars. The bryofolio, an individual and group course e-portfolio, begins this online journey to facilitate deeper structure learning for 31 students in Biology 321, Bryophytes: Mosses, Hornworts and Liverworts. (“Bryfolio” is a contraction of “bryophytes” and “e-portfolio.”) Initially, the authors give a short introduction to science education and how constructivist learning theory can include the use of e-portfolios as a teaching method. Following this, e-portfolios are situated within the learning context by providing a definition, a condition, and discussion on the key e-portfolio element,of critical reflection. The authors continue by introducing the bryofolio, its major components, and our analysis of how the bryofolio encourages deep structure learning at both individual and group levels.

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