Download or read book An Ecofeminist Investigation of how Research Experiences for Science Teachers Influence Their Conceptualization of the Nature of Science and Their Construction of Storied Science Identities written by Suzanne Poole Patzelt and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated how the figured world of the RET, and other figured worlds of science that teacher’s experience, impacted their conceptions around the nature of science and their identities in science and as science teachers. The main premise behind RET programs is that by partnering science teachers with scientists as mentors, science teachers will glean insight about science they can bring back into their classrooms. Although there is a large body of literature around the impacts of RETs as sites of PD for science teachers, there are several gaps this study aimed to address, such as the use of ecofeminism as a tool for analysis and a focus specifically on identity. This study suggests as science teachers move through figured worlds of science, certain experiences can work to stabilize, or destabilize an identity as a science person or as someone who is not welcomed in science. Looking across science teachers’ storied science identities, I identified four shared storylines: 1) The impact of elementary and middle school science figured worlds on science/teacher identity; 2) the roles of recognition and sense of belonging in the development of science/teacher identity; 3) science/teacher’s identity informing pedagogical practice and commitments; and 4) science teachers feeling valued for their role as expert communicators in RETs. This study suggests that RETs, as figured worlds of science, shape science/teacher identities and their conceptions around the nature of science, in turn impacting science teachers’ classroom practice. It also highlights the need for RETs to take an even more critical examination of the teachers who are participating, the scientists with whom teachers are paired, the students of the participating teachers teach, as well as the language used to describe science and the relationships between teachers and scientists.
Download or read book Exploring the Impact of Science Research Experiences for Teachers Stories of Growth and Identity written by Sanlyn Rebecca Buxner and published by . This book was released on 2010 with total page 1084 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education reform in the U.S. promotes the teaching of inquiry in science to help students understand how science is done and to increase constructivist, student centered instruction. This qualitative study investigated changes in teachers' understandings about scientific inquiry and nature of science as well as science teaching as a result of participation in one of three summer science research programs. This study also explored what teachers reported valuing about their experiences as they progressed through the program and returned to their classrooms. Data were collected through open-ended surveys, semi-structured interviews, program observation and artifact analysis before, during, and after the research programs as well as follow-up surveys and semi-structured interviews six to nine months after the research programs had ended. In addition to overall findings, six cases are presented to highlight changes and growth that occurred. Participation in these programs did not always lead to the outcomes intended by facilitators, such as strong changes in teachers' understandings about scientific inquiry and full implementation of research with their students; yet there were significant positiveoutcomes from participants' perspectives. Teachers' understandings of scientific inquiry and nature of science changed in small ways as measured by a modified Views of Scientific Inquiry/Views of Nature of Science Survey; however, participants changed their descriptions of science teaching after the programs. These descriptions included more affective goals for their students, the use of more student centered activities, and the importance of engaging students in research. On their post surveys, participants reported their intentions to implement more classroom inquiry, including science research. In follow-up surveys and interviews teachers reported engaging students in more active roles in their classrooms. In addition, teachers reported valuing a number of other outcomes from their participation in these programs. These included increased knowledge and skills in science, insider information about professional science, increased credibility, professional and personal growth, and improvements in students' knowledge and engagement in science and research. An emergent finding of the study was that participating in these research programs had an influence on some participants' identities related to doing science, being a scientist, and teaching science.
Download or read book Effect of Research Experiences on Teachers Perceptions of the Nature of Science written by Suchin Visavateeranon and published by . This book was released on 1992 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Feminist Epistemology and Philosophy of Science written by Heidi E. Grasswick and published by Springer Science & Business Media. This book was released on 2011-05-16 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: Having enjoyed more than twenty years of development, feminist epistemology and philosophy of science are now thriving fields of inquiry, offering current scholars a rich tradition from which to draw. In addition to a recognition of the power of knowledge itself and its effects on women’s lives, a central feature of feminist epistemology and philosophy of science has been the attention they draw to the role of power dynamics within knowledge-seeking practices and the implications of these dynamics for our understandings of knowledge, science, and epistemology. Feminist Epistemology and Philosophy of Science: Power in Knowledge collects new works that address today’s key challenges for a power-sensitive feminist approach to questions of knowledge and scientific practice. The essays build upon established work in feminist epistemology and philosophy of science, offering new developments in the fields, and representing the broad array of the feminist work now being done and the many ways in which feminists incorporate power dynamics into their analyses.
Download or read book Feminist Science Education written by Angela Calabrese Barton and published by Teachers College Press. This book was released on 1998 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents a case for liberatory science education from a feminist perspective. Based on a two-year teacher-research study, Feminist Science Education questions and challenges how power and knowledge relationships position teachers, students, and science with and against one another in the classroom. Using stories about life in and out of the classroom, this book describes the impact that exploring this situated nature of science and teaching has for transforming science education.
Download or read book Unveiling the Masculinity of Science written by Tina Marie Wilkins and published by . This book was released on 2008 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This study investigated how eight female science teachers in a Consciousness Raising focus group viewed science and how they responded to the message that the nature of science is a masculine, social construct. Using the framework of Feminist Standpoint Theory and Critical Race Feminism, I investigated the reactions and reflections of the participants to the video "Asking Different Questions: Women in Science" (1993). Prior to the video, the teachers completed a short questionnaire and discussed the nature of science. They viewed, discussed, and related the video's message to their lived experiences. I theorized that some teachers would become more aware of the presumed masculine nature of science and relate prior lived experiences. Before and after the video, participants shared stories of being treated differently from the male students in the classroom. Prior to the video most participants believed the nature of science to be objective, but may contain some subjectivity and biases in it. Seven of the eight teachers recognized that science is not free from social constraints. After the video the most significant change in data occurred as teachers changed their minds about the objectivity of science. All but one shared that she accepted that science had a social, subjective nature. All the participants recalled stories where they felt oppressed in science classes and/or society due to being female. The over-arching themes from the study are lack of reflection and need for critical reflection and analysis, silencing, (due to intimidation, learned helplessness, and oppression), and inequitable opportunities in the classroom and in carrier choices. The significance of this study is found in unveiling the hegemonic nature of science and opening doors for discussion and reflection among teachers. Additional research is needed to determine if the teachers will apply their newfound knowledge and analysis to current pedagogical practices. Recommendations for further research center on studying experiences of teachers and subsequent impact on their current practices and beliefs. This study exposes and names the masculine hegemonic nature of science and gender biases which occur in schools and society as seen through the standpoints and experiences of female science teachers.
Download or read book The Death of Nature written by Carolyn Merchant and published by HarperCollins. This book was released on 2019-09-10 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: UPDATED 40TH ANNIVERSARY EDITION WITH 2020 PREFACE An examination of the Scientific Revolution that shows how the mechanistic world view of modern science has sanctioned the exploitation of nature, unrestrained commercial expansion, and a new socioeconomic order that subordinates women.
Download or read book A Conceptualization of Learning Teaching and Research Experiences of Women Scientists and Its Implications for Science Education written by Patricia Kerr and published by . This book was released on 1988 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Discourse and the Construction of the Science Teacher Subject written by Mark Louis Wernikowski and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Science education has found itself in a paradoxical state of stagnant flux. Despite numerous calls for reform and a near consensus amongst science educators on the teaching techniques that hold the most promise, new pedagogical approaches have hardly been implemented. Scholarship advocating for pedagogical change tends to focus on examining teachers' beliefs, instructional methods and student engagement. These approaches are limited as they often fail to account for the political, social and historical groundings of these practices. This study explores the relations of power, discipline and domination implicated in the construction of the science-teacher-subject. It employs a poststructural conceptualization of the subject of lack to invert the science teacher identity, shifting the focus from ontological questions of self towards an epistemological understanding of the process of subjectification. This epistemological query does not seek the "truth" of what the science teacher is, but rather recognizes that the science teacher is a genealogical formation integrally connected with social power. Using a discursive analytic, this study focuses on the production of science teachers' identity by thirteen secondary school teachers and draws upon Foucaultian genealogy to demonstrate the implementation and performances of these "historical" discourses in the classroom. The science teacher is subjectified in the data as: 1) a passionate subject that holds a natural affinity for science and teaching science; 2) a gatekeeper to personal and societal advancement, opportunity and financial stability; 3) a modern subject charged with maintaining the narratives of enlightenment; and 4) a postpositivist subject that is responsible for promoting the interconnectedness of science, society and politics. Within this cacophony of diverse subjectifying calls, the science teacher is consistently given social status while being disciplined to maintain the hegemony of Western science. The epistemological supremacy of Western ways of knowing remains foundational in the field of secondary science education, and this framework continues to present the science teacher as objective, rational and blameless for the domination that secures its privileged position. While the science teacher is nearly powerless to change the direction of Western science, the teacher is rewarded with elite status for its reproduction.
Download or read book Sociological Abstracts written by Leo P. Chall and published by . This book was released on 1998 with total page 812 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Feminist Science Studies written by Maralee Mayberry and published by Psychology Press. This book was released on 2001 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book The Influence of Prior Knowledge a Science Methods Course and Student Teaching on Preservice Teachers Developing Philosophy and Practice of Teaching Science in Elementary School written by Regina Elizabeth Toolin and published by . This book was released on 1998 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Navigating the Whirlwind written by Leigh Carmen Hester and published by . This book was released on 2016 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was a narrative inquiry that explored the experience of one science teacher as he utilized a science fiction novel in his secondary physical science classroom. With the recent implementation of the Common Core literacy standards in Alabama, science teachers are now required to address literacy and reading along with teaching science content and pursuing scientific literacy. Since these standards originate from a language arts perspective, science teachers may not be aware of how to best undertake this initiative without the necessary in-depth training in literacy strategies. This story of one Alabama science teacher integrating a science fiction novel in his physical science classroom provided an understanding and affinity of the ideas, practices, decisions, and Discourses (Gee, 2005, 2012) that influenced the situated cognition of this novice "literacy teacher" as he tried out a new tool. This narrative inquiry was guided by the following research questions: 1) what is the experience of a science teacher as he utilizes a science fiction novel in the secondary science classroom, and 2) how does a secondary science teacher meaningfully address scientific literacy through the use of a science fiction novel in a physical science classroom? Participant selection was through purposeful sampling, and data collection consisted of open-ended and story-telling interviews, participant observation, and document review. Data analysis resulted in the re-storying of the participant's experience as well as insights gained from the story. Major conclusions drawn from this science teacher's experience were the representation of three differing identities-science teacher, literacy teacher, and coach- through the entirety of the project; the use of a science fiction novel is a viable curricular option for addressing both content literacy and scientific literacy; knowing student learners is essential for strategically teaching a science fiction novel; and support and professional development are required for content teachers as they address content literacy standards. The story of this teacher's experience and the conclusions gathered will be beneficial to science teachers and all other educators incorporating new approaches or tools while navigating various directives and mandates affecting the classroom in addition to their other professional duties.
Download or read book Keywords for Environmental Studies written by Joni Adamson and published by NYU Press. This book was released on 2016-02-26 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduces key terms, quantitative and qualitative research, debates, and histories for Environmental and Nature Studies Understandings of “nature” have expanded and changed, but the word has not lost importance at any level of discourse: it continues to hold a key place in conversations surrounding thought, ethics, and aesthetics. Nowhere is this more evident than in the interdisciplinary field of environmental studies. Keywords for Environmental Studies analyzes the central terms and debates currently structuring the most exciting research in and across environmental studies, including the environmental humanities, environmental social sciences, sustainability sciences, and the sciences of nature. Sixty essays from humanists, social scientists, and scientists, each written about a single term, reveal the broad range of quantitative and qualitative approaches critical to the state of the field today. From “ecotourism” to “ecoterrorism,” from “genome” to “species,” this accessible volume illustrates the ways in which scholars are collaborating across disciplinary boundaries to reach shared understandings of key issues—such as extreme weather events or increasing global environmental inequities—in order to facilitate the pursuit of broad collective goals and actions. This book underscores the crucial realization that every discipline has a stake in the central environmental questions of our time, and that interdisciplinary conversations not only enhance, but are requisite to environmental studies today. Visit keywords.nyupress.org for online essays, teaching resources, and more.
Download or read book Research as an Instrument for Change written by Nancy Pierce Morabito and published by . This book was released on 2013 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Influence of Scientific Stories on Students Ideas about Science and Scientists written by Sinan Erten and published by . This book was released on 2013 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to determine whether a lesson, in which context-based learning approach and scientific stories were used, changed stereotypical images of students (aged 11-12) about science and scientists. Data was collected from two separate sources: Interviews conducted with six students and Draw a Scientist Test (DAST) document that was given to 80 students (before and after the intervention). In the study, context-based learning approach with scientific stories was used as intervention after which a change in students' ideas about science and scientists was observed. At the end of the study, changes were observed in various categories of stereotypical images of scientists, such as use laboratory tools (test tubes, glass bottles, magnifying glasses, chemicals, etc.), use of technological appliances (computers, microscopes, telescopes, machines, robots, etc.), scientists who study living things (plants, animals, humans), scientists who study inside a laboratory, scientists who study outdoors (nature, space, etc.). At the same time, changes in understanding of nature of science by students were observed. After the intervention, clues about student ideas such as, there is more than one scientific method, there is no single criteria for doing science, scientists use their imagination in their studies, and science studies are not limited to one field were observed. In the course of the study, student ideas about science changed from a positivist philosophy toward a heuristic philosophy. (Contains 3 tables and 2 figures.).
Download or read book The Influence of Teachers Conceptions of the Nature of Science on Classroom Practice written by Diana Ali Sarieddine and published by . This book was released on 2009 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developing scientifically literate individuals has become one of the important g oals of science education. A scientifically literate individual is one who appre ciates scientific knowledge, differentiates between evidence and opinion, is cap able of understanding and using science to solve personal and societal problems, and understands the nature of science (NOS) (Lederman, 1992). Research has esta blished that many teachers and students possess inadequate understandings of NOS . However, whether teachers' conceptions of NOS are reflected in their instructi onal planning and classroom practice remains an important academic research area , even though some research has been done on this topic. Consequently, the purpo se of this study is to investigate teachers' conceptions of NOS and to determine the relationship between these conceptions and their classroom practice as well as to delineate the factors that facilitate or impede this relationship. To ach ieve this, a sample of seven high school biology teachers, with a science teachi ng diploma, was selected to participate in this study. These teachers filled ou t an open-ended questionnaire entitled "Views of the Nature of Science Questionn aire - form C (VNOS-C)" to gauge their NOS conceptions. In addition, they partic ipated in semi-structured interviews to validate the results of the Questionnair e and investigate the factors enhancing or impeding relationships between concep tions and practice. Finally, teacher's classrooms were videotaped and their less on plans were analyzed to identify evidence for NOS. Data was analyzed using a q ualitative interpretive method. Results from the questionnaire and the interview s showed that most teachers do not possess appropriate views of NOS. Similarly, lesson plans, lacked any planning for teaching NOS aspects and analysis of class room videotapes showed that teachers' practices lacked any explicit reference to the aspects of NOS. Despite the fact that teachers who participated in this stu dy had studied NOS in their teacher education programs, it seems that NOS is abs ent from all their teaching related activities. On the other hand, various facto rs seem to mediate the translation of teachers' views into practices such as the curriculum teachers' experience, time constraints, and classroom management pro blems.
