標(biāo)題: Titlebook: Critical Voices in Science Education Research; Narratives of Hope a Jesse Bazzul,Christina Siry Book 2019 Springer Nature Switzerland AG 20 [打印本頁] 作者: Hoover 時(shí)間: 2025-3-21 16:39
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書目名稱Critical Voices in Science Education Research讀者反饋學(xué)科排名
作者: ANTE 時(shí)間: 2025-3-21 20:15 作者: sulcus 時(shí)間: 2025-3-22 03:52 作者: kyphoplasty 時(shí)間: 2025-3-22 07:30
,Cashflow-Planung für Unternehmen,tarting out as an “insider” conducting research within the field of biological sciences. I will focus on specific personal and educational experiences that have motivated me to make the shift, on the challenges that I encountered as a “science educator critical of science,” and on my engagement with作者: 廣大 時(shí)間: 2025-3-22 11:30 作者: NOT 時(shí)間: 2025-3-22 13:11
,Cashflow-Planung für Unternehmen,er uses autoethnography to reflect on the common themes we experienced that helped us make sense of this transition from science to science education. Autoethnography allowed us to reflect and highlight key events and common themes to explain our desire to stay within science, but not practice scien作者: NOT 時(shí)間: 2025-3-22 20:30 作者: Annotate 時(shí)間: 2025-3-23 01:17
Installation und Start von WordPerfect, MR, JTeachEduc40:13–17, 1989) to map my intellectual interests about science museums and make meaning of them. Moving through the four moments of inquiry that Pinar describes ? regressive, progressive, analytical, and synthetic ?, I start with a turn to my autobiographical past, looking closely at 作者: 破譯 時(shí)間: 2025-3-23 01:38
Installation und Start von WordPerfect,I argue that giving voice to such experiences plays an important role in developing coalitions of critical science educators, and works against the ubiquitous appeal of disembodied objectivity in the sciences more broadly. At the same time, I worry about the ways in which autoethnographic research t作者: 智力高 時(shí)間: 2025-3-23 05:43
Installation und Start von WordPerfect,r moves made by others: (1) ignoring any discussion, since I am not an authority; (2) reframing the discussion exclusively within what has been done; (3) affirming that my discussion is (too) specific and only makes sense within my own framework; (4) evaluating my research through the lens of its im作者: BILIO 時(shí)間: 2025-3-23 09:45 作者: Control-Group 時(shí)間: 2025-3-23 15:28
Die Verarbeitung von DatenfeldernAustralia, Donna at Queensland University and Jenny at the Australian Catholic University in Victoria, they draw parallels in their experiences of implementing critical approaches to science education with preservice teachers at their respective institutions. Donna reflects upon her experience of fa作者: faculty 時(shí)間: 2025-3-23 20:50 作者: Ischemia 時(shí)間: 2025-3-23 23:38 作者: 道學(xué)氣 時(shí)間: 2025-3-24 05:54 作者: 無表情 時(shí)間: 2025-3-24 10:12
r class academics. As a Latina from a working class background, I often find myself out of sync with and ostracized by the culture of academia in general and science education academia specifically. I have had to learn how to survive the systematic racist, sexist, classist, ethnocentric, and elitist作者: 編輯才信任 時(shí)間: 2025-3-24 11:01
anada). We ask the reader to join us on our “Treaty Walk”, where we (re)consider our ethical relationship to self, other, and the world as white settlers through dreams, stories, and dialogue. We also take along with us Michel Foucault’s concept of Parrhesia (Foucault, M., Davidson, A. I., Burchell,作者: 講個(gè)故事逗他 時(shí)間: 2025-3-24 17:31
Jesse Bazzul,Christina SiryConnects new researchers to a given field of research.Contains transferable contexts to assist other scholars around the world.Reflects the growing diversity of science education researchers around th作者: Intuitive 時(shí)間: 2025-3-24 20:17
Cultural Studies of Science Educationhttp://image.papertrans.cn/d/image/240174.jpg作者: 使人入神 時(shí)間: 2025-3-25 00:50 作者: osteocytes 時(shí)間: 2025-3-25 03:48 作者: 不出名 時(shí)間: 2025-3-25 08:29 作者: 學(xué)術(shù)討論會(huì) 時(shí)間: 2025-3-25 14:33 作者: 尾隨 時(shí)間: 2025-3-25 18:40
Stories of Hopearising from the influence of STEM in science education. It focuses on the ways transformative science teaching challenges this obstacle viewed through the lens of Critical Realism and how social justice is meshed into science pedagogy.作者: COUCH 時(shí)間: 2025-3-25 20:42
Critical Voices in Science Educationbarriers, challenges, and contradictions. Historically, science education has seldom provided a space for the stories of educators, although that is now changing. Scientific endeavour, which for us includes science education, can only find meaning in the narratives that surround and permeate its pra作者: BUDGE 時(shí)間: 2025-3-26 03:06
Boundaries, Gatekeeping, and Oppression Within Science Education Research I had as a graduate student, when the stifling pressure to conform nearly ended my academic career before it began. Through poetry, I hope to raise questions, surface issues, and highlight voices. In so doing, I also invite others in to create space for their own concerns, tensions, and wonderings 作者: Evocative 時(shí)間: 2025-3-26 05:18
Quietism in the Face of Injustice: A Cultural Mennonite’s Reflection on Pride and Shame in Science as to pacifism and activism as a scholar. As a cultural Mennonite, pacifism is a central tenet of my moral core. In my narrative of my own history, I have used this pacifist foundation as a means of justifying conflict avoidance. As a lesbian, cultural activist, and action researcher, however, these 作者: 使迷醉 時(shí)間: 2025-3-26 09:38
Finding a Critical Voicetarting out as an “insider” conducting research within the field of biological sciences. I will focus on specific personal and educational experiences that have motivated me to make the shift, on the challenges that I encountered as a “science educator critical of science,” and on my engagement with作者: aristocracy 時(shí)間: 2025-3-26 12:59
Stories of Hopearising from the influence of STEM in science education. It focuses on the ways transformative science teaching challenges this obstacle viewed through the lens of Critical Realism and how social justice is meshed into science pedagogy.作者: 曲解 時(shí)間: 2025-3-26 19:53 作者: CBC471 時(shí)間: 2025-3-27 01:01
Embedding Ethics of Care into Primary Science Pedagogy: Reflections on Our Criticalityd from ethics of care theory. Through the analysis of a science school-university collaborative project we discuss how the ethic of care theory became central to our work and how collaborative relations pushed the boundaries of acceptable practice and purposes of science education. We also reflect o作者: 男生戴手銬 時(shí)間: 2025-3-27 02:56
Science Museums: Reflections from an Autobiographical Journey MR, JTeachEduc40:13–17, 1989) to map my intellectual interests about science museums and make meaning of them. Moving through the four moments of inquiry that Pinar describes ? regressive, progressive, analytical, and synthetic ?, I start with a turn to my autobiographical past, looking closely at 作者: 糾纏 時(shí)間: 2025-3-27 07:40 作者: 在前面 時(shí)間: 2025-3-27 13:21 作者: Optic-Disk 時(shí)間: 2025-3-27 17:01
Beyond Levinas’ Other: My Journey Reimaging Science Educationn the published presentation of the final product. This chapter shares the author’s journey writing his paper, . (Blades D, Educ Philos Theory 38(5): 623–640, 2006). By sharing the development of this paper the author problematizes the notion of the author as a singular voice, revealing instead how 作者: 剝削 時(shí)間: 2025-3-27 21:24
Maintaining Our Critical Work: Stories of Curriculum Making in Initial Teacher EducationAustralia, Donna at Queensland University and Jenny at the Australian Catholic University in Victoria, they draw parallels in their experiences of implementing critical approaches to science education with preservice teachers at their respective institutions. Donna reflects upon her experience of fa作者: Cuisine 時(shí)間: 2025-3-27 22:54
Confronting Self: Stories of Incipiency, Disequilibrium, and Becoming Critical in Science Educationmational experiences involving incipiencies, disequilibrium, and retreat. We suggest these experiences result from tensions between new and existing perceptions and beliefs about the social settings in which we work and study. Our stories demonstrate what we believe is a necessary negotiation betwee作者: Trypsin 時(shí)間: 2025-3-28 04:19
A Critical Co/Autoethnographic Exploration of Self: Becoming Science Education Researchers in Diversourselves, and the contexts we study. Through a co-autoethnographic process, we aimed to better understand our positioning in our lived experiences and to generate an understanding of how reflective critical research approaches could transform us, as well as the communities in which we were immersed作者: circumvent 時(shí)間: 2025-3-28 07:11
Resistance to Divergent, Child-Centered Scientific Inquiry in the Elementary School and at the Univen has been reduced or even eliminated due to the prioritization of math and language arts. In other areas, the science curriculum has been narrowed and paced in such a rigid way that alternative methods for instruction, scientific discourse, and criticality in science thinking have been precluded or作者: 食物 時(shí)間: 2025-3-28 13:36
Not “Real” Science Education Research: The Systematic Silencing of Critical Science Education Scholar class academics. As a Latina from a working class background, I often find myself out of sync with and ostracized by the culture of academia in general and science education academia specifically. I have had to learn how to survive the systematic racist, sexist, classist, ethnocentric, and elitist作者: 同時(shí)發(fā)生 時(shí)間: 2025-3-28 15:03 作者: 音樂會(huì) 時(shí)間: 2025-3-28 22:03 作者: hysterectomy 時(shí)間: 2025-3-29 00:37 作者: Oration 時(shí)間: 2025-3-29 03:24 作者: 白楊 時(shí)間: 2025-3-29 09:34
d humanist science, as well as get a sense of our ethical orientation; what we are doing right here and now, the places and faces of where we teach and live. In the process we hope to “be” where we stand and take a risk together.作者: CROW 時(shí)間: 2025-3-29 13:29 作者: 輕快帶來危險(xiǎn) 時(shí)間: 2025-3-29 15:56 作者: Intersect 時(shí)間: 2025-3-29 21:33 作者: 本土 時(shí)間: 2025-3-30 02:09 作者: Terrace 時(shí)間: 2025-3-30 07:18
uestions, surface issues, and highlight voices. In so doing, I also invite others in to create space for their own concerns, tensions, and wonderings about the field. Throughout, I raise questions about how we engage in social justice work in light of the gatekeeping represented in the poem.作者: Ostrich 時(shí)間: 2025-3-30 08:40
,Cashflow-Planung für Unternehmen, that have motivated me to make the shift, on the challenges that I encountered as a “science educator critical of science,” and on my engagement with the difficult questions that seek the “implications” of my PhD work in a climate that is politically reactionary.作者: Jingoism 時(shí)間: 2025-3-30 13:59 作者: Fillet,Filet 時(shí)間: 2025-3-30 17:00
Boundaries, Gatekeeping, and Oppression Within Science Education Researchuestions, surface issues, and highlight voices. In so doing, I also invite others in to create space for their own concerns, tensions, and wonderings about the field. Throughout, I raise questions about how we engage in social justice work in light of the gatekeeping represented in the poem.作者: 鞠躬 時(shí)間: 2025-3-30 21:55 作者: 使害羞 時(shí)間: 2025-3-31 04:39 作者: 煩擾 時(shí)間: 2025-3-31 08:17 作者: 不足的東西 時(shí)間: 2025-3-31 09:41
Not “Real” Science Education Research: The Systematic Silencing of Critical Science Education Schola life’s work toward. I share my struggles through my poem “Unos Cuantos Piquetitos,” after the Frida Kahlo piece . to illustrate how science education academia works to render me invisible while bleeding me dry.作者: Common-Migraine 時(shí)間: 2025-3-31 14:30 作者: induct 時(shí)間: 2025-3-31 20:17
Reflections on Undergraduate Science Experiences: A Push to Science Teachingy, our experience was of lacking visible pathways to enact social agency in science in ways to solve problems, like the discrimination felt, and instead we were pulled to education as a direct means to addressing social issues. Our experiences with mentoring paradoxically helped us find this path, a作者: 玉米棒子 時(shí)間: 2025-3-31 23:13
Embedding Ethics of Care into Primary Science Pedagogy: Reflections on Our Criticalitytment to criticality and how she connects her personal life experiences, her previous path as a scientist and the political issues surrounding science. We contrast her views and our aims for the project we carried out with the teachers work and views. We conclude the chapter with a discussion of som作者: 雜役 時(shí)間: 2025-4-1 02:55
Science Museums: Reflections from an Autobiographical Journeytural narratives and prevailing models of science communication. As part of this process, I reflect on the ways I have strengthened and refined my epistemological beliefs and my understandings about the challenges and possibilities to envision (and to advocate for) science museums as places for prom作者: 即席演說 時(shí)間: 2025-4-1 07:53
