1,721,006 research outputs found
Interaction ritual approaches to emotion and cognition in science learning experiences
No full textLearning science involves situated social practices that are inherently emotional. Despite this fact, research in science education has focused predominantly on learning as a cognitive process with scant attention directed at emotion in the past. There are now a growing number of studies of emotion and affect partly due to international concerns regarding student disaffection with school science. In this chapter, I discuss theoretical orientations to the sociology of emotion that have attracted increasing interest from science education researchers in recent years. In particular, interaction ritual theory has provided a way forward for understanding science learning as an emotional and situated social practice. Fruitful perspectives about emotional engagement have been developed from its application in empirical studies of school and preservice teacher education classes. I begin with an overview of interaction ritual theory and by outlining the outcomes of selected empirical studies to illustrate the basic tenets of the theory. In the second part of the chapter, I consider what else we can learn about the interrelationships between emotion and cognition by taking up some of the roots of interaction ritual theory in Emilé Durkheim’s social epistemology of knowledge. From this foundation, I propose in the third part of the chapter a microsociology of learning as a fruitful direction for research on learning experiences. <a href="http://www.springer.com/us/book/9783319433516">Exploring Emotions, Aesthetics and Wellbeing in Science Education Research</a
Emotions, aesthetics and wellbeing in science education: Theoretical foundations
No full textThis is the introductory chapter for the international co-edited collection Exploring Emotions Aesthetics and Wellbeing in Science Education Research
Emotions, Aesthetics and Wellbeing in Science Education:Theoretical Foundations
No full textThis internationally edited collection on emotions, aesthetics, and wellbeing emerged following an exploratory research workshop held in Luxembourg associated with the journal Cultural Studies of Science Education (CSSE). The workshop was entitled ‘Innovation and collaboration in cultural studies of science education: Towards an international research agenda.’ Authors were invited to articulate the theoretical and philosophical underpinnings of their research, offering empirical elaborations to illustrate applications of these conceptual and methodological foundations. An outcome of this international collaboration is the rich and diverse range of perspectives represented in this collection. This book will serve as a useful reference for those seeking to study emotions, aesthetics and wellbeing, and others who wish to develop deeper engagement with theoretical and philosophical traditions informing such research. Possibilities for future research are elaborated within the collection generating scope for further collaborative and international studies informed by perspectives represented in the collection. In the present chapter, we outline the origin of this edited collection against the background of existing research interest in the field of science education. We then provide an overview of each chapter in the collection
Designing and using historical vignettes in science teaching : a personal account
No full textHistorical vignettes are interesting short stories which encapsulate a brief period of scientific history. They can be useful tools for teaching the nature of science, demonstrating the practices of science and making science fun. Historical vignettes illustrate the role of people and social processes in science.\ud
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In this paper I describe my experience with writing and presenting an historical vignette during a Biology unit. Included is a copy of the vignette and I have identified some possible improvements that might lead to better outcomes. This may be helpful for other teachers who wish to try this strategy for themselves.\u
Practical considerations for integrating alternate reality gaming into science education
No full textIn this article, I present my experience with integrating an alternate reality gaming (ARG) framework into a pre-service science teacher education course. My goal is to provide an account of my experiences that can inform other science education practitioners at the tertiary and secondary levels that wish to adopt a similar approach in their classes. A game was designed to engage pre-service teachers with issues surrounding the declining enrolments in science, technology, engineering and mathematics disciplines (i.e., the STEM crisis; Tytler, 2007) and ways of re-engaging learners with STEM subjects. The use of ARG in science education is highly innovative. Literature on the use of ARG for educational purposes is scarce so in the article I have drawn on a range of available literature on gaming and ARG to define what it is and to suggest how it can be included in school science classrooms
Methods for sociological inquiry on emotion in educational settings
No full textSociological approaches to inquiry on emotion in educational settings are growing. Despite a long tradition of research and theory in disciplines such as psychology and sociology, the methods and approaches for naturalistic investigation of emotion are in a developmental phase in educational settings. In this article, recent empirical studies on emotion in educational contexts are canvassed. The discussion focuses on the use of multiple methods within research conducted in high school and university classrooms highlighting recent methodological progress. The methods discussed include facial expression analysis, verbal and non-verbal conduct, and self-report methods. Analyses drawn from different studies, informed by perspectives from microsociology, highlight the strengths and limitations of any one method. The power and limitations of multi-method approaches is discussed
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Higher order thinking in chemistry curriculum and its assessment
No full textHigher-order thinking has featured persistently in the reform agenda for science education. The intended curriculum in various countries sets out aspirational statements for the levels of higher-order thinking to be attained by students. This study reports the extent to which chemistry examinations from four Australian states align and facilitate the intended higher-order thinking skills stipulated in curriculum documents. Through content analysis, the curriculum goals were identified for each state and compared to the nature of question items in the corresponding examinations. Categories of higher-order thinking were adapted from the OECD’s PISA Science test to analyze question items. There was considerable variation in the extent to which the examinations from the states supported the curriculum intent of developing and assessing higher-order thinking. Generally, examinations that used a marks-based system tended to emphasize lower-order thinking, with a greater distribution of marks allocated for lower-order thinking questions. Examinations associated with a criterion-referenced examination tended to award greater credit for higher-order thinking questions. The level of complexity of chemistry was another factor that limited the extent to which examination questions supported higher-order thinking. Implications from these findings are drawn for the authorities responsible for designing curriculum and assessment procedures and for teachers
Re-imagining STEM : peer scaffolding ICT in initial teacher education
No full textIn this paper, we report on how peer scaffolding was used to effect change in tertiary teaching practice and academic disposition in the use of Information and Communication Technology (ICT) in Science teaching and learning. We present a small-scale case study investigating the practice of one of this paper’s authors. It is told through two salient episodes which narratively describe the scaffolding used to support a teaching experiment. This was made possible through the national Teaching Teachers for the Future Project (2011-2012) which aimed to enhance the technological pedagogical capability of pre-service teachers across Australia. The outcome was a demonstrable shift in the academic’s disposition towards the use and benefits of ICT in teaching science and an increase in skills and confidence for both the academic and his students. This study and its outcomes fit within the contemporary push to “re-imagine” the teaching of Science, and more broadly of STEM, in schools
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