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13489 results in Education, history, theory

Page 213 of 675

  • 1.5 - Improving science teaching practice through collaboration and reflection

  • from Part 1 - Theory
  • Edited by Geoff Woolcott, Southern Cross University, Australia, Robert Whannell, University of New England, Australia
  • Book:
    Teaching Secondary Science
    Published online:
    06 August 2018
    Print publication:
    16 November 2017, pp 93-115

  • Summary

    LEARNING OBJECTIVES

    After studying this chapter, you should be able to:

  • • organise collaborative enhancement with people in your region who utilise science or scientific thinking as part of their daily life in order to examine scientific thinking, pedagogy and content questions based around problem solving

  • • utilise a suite of reflection processes that will develop your science teaching effectiveness using collaborative reflection, including a new and innovative reflection based on how you feel while you are teaching

  • • recognise that iterations of collaborative enhancement, teaching and reflection are key processes in improving your science teaching

  • • develop and utilise science teaching skills that can be transferred from one topic and level to another.

    • Introduction

    Collaboration is about people working together on projects. In education, teachers work together in social networks to improve student learning in the classroom; for example, by exchanging teaching ideas. Classrooms are also becoming collaborative spaces where teachers can guide the learning to achieve their teaching and learning goals and those of their students. Students collaborate to deepen their understanding of scientific concepts.

    Collaboration is an important part of pre-service teacher education and teacher professional learning in science education domains. Collaboration may take a number of different forms; for example, groups of university researchers working with teachers to develop a teaching resource, a teacher mentoring a pre-service teacher, a university lecturer teaching a pre-service teacher or delivering teacher professional learning to a classroom educator, or simply two teachers or two pre-service teachers working together on a lesson or unit plan or reflecting on the impact of the lesson presented.

    This chapter outlines how you as pre-service teachers and classroom teachers can collaborate to enhance your science teaching and to utilise collaborative reflection, the natural partner to collaborative enhancement. The chapter also outlines how repeated cycles, or iterations, rather than single instances of enhancement and reflection can improve teaching. The final section of this chapter speaks to transferable teaching skills that require collaboration for their development and continued effectiveness.

    OPENING VIGNETTE

    As teachers we want our students to be able to ‘think and act in scientific ways’ (ACARA, 2012). Listening to scientists talk about scientific thinking and problem solving is one way to help us to understand it. Scientific thinking is both similar to and different from everyday thinking and problem solving.

  • 2.3 - Application of theory in science education classrooms

  • from Part 2 - Practice
  • Edited by Geoff Woolcott, Southern Cross University, Australia, Robert Whannell, University of New England, Australia
  • Book:
    Teaching Secondary Science
    Published online:
    06 August 2018
    Print publication:
    16 November 2017, pp 259-282

  • Summary

    LEARNING OBJECTIVES

    After studying this chapter, you should be able to:

  • • apply inquiry-based learning (IBL) frameworks when designing classroom activities

  • • apply a number of learning theories and their relevance to the teaching of science, including

  • –– behaviourism

  • –– constructivism

  • –– metacognition

  • –– Piaget's developmental theory

  • –– Bloom's revised taxonomy

  • • apply cognitive load theory in relation to inquiry learning, identifying strategies for applying this theory to IBL

  • • analyse and apply the phases of the 5E framework.

    • Introduction

    This chapter is the mirror to Chapter 1.3. The main goal of this chapter is to provide practical examples to elaborate on and illustrate the applications of the main focus areas of Chapter 1.3. A close relationship exists between instructional design and classroom management, based on the ability of effective instruction to engage students (Scott, Nelson & Liaupsin, 2001). We therefore begin this chapter by noting that a general principle of applied theory is that instruction which engages student attention will also contribute to classroom management, an important consideration for every classroom teacher. When we get to the area of applied theory, we are dealing with highly complex elements of instructional design. Important considerations in this area include thinking about how we can best teach concepts to our students, how to develop effective problem-solving skills, how meaning is constructed from the raw information of learning, how to scaffold student learning for transfer or generalisation, and how to get students to regulate their own learning.

    Understanding how we process information is also an important aspect of effective instruction, because this helps us design for learning that is accessible and relevant to student cognition (Anderson, Reder & Simon, 1996). It also suggests how we might go about scaffolding for improved learning in the areas of critical thinking, problem solving, decision making and creative thinking. Instructional design that applies theory effectively prepares individuals to become lifelong learners (Davis, Sumara & Luce-Kapler, 2008). It is, therefore, a pivotal area for teachers to know about and provides an important backdrop to the presentation of this chapter.

    Against that backdrop, this chapter introduces you to a number of specific strategies designed to apply theoretical ideas about science teaching to the learning situations that occur in classrooms, schools and other educational settings. As noted in Chapter 1.3, the overarching frame of reference for applying these strategies will be the inquiry-based 5E instructional model of science teaching.

  • 1.4 - Real-world science in the classroom

  • from Part 1 - Theory
  • Edited by Geoff Woolcott, Southern Cross University, Australia, Robert Whannell, University of New England, Australia
  • Book:
    Teaching Secondary Science
    Published online:
    06 August 2018
    Print publication:
    16 November 2017, pp 73-92

  • Summary

    LEARNING OBJECTIVES

    After studying this chapter, you should be able to:

  • • apply the concept of the Nature of Science to indicate ideas about science

  • • adopt a scientific inquiry model to apply in your science education context

  • • identify possible misconceptions that may impede an individual's understanding of scientific concepts

  • • realise the importance of providing real-life examples that reflect theoretical knowledge.

    • Introduction

    This chapter outlines the view that science tells us about ourselves and our lives by helping us to understand our relationships with other people and the world. Although the big ideas of science are reflected in curricula, such as in ‘know the content and how to teach it’ (NSWIT, 2013, pp. 6–7, 14–8), this chapter shows how teachers and students may benefit from a realisation that science is embedded in our industrialised culture and is everywhere in the modern world for all to see – we rely on it every day. Science, along with technology, engineering and mathematics (STEM), is part of the fabric of our lives (Chubb et al., 2012; OCS, 2014).

    The chapter develops the important consideration that the use of real-world community contexts in regional locations as a basis for developing scenario-based or problem-based teaching is crucial for a deep understanding of the concepts and processes of science – including enhanced scientific literacy through understanding how scientists go about their work (Chubb et al., 2012). This should allow both pre-service teachers and school students to transfer the context of a scenario while retaining the material to be learned (in a curriculum) as it applies to the new context (Barab & Plucker, 2002).

    Recent publications have reinforced real-world application; for example, through the view that proficiency should emphasise using and applying scientific knowledge within a discipline (Harris et al., 2016). This should allow for engagement of students in sense making and problem solving in contexts that reflect real-world science, thereby deepening their conceptual understanding of both content and authentic practice. The use of technology is also a consideration, since scientists continually engage with and use technology. Technology, such as computer simulations (see Chapter 1.8 and Chapter 2.8), can be an important consideration in making real-world science part of the classroom, particularly in inquiry-based science education and problem-based learning (Renken et al., 2016).

  • 1.2 - On becoming a science teacher

  • from Part 1 - Theory
  • Edited by Geoff Woolcott, Southern Cross University, Australia, Robert Whannell, University of New England, Australia
  • Book:
    Teaching Secondary Science
    Published online:
    06 August 2018
    Print publication:
    16 November 2017, pp 24-44

  • Summary

    LEARNING OBJECTIVES

    After studying this chapter, you should be able to:

  • • describe the process by which an individual develops his/her identity

  • • describe a model to explain the relationship between identity, role and emotion

  • • reflect on and describe your personal identity as a science educator, including the role associated with that identity

  • • identify aspects of the role of science educator that you would like to develop through professional development

  • • identify mechanisms that support teacher learning when crossing boundaries, including possible boundary objects that may support this learning.

    • Introduction

    This chapter commences with an examination of the theoretical background underlying identity theory. A framework involving the self-identity construct, the role associated with an identity and the influence of emotions as the consequence of role performance and in the development of identity will be presented. Following this, the chapter will use the framework presented as the basis for explaining the process involved in your personal journey of developing a science teacher identity. Possible boundary crossings that may stand in your path will be described and mechanisms provided for how to negotiate these boundaries. The chapter concludes with a discussion of how students form their academic identity in relation to science and the place that you, as their science teacher, have in that formation. The content of this chapter will be relevant to you for many years and it may well be that you will revisit it on a number of occasions as you develop your science teaching. Your understanding of what is being described may change as you continue to construct and reconstruct your teacher role and identity.

    OPENING VIGNETTE

    Watch the TedEd video Who am I? available at www.youtube.com/watch?v= UHwVyplU3Pg.

    Questions

    Take 10 minutes to consider the question posed in the video Who am I? Having done that and having considered what the video has presented, write one paragraph in response to each of the following questions:

    1. How would you describe who you were when you were 10 years old?

    2. How would you describe who you are at this very moment?

    3. How would you describe who you want to be in 10 years’ time and how

    4. would you like to change over that time period?

    Take the time to reflect on how your answers differ and why this might be the case.

  • 1.3 - Theory and practice in science education

  • from Part 1 - Theory
  • Edited by Geoff Woolcott, Southern Cross University, Australia, Robert Whannell, University of New England, Australia
  • Book:
    Teaching Secondary Science
    Published online:
    06 August 2018
    Print publication:
    16 November 2017, pp 45-72

  • Summary

    LEARNING OBJECTIVES

    After studying this chapter, you should be able to:

  • • describe a number of learning theories and their relevance to the teaching of science, including

  • – behaviourism

  • – constructivism

  • – Piaget's developmental theory

  • – cognitive load theory

  • – structure of observed learning outcomes (SOLO) taxonomy

  • – Bloom's taxonomy

  • • describe the characteristics of inquiry learning and how it might be used in the science classroom

  • • list and describe the phases of the 5E framework

  • • describe the rationale and structure of the Australian Curriculum: Science.

    • Introduction

    This chapter will commence by introducing you to a number of theories that include important components which have a direct influence on teaching and learning. This chapter presents only a broad overview of these detailed theories, but additional web sources and readings are included that will allow you to investigate them further. The final theoretical component presented is an inquiry-based approach to science called the 5E instructional model. This model will be used at length in Chapter 2.3, where the practical aspects of planning lessons and units will be addressed.

    The final part of the chapter will examine the Australian national science syllabus and the thinking and theory that underpins that document. While every jurisdiction in and outside of Australia has its own approach to the science curriculum, and the Australian national syllabus is but one specific example, it is essential that you take the time to investigate and understand how syllabus documents evolve and the thinking and theory on which such documents are based. If you have this understanding, your capacity to enact a science classroom that accurately meets the requirements of a science syllabus will be greatly enhanced.

    OPENING VIGNETTE

    Watch the TedEd video Inquiry-based learning by Frank Beck, ed.ted.com/ on/b0QY6IZ4. It will introduce you to the idea of inquiry learning and its close relationship with the way that scientists work using the scientific method.

    Question

    Think back to your own time as a student in primary and secondary school and consider the approach to science teaching that was used then and compare it to what is presented in the video. Write down five points that illustrate the differences and similarities of the two approaches.

  • HEQ volume 57 issue 4 Cover and Front matter

  • Journal:
    History of Education Quarterly / Volume 57 / Issue 4 / November 2017
    Published online by Cambridge University Press:
    06 November 2017, pp. f1-f5
    Print publication:
    November 2017
    • Article
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  • American Teenagers, Educational Exchange, and Cold War Politics

  • Campbell F. Scribner
  • Journal:
    History of Education Quarterly / Volume 57 / Issue 4 / November 2017
    Published online by Cambridge University Press:
    06 November 2017, pp. 542-569
    Print publication:
    November 2017

  • The following article documents the expansion of high school exchange programs during the Cold War. It also examines the potential conflicts underlying that expansion, which relied on preexisting networks of government agencies and private philanthropies and sometimes conflated the rhetoric of world peace with a narrower pursuit of American interests. Ultimately, the article contends, experiences abroad prompted teenagers to criticize American foreign policy and to reform their sponsoring organizations along increasingly multilateral, anti-colonial, and socially conscious lines.

  • Introduction: What Difference Did the Coleman Report Make?

  • Harvey Kantor, Robert Lowe
  • Journal:
    History of Education Quarterly / Volume 57 / Issue 4 / November 2017
    Published online by Cambridge University Press:
    06 November 2017, pp. 570-578
    Print publication:
    November 2017
    • Article
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  • The Coleman Report

    For this History of Education Quarterly Policy Forum, we look at the historical significance of the 1966 Coleman Report from several different perspectives. The four main essays published here originated as presentations for a session on “Legacies of the Coleman Report in US Thought and Culture” at the History of Education Society annual meeting in Providence, Rhode Island, in November 2016. Presenters for that session— Zoë Burkholder, Victoria Cain, Leah Gordon, and Ethan Hutt—went on to participate in an HES-sponsored session entitled “Currents in Egalitarian Thought in the 1960s and 1970s: The Coleman Report in American Politics, Media, and Social Science” at the Organization of American Historians meeting in New Orleans in April 2017. Thinking that their reflections on the reception and influence of the Coleman Report in different contexts would be of broad interest to HEQ readers, we asked members of the panel to comment on each other's papers and revise them for this Forum. We then invited Harvey Kantor of the University of Utah and Robert Lowe of Marquette University to write an introduction summarizing the origins and findings of the Coleman Report, along with their own assessment of what the presenters’ essays teach us about its long-term significance. What follows are Kantor and Lowe's Introduction, “What Difference Did the Coleman Report Make?,” together with substantive essays by Zoë Burkholder of Montclair State University, Victoria Cain of Northeastern University, Leah Gordon of Amherst College, and Ethan Hutt of the University of Maryland.

  • If Opportunity Is Not Enough: Coleman and His Critics in the Era of Equality of Results

  • Leah N. Gordon
  • Journal:
    History of Education Quarterly / Volume 57 / Issue 4 / November 2017
    Published online by Cambridge University Press:
    06 November 2017, pp. 601-615
    Print publication:
    November 2017
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  • Toward the Resegregation of Southern Schools: African American Suburbanization and Historical Erasure in Freeman v. Pitts

  • Daniel Amsterdam
  • Journal:
    History of Education Quarterly / Volume 57 / Issue 4 / November 2017
    Published online by Cambridge University Press:
    06 November 2017, pp. 451-479
    Print publication:
    November 2017
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  • This article reconstructs the story behind Freeman v. Pitts (1992), one of the main US Supreme Court cases that made it easier for school districts to terminate court desegregation orders and that, in turn, helped to propel a widely documented trend: the resegregation of southern schools. The case in part hinged on the question of whether school officials in an Atlanta suburb were responsible for the racial segregation that had developed in the area alongside the rapid settlement of African Americans there in the late twentieth century. Thus, along with shedding new light on how the South transitioned from an era focused on desegregation to one enabling resegregation, the article makes contributions to two areas of increasing scholarly interest: the history of African American suburbanization and the history of suburban school districts. Finally, the article underscores disconcerting patterns in how the Supreme Court utilized history in Freeman.

  • Education for Pax Americana: The Limits of Internationalism in Progressive Era Peace Education

  • Megan Threlkeld
  • Journal:
    History of Education Quarterly / Volume 57 / Issue 4 / November 2017
    Published online by Cambridge University Press:
    06 November 2017, pp. 515-541
    Print publication:
    November 2017

  • Fannie Fern Andrews, a Boston educator and reformer, started the American School Peace League (ASPL) in 1908 in order to educate schoolchildren in the principles of what she called “world citizenship.” Through its curriculum, A Course in Citizenship, the ASPL taught students about cooperation, tolerance, and the peaceful settlement of disputes. At the same time, however, they were preparing white, native-born US children to lead the new world and to judge others’ capacity for membership in it—their fitness for world citizenship—according to “civilized,” white American standards. I argue that while Andrews and the ASPL professed a desire for internationalism, theirs was very much a US-dominated internationalism. A Course in Citizenship calibrated the standards of progress and civilization by which children were to measure not only themselves but others around the world. Education for peace was also education for the new American empire.

  • Creating Segregation in the Era of Integration: School Consolidation and Local Control in New Brunswick, New Jersey, 1965–1976

  • Chris Rasmussen
  • Journal:
    History of Education Quarterly / Volume 57 / Issue 4 / November 2017
    Published online by Cambridge University Press:
    06 November 2017, pp. 480-514
    Print publication:
    November 2017
    • Article
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  • New Brunswick High School, which had been racially integrated for decades, became majority-minority (and soon, all minority) in the 1970s, after years of legal wrangling led hundreds of its students to depart for a new, nearly all-white high school in the adjacent suburb of North Brunswick. White suburbanites invoked “local control” to justify building their own high school and battled against both New Brunswick and the New Jersey Department of Education, which ostensibly supported integration and the creation of larger, consolidated school districts. Black and Latino city residents initially advocated integration but soon renounced integration and demanded “community control” over New Brunswick High. Ultimately, the New Jersey Department of Education permitted the schools in the city and the suburb to become separate, allowing segregation to prevail in the so-called “era of integration.”

Page 213 of 675