Student-centered and inquiry-based teaching improve science, technology, engineering, and mathematics (STEM) learning at all levels. However, reform efforts have been met with limited success due to complex interactions between structural relics of our education systems and the pre-existing beliefs of STEM instructors. Using the Teacher-Centered Systemic Reform model and the construct of agency, we investigated these interactions through three case studies of new undergraduate science instructors after they completed a graduate introductory course: college science teaching. Data included interviews, in-class observations, surveys, and classroom artifacts. Forming a case narrative, data revealed instructors' beliefs, practices, and the barriers that had to be circumnavigated, overcome, or accommodated by instructors. Results demonstrated how different forms of agency mediated the barriers and outcomes that emerged between the personal and contextual factors associated with college science teaching. This study provides insight for supporting new college instructors, fills a gap in the literature, and enhances theoretical understanding of the importance of agency in systemic reform. K E Y W O R D S agency, barriers, college teaching, faculty development Science Education. 2019;103:770-798. wileyonlinelibrary.com/journal/sce 770 |
In our digital society, the ability to communicate has irrevocably changed. The purpose of this chapter is to provide a glimpse into the impact of digital media on society, specifically digital communication. This glimpse is framed in terms of four characteristics of digital communication: product/ion, semiotic, public, and transitory. Issues are examined that relate to the democratization and monopolization of communication, who has access, the persistent Spiral of Silence, privacy, cyber bullying, identity theft, the ethereal being captured, as well as education and new literacies. Methodological gaps are noted in the research corpus and suggestions are proposed regarding the need for timeliness, support for a comprehensive span of research paradigms, and representation of a full range of populations. Finally, implications and recommendations are explored for civic engagement, commerce, education, and policy.
In our digital society, the ability to communicate has irrevocably changed. The purpose of this chapter is to provide a glimpse into the impact of digital media on society, specifically digital communication. This glimpse is framed in terms of four characteristics of digital communication: product/ion, semiotic, public, and transitory. Issues are examined that relate to the democratization and monopolization of communication, who has access, the persistent Spiral of Silence, privacy, cyber bullying, identity theft, the ethereal being captured, as well as education and new literacies. Methodological gaps are noted in the research corpus and suggestions are proposed regarding the need for timeliness, support for a comprehensive span of research paradigms, and representation of a full range of populations. Finally, implications and recommendations are explored for civic engagement, commerce, education, and policy.
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