Encyclopedia of Educational Reform and Dissent

Hunt, Thomas C.; Carper, James C.; Lasley, Thomas J.; Raisch, C.

doi:10.4135/9781412957403

Cited by 18 publications

(42 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Taba's work is recognized as having influenced educational thought throughout the world (Hunt, 2010). Her model has been used in a wide variety of curriculum areas with primary and second level students (Joyce and Weil, 2000).…”

Section: Applications and Influencesmentioning

confidence: 99%

“…Her work in the field of curriculum studies helped to challenge and reform understandings of the way schools help to prepare children to live in a multicultural democracy. (Hunt, 2010, p.870) The essence of Hunt's (2010) argument is that Taba's inductive methodology and emphasis on the thinking processes influenced all fields of teaching and curriculum development.…”

Section: Applications and Influencesmentioning

confidence: 99%

See 1 more Smart Citation

Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

Gomes

McCauley

2016

International Journal of Science Education

View full text Add to dashboard Cite

Internationally, science literacy has become socially and economically very important. Many European countries, including Ireland, stress that science and technology graduates are fundamental for economic growth. Nevertheless, there is a recognized trend of diminishing interest in science by students. In response, there has been a call to change the way science is taught in schools which focuses on inquiry methods rooted in constructivism, and for further encouragement of students to pursue science degrees. Specifically at primary level, there is a recurrent view that teachers lack the confidence and pedagogical knowledge to teach science by inquiry. Universities and other organizations have responded by developing science outreach programmes to improve student engagement in science, and to promote inquiry in the classroom. Given this context, there is a necessity for research in this area to ascertain if this new relationship between outreach and education is worthwhile, and therefore the analysis and comparison of both fields warranted. This study examines and compares primary teachers' and outreach practitioners' understanding and perceptions of constructivist science pedagogy in an effort to understand the potential of the teacher-outreach symbiotic partnership. A mixed-methods approach was employed. The Constructivist Learning Environment Survey was completed by 149 teachers and 89 outreach practitioners and semi-structured interviews, presenting constructivist dilemmatic cases were carried out with 31 teachers and 30 outreach practitioners. The results obtained contradict the view that teachers do not have a strong science pedagogical sense, and are resistant to constructivist approaches. Both teachers and outreach providers revealed favourable views in relation to constructivism, despite recognizing barriers to its implementation. These results move the mind-set away from one that assumes the teacher lacks this pedagogical knowledge towards one that supports the teacher-outreach symbiotic partnership and the realisation of the hybrid role of each participants. The results obtained have also revealed an important gatekeeper dynamic in outreach access to schools. The study ends with implications and recommendations derived from these conclusions. vi Papers and Conference Proceedings Gomes, D. and McCauley, V. (2014). Why do we teach science: four arguments for teaching science and the role of science outreach. Chemistry in Action. 2 (103) pp. 24-6.

show abstract

Section: Applications and Influencesmentioning

confidence: 99%

Section: Applications and Influencesmentioning

confidence: 99%

Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

Gomes

McCauley

2016

International Journal of Science Education

View full text Add to dashboard Cite

show abstract

“…Suffice it to say that these attempts are deemed worthy of a two-volume encyclopaedia (Hunt and Lasley, 2010). Despite this history of continuous reforms the dominant paradigm of educational management has remained constant, and is based on the separation of planning (notably curricula and lesson plans) and enactment (interactions between teacher and learners in the classroom).…”

mentioning

confidence: 99%

“…The problem presented by the dominant paradigm in education The history of education could be mapped out by the initiatives to reform it, but the task would be a gargantuan one, which is, thankfully, beyond the scope of this paper. Suffice it to say that these attempts are deemed worthy of a two-volume encyclopaedia (Hunt and Lasley, 2010). Despite this history of continuous reforms the dominant paradigm of educational management has remained constant, and is based on the separation of planning (notably curricula and lesson plans) and enactment (interactions between teacher and learners in the classroom).…”

mentioning

confidence: 99%

The educational consequences of Bateson's economy of flexibility

Griffiths

2013

Kybernetes

View full text Add to dashboard Cite

Purpose -The education system worldwide is regulated through the dominant paradigm of planning and enactment, but the representations of curricula and lesson plans underpinning the paradigm are poorly correlated to classroom practice. This paper aims to understand how despite this the paradigm remains dominant and explores the implications of its continued success for the current educational practice. Design/methodology/approach -Bateson's concept of the economy of flexibility is applied to the education. Genetic control is mapped onto the formal specification of learning activities, while somatic control is mapped onto teachers' improvisatory practice. The conflicting regulatory messages generated within the dominant paradigm are discussed in terms of Bateson's double bind theory. Findings -The success of the dominant paradigm is comprehensible when conceived of as an economy of flexibility. However, the analysis indicates that this success is dependent on two conditions: that sufficient flexibility is maintained in classroom practice, and that there should be a weak but reliable channel whereby innovations in classroom can filter through to the level of planning. Current developments in educational technology and management practice threaten both these conditions, by increasing the ability of managers to monitor educational activities, and by providing technocratic solutions to pedagogic questions. Flexibility is squeezed out of the system, and the contradictions of the dominant paradigm are increasingly enforced to place teachers in a double bind. Originality/value -The analysis provides a model for relating the problems experienced by teachers in their practice to changes in technology, policy and institutional organisation.

show abstract

“…Inquiry-based learning is defined as a range of pedagogical approaches to learning that employ active investigation to help students construct knowledge (Hunt, Carper, Lasley, & Raisch, 2010). With this approach, students formulate research questions, design and conduct their own investigations, develop reasoning based on what they have learned, and engage in discussion to further their understanding of a concept (Pedaste, et.…”

Section: Science Educationmentioning

confidence: 99%

Enhancing background knowledge for students at risk for failure

Gorsh¹

View full text Add to dashboard Cite

As I reflect on the last eight years of my life, I have a hard time grasping the magnitude of this monumental achievement. I have overcome many obstacles in the pursuit of this doctorate and my life has changed significantly in the process. While aspects of this experience have been painfully difficult, I am extremely grateful for the experiences that have accompanied this undertaking. I'd like to take this opportunity to recognize the family, friends, and mentors who helped me forge ahead in this pursuit, because I certainly could not have done it alone. I am particularly grateful for the love and support of my wife, Hannah, and two children, Helene and Owen. I am so blessed to have them in my life. Hannah, thank you for being able to effectively recognize the appropriate times to challenge me and when to rely solely on your faith in me. I know this hasn't been easy and I thank you for your willingness to persevere. Owen and Helene, thank you for providing the hugs, kisses, giggles and snuggles that helped me to sustain the energy needed to reach this goal.

show abstract

Encyclopedia of Educational Reform and Dissent

Cited by 18 publications

References 0 publications

Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

The educational consequences of Bateson's economy of flexibility

Enhancing background knowledge for students at risk for failure

Contact Info

Product

Resources

About