Exploring culture, language and the perception of the nature of science

Sutherland, Dawn; Dennick, Reg

doi:10.1080/09500690110067011

Cited by 61 publications

(38 citation statements)

References 38 publications

(52 reference statements)

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“…Previous studies indeed identified the cultural differences in students' epistemological beliefs (e.g., Chai et al, 2012;Sutherland & Dennick, 2002). In the present study, due to the subcultural differences among the three participant provinces, students' epistemological conceptions of mathematics were also found to be different.…”

Section: Gender and Sub-cultural Differencessupporting

confidence: 47%

Senior Secondary School Students' Epistemological Conceptions of Mathematics in China: Characteristics and Development Process

Yang¹

2013

Research in Mathematical Education

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This paper reports findings from a survey of senior secondary school students' epistemological conceptions of mathematics with the adaption of the instrument of the "Conceptions of Mathematics"-Inventory in China. The survey included a sample of 414 Grade 10 students, 441 Grade 11 students, and 400 Grade 12 students from three provinces. Descriptive statistics, one-way ANOVA, and T-test were employed to analyze data in this study. It was found that senior secondary school students mainly focused on objectivity and reality of mathematics, without highlighting the characteristics of sociality, subjectivity, and creativity of mathematics. In addition, besides gender differences, differences were identified among students from different grades, different areas, taught by teachers with different teaching experience and experience in using reformed curriculum.

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Section: Gender and Sub-cultural Differencessupporting

confidence: 47%

Senior Secondary School Students' Epistemological Conceptions of Mathematics in China: Characteristics and Development Process

Yang¹

2013

Research in Mathematical Education

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“…From previous work, it was apparent that Cree students might require science instruction that bridges the cognitive landscape (Sutherland, 1998(Sutherland, , 1999Sutherland & Dennick, 2002). The preliminary research question associated with this work was:…”

Section: Bringing It All Togethermentioning

confidence: 99%

“…Critical incidents often elicited responses that were more descriptive than responses obtained through direct questioning in previous research (Sutherland, 1998, Sutherland, 1999Sutherland & Dennick, 2002). Two different critical incidents were read to each student and their responses to specific questions were recorded (see Table 1).…”

Section: Interviewsmentioning

confidence: 99%

“…This research only focused on the existence of schematic conflicts that may occur in the science classroom (collateral learning) not the schema that students find commensurable with Western science. In order to explore collateral learning, the second interview included students' responses to critical incidents (see Sutherland & Dennick, 2002, for critical incident explanation). The responses to the critical incidents were then coded according to the identification of authority figures in science learning.…”

Section: Intrinsic Motivation Inventorymentioning

confidence: 99%

“…There is a vast array of literature that explores the way in which the culture and language of an individual student influences how she/he may approach learning Western science (Allen & Crawley, 1998;George & Glasgow, 1988;Jegede & Okebukola, 1991;Lee & Fradd, 1996;Lynch, 1996aLynch, , 1996bLynch, Chipman, & Pachaury, 1985;McKinely, McPherson-Waiti, & Bell, 1992;Sutherland, 1998;Sutherland & Dennick, 2002). These studies are based upon the presumption that Western science contains its own presuppositions about the nature of science, such as the idea that the universe can be understood through a series of theories and laws.…”

Section: Introductionmentioning

confidence: 99%

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Resiliency and collateral learning in science in some students of cree ancestry

Sutherland

2005

Sci. Ed.

Self Cite

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ABSTRACT:In the context of schooling, resiliency refers to the ability to thrive academically despite adverse circumstances. In this study the relationship between academic resilience and student's collateral learning is explored in 20 students of Cree ancestry. The individual resilience of each student was examined by identifying protective factors for school leaving within the microsystem of each student's ecological framework. Student responses to questions related to motivation and engagement were ranked. In addition, students' perception of the influence of family and peers on individual attributes toward schooling was ranked.To gain insight into the collateral learning aspects of science learning in Cree students, the participants in this study were asked to reflect on their learning strategies through the use of critical incidents. The relationship between collateral learning and resiliency was also explored.This study found that students possessing a greater number of protective factors were more likely to learn science in a way described by Jegede's collateral learning theory. Responses to critical incidents indicate some Cree students hold at least two sources of knowledge to explain some science concepts and therefore may adopt a collateral learning strategy. The importance these students place on earned or experiential knowledge is evident in the interviews. Some suggestions for classroom instruction are offered in conclusion.

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Cellular and network properties of the subiculum in the pilocarpine model of temporal lobe epilepsy

Knopp

Kivi

Wozny

et al. 2005

J of Comparative Neurology

100

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The subiculum was recently shown to be crucially involved in the generation of interictal activity in human temporal lobe epilepsy. Using the pilocarpine model of epilepsy, this study examines the anatomical substrates for network hyperexcitability recorded in the subiculum. Regular- and burst-spiking subicular pyramidal cells were stained with fluorescence dyes and reconstructed to analyze seizure-induced alterations of the dendritic and axonal system. In control animals burst-spiking cells outnumbered regular-spiking cells by about two to one. Regular- and burst-spiking cells were characterized by extensive axonal branching and autapse-like contacts, suggesting a high intrinsic connectivity. In addition, subicular axons projecting to CA1 indicate a CA1-subiculum-CA1 circuit. In the subiculum of pilocarpine-treated rats we found an enhanced network excitability characterized by spontaneous rhythmic activity, polysynaptic responses, and all-or-none evoked bursts of action potentials. In pilocarpine-treated rats the subiculum showed cell loss of about 30%. The ratio of regular- and burst-spiking cells was practically inverse as compared to control preparations. A reduced arborization and spine density in the proximal part of the apical dendrites suggests a partial deafferentiation from CA1. In pilocarpine-treated rats no increased axonal outgrowth of pyramidal cells was observed. Hence, axonal sprouting of subicular pyramidal cells is not mandatory for the development of the pathological events. We suggest that pilocarpine-induced seizures cause an unmasking or strengthening of synaptic contacts within the recurrent subicular network.

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Exploring culture, language and the perception of the nature of science

Cited by 61 publications

References 38 publications

Senior Secondary School Students' Epistemological Conceptions of Mathematics in China: Characteristics and Development Process

Senior Secondary School Students' Epistemological Conceptions of Mathematics in China: Characteristics and Development Process

Resiliency and collateral learning in science in some students of cree ancestry

Cellular and network properties of the subiculum in the pilocarpine model of temporal lobe epilepsy

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