High school biology evolution learning experiences in a rural context: a case of and for cultural border crossing

Borgerding, Lisa A.

doi:10.1007/s11422-016-9758-0

Cited by 20 publications

(26 citation statements)

References 41 publications

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“…A commonly adopted pedagogy in rural education studies is from a place-based perspective that incorporates students' local community experience with broader concerns in discipline-specific practices (Avery 2013;Zimmerman and Weible 2017). The literature indicated when rural students' local knowledge is valued, their academic performance can be improved (Avery and Kassam 2011;Borgerding 2017;Zimmerman and Weible 2017). We were able to locate a handful of empirical studies on science education in rural areas.…”

Section: Rural Culture Local Knowledge and Science Learningmentioning

confidence: 98%

Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

2019

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This study compares the science achievement growth trajectories of fifth-grade students in rural and nonrural school districts in Texas. Using a growth hierarchical linear model, we explored the effects of time, school location (rural vs. nonrural), and their interaction on students’ science performance as measured by the high-stakes State of Texas Assessment of Academic Readiness (STAAR) science test over five academic years. We found that rural school students lagged in science at the initial stage when STAAR was first administered in the 2011–2012 school year. With time, the gap between rural and nonrural district students’ science performance persisted. We further added eight district-level factors that might influence students’ academic performance into the model and found that three variables (i.e., student mobility rate, percentage of students identified ELs, and teacher turnover rate) constantly influenced students’ science scores. The implications for teaching pedagogy and research are discussed regarding science education in Texas rural districts.

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Section: Rural Culture Local Knowledge and Science Learningmentioning

confidence: 98%

Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

2019

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“…Several students described particular strategies to better manage their border crossings, and these included (i) recognizing that understanding evolution did not require its acceptance; (ii) viewing evolution as one of many available perspectives and thus was not dangerous to learn; and (iii) finding evolution learning personally useful to the students for various reasons. Second, Borgerding (in press) later explored the role of a biology teacher as a “tour guide” assisting his rural students into the subculture of science. This biology teacher helped students navigate their various subcultures by (i) using his trusted position in the rural community; (ii) taking a position that he did not represent science but merely taught science “according to scientists;” (iii) honoring local funds of knowledge for learning evolution; and (iv) helping students identify how the culture of science and their lifeworlds may differ with respect to evolution.…”

Section: Theoretical Framework: Border Crossingmentioning

confidence: 99%

Evolution acceptance and epistemological beliefs of college biology students

2016

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Evolutionary theory is central to biology, and scientifically accurate evolution instruction is promoted within national and state standards documents. Previous literature has identified students' epistemological beliefs as potential predictors of evolution acceptance. The present work seeks to explore more directly how student views of evolution are related to their epistemological beliefs. We hypothesize that evolution acceptance may be related to students' epistemological beliefs and that this relationship may vary depending on students' relationship to the field of biology, either as an experienced major, a new major, or a non-major. Specifically, this manuscript investigates how college students' evolution acceptance may be connected to Perry developmental levels for three distinct groups of students: upper-level majors, first-year majors, and non-majors. A sequential explanatory mixed methods approach entailing quantitative surveys followed by individual interviews was employed. In total, 395 college-level biology students from three classes were surveyed, and 44 students were interviewed. Descriptive quantitative trends were identified, and evolution acceptance varied predictably by both Perry level and Class. Qualitative analysis explained these quantitative findings in terms of participants' identification with science, views of authority, views of the compatibility of evolution and religion, and appreciation for the tentative nature of science with respect to evolution. Potential implications for science educators at the college level are discussed. #

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“…A valorização da realidade local é trazida como fator importante a ser levado em consideração quando se ensina ciências na zona rural. Borgerding (2016) argumenta que as comunidades rurais, em geral, são mais religiosas que as urbanas e, consequentemente, os jovens rurais também o são. Dessa forma, o ensino de alguns conceitos científicos, segundo a autora, pode representar um desafio aos docentes, já que esses conhecimentos podem contradizer ou enfrentar crenças religiosas.…”

Section: A Educação Rural Nos Artigos Internacionais Da áRea De Educaunclassified

“…Considerando todo o conjunto de artigos e a diferença entre os contextos e culturas, foi possível perceber diferentes formas de hibridismo na apropriação da educação do campo pela pesquisa em educação científica. Em vários artigos (ZIMMERMAN e WEIBLE, 2016, STAPLETON, 2016PANIAGO et al, 2014;BORGERDING, 2016;LOWAN-TRUDEAU, 2016; AVERY e HAINS, 2016), o conhecimento local é visto como importante, seja como parte de metodologias para ensinar o conteúdo científico seja para o ensino de temas da educação ambiental. Em outros (CARDOSO e ARAÚJO, 2012;COSTA et al, 2014;EPPLEY, 2016;ABRAMS e MIDDLETON, 2016;KASSAM et.…”

Section: Discussão E Considerações Finaisunclassified

Educação Do Campo Na Voz Da Pesquisa Em Educação Em Ciências

Souza

Ostermann

Rezende

2020

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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RESUMO: O número expressivo de cursos de licenciatura em educação do campo com ênfase em ciências da natureza, iniciados a partir de 2009 no Brasil, torna relevante a relação entre educação em ciências e educação do campo. Levantamos, na literatura nacional e internacional em educação em ciências, artigos que abordavam a educação do campo e analisamos como era construída discursivamente a aproximação com essa área. Uma análise Bakhtiniana sugeriu discursos híbridos valorizando a realidade local, mas se apropriando do conhecimento científico e/ou do ensino de diferentes maneiras: sem modificação de conteúdos pré-selecionados; com seleção de conteúdos a partir de problemas locais; e com modificações das práticas de ensino. Consideramos os últimos grupos adequados ao que conceituamos como educação científica do campo.

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High school biology evolution learning experiences in a rural context: a case of and for cultural border crossing

Cited by 20 publications

References 41 publications

Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

Evolution acceptance and epistemological beliefs of college biology students

Educação Do Campo Na Voz Da Pesquisa Em Educação Em Ciências

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