The Impact of a Context-Led Curriculum on Different Students’ Experiences of School Science

Banner, Indira; Ryder, Jim

doi:10.1007/978-94-007-7281-6_23

Cited by 2 publications

(4 citation statements)

References 26 publications

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“…This is supported by Mujtaba and Reiss (2013) in the UPMAP project who found that students who chose to go into science-related post-compulsory courses tended to have had one or more significant adults who had generated an interest or encouraged them in some way. In linked research, from the EISER project (Banner and Ryder 2014), when some students were asked about to which careers having science qualifications would lead, the answers were to be a scientist, a doctor or a science teacher; this is also documented by Archer et al (2010) and suggests that students can have very limited views about the use of science in their professional lives.…”

Section: Cultural Capitalmentioning

confidence: 99%

“…The majority of science qualifications for students aged 14-16 were to have this one part that, in addition to key science concepts, focused on science in society to try to make the population more scientifically literate. Some students who took an applied course alongside this, in their final year of compulsory schooling (more likely for students from lower SES backgrounds), recognised the value of this particular course in that it was linked to their lives and was perceived to have some purpose (Banner and Ryder 2014). Students also appreciated continuous assessment elements that were more suited to their ways of working.…”

Section: Cultural Capitalmentioning

confidence: 99%

“…Now the government once again is focusing on a science education for future scientists for the economic benefit of the country and as such it could be argued that it is also maintaining the elite social structure with science for the few and not for the many (Bencze 2010). The previous curriculum was not wholly successful in its mission; some students taking two applied courses (and not the Core Science course) who were asked about the relevance of school science to their lives still felt that they were learning science for future scientists and therefore it was not relevant to them (Banner and Ryder 2014). The importance of teachers and teaching in this, and in much data related to students' school experiences and choices, should not be underestimated (ibid).…”

Section: Cultural Capitalmentioning

confidence: 99%

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Valuing difference in students’ culture and experience in school science lessons

Banner

2016

Cult Stud of Sci Educ

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Susan Harper writes about how a cross-cultural learning community can be formed where people from different cultures are not simply assimilated into a school science community but are seen and heard. This makes learning reciprocal and meaningful for both recent refugees and the dominant population. Although maybe not refugees, students from poorer backgrounds in many countries are less likely to choose science at a post-compulsory level. This article discusses some of the potential barriers that are faced by many of these students, that prevent them from participating in school science. It suggests how people involved in school science might address these issues to allow a smoother cultural border crossing between the students' cultures and school science culture by reducing the significance of the crossing.Keywords Inclusion Á Cultural capital Á Identity Á Border crossing Á Relevance In her article Keystone characteristics that support cultural resilience in Karen refugee parents, Susan Harper demonstrates the importance of a cross-cultural learning community, that includes parents, children and schools, for effective and embodied science learning for the whole school and wider community. This leads to a climate of shared learning where Karen culture is not assimilated into the dominant culture of (school) science but is articulated and heard, making learning reciprocal, and therefore meaningful

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Section: Cultural Capitalmentioning

confidence: 99%

Section: Cultural Capitalmentioning

confidence: 99%

Section: Cultural Capitalmentioning

confidence: 99%

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Valuing difference in students’ culture and experience in school science lessons

Banner

2016

Cult Stud of Sci Educ

Self Cite

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“…Por isso, as experiências dos estudantes nos grupos são as mais variadas possíveis, pois as maneiras como interagem com as condições dadas para o desenvolvimento das tarefas também são diversas (Cf. Banner & Ryder, 2014).…”

Section: Considerações Finaisunclassified

Experiências De Pensamento Científico Em Aulas De Física

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2018

IENCI

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Governos, entidades e pesquisadores propõem a promoção de experiências escolares que deem aos estudantes oportunidade de mobilizar o pensamento científico, isto é: de usarem conhecimentos de domínio específico e estratégias de domínio geral. Observamos estudantes em situações regulares de sala de aula e tomamos como objeto de investigação suas experiências de pensamento científico. O objetivo da pesquisa foi caracterizar essas experiências de pensamento científico de dois grupos de estudantes que se envolveram na resolução de tarefas sobre dinâmica newtoniana. Participaram 19 voluntários, de 15 a 17 anos, dos cursos técnicos de nível médio em eletrônica e informática de uma escola técnica federal localizada em Belo Horizonte. As atividades propostas aos estudantes são parte regular do curso de Física desde 2010. Não houve intervenção especial para condução da pesquisa. A coleta de dados foi feita durante as aulas com gravações em áudio e vídeo; notas de observação de campo; e fotografias de cadernos dos estudantes e de pôsteres elaborados para apresentação em classe. Selecionamos para análise dois grupos de quatro estudantes, escolhidos com base na sua assiduidade. Transcrevemos episódios em que identificamos experiências de pensamento científico. Essas transcrições, as notas de campo e as fotografias foram trabalhadas no processo de análise dos dados. Para analisar os dados, recorremos à Teoria da Experiência de John Dewey. Nossos resultados indicam que os dois grupos tiveram experiências educativas, mas elas foram qualitativamente distintas. Essa distinção na qualidade das experiências decorre das diferentes maneiras como os estudantes interagiram com as condições dadas para o desenvolvimento das tarefas. Informações adicionais são dadas sobre as circunstâncias escolares em que a pesquisa foi conduzida para melhor avaliação da qualidade dos seus resultados.

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The Impact of a Context-Led Curriculum on Different Students’ Experiences of School Science

Cited by 2 publications

References 26 publications

Valuing difference in students’ culture and experience in school science lessons

Valuing difference in students’ culture and experience in school science lessons

Experiências De Pensamento Científico Em Aulas De Física

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