Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน

Constructing Grounded Theory: A Practical Guide through Qualitative Analysis

Introduction - after the science question in feminism. Part 1 Science: feminism confronts the sciences how the women's movement benefits science - two views why \"physics\" is a bad model for physics. Part 2 Epistemology: what is feminist epistemology \"strong objectivity\" and socially situated knowledge feminist epistemology in and after the enlightenment. Part 3 \"Others\": \"...and race?\" - the science question in global feminism common histories, common destinies - science in the first and third worlds \"real science\" thinking from the perspective of lesbian lives reinventing ourselves as other Conclusion - what is a feminist science.

Whose Science? Whose Knowledge? Thinking from Women's Lives

Speech Genres And Other Late Essays

The Next Generation Science Standards (NGSS) were designed to address poor science and math performance in United States schools by inculcating globally competitive science, technology, engineering, and mathematics literacies relevant to participation in future society. Considering the complex network of influences involved in the development of the NGSS, the purpose of this paper is to evaluate how educational values are embedded in the discourse of the standards. Using critical discourse analysis and content analysis, we evaluated how themes related to (i) performance, (ii) accessibility, and (iii) innovation and creativity are discursively constituted in the NGSS. Our analysis indicates the NGSS prioritizes: measurable and reproducible performances; the standards appear to be based on a conception of accessibility closely aligned with equality, and self-investment, and; innovation and creativity are discursively constituted as attributes that can be developed through specific, prescribed practices. We discuss these findings in relation to the goals of the NGSS and potential teaching and learning outcomes resulting from education based on the standards.

Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards

This thesis presents an ethnographic study, based broadly on principles and methods of institutional ethnography, on the constitution of nature by nine Ontario Grade 9 and 10 Academic Science teachers. The intent of this methodological approach is to examine how the daily practice of participants works toward constituting nature in specific ways that are coordinated by the institution (Ontario public school and/or school science). Critical Discourse Analysis and general inductive analysis were performed on interview transcripts, texts related to teaching science selected by participants, and policy documents (i.e. curriculum; assessment policy) that coordinate science teacher practice. Findings indicate specific, dominant, and relatively uniform ontological and epistemological constitutions of nature. Nature was frequently constituted as a remote object, distant from and different than students studying it. More complex representations included constituting nature as a model, machine, or mathematical algorithm. Epistemological constitutions of nature were enacted through practices that engaged students in manipulating nature; controlling nature, and dominating nature. Relatively few practices that allow students to construct different constitutions of nature than those prioritized by the institution were observed. Dominant constitutions generally assume nature is simply the material to study, from which scientific knowledge can be obtained, with little ethical or moral consideration about nature itself, or how these constitutions produce discourse and relationships that may be detrimental to

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Constitutions of Nature by Teacher Practice and Discourse in Ontario Grade 9 and 10 Academic Science

Science, technology, engineering and mathematics (STEM) is a form of education seen by many governments and educators as a preparation of the types of students needed for the future. STEM education is being developed in many countries without the support of official policy, such as is the case in Canada. In the United States, the National Science Foundation (NSF), and a private non-profit organisation, Achieve Inc.™, have been enlisted to develop policy to guide the development on STEM nationally. Due to its influence in global politics and economy, many countries, including Canada, are interested in how the United States is preparing its citizens for the future through STEM education. In this paper we present a critical discourse analysis on STEM policy from the United States as a basis to discuss: biopolitics in science education; notions of citizenship in contemporary school education and science education; and citizenship and STEM education.

Rising against a gathering storm: a biopolitical analysis of citizenship in STEM policy

In this chapter we outline a study on student teachers’ experiences attempting to implement STSE-activism during a required 1-month practice teaching session at local public secondary schools. We utilized semi-structured interviews and several heuristic survey instruments to collect participants’ beliefs and orientations about: the relationship between science and society; school science; activism; their experiences teaching science during their practicum, including their ability to implement STSE-activism; and what resisted its implementation. Participants demonstrated considerable similarity in their beliefs and orientations to STSE-activism both before and after their practicum, and they described very similar experiences during the practicum. Pre-practicum beliefs and orientations appeared to be highly amenable to teaching STSE-activism. Post-practicum, however, participants expressed considerable skepticism about their ability and desire to teach STSE-activism and demonstrated a growing prioritisation for didactic content-teaching. We suggest these changes may stem from the influence of a hegemonic school science culture participants experienced during their practicum that is resistant to STSE-activism. This culture appears to prioritise knowledge consumption, rather than knowledge production, a characteristic feature of school education influenced by neoliberal values. This culture was described by participants as one that; prioritised teacher-directed content learning and other authoritarian classroom approaches; is seen by the school as necessary to prepare students for university; provides inadequate support for student-led STSE-activism; and includes student who are largely resistant to the open-ended and action oriented educational experiences typically enacted in STSE-activism. We suggest their experiences during practicum aligned student teachers’ practice towards conservative, traditional, neoliberal structures and culture that restricted their agency to implement STSE-activism. If we are to enable school science education that strives to affect sociocultural criticism and change, we believe it is imperative that student teacher education and school experiences are supportive of their attempts to implement STSE-activism.

Counter Cultural Hegemony: Student Teachers’ Experiences Implementing STSE-Activism

‘STEPWISE,’ a curriculum and pedagogical framework, provides a pragmatic schema for development and enactment of school science that can challenge and resist powerful social relation s through socio-political activism to address socioscientific issues. Reproductive social relations, termed ruling relations by Dorothy Smith, are characteristic of institutions, such as schools, that work toward constitution of subjectivities and practices of science teachers and students. These ruling relations may be inscribed in daily activities of teachers and students through taken-for-granted institutional practices, making these difficult to perceive. Disrupting these social relations within institutions that have become defined by them, therefore, becomes a central challenge for school teachers attempting to develop STEPWISE educational experiences. This chapter reports on one teacher’s experiences implementing activities based on STEPWISE in a grade 10 ‘Applied’ science class, which is meant to prepare students for college or the workplace. Institutional ethnographic perspectives and methodologies, which aim to identify and describe institutional ruling relations, were used to collect data on school-based factors that enabled STEPWISE experiences, as well as those that resisted its implementation. A teacher, who is the subject of this chapter, was able to develop activist lessons based on STEPWISE; however, school/institutional factors appear to have imposed a non-ideal linear progression of lesson delivery, which restructured the way the teacher could implement activist-based science activities. Students demonstrated a relatively weak commitment to socio-political activism. We discuss these findings in the context of reproductive school science practices that appear to marginalise, rather than support, teacher and student practices toward socio-political activism.

Darren Hoeg

Papers

Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards

Constitutions of Nature by Teacher Practice and Discourse in Ontario Grade 9 and 10 Academic Science

Rising against a gathering storm: a biopolitical analysis of citizenship in STEM policy

Counter Cultural Hegemony: Student Teachers’ Experiences Implementing STSE-Activism

School Science Ruling Relations and Resistance to Activism in Early Secondary School Science