https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Established in 2006, TATA Africa Services (Nigeria) Limited operates as the nodal point for Tata businesses in West Africa. TATA Africa Services (Nigeria) Limited has a strong presence in Nigeria with investments exceeding USD 10 million. The company was established in Lagos, Nigeria as a subsidiary of TATA Africa Holdings (SA) (Pty) Limited, South Africa and serves as the hub of Tata’s operations in Nigeria and the rest of West Africa.

What About Us

the cambridge handbook of the learning sciences is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the cambridge handbook of the learning sciences is universally compatible with any devices to read.

The Cambridge Handbook Of The Learning Sciences

Thinking in Education

Practical independent research projects (IRPs) are a feature of school science in a number of countries To assess the impact of IRPs on students, a systematic review of the literature was undertaken Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2018.1511936

Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students.

This viewpoint concerns the places and spaces for youth participation in climate activism in formal education and considers what is – and what ought to be – the role of schools and teachers in nurt...

The role of schools and teachers in nurturing and responding to climate crisis activism

This research describes and evaluates the application of a child-led approach to scientific enquiry (the Community of Scientific Enquiry, CoSE) to children aged 8–11 (Key Stage 2) in Northern Ireland. Primary teachers were introduced to CoSE at a workshop and asked to evaluate its implementation with their class. Results from children (n = 364) and teachers (n = 19) found that CoSE engaged children with their science learning, and also developed confidence and oracy. However, teachers require more experience developing facilitation skills and in fitting science into a thematic teaching unit.

https://www.tandfonline.com/doi/pdf/10.1080/03004279.2013.822013

Child-led enquiry in primary science

Feedback is an important practice in promoting learning. This study examines teachers’ oral feedback practices, with an analysis grounded in students’ perceptions of what helps them learn. Based on 38 hours of lesson observations, interviews with 10 teachers and 84 students, we identify how teachers conceptualise and practice oral feedback. Based on student interviews, three main types of oral interaction were found to constitute feedback: discrepancy, success criteria comments and open questions. Current practices appear to address the feedback dimensions of ‘How am I going?’ and ‘Where to next?’, but seem to be lacking with respect to addressing the question related to ‘Where am I going?’ Feedback is infrequently used by science teachers compared with other types of oral interaction and the feedback types most frequently reported by students to help learning were used least often. Teachers used oral feedback types differently in whole class and small group situations. We use findings to elaborate an ideal-typical model of feedback practices, with divergent practices involving more frequent use of oral feedback, focusing on learning rather than task. The study concludes with implications for practice in teaching and teacher education.

/pdf/oral-interactions-in-secondary-science-classrooms-a-grounded-2hkuc6gvtq.pdf

Oral Interactions in Secondary Science Classrooms: a Grounded Approach to Identifying Oral Feedback Types and Practices

Controversies in science are an essential feature of scientific practice: defined here as current problems that are unresolved because there are no accepted procedures by which they can be resolved or there are differing assumptions that affect the interpretation of evidence. Although there has been much attention in science education literature addressing socio-scientific and historical controversies in science, less has been paid to the teaching of contemporary scientific controversies. Using semi-structured qualitative interviews with 18 teachers at different career stages in England, we investigated teachers’ social representations of scientific controversies using the discourse of the collective subject (DSC). We found a lack of controversy in teachers’ responses. Whilst scientific controversies were seen as an essential feature of how science works, they were not viewed as essential in science education and were represented as a distraction and dealt with informally, outside the planned curriculum and in response to students’ questions. Subject knowledge was considered a barrier. We argue that teaching about carefully selected scientific controversies has the potential to contribute to teachers’ and students’ understandings of science and the nature of science. There are perceived to be few opportunities for teachers to exercise this in the English context. We suggest how the collective subject discourses might be used to open up a discussion about teaching controversies in professional learning situations. Materials to stimulate discussion of scientific controversies could be useful in future curriculum development in science, but these would need to address the barriers of subject knowledge, access to literature and conflict with assessment-related priorities and a perceived need to advocate for trust in science.

Lynda Dunlop

Papers

Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students.

The role of schools and teachers in nurturing and responding to climate crisis activism

Child-led enquiry in primary science

Oral Interactions in Secondary Science Classrooms: a Grounded Approach to Identifying Oral Feedback Types and Practices

Controversies in Science: To Teach or Not to Teach?.