Children explain the rainbow: Using young children’s ideas to guide science curricula

in The Journal of Science Education and Technology (2011), 20(5), 643-655

This study examines young children’s ideas about natural science phenomena and explores possibilities in starting investigations in kindergarten from their ideas. Given the possibilities inherent in how ... [more ▼]

This study examines young children’s ideas about natural science phenomena and explores possibilities in starting investigations in kindergarten from their ideas. Given the possibilities inherent in how young children make sense of their experiences, we believe it is critical to take children’s perspectives into consideration when designing any activities, and ideally, to design activities from their perspectives and understandings. Specifically, this research focuses on 5- and 6-year old children’s explanations of rainbows, and there are three main findings. First, our analysis demonstrates that opportunities to discuss their ideas revealed children’s different perceptions of the phenomena of rainbows. Secondly, this research emphasizes that peer-to-peer interaction in the co-construction of science concepts provided support to the children to learn from, and with, each other. Third, children’s initial explanations provided the teacher-researcher (second author) with a starting point to scaffold her teaching from. Although rainbows are quite an abstract topic to try to reproduce in the classroom, the children demonstrated their often sophisticated understandings of natural science phenomena, as well as their creative ideas as related to rainbows. In order to foster an appreciation of themes in natural science, it is crucial to build from what children already know and can do, and to use these emergent theories and considerations in designing curriculum. Thus, we draw implications for the importance of teaching science at the early childhood level and for using children’s ideas as starting points in planning instruction. [less ▲]

Networks of practice in science education research: A global context

in Journal of Research in Science Teaching (2011), 48(6), 592-623

In this paper, we employ cultural sociology and Braj Kachru’s model of World Englishes as theoretical and analytical tools for considering English as a form of capital necessary for widely disseminating ... [more ▼]

In this paper, we employ cultural sociology and Braj Kachru’s model of World Englishes as theoretical and analytical tools for considering English as a form of capital necessary for widely disseminating research findings from local networks of practice to the greater science education research community. We present a brief analysis of recent authorship in top-tier science journals to demonstrate the salience of English language dominance as an issue in our field and we share narrative reflections from eleven international science education researchers offering perspectives from the field about the challenges faced by researchers in local and global contexts. Using an interpretive research stance, we discuss these narrative reflections to illuminate the role of personal and collective responsibility of individuals, organizations and institutions within local social networks of practice to recognize the relationship between capital, power, and equitable participation within a global science education research community. We conclude by discussing some existing structures within local networks of practice that relegate some members of the community to peripheral participatory roles in the global community and we suggest new structures to support individuals to more equitably contribute to the production of knowledge in the field of science education in ways that benefit not only individuals, but the also the global science education community. [less ▲]

Science and language in a multlingual context

Scientific Conference (2011)

“Working with” as a methodological stance: Collaborating with students in teaching, writing, and research

in International Journal of Qualitative Studies in Education : QSE (2011), 24(3), 343-361

Using critical ethnography guided by cultural sociology, this manuscript examines the role of “co” in teacher education; coresearching, coteaching, and cogenerating dialogue. The authors are a pre-service ... [more ▼]

Using critical ethnography guided by cultural sociology, this manuscript examines the role of “co” in teacher education; coresearching, coteaching, and cogenerating dialogue. The authors are a pre-service teacher and college instructor, and through our multiple perspectives and positionings we explore how collaboration served to dismantle teacher-student hierarchies and replaced them with complex relationships mediated by polysemic approaches to research. Pushing against traditional ideologies, we utilize a multi-voiced approach to writing as we present our experiences and interpretations of data relative to the possibilities of collaboration in education and research. As we analyze our role in collaborative endeavors, we ask: How can we find ways to work across and around hierarchical institutional structures when working with our students? What are ways that we can examine our individual lived experiences together, and is it possible to work with each other to develop identities as teachers that are not predicated on power differentials? [less ▲]

Cultures in the making: An examination of the ethical and methodological implications of collaborative research

in Forum: Qualitative Sozialforschung (2011), 12(2), 24

This paper explores ethical and methodological implications of collaborative research, and we discuss our examination of ways to work towards participatory, ethical relationships in research. Our core ... [more ▼]

This paper explores ethical and methodological implications of collaborative research, and we discuss our examination of ways to work towards participatory, ethical relationships in research. Our core concerns pertain to the experiential, lived and qualitative relations within emergent research communities. Questions that have guided us include: What does ‘we’ mean in research practice? How do we become a community of researchers? What forms of relations are shaped in the continuous process of inquiry? Whose interests are served? How can a community of researchers and their participants, formed and sustained by reciprocal, ethical relations, of trust, shared knowledges, curiosity and friendship, emerge? Key to approaching these is examining the contingent epistemological goals of research. We discuss four essential elements in the ethical qualities of research as a community of practice that stand out for "us." [less ▲]

PCBs

in Mulvaney, Dustin; Robbins, Paul (Eds.) Green Politics: An A-to-Z Guide (2010)

Reconceptualizing the relationship between universities and schools: a dialectic and polysemic approach

in Cultural Studies of Science Education (2010), 5(3), 775-785

This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in ... [more ▼]

This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Here we address the need to reconceptualize faculty service in public schools and traditional notions of scholarship. We discuss the importance of transforming university structures that envision service as less important than “scholarship” and “teaching” while mediating hierarchical ideas of what “service” entails. We share a dialectical view of social life and an ethical stance that values polysemy and polyphony both in research and in our daily interactions. Here we employ a dialectical lens that seeks multiple perspectives as we engage in a dialogue about these issues. [less ▲]

Forum: Science agency and structure across a lifespan. A dialogic response

in Roth, W-M; Tobin, K (Eds.) ReUniting Psychological and Sociological Perspectives (2010)

We are a group of science educators and researchers who are culturally diverse as well as diverse in our science teaching and learning experiences. We have worked with teachers and students from the ... [more ▼]

We are a group of science educators and researchers who are culturally diverse as well as diverse in our science teaching and learning experiences. We have worked with teachers and students from the elementary through the university level. In reading the four chapters in “Science agency and structure across the lifespan,” we draw on our experiences of researching and teaching in various formal and informal settings to ask critical questions about the importance of making science education a multi-contextual, pan-cultural endeavor. What follows is a dialogic response that explores the major themes that emerged for us in the four chapters. We asked ourselves questions to deepen our understanding about science teaching and learning in different contexts such as, what is the goal of formal learning spaces? How can we bring to the forefront teachers’ roles and agency in educational research? How can we use students’ and teachers’ individual life stories to create an inclusive learning community in the science classroom? What is the role of emotions in learning science? This writing approach allows us to share our individual perspectives while we build a collective understanding of connecting science teaching, learning and educational research across different contexts and lifeworlds. [less ▲]

Expanding the field of science education: A conversation with Ken Tobin

in Eurasia Journal of Mathematics, Science and Technology Education (2009), 5(3), 197-208

This paper focuses on a conversation with Dr. Kenneth Tobin, which took place in June 2009 at The Graduate Center of the City University of New York (CUNY), where he is Presidential Professor in the Urban ... [more ▼]

This paper focuses on a conversation with Dr. Kenneth Tobin, which took place in June 2009 at The Graduate Center of the City University of New York (CUNY), where he is Presidential Professor in the Urban Education Program. Our purpose was to focus on Ken’s career in science education, and to discuss the past, present, and future of his research interests. During our conversation, we explored the various trajectories of his career, focusing on the ways in which his research has evolved through the years. Further, Ken shared his thoughts on the field of science education, and provided salient advice for early career scholars. This manuscript includes an introductory summary of Ken’s career achievements to this point, a record of our conversation (the audio-recording can be downloaded at the journal’s website) and a list of selected publications that highlight Ken’s key works. [less ▲]

Conceptual change research and science education practice: A response from educators

in Cultural Studies of Science Education (2008), 3(2), 451-470

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we ... [more ▼]

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we consider the role of participants in the research process and contextual factors in conducting research on science conceptions, and draw implications for the teaching of science. [less ▲]