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SMART ENERGY

SMART  ENERG

ตอนโรงเรียนทีปังกรวิทยาพัฒน์(วัดประดู่)ในพระราชูปถัมภ์ฯ

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กรอบแนวคิดการเรียนรู้ในศตวรรษที่ 21 (Framework for 21st Century Learning)

กรอบแนวคิดการเรียนรู้ในศตวรรษที่ 21 (Framework for 21st Century Learning)

Women and Computer Science

 Women and Computer Science

Galatsanou, Eleni

BU Journal of Graduate Studies in Education, v9 n1 p57-62 2017

A plethora of jobs for information and communication technology professionals is predicted for the future, and female students outnumber male students in tertiary education. Nevertheless, women are significantly underrepresented in the computer science field. Stereotyping and lack of interest, encouragement, exposure, confidence, and role models are some of the factors contributing to this gender gap issue. However, most factors are actionable and these actions need to be taken to ensure the 21st century's advanced technological world does not miss out, for our society's benefit, on women's perspectives and innovative technological contributions.

Descriptors: Females, Computer Science Education, Disproportionate Representation, Technological Literacy, Undergraduate Students, Sex Stereotypes, Stereotypes, STEM Education, Science Careers, Science Interests

Brandon University. 270 18th Street, Brandon, Manitoba R7A6A9. Tel: 204-727-9616; e-mail: facultyed@brandonu.ca; Web site: https://www.brandonu.ca/master-education/journal/

Publication Type: Journal Articles; Reports - Descriptive

Education Level: Higher Education; Postsecondary Education

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Galatsanou, Eleni,A.E.(2017),Women and Computer Science,BU Journal of Graduate Studies in Education, v9 n1, p57-62.

Download Full Text

https://files.eric.ed.gov/fulltext/EJ1230426.pdf

Social Science, Philosophy and Education

 Social Science, Philosophy and Education

Barrow, Robin

Philosophical Inquiry in Education, v26 n2 p146-155 2019

This essay argues for the urgent need for philosophy as the necessary first step in any educational undertaking. Philosophy is involved with making fine distinctions which are necessary to clarify concepts and terms. The paper focuses primarily on the problems with an overreliance on scientific research in the social sciences, with special emphasis on the dangers posed in educational research. Three specific problems are identified. First, the emphasis on scientific research downgrades non-scientific research, which may be more appropriate as modes of inquiry in many aspects of education. Second, the emphasis on scientific research distorts research in areas such as the arts and humanities because individual success as a scholar is largely measured by criteria that make sense in the natural sciences but not necessarily in the arts. Third, and most significantly, the paper questions whether social action and interaction can be investigated in a truly scientific manner. [This paper was presented at "Philosophical Issues in Education: A Symposium in Honour" of Dr. Robin Barrow, held at Simon Fraser University, Vancouver, B.C. on November 2, 2018.]

Descriptors: Educational Philosophy, Social Sciences, Scientific Research, Educational Research, Art, Humanities, Social Action, Interaction, Higher Education, Research Problems, College Faculty, Teacher Attitudes

Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site: http://journals.sfu.ca/pie/index.php/pie

Publication Type: Journal Articles; Speeches/Meeting Papers; Reports - Evaluative

Education Level: Higher Education; Postsecondary Education

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Barrow, Robin,A.E.(2019),Social Science, Philosophy and Education,Philosophical Inquiry in Education, v26 n2 ,p146-155.

Chemicals Are Contaminants Too: Teaching Appreciation and Critique of Science in the Era of Next Generation Science Standards (NGSS)

Chemicals Are Contaminants Too: Teaching Appreciation and Critique of Science in the Era of Next Generation Science Standards (NGSS)

Morales-Doyle, Daniel; Childress Price, Tiffany; Chappell, Mindy J.

Science Education, v103 n6 p1347-1366 Nov 2019

This article examines the tensions that arose as teachers, scientists, youth, and community organizers worked to develop a curriculum that was responsive to community concerns and the Next Generation Science Standards (NGSS). Within the context of urban heavy metal contamination and building on previous critiques of the standards, we identified how the ideological commitments of the NGSS hinder their applicability to community issues. We examine latent ideological commitments in the performance expectations (PEs) and disciplinary core ideas as they relate to historical and present causes and consequences of urban heavy metal contamination. Whereas the scientific enterprise and chemical industry produce harms and benefits, the NGSS focus on benefits and ignore that both harms and benefits of science are unevenly distributed. Given the pressure on teachers to implement the NGSS, this paper presents examples from collaborative curriculum development efforts that meet PEs while pushing students to ask critical questions and engage with their communities to challenge the standards' alignment with the chemical industry. Ultimately, we argue that the NGSS position teachers as promoters of the status quo of the scientific enterprise and we document possibilities for the role of science teachers in US schools that are more transformative.

Descriptors: Science Education, Standards, Curriculum Development, Urban Areas, Metallurgy, Criticism, Hazardous Materials, Community Problems, History, Cooperation, Critical Thinking, Chemistry, Industry, Science Teachers, Teacher Role, Transformative Learning, Scientific Research, Teaching Methods, Elementary Secondary Education

Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA

Publication Type: Journal Articles; Reports - Evaluative

Education Level: Elementary Secondary Education

Audience: N/A

Language: English

Sponsor: National Science Foundation (NSF)

Authoring Institution: N/A

Grant or Contract Numbers: 1720856 

Morales-Doyle, Daniel; Childress Price, Tiffany; Chappell, Mindy J.A.E.(2019)Chemicals Are Contaminants Too: Teaching Appreciation and Critique of Science in the Era of Next Generation Science Standards (NGSS),Science Education, v103 n6,p1347-1366.

Evaluation Science

 Evaluation Science

Patton, Michael Quinn

American Journal of Evaluation, v39 n2 p183-200 Jun 2018

Culturally and politically science is under attack. The core consequence of perceiving and asserting evaluation as science is that it enhances our credibility and effectiveness in supporting the importance of science in our world and brings us together with other scientists to make common cause in supporting and advocating for science. Other consequences include communicating our role more clearly and credibly to those who value science. Viewing evaluation as science may affect how we are viewed, treated, and positioned in academia, government, and by funders and users of evaluation. The ramifications of evaluation science for evaluation's status as a profession, branch of applied social science, discipline, and transdiscipline are reviewed. The conclusion offers implications, caveats, and cautions regarding the identity and practice of evaluation science.

Descriptors: Evaluation, Sciences, Advocacy, Social Sciences, Social Science Research, Intellectual Disciplines, Interdisciplinary Approach, Scientific Methodology, Ethics

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Patton, Michael Quinn A.E. (Jun 2018 )Evaluation Science,American Journal of Evaluation,v.39 ,n.2 ;p183-200.