Expanding Our Understandings of Urban Science Education by Expanding the Roles of Students as Researchers
Expanding Our Understandings of Urban Science Education by Expanding the Roles of Students as Researchers
复制标题
通过扩大学生作为研究人员的角色来扩大我们对城市科学教育的理解
DOI：
10.1002/tea.20079
复制
发表时间：
2005
影响因子：
4.6
通讯作者：
K. Tobin
中科院分区：
文献类型：
--
作者：
Rowhea Elmesky;K. Tobin
在这篇文章中，我们探讨了学生研究者的角色，因为他们在城市高中科学教学的5年研究中出现了。这些研究将社会文化理论纳入一种研究方法，探索城市学生带到学校的资本，并将学生研究人员定位为通过获取和占用各种资源行使代理的积极参与者。我们提供了学生作为一个研究团队的富有成效的核心成员的例子，并描述了他们所参与的角色，从教师教育工作者和科学学习者到课程开发人员和民族志学家。我们展示了学生作为研究人员的参与，在这些角色中，如何允许他们生产和选择用于解释的工件和数据资源，为如何改善城市高中学生的科学教学提供独特的内部视角。©2005 Wiley期刊公司中国科学教育学报（英文版），2005
In this article, we explore the roles of student researchers as they have emerged over 5 years of studies on the teaching and learning of science in urban high schools. These studies incorporate sociocultural theory in an approach to research that explores the capital that urban students bring to school and situates student researchers as active participants who exercise agency by accessing and appropriating a variety of resources. We provide examples of students engaged as productive, central members of a research team and describe the roles in which they have participated, from teacher educators and science learners to curriculum developers and ethnographers. We show how the involvement of students as researchers, within these roles, allows them to produce and select artifacts and data resources for interpretation that offer unique insider perspectives on how to improve the teaching and learning of science for urban high school students. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 807–828, 2005