The Multiple Faces of Peer Review in Science Education
The Multiple Faces of Peer Review in Science Education
复制标题
科学教育中同行评审的多重面貌
DOI：
--
复制
发表时间：
2002
期刊：
影响因子：
--
通讯作者：
K. Tobin
中科院分区：
文献类型：
--
作者：
K. Tobin
我用自传体的叙述来描述和分析我参与科学教育同行评审活动的情况，并说明其历史、社会和文化构成。在我担任科学教育者的 30 多年里，我探索了同行评审和科学教育相互关联的方式。我运用文化社会学和活动理论来识别一致性和共存矛盾的模式，这些模式会产生能够促进科学教育改进的紧张局势。我认为，早期职业科学教育者需要逐步引入同行评审活动，最好通过与更有经验的同事合作来提高其有效性。此外，我在各种背景下批判性地审视自己作为同行评审员的角色，包括期刊和丛书的编辑、论文审查员和研究生顾问，以及终身教职和晋升申请的评审员。在此过程中，我探讨了审稿人和被审稿人之间的权力关系，并探讨了同行评审霸权的可能性。最后，我为科学教育者提出了一些策略，以就如何公平地进行同行评审达成集体理解。
I use autobiographical narratives to describe and analyse my involvement in peer review activities in science education and to illustrate their historical, social and cultural constitution. I explore ways in which peer review and science education have interrelated in 30-plus years in which I have been a science educator. I employ cultural sociology and activity theory to identify patterns of coherence and coexisting contradictions that create tensions able to catalyse improvements in science education. I argue that early career science educators need a gradual induction into peer review activities, preferably increasing their effectiveness by coparticipating with more experienced colleagues. Also, I critically examine my roles as a peer reviewer, within various contexts that include being an editor of journals and a book series, an examiner of dissertations and an advisor of graduate students, and as a reviewer of applications for tenure and promotion. In so doing I probe power relationships between the reviewer and the reviewed and explore the possibility that peer review is hegemonic. Finally, I present strategies for science educators to reach a collective understanding of how to enact peer review equitably.