Supporting teachers in Catholic schools and in the wider Christian community in their daily task of unfolding for pupils the mystery of God, the teaching of the Church and its application in daily life.
Students are expected to learn mathematics such that when they encounter challenging problems they will persist. Creating opportunities for students to persist in problem solving is therefore argued as essential to effective teaching and to children developing positive dispositions in mathematical learning. This analysis takes a novel approach to perseverance by conceptualizing it as collective enterprise among learners in lieu of its more conventional treatment as an individual capacity. Drawing on video of elementary school children in two US classrooms (n = 52), this paper offers: (1) empirical examples that define perseverance as collective enterprise; (2) indicators of perseverance for teachers (and researchers) to support (and study) its emergence; and (3) evidence of how the task, peer dynamics, and student-teacher interactions afford or constrain its occurrence. The significance of perseverance as collective enterprise and as an object of design in developing effective learning communities, is discussed.
Enterprise 2 Teacher
Despite a wealth of research on NOS views, there is limited understanding of how different cohorts such as students, teachers, and scientists might approach a given set of questions and activities related to NOS. Considering that these groups interact within communities that have their own norms and practices, it is safe to assume that they are likely to approach a given task differently (Knorr-Cetina, 1999). Such an assumption raises a number of questions: How do these different groups approach the same NOS-related task? Do their views converge on a few big ideas or are they dispersed across less identifiable ones? Do these different groups connect the same ideas differently? What insights would a comparative analysis of student, teacher, and scientist reveal about their NOS views? Such questions suggest the need for a methodological approach that can trace the similarities and the differences between the different cohorts.
In an earlier study, Peters-Burton & Baynard (2013) conducted a comparison of network models of scientists, middle school science teachers, and middle school students using the consensus framework of NOS (Lederman et al., 2002) for the data analysis. As interpreted by the consensus view of NOS, student networks produced ideas about subjectivity and objectivity, tentativeness, and creativity. The teacher networks only addressed subjectivity and objectivity, and tentativeness, and the scientist networks depicted scientific methods and the tentative and theory laden aspects of science.
The authors chose the Family Resemblance Approach (FRA) to NOS (Erduran & Dagher, 2014) as a new theoretical lens to re-analyze previously obtained data from students, teachers, and scientists (Peters-Burton & Baynard, 2013). The FRA framework differs from the consensus framework of NOS (Lederman et al., 2002) in terms of its content and scope, with its different orientations to the cognitive-epistemic aspects of science and its inclusion of the social, institutional, and political dimensions (see the next section). New ways to conceptualize NOS are emerging (Leung, 2020; Romero-Maltrana & Duarte, 2020). The authors hypothesized that applying the FRA interpretive lens in this context is likely to provide additional methodological and conceptual insights to the existing literature.
Knowledge: Theories, laws, and models are interrelated products of the scientific enterprise that generate and/or validate scientific knowledge and provide logical and consistent explanations to develop scientific understanding.
Social values: The scientific enterprise embodies various social values including social utility, respecting the environment, freedom, decentralizing power, honesty, addressing human needs, and equality of intellectual authority.
The participants from which the original data set was obtained consisted of a convenience sample consisting of 80 students aged 11 to 14 years old, 23 middle school teachers, and 10 scientists from a major research university (two geoscientists, two physicists, two chemists, and four biologists). The students were all from the same school, but the teachers came from different schools in a single state in the USA. The teachers were recruited during a professional development experience on watersheds that they were attending. The scientists were active researchers who were involved with both undergraduate and graduate students. Using a convenience sample was deemed acceptable because the purpose of this study is to re-analyze the data from a different NOS perspective, rather than develop broad generalizations concerning the three groups of participants. At the time of data collection, all students from two 7th and 8th grade classes participated in the study. The students who participated in this study are likely to be more sophisticated in their views of NOS than other 11 to 14 year olds because they took a full-year elective course on citizen science, featuring ideas about the nature of science (Peters-Burton, 2015). The teachers were teaching 7th or 8th grade science.
Eight categories from the FRA framework were represented on the scientist network model: Methods, Practices, Knowledge, Aims and Values, Social Certification, Ethos, and Professional Activities. Only two statements, both from Practices, were not agreed upon by the scientists enough to be present on the network model. All of the statements were from the cognitive-epistemic and the middle ring of the social-institutional categories of the FRA wheel, and like the student and teacher network models, none of the statements aligned with those aspects of the social-institutional categories that were located at the outer ring of the FRA wheel. The categorization of scientist statements by the FRA interpretation is presented in Appendix 3.
Using the ENA methodology to analyze NOS statements generated by three different groups of participants enabled the identification of ideas about science that most group members found relevant. The ENA allowed the identification of idea clusters that were strikingly different across the three groups of participants, even when the questions that were asked were identical. The differences in the network models are reflective of differences in the range and scope of ideas expressed by each group, with the scientists providing the most agreement within their cohort compared to students and teachers (Fig. 6). While differences across participant groups in terms of the range and degree of agreement of ideas are to be expected due to their background knowledge and experiences, this analysis identifies the specific nature of these differences in terms of a fairly broad set of ideas ranging from the epistemic to the institutional aspects of science.
The ENA enabled a fine-grained analysis of the composition of the resulting clusters for each participant group. Further analysis of individual FRA categories, such as Aims and Values, revealed additional details that would have otherwise gone unnoticed. For example, the student and teacher groups had markedly less statements about aims and values of science than the scientist group, providing evidence to inform the improvement of NOS education at the school level.
In the 2013 study, the teacher networks addressed NOS aspects of subjectivity and objectivity, and tentativeness by connecting ideas about experimentation into one cluster. The re-analysis with the FRA was able to distinguish two clusters of teacher ideas (Practices and Methods, Knowledge, Practices, and Aims and Values). The scientist networks as interpreted in 2013 described aspects of science as theory laden, tentative, and scientific methods; however, many of the statements in the rings of the scientist statements loosely fit into those categories. By using the FRA, personal and social categories were not only identified among the statements, but they were distinct on the network model. The ENA revealed that scientists viewed social-institutional categories as different from cognitive-epistemic categories without any knowledge of the FRA framework.
This book gives students clear simple explanations and examples, a variety of stimulating exercises, lively illustrations, revision sections within each unit and progress tests.Enterprise series is designed for learners of English at secondary level.Enterprise 1 and Enterprise 2 each consist of four modules and are designed for learners of English at early-secondary level. The course focuses on the gradual development of all four language skills - listening, reading, speaking and writing. The Student?s Book and the Workbook for each level are designed to be covered in approximately 80 to 90 hours of classroom work.Key Features :Four modules of four units eachA variety of carefully selected texts designed to stimulate students' interest through the presentation of thought-provoking subjects and real-life situationsThe development of vocabulary skills through interactive tasksExploring grammar tasks with thorough practice of grammar structuresA broad range of culturally diverse material & pronunciation practiceCommunication sections which recreate everyday situations to teach functional English and practice in all four language skillsWriting sections and project work, Regular revision units, Strip cartoonsSpecial section on British and American cultureThe Workbooks contain a variety of vocabulary, grammar, communication, reading and writing exercises.The Teacher?s Books provide step-by-step teaching notes, extra ideas for optional activities, a full key to the exercises in the Student?s Books and the Workbooks, photocopiable assessment tests and the tapescripts of the listening exercises in the Student?s Books.A Grammar Book accompanies each course, giving students clear explanations and enabling them to practise the grammar structures presented in the coursebook.The Audio CDs contain recordings of all the main reading texts and the texts for the listening exercises.The Student?s Audio CDs contain recordings of all the main reading texts and stories.The Test Booklets contain photocopiable assessment tests as well as a mid-year and exit test allowing teachers to assess students? progress throughout the course.The Listening Tests contain extra listening material for the Enterprise series.Making Our Lessons MemorableCreative VisualsMake Grammar Come AliveThe Coursebook: Effective Use and AdaptationThe Coursebook: Learning Words Is Fun. 2ff7e9595c
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