Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

Many current neurophysiological, psychophysical, and psychological approaches to vision rest on the idea that when we see, the brain produces an internal representation of the world. The activation of this internal representation is assumed to give rise to the experience of seeing. The problem with this kind of approach is that it leaves unexplained how the existence of such a detailed internal representation might produce visual consciousness. An alternative proposal is made here. We propose that seeing is a way of acting. It is a particular way of exploring the environment. Activity in internal representations does not generate the experience of seeing. The outside world serves as its own, external, representation. The experience of seeing occurs when the organism masters what we call the governing laws of sensorimotor contingency. The advantage of this approach is that it provides a natural and principled way of accounting for visual consciousness, and for the differences in the perceived quality of sensory experience in the different sensory modalities. Several lines of empirical evidence are brought forward in support of the theory, in particular: evidence from experiments in sensorimotor adaptation, visual \"filling in,\" visual stability despite eye movements, change blindness, sensory substitution, and color perception.

A sensorimotor account of vision and visual consciousness-Authors' Response-Acting out our sensory experience

Understanding how science students respond to anomalous data is essential to understanding knowledge acquisition in science classrooms. This article presents a detailed analysis of the ways in which scientists and science students respond to such data. We postulate that there are seven distinct forms of response to anomalous data, only one of which is to accept the data and change theories. The other six responses involve discounting the data in various ways in order to protect the preinstructional theory. We analyze the factors that influence which of these seven forms of response a scientist or student will choose, giving special attention to the factors that make theory change more likely. Finally, we discuss the implications of our framework for science instruction.

/pdf/the-role-of-anomalous-data-in-knowledge-acquisition-a-4x7mbfr2ec.pdf

The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction

A main goal of science education is to help students learn to reason scien- tifically. A main way to facilitate learning is to engage students in inquiry activities such as conducting experiments. This article presents a theoretical framework for evaluating inquiry tasks in terms of how similar they are to authentic science. The framework helps identify the respects in which these reasoning tasks are similar to and different from real scientific research. The framework is based on a recent theory of reasoning, models-of-data theory. We argue that inquiry tasks commonly used in schools evoke reasoning processes that are qualitatively different from the processes employed in real scientific inquiry. More- over, school reasoning tasks appear to be based on an epistemology that differs from the epistemology of authentic science. Inquiry tasks developed by researchers have increas- ingly captured features of authentic science, but further improvement is still possible. We conclude with a discussion of the implications of our analysis for research, assessment, and instruction. C

/pdf/epistemologically-authentic-inquiry-in-schools-a-theoretical-1cwbpum2zd.pdf

Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks

In this review, we discuss (1) how the notion of conceptual change has developed over the past three decades, (2) giving rise to alternative approaches for analysing conceptual change, (3) leading towards a multiperspective view of science learning and instruction that (4) can be used to examine scientific literacy and (5) lead to a powerful framework for improving science teaching and learning

/pdf/conceptual-change-a-powerful-framework-for-improving-science-1ttefwgzj7.pdf

Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning

On the role of analogies and metaphors in learning science.

http://link.springer.com/content/pdf/10.1007/978-94-011-4940-2_1.pdf

Learning in Science — From Behaviourism Towards Social Constructivism and Beyond

Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. An important issue is whether conceptual change can provide a powerful framework for improving instructional practice in such a way that students’ levels of scientific literacy are significantly increased. In this article, the first section provides an overview on the development of conceptual change perspectives. In sections two to six, we examine the different ways that researchers have facilitated the collection of data and empirically evaluated learning as conceptual change based on these different theoretical perspectives. In section seven, we identify key issues of conceptual change with a deliberate emphasis on their contribution to improve instructional practice and conclude the article by posing challenges at theoretical, methodological and practical levels. We contend that conceptual change perspectives still have the potential to significantly improve instructional practice. However, it becomes also evident that actual practice is far from what conceptual change perspectives propose and that change of this practice will be a rather difficult and long-lasting process.

Conceptual change: a discussion of theoretical, methodological and practical challenges for science education

To improve instructional practices – in schools, universities and in out of school settings has been a major concern of science education research and development. The intensive international debate on scientific literacy in the 1990s and the series of international monitoring studies like TIMSS and PISA in the 1990s and in the 2000s have fuelled this debate substantially. Various strands of science education research contribute to the stock of knowledge on more efficient means of teaching and learning science. The Model of Educational Reconstruction (MER) presented in this chapter provides a conception of science education research that is relevant for improving instructional practice and teacher professional development programs. The model is based on European Didaktik and Bildung (formation) traditions – with a particular emphasis on the German tradition. A key concern of the model is that science subject matter issues as well as student learning needs and capabilities have to be given equal attention in attempts to improve the quality of teaching and learning

Reinders Duit

Papers

Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning

On the role of analogies and metaphors in learning science.

Learning in Science — From Behaviourism Towards Social Constructivism and Beyond

Conceptual change: a discussion of theoretical, methodological and practical challenges for science education

The Model of Educational Reconstruction A Framework for improving teaching and learning science