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Descriptors:
Conflict; Religion; Religious Education; Teaching Methods; Controversial Issues (Course Content); Role; Educational Objectives; Critical Thinking; Assignments

Abstract:
What happens when a class assignment becomes a source of controversy? How do we respond? What do we learn? By describing the controversy surrounding an assignment on religion and representation, this article examines conflict's productive role in teaching about New Religious Movements (NRMs) and religion. It suggests that we consider how our personal and institutional dispositions toward conflict influence our pedagogies. Moreover, it urges us to consider how teaching conflicts within and/or between disciplines can enhance our learning objectives and stimulate students' ability to think critically. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Jews; Grade 12; Ethnic Groups; Social Cognition; Controversial Issues (Course Content); History Instruction; Evidence; Empathy; Perspective Taking; Group Membership; Self Concept; Identification (Psychology); Bias; Classification

Abstract:
Learners' identity is considered a resource, but is also assumed to conflict with impartial history learning practices. This empirical study explores the relationship between learners' social identity and their historical practices and understanding. Sixty-four Jewish-Israeli 12th-grade students of Mizrahi and Ashkenazi ethnicities studied a historical controversy concerning the relations between the two ethnic groups. Participants' discussions were analyzed to trace the impact of social identity on historical learning and the application of disciplinary practice. Findings attest to the impact of social identity. Participants frequently approached evidence and applied empathy in ways benefitting in-group image. However, social identity and intergroup interaction also motivated elaboration of arguments and disciplinary practices. Implications for engaging diverse students' identities in history teaching are discussed. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Introductory Courses; Required Courses; Education Courses; Student Reaction; Educational Philosophy; Womens Studies; Controversial Issues (Course Content); Gender Issues; Preservation; Information Retrieval

Abstract:
Reclamation work denotes the process of uncovering the lost contributions of women to the philosophy of education, analyzing their works, making them accessible to a larger audience, and (re)introducing them to the historical record and canon. Since the 1970s, scholars have been engaged in the reclamation work, thus making available to students, professors, and researchers a rich and varied perspective for tracing the evolution of educational thought. This article shares the responses of undergraduate and graduate students to discussing the reclamation work and canonical formation in their Philosophy of Education course. Two of the benefits most commonly cited by students involve learning a fuller, more accurate picture of history and ameliorating contemporary gender inequity. We assert that the traditional canon and syllabi for Philosophy of Education and Social Foundation courses could be enriched through the inclusion of works that trace the tradition of women's intellectual thought. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Literacy; Political Science; Internet; Information Skills; Classroom Techniques; Controversial Issues (Course Content); Mass Media Use; Technology Uses in Education; United States Government (Course); Skill Development; Media Literacy; Critical Literacy; Legislators; Citizenship Education; Teaching Methods; Cognitive Style

Abstract:
Students have access to a vast amount of information about American politics through new media outlets (e.g., the Internet). We survey the perils and promise of this new landscape through a case study of a political science class at the College of Staten Island, City University of New York (CUNY), that examined congressional races in the 2010 election season. We find that students have access to a diversity of information and opinion about House of Representative races that would have been unthinkable a decade ago. However, the students' information literacy skills and the ability of students to sort and weigh the value of various perspectives to inform their own conclusions was limited. Unlike much of the celebratory tone of studies that proclaim the emancipatory value of new media for citizens and students alike, we argue that educators interested in the potential of new media must devote considerable attention to both the variety and reliability of new media outlets, as well as provide the historical and political context for information that students gather, with the goal of developing a deeper form of information literacy for students. New media offers much potential, but great challenges to educators as well. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Textbooks; Textbook Bias; Textbook Content; Textbook Research; Heritage Education; Womens Studies; Controversial Issues (Course Content); Social Attitudes; Curriculum Evaluation; Curriculum Research; Gender Issues; Gender Bias; Educational Principles; Beliefs; Arabs; Foreign Countries

Abstract:
Teaching heritage to a nation is important. The Israeli Arab curriculum on Druse heritage helps students connect religion with modern society. The textbooks that are still used were written in the end of the 1970s and do not reflect the changing reality of Druse women. This research shows that women must be portrayed in more diverse roles in textbooks and there must be more articles written by women. If teachers are to prepare pupils for the future, they must have more current material. If not, teachers have the obligation to model new ways of seeing women so that young Druse women can achieve equality in work and education and lead modern lives, and so that young men will accept and encourage their advancements. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Sciences; Conflict; Role Theory; Vignettes; Game Theory; Controversial Issues (Course Content); Design Requirements; Educational Games; Material Development; Change Strategies; Simulation; Peace; Learning Activities; Creative Activities

Abstract:
Attentiveness to and transparency about the methodological implications of the level of analysis selected for peace and conflict exercises constitute essential elements of good game design. The article explores the impact of level of analysis choices in the context of two key portions of exercises, scenario construction and role specification. It weighs the consequences of these choices in terms of the differing conclusions one can draw from exercises and potential pitfalls of careless choices. Finally, it argues that level of analysis considerations in game design parallels specific debates within segments of the social science literature, connections that are also explored in this article for their relevance to game design. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Education; Listening; Creationism; Evolution; Controversial Issues (Course Content)

Abstract:
In our forum contribution to Federica Raia's manuscript (2012) on learning at the boundaries, we propose that using radical listening in the science education classroom, especially when contentious issues such as evolution are discussed, helps stakeholders learn from each other's values and viewpoints and contributes to bridging divides.

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Descriptors:
Science Teachers; Science and Society; Controversial Issues (Course Content); Scientific Literacy; Problems; Decision Making Skills; Access to Information; Teaching Models; Scaffolding (Teaching Technique); Ethics; World Views; Cultural Pluralism

Abstract:
Internationally there is concern that many science teachers do not address socioscientific issues (SSI) in their classrooms, particularly those that are controversial. However with increasingly complex, science-based dilemmas being presented to society, such as cloning, genetic screening, alternative fuels, reproductive technologies and vaccination, there is a growing call for students to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally towards a focus on scientific literacy, but research indicates that many secondary science teachers lack the support and confidence to address SSI in their classrooms. This paper reports on a project that developed a pedagogical model that scaffolded teachers through a series of stages in exploring a controversial socioscientific issue with students and supported them in the use of pedagogical strategies and facilitated ways of ethical thinking. The study builds on existing frameworks of ethical thinking. It presents an argument that in today's increasingly pluralistic society, these traditional frameworks need to be extended to acknowledge other worldviews and identities. Pluralism is proposed as an additional framework of ethical thinking in the pedagogical model, from which multiple identities, including cultural, ethnic, religious and gender perspectives, can be explored. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Science Education; Physical Sciences; Learning Theories; Science Instruction; Science Teachers; Elementary School Science; Geology; Science Curriculum; Curriculum Development; Self Management; Educational Strategies; Knowledge Base for Teaching; Science and Society; Evolution; Controversial Issues (Course Content); Educational Research; Research Methodology; Learner Engagement; Persuasive Discourse; Models; Secondary School Science; Simulation; Educational Games; Biology; Interdisciplinary Approach; Middle School Students; Urban Schools; Informal Education; Discourse Analysis; Classroom Communication; Socialization; Physical Environment; Theory Practice Relationship; Student Evaluation; Academic Standards; Inquiry; Measurement

Abstract:
"Approaches and Strategies in Next Generation Science Learning" examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers, and administrators interested in enhancing the teaching and learning of next generation science. Contents include: (1) Self-Regulated Learning as a Method to Develop Scientific Thinking (Erin E. Peters Burton); (2) Multiple Perspectives for the Study of Teaching: A Conceptual Framework for Characterizing and Accessing Science Teachers' Practical-Moral Knowledge (Sara Salloum); (3) Teaching a Socially Controversial Scientific Subject: Evolution (Hasan Deniz); (4) A Theoretical and Methodological Approach to Examine Young Learners' Cognitive Engagement in Science Learning (Meng-Fang Tsai and Syh-Jong Jang); (5) Argumentation and Modeling: Integrating the Products and Practices of Science to Improve Science Education (Douglas Clark and Pratim Sengupta); (6) Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms (Todd Campbell, Phil Seok Oh, and Drew Neilson); (7) Why Immersive, Interactive Simulation Belongs in the Pedagogical Toolkit of "Next Generation" Science: Facilitating Student Understanding of Complex Causal Dynamics (M. Shane Tutwiler and Tina Grotzer); (8) Teachers and Teaching in Game-Based Learning Theory and Practice (Mario M. Martinez-Garza and Douglas Clark); (9) Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology (Renee M. Clary and James H. Wandersee); (10) Promoting the Physical Sciences among Middle School Urban Youth through Informal Learning Experiences (Angela M. Kelly); (11) Rooted in Teaching: Does Environmental Socialization Impact Teachers' Interest in Science-Related Topics? (Lisa A. Gross, Joy James and Eric Frauman); (12) Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue (Matthew J. Benus, Morgan B. Yarker, Brian M. Hand and Lori A. Norton-Meier); (13) Next Generation Science Assessment: Putting Research into Classroom Practice (Edward G. Lyon); (14) A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education (Danielle E. Dani, Sara Salloum, Rola Khishfe, and Saouma BouJaoude); and (15) Measuring and Facilitating Highly Effective Inquiry-Based Teaching and Learning in Science Classrooms (Jeff C. Marshall). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Critical Literacy; Critical Theory; Teacher Education; Teacher Attitudes; Cultural Pluralism; Literature; Graduate Study; Educational Needs; Student Needs; Educational Change; Case Studies; Qualitative Research; Phenomenology; Controversial Issues (Course Content); Social Justice; Self Evaluation (Individuals); Teacher Empowerment

Abstract:
Building on Ball's (2009) model of generative change, we explored how two experienced literacy teachers, after completing a graduate-level multicultural literacy course, enacted the tenets of critical literacy. Ball defined teachers' generative thinking as "connecting their personal and professional knowledge with the knowledge that they gain from their students to produce or originate knowledge that is useful to them in pedagogical problem solving and in meeting the educational needs of their students" (2009, p. 47). We uncovered how teachers' generative thinking progressed over time; how they sanctioned critical literacy practices in their own classrooms; and how they continued to guide their students to question, dispute, and examine power relations. As the teachers' generative thinking grew over the two years, they continued to express tension and doubt, showing that teacher change is never linear or simple, but often situational and complex. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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