Culture, Learning, and Development and the Natural World: The Influences of Situative Perspectives

Bang, Megan

doi:10.1080/00461520.2015.1075402

Cited by 75 publications

(44 citation statements)

References 95 publications

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“…The current study resulted that male preschool learners are more culturally diverse than females. The result of this study resembles the study of Bang (2015) who also resulted that male preschool learners show more cultural diversity. He stated that culture, learning, the natural world, and development are interlinked, and learner's intellectual social and moral development is affected by the natural world.…”

supporting

confidence: 82%

Analysis of Cultural Diversity in Preschool Education

Abbas

Rizvi

2020

ojs

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Early childhood learning holds a great impact on children satisfaction, intensification, growth and core of education in this interval of life. In child development at early stage lot of activities related to family culture influencing growth and development. Learning throughout life is directly connected with these sorts of activities. In these activities culture base routine is most important for early years. In this age children have strong observational skills with their photo memory. The study was aimed to analyze cultural diversity among young learners, to recognize cultural differences in early childhood instructions and practices, to discover out social likenesses in early learning. It was quantitative research and descriptive research technique was used in this study. Institutions regarding preschool education were taken as population of research. Data was collected through multistage sampling technique. Data were analyzed through statistical techniques t test and one-way ANOVA. Equal cultural diversity was concluded in both male and female early childhood learners. The analysis illustrated that instructive framework; academic capabilities of instructors, preschool learner’s cultural background, teacher’s emolument, cultural region, economical background contribute to cultural similarities and differences. The researcher recommends considering cultural diversity as basic perceptive of the teaching learning process.

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confidence: 82%

Analysis of Cultural Diversity in Preschool Education

Abbas

Rizvi

2020

ojs

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“…Explorations into knowing provide a platform for a wide variety of students’ ways of knowing to be voiced and deliberated (Chinn et al, 2020). For example, in such explorations, there is a valued place for indigenous epistemologies to be expressed and advocated (Bang, 2015); the strengths and weaknesses of different ways of knowing can be collaboratively probed.…”

Section: New Instructional Directions To Promote Epistemic Growth Witmentioning

confidence: 99%

Education for a “Post-Truth” World: New Directions for Research and Practice

Chinn

Barzilai

Duncan

2020

Educational Researcher

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In the so-called “post-truth” world, there exists widespread confusion and disagreement over what is known, how to know, and who to trust. Current education has largely failed to meet the challenges of this world. Grounded in a new analysis of the goals of epistemic education, we argue for new directions in instruction. Our analysis specifies three components of epistemic cognition that education should address: epistemic aims, ideals, and reliable processes. Apt epistemic performance of these components has five interwoven aspects: cognitive engagement in epistemic performance, adapting performance to diverse contexts, metacognitive regulation and understanding of performance, caring and enjoyment, and participation in performance with others. Using this framework, we show how three emblematic “post-truth” problems stem from specific breakdowns in these five aspects. We then use this analysis to argue for new directions in curriculum, instruction, and research that are needed to promote successful epistemic performance in the “post-truth” landscape.

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“…The variation in student thinking patterns described by these studies highlights the need to study biological thinking as a dynamic process that unfolds in interaction with the surrounding environment. An important area for future research is to understand these dynamics by expanding the unit of analysis to include minds “situated” in contexts (e.g., Greeno, 1997 ; Bang, 2015 ; Saxe et al. , 2015 ).…”

Section: Implications For Research On Student Cognitionmentioning

confidence: 99%

Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions

Gouvea

Simon

2018

LSE

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In biology education research, it has been common to model cognition in terms of relatively stable knowledge structures (e.g., mental models, alternative frameworks, deeply held misconceptions). For example, John D. Coley and Kimberley D. Tanner recently proposed that many student difficulties in biology stem from underlying cognitive frameworks called cognitive construals (CBE—Life Sciences Education, 11[3], 209–215 [2012]; CBE—Life Sciences Education, 14[1], ar8 [2015]). They argued that three such frameworks—teleology, anthropocentrism, and essentialism—cause undergraduate students to hold a range of misconceptions about the biological world. Our purpose in this article is to present an alternative perspective that considers student thinking to be dynamic and context sensitive. Using the example of cognitive construals, we argue that a dynamic perspective creates a burden of proof for claims of cognitive stability—to demonstrate that patterns of thinking are indeed stable across contexts. To illustrate our argument, we report on the results of a study designed to explore the stability of students’ apparent teleological, anthropocentric, and essentialist thinking. Our results are inconsistent with framework models. We propose instead that response patterns stem from students’ context-specific interpretations of the statements, consistent with dynamic models of cognition. Building on these preliminary findings, we discuss the implications of a dynamic view of cognition for biology education research and biology instruction.

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Culture, Learning, and Development and the Natural World: The Influences of Situative Perspectives

Cited by 75 publications

References 95 publications

Analysis of Cultural Diversity in Preschool Education

Analysis of Cultural Diversity in Preschool Education

Education for a “Post-Truth” World: New Directions for Research and Practice

Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions

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