Bibliografías temáticas / Science teachers – Juvenile fiction

Literatura académica sobre el tema "Science teachers – Juvenile fiction"

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Publicado: 26 de julio de 2024

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Artículos de revistas sobre el tema "Science teachers – Juvenile fiction"

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Radford, Linda Anne. "Apprenticing Teachers Reading: The Cultural Significance of Juvenile Melodrama". Journal of the Canadian Association for Curriculum Studies 7, n.º 1 (3 de noviembre de 2009): 58–84. http://dx.doi.org/10.25071/1916-4467.23376.

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This article presents a study that reveals the educational significance of melodrama as a moral aesthetic, specifically in relation to work with literacies around identity in the teacher education classroom. Using methods of Lacanian discourse analysis and genre analysis, it unmasks the way two-award winning juvenile historical fictions depend on melodrama to instigate their narrative appeal. It unravels the skein of melodrama’s particularity and complicated affective potential for teachers who want to work in liberating ways with youth fiction in the classroom.
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Paris, Michael. "Red Menace! Russia and British Juvenile Fiction". Contemporary British History 19, n.º 2 (junio de 2005): 117–32. http://dx.doi.org/10.1080/13619460500080181.

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McMahon, Daniel. "Science Fiction Curriculum, Cyborg Teachers, & Youth Cultures". Utopian Studies 17, n.º 1 (1 de enero de 2006): 221–23. http://dx.doi.org/10.2307/20718804.

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McMahon, Daniel. "Science Fiction Curriculum, Cyborg Teachers, & Youth Cultures". Utopian Studies 17, n.º 1 (1 de enero de 2006): 221–23. http://dx.doi.org/10.5325/utopianstudies.17.1.0221.

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Von der Osten, Robert. "Four Generations of Tom Swift: Ideology in Juvenile Science Fiction". Lion and the Unicorn 28, n.º 2 (2004): 268–83. http://dx.doi.org/10.1353/uni.2004.0023.

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Zigo, Diane y Michael T. Moore. "Science Fiction: Serious Reading, Critical Reading". English Journal 94, n.º 2 (1 de noviembre de 2004): 85–90. http://dx.doi.org/10.58680/ej20044186.

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Former high school teachers Diane Zigo and Michael T. Moore argue that science fiction deserves greater respect and a place in high school literature classes. They recommend titles and suggest activities for incorporating science fiction into English language arts instruction.
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Hieu, To Minh, Vi Thi Thu Hien y Nguyen Thanh Hien. "DEVELOPING THE COMPETENCE OF READING COMPREHENSION OF SCIENCE FICTION STORY FOR 7TH GRADE STUDENTS IN VIETNAM". International Journal of Education Humanities and Social Science 07, n.º 03 (2024): 338–43. http://dx.doi.org/10.54922/ijehss.2024.0719.

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The 2018 general education program in Vietnam has been implemented with the concretization of three sets of textbooks: The Kite, Connecting Knowledge to Life, and Creative Horizon. In the 7th grade Philology textbook, in addition to familiar literary genres, science fiction is a new genre included in the curriculum. This is a new genre that has created excitement for both teachers and students. However, this genre also causes many difficulties for teachers in developing lesson plans and organizing the teaching of science fiction stories. The 7th grade textbook has only been deployed for two years in Vietnam, so there are not many reference materials, leading to teachers being confused in teaching and developing competence, especially the ability to read and understand science fiction stories for students. Therefore, in this article, we propose some measures to develop the competence to read science fiction stories for 7th grade students in Vietnam.
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Timofeev, A. N. "SPECIAL ASPECTS OF USING FICTION IN BIOLOGY CLASSES". Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, n.º 4 (2021): 17–22. http://dx.doi.org/10.18323/2221-5662-2021-4-17-22.

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Despite the significant achievements in various areas of pedagogy, the issue of developing students’ interest in the studied material continues to be acute. One of the instructional techniques contributing to solving this problem is related to the use of fiction and popular science literature in the natural sciences lessons. The study aims to identify special aspects of using fiction in biology lessons. The author determined and considered the fiction’s main uses in the sciences subject area. The author surveyed subject teachers to identify the number of integrated classes (biology-literature) developed and conducted by these teachers and the number of biology lessons using fiction and popular science literature. Two hundred thirty-two teachers took part in the survey. The study identified that 96.6 % of teachers surveyed do not integrate biology and literature lessons, and 96.1 % of teachers do not use additional fiction and popular science literature in their lessons, replacing it with videos from the Internet. On the example of biology and geography lessons, the author shows a variety of methodological approaches to the use of literary texts and related tasks. The study shows that the largest number of guidelines on the use of literary texts since the beginning of the XX century has been published for geographers, as the guidance papers for biologists, predominantly, began to appear much later. According to the survey, when choosing fiction, the biology teachers give preference to classical texts written in the XIX–XX centuries. The fiction of modern authors is practically not considered in biology lessons. Teachers use literary texts in biology lessons both to influence the emotional sphere of students to increase their interest in the subject and to check the level of educational material digestion. Today, the activity of teachers in the use of fiction in biology lessons has noticeably decreased, giving way to videos. One of the reasons for rear use of literary texts in the science lessons, the author considers the insufficiently high level of general training of teachers and the general reduction in the quality of education.
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White, Donna R. "Back in the Spaceship Again: Juvenile Science Fiction Series Since 1945 (review)". Lion and the Unicorn 25, n.º 2 (2001): 334–36. http://dx.doi.org/10.1353/uni.2001.0027.

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Newsinger, John. "Book reviews : Taking sides: the juvenile fiction of Rhodri Jones". Race & Class 36, n.º 1 (julio de 1994): 87–94. http://dx.doi.org/10.1177/030639689403600108.

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Tesis sobre el tema "Science teachers – Juvenile fiction"

1

Keys, Philip Mark. "Primary and secondary teachers shaping the science curriculum : the influence of teacher knowledge". Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15920/1/Philip_Keys_Thesis.pdf.

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This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.
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Keys, Philip Mark. "Primary And Secondary Teachers Shaping The Science Curriculum: The Influence Of Teacher Knowledge". Queensland University of Technology, 2003. http://eprints.qut.edu.au/15920/.

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This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.
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3

Kosky, Amy. "A Survey of Preservice Teachers in Regards to Their Attitudes and Perceptions of Science Fiction Literature and its Use in the Classroom". Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1608.

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In 1957 at the University of Chicago, Robert Heinlein asserted that through science fiction humanity can wonder upon important questions without causing harm to the real world. Through such speculative experiments science fiction can warn against dangerous solutions, urge toward better solutions. Science fiction joyously tackles the real and pressing problems of our race, wrestles with them, never ignores them—problems which other forms of fiction cannot challenge. For this reason I assert that science fiction is the most realistic, the most serious, the most significant, the most sane and healthy and human fiction being published today. (Davenport, 1959). Preservice teachers enrolled in the education program at a large metropolitan university were surveyed to determine if they had preconceived notions about science fiction, if they would use science fiction within their classrooms and if science fiction would be available to the students in their classrooms. Also explored was if these future educators believed science fiction was too complex for English language learners and students with exceptionalities. Analysis of this survey revealed that although most preservice teachers believe science fiction literature has value within the classroom and they planned to use it at least part of the time, about one in five believed the concepts and themes were too complex for English language learners and students with exceptionalities. The researcher of this study hopes the information contained in this study can help educators encourage students to read science fiction as well as provide the educators with a resource of science fiction literature book titles which are grade level and ability level appropriate for their students.
B.S.
Bachelors
Educational and Human Sciences
Education and Human Performance
Elementary Education
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4

Franco, Jefferson Luiz. "Ensinando o futuro: visões da ficção científica sobre o ato de lecionar". Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2821.

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Esta pesquisa apresenta uma abordagem teórico-analítica da questão da representação da docência em textos de ficção científica de três autores norteamericanos do século XX: Isaac Asimov, autor do conto Como se divertiam, de 1951; Lloyd Biggle Jr, que escreveu Maneira doida de lecionar em 1966 e Connie Willis, cuja narrativa analisada tem o título Muito barulho por nada e data de 1990. Discutir as relações potencialmente passíveis de serem estabelecidas entre o imaginário retratado nessas obras e a visão neoliberal contemporânea do ato de ensinar como objeto de automatização e normatização estrita pode certificar o fato de que tais representações idealizadas tornaram-se, em grande medida, paradigmas advindos das práticas do capitalismo avançado (as quais têm como modelo primário a nação estadunidense) capazes de influenciar a forma como são entendidas, representadas e planejadas as relações entre a figura docente e as tecnologias em nosso país. Portanto, como objetivo primário, elencamos a tentativa de compreender como é realizada a construção discursiva da representação do trabalhador da educação (e das tecnologias imaginárias que cercam essa representação), inserindo-a nas dimensões culturais do imaginário norte-americano a fim de discutir sobre seus reflexos contemporâneos e seu conteúdo determinístico. Para isso, metodologicamente empregamos a recensão e análise bibliográfica de artigos científicos e textos literários nacionais e estrangeiros (que incluíram, mas não se limitaram, às obras designadas como objetos) e, entre as conclusões levantadas, apontamos a constatação de que a relação do corpus com a indústria cultural não permite um afastamento radical das teorias educacionais tradicionalistas familiares aos leitores que constituem o público-alvo dos autores, além de destacarmos vieses marcados pelo determinismo nos textos, embora seja, em alguns casos, apenas insinuado ou surja em contraste com produções posteriores do escritor. Como apontamento final, entretanto, é possível enxergar o conteúdo último dos textos do corpus como prioritariamente humanista: Asimov retrata o desejo de um ensino comunitário em lugar do isolamento do discente em nome da eficiência; Biggle Jr. discute, de forma subjacente, a desvalorização da figura do docente ante uma técnica voltada para a maximização de resultados econômicos e, por fim, Willis coloca em pauta as possibilidades e perigos de tentar se banir ideologias do ambiente escolar, dentro de um molde supostamente democrático que acaba servindo à aniquilação das possibilidades de aprendizado.
This research presents a theoretical-analytical approach to the question of representation of teaching in science fiction texts of American authors of the 20th century: Isaac Asimov, author of The fun they had! (1951); Lloyd Biggle Jr, who wrote And madly teach at 1966 and Connie Willis, whose analyzed narrative is called Ado and dates back to 1990. Discuss the relationships potentially liable to be established between the imaginary depicted in these works and the contemporary neoliberal vision of the act of teaching as the object of automation and strict standardization can certify the fact that such idealized representations have become, to a large extent, paradigms from the practices of advanced capitalism (which have as their primary model the American nation) capable of influencing how relationships between teachers and technologies in our country are understood, represented and planned. Therefore, as a primary objective, we attempt to understand how the discursive construction of the representation of the education worker (and the imaginary technologies surrounding this representation) is carried out, inserting it into the cultural dimensions of the North American imaginary in order to discuss its contemporary reflections and its deterministic content. In order to do this, we methodologically used the review and bibliographical analysis of scientific articles and national and foreign literary texts (which included, but were not limited to, works designated as objects), and, among the conclusions drawn, we pointed out that the relationship of the corpus with the cultural industry does not allow a radical departure from traditionalist educational theories familiar to the readers who constitute the target audience of the authors, in addition to highlighting perspectives marked by determinism in the texts, although in some cases, it is just insinuated or emerged in contrast to subsequent productions of the writer. As a final point, however, it is possible to see the ultimate content of the texts of the corpus as having a humanistic priority: Asimov portrays the desire for a communal education in place of the isolation of the student in the name of efficiency; Biggle Jr. discusses, in a subtle way, the devaluation of the teacher's figure before a technique focused at the maximization of economic results and, finally, Willis points out the possibilities and dangers of trying to ban all the ideology of the school environment, following a supposedly democratic mold that ends up serving the annihilation of the possibilities of learning.
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Libros sobre el tema "Science teachers – Juvenile fiction"

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Capeci, Anne. Feed me!: Funky food science from Ethan Flask and Professor von Offel. New York: Scholastic, Inc., 2001.

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Burkett, Kathy. Out of this world!: Ethan Flask and Professor von Offel take on space science. New York: Scholastic, 2001.

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Coville, Bruce. Zombies of the science fair. New York: Pocket Books, 2000.

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Coville, Bruce. Zombies of the science fair. New York: Pocket Books, 2000.

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Gordon, Korman, ed. What a blast!: The explosive escapades of Ethan Flask and Professor von Offel. New York: Scholastic, 2000.

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Burkett, Kathy. What a blast!: The explosive escapades of Ethan Flask and Professor von Offel. New York: Scholastic, 2000.

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Coville, Bruce. The attack of the two-inch teacher. New York: Pocket Books, 1999.

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Blair, L. E. It's a scream! Racine, Wis: Western Pub., 1992.

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Coville, Bruce. Peanut butter lover boy. New York: Pocket Books, 2000.

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Coville, Bruce. My teacher glows in the dark. New York: Aladdin, 2014.

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Capítulos de libros sobre el tema "Science teachers – Juvenile fiction"

1

Shippey, Tom. "Science Fiction and the Idea of History". En Hard Reading, 70–84. Liverpool University Press, 2016. http://dx.doi.org/10.5949/liverpool/9781781382615.003.0008.

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Just over half-way through his juvenile novel, Citizen of the Galaxy, Robert Heinlein gets his hero Thorby involved in a play. The play is a historical one, dramatising the origins of the queer, nomadic, matriarchal, spaceship-society of Free Traders among whom Thorby now finds himself, and is to be produced publicly at their great Gathering. But it is introduced irreverently, like this:...
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Krezmien, Michael, Wardell Powell, Christina Bosch, Tracey Hall y Martina Nieswandt. "The Use of Tablet Technology to Support Inquiry Science for Students Incarcerated in Juvenile Justice Settings". En K-12 STEM Education, 590–612. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch029.

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This chapter describes the challenges in implementing science instruction in juvenile corrections settings and present a tablet-based model for meeting the complex challenges. Project RAISE is a Project-based Inquiry Science (PBIS) curriculum designed in the Universal Design for Learning framework. It is developed in a tablet platform, and is designed to meet the unique needs of incarcerated learners. The chapter describes the juvenile justice educational setting, the characteristics of the classrooms, the learners, and the teachers. It provides an overview of one iBook that has been co-designed and tested with incarcerated learners.
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Krezmien, Michael, Wardell Powell, Christina Bosch, Tracey Hall y Martina Nieswandt. "The Use of Tablet Technology to Support Inquiry Science for Students Incarcerated in Juvenile Justice Settings". En Optimizing STEM Education With Advanced ICTs and Simulations, 267–95. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2528-8.ch011.

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This chapter describes the challenges in implementing science instruction in juvenile corrections settings and present a tablet-based model for meeting the complex challenges. Project RAISE is a Project-based Inquiry Science (PBIS) curriculum designed in the Universal Design for Learning framework. It is developed in a tablet platform, and is designed to meet the unique needs of incarcerated learners. The chapter describes the juvenile justice educational setting, the characteristics of the classrooms, the learners, and the teachers. It provides an overview of one iBook that has been co-designed and tested with incarcerated learners.
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Clare, Ross. "Introduction". En Ancient Greece and Rome in Modern Science Fiction, 1–6. Liverpool University Press, 2022. http://dx.doi.org/10.3828/liverpool/9781800856318.003.0001.

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The introduction outlines the central tenets of classical reception studies, bringing in the concepts of representation, narrative, and meaning, which is followed by a brief introduction to the world of science-fiction criticism. It emphasizes the need for students (and teachers, and scholars) to embrace interdisciplinarity, and characterizes classical study as being rooted in the present as much as it is in the past. It briefly discusses the depth, breadth and influence of the science fiction genre and the consistent placement of antiquity within it throughout the centuries. The many social and political issues that classical reception studies (and science fiction) so often bring up are also briefly summarized.
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Onion, Rebecca. "Space Cadets and Rocket Boys". En Innocent Experiments. University of North Carolina Press, 2016. http://dx.doi.org/10.5149/northcarolina/9781469629476.003.0005.

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After World War II, science-fiction authors found lucrative side gigs in writing fiction for young people. Before “young adult” books were a fixed category, authors like Robert Heinlein wrote stories about space for middle-grade readers, most of whom were male. This chapter looks at Heinlein’s juvenile fiction published by Scribner’s, and shows how his work reinforced a vision of scientific masculinity.
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Eller, Jonathan R. "A Most Favorite Subject". En Bradbury Beyond Apollo, 136–40. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043413.003.0020.

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Bradbury’s fascination with genre fiction art resulted in “1982: A Helicon Year for the Artists of Science Fiction.” Chapter 19 goes on to describe how Byron Preiss assembled a range of well-known artists to illustrate a new collection of Bradbury stories, Dinosaur Tales. These included Gahan Wilson, Jim Steranko, Jean Henri Giraud, David Wiesner, and Overton Loyd. The chapter also explores Bradbury’s high regard for traditional poets Phyllis McGinley and Helen Bevington in the context of his second and third Knopf volumes of his own poetry. The chapter concludes with Bradbury’s ill-fated collaboration with Japanese producer Yutaka Fujioka, Roger Allers, and Chris Lane on the juvenile animated feature, Little Nemo in Slumberland, inspired by the comic strip character by Winsor McCay.
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Midkiff, Emily. "The Case Study". En Equipping Space Cadets, 102–51. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496839022.003.0005.

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This chapter offers grounded evidence to combat the cycle of self-fulfilling prophecies around primary sf. Through three studies designed for this book, this chapter builds an interdisciplinary case describing primary sf. One study describes contemporary children's interest in science fiction through a national dataset of school library lending during the 2016-2017 school year. Another study describes the beliefs and habits of adult mentors regarding science fiction through a survey of teachers and librarians. Finally, the last study demonstrates children's reading skills with science fiction through recorded read-aloud sessions with primary school students.
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Wieacker, Franz, Tony Weir y Reinhard Zimmermann. "The Development of Medieval Legal Science: The Commentators". En A History Of Private Law In Europe, 55–68. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198258612.003.0005.

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Abstract We return to the iuscivile. While the Glossators cannot be said to have been mere theorists remote from the world, since as teachers, givers of opinions, and draftsmen of deeds they were persons of standing in the constitutional and legal affairs of their time, and their teaching was recognized as excellent practical training for public life (p. 29), nevertheless they did not have as much impact on the daily life of the law as we would expect of lawyers today. Unlike the canonists, whose very sources involved them in current affairs, the Glossators spent most of their time expounding the CorpusJuris and other texts which were not actually ‘in force’ in Italy or anywhere else in Europe. Even where the general authority of these texts was admitted, as it was in the Empire and, thanks to the famous fiction invented by French legists,1 in Western Europe as well, it had to give way to any applicable personal or local laws, for in the medieval view such laws took precedence over more general laws and thus over Roman law, universal as it might be.2 What students in Italy and France learnt was a method, a juridical ‘grammar’ so to speak, rather than law capable of application in any particular place. For this very reason the Glossators could maintain their view that Roman law was timelessly right and universally valid regardless of local conditions,4 a point on which the whole of Europe readily agreed with them.
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Kelley, James. "The Uncanny Power of Comic Books: Achieving Interdisciplinary Learning through Superhero Comic Books". En With Great Power Comes Great Pedagogy, 149–67. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496826046.003.0010.

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This chapter sets out to examine how superhero comic books can be used to teach students science literacies and concepts such as genetics, along with ELA content such as creative fiction writing in an after-school comic book club. In reviewing existing literature on the subject of interdisciplinary teaching and Vygotsky’s Theory of Mediated Action, this chapter utilizes a qualitative approach to studying STEM-focused comics production. By exploring how students made, analyzed, and integrated science literacies, this chapter offers key insights for teachers.
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Walker, Nathaniel Robert. "The Republic of the Future". En Victorian Visions of Suburban Utopia, 223–94. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198861447.003.0006.

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The United States produced a number of early utopian visions of suburban dispersal, demonstrating that Americans had inherited some of the anti-urban tendencies of their British forebears. An early feminist science-fiction novel by Mary Griffith insisted that cities could be great, but she was decidedly in the minority. After consuming British science fiction in the 1870s, American authors dominated utopian literature in the 1880s, many providing it with new urgency by engaging head-on with the rise of the industrial corporation. These writers were a heterogeneous bunch—ranging from math teachers to Spiritualist bohemians—but while they were often politically opposed to one another, they were consistent in their concept of utopia: life in large, complex cities such as New York or Boston was maddening, and a new world of glass, metal, synthetic stone, whirring machines, and, most importantly, endless greenery, needed to rise in place of the terrible city.
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