Shirley Simon
Biographic Data
| ID | 3715485 |
|---|---|
| NAME | Shirley Simon |
| GIVEN NAMES | Shirley |
| FAMILY NAME | Simon |
| SIGNATURE | SIMON S |
| AFFILIATIONS | University of London |
| ORCID | 0000-0003-2234-3971 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Learning democratic participation? Meaning-making in discussion of socioscientific issues in science education
Learning democratic participation as future citizens is an important goal for science education for all students. To take part in debates and decision-making involving socioscientific issues, such as sustainability, students need to become aware of different positions and dilemmas regarding such issues. This study seeks to understand how democratic participation is constructed by 45 student participants aged 16 years, for whom science is not the …
Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to…
Advancing teacher knowledge of effective argumentation pedagogy
This paper provides a discussion of the methodological approach to a research project that builds on previous studies of effective argumentation pedagogy undertaken by one of the authors. In this study, teachers from six schools in a city location are taking part in a one-year project to use new web-based professional development materials to advance their practice in using group discussion and argumentation in science. The teachers attend worksh…
Constructing Worlds through Science Education: The Selected Works of John K. Gilbert Edited by John K. Gilbert
Constructing Worlds through Science Education: the Selected Works of John K. Gilbert. Edited by John K. Gilbert. Pp. 270. London: Routledge. 2005. £75.00 (hbk), £22.99 (pbk). ISBN 0-415-35217-7 (hbk), 0-415-35218-5 (pbk)
Learning to Teach Argumentation: Research and development in the science classroom
The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1‐year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts. Data were collected at the beginning and end of the year by audio‐recording and video‐recording lesso…
TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse
This paper reports some methodological approaches to the analysis of argumentation discourse developed as part of the two‐and‐a‐half year project titled “Enhancing the Quality of Argument in School Scienc'' supported by the Economic and Social Research Council in the United Kingdom. In this project researchers collaborated with middle‐school science teachers to develop models of instructional activities in an effort to make argumentation a compon…
Enhancing the quality of argumentation in school science
The research reported in this study focuses on the design and evaluation of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over 2 years, between 1999 and 2001, in junior high schools in the greater London area. The research was conducted in two phases. In phase 1, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strat…
Attitudes towards science: A review of the literature and its implications
This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students' attitudes to science if the nature of the problem is to be understood and remediated. Starting from a consideration of what is meant by attitudes to science, it considers the problems inhe…
Single Concentration Clinical MSW Programs: A Descriptive Study
In the last three decades a number of schools have established clinical masters of social work programs. This paper identifies and reviews the existing single concentration clinical MSW programs in the U.S. Utilizing published program data, content analysis of descriptive program promotional materials and telephone interviews, single concentration clinical programs were examined along institutional, historical, structural, student and faculty dim…
Progression in measuring
The Progression in Learning Science and Mathematics Project was set up to investigate to what extent progression in learning can be described in terms of a common framework for all pupils. Other aspects of the assumptions made by the structure of ten age‐independent levels adopted for national assessment in England and Wales were also studied, in particular differing rates of learning and the relation of age to progression. The degree of dependen…
Progression in measuring’: Response by the authors to the comments by Owen van den Berg and Lydia Austin
Progression in understanding the equilibrium of forces
This paper describes the results of empirical research in which children between ages 7 and 13 were interviewed about simple experiments involving forces in equilibrium. The aim of the work was to explore the ways in which children's perceptions, explanations and concepts, as evoked by the experiments, differed between the age groups, in order to establish empirically based hypotheses about progression in learning of the topic. The analysis was b…
Progression in measuring
The Progression in Learning Science and Mathematics Project was set up to investigate to what extent progression in learning can be described in terms of a common framework for all pupils. Other aspects of the assumptions made by the structure of ten age‐independent levels adopted for national assessment in England and Wales were also studied, in particular differing rates of learning and the relation of age to progression. The degree of dependen…
Progression in understanding the equilibrium of forces
This paper describes the results of empirical research in which children between ages 7 and 13 were interviewed about simple experiments involving forces in equilibrium. The aim of the work was to explore the ways in which children's perceptions, explanations and concepts, as evoked by the experiments, differed between the age groups, in order to establish empirically based hypotheses about progression in learning of the topic. The analysis was b…
Progression in understanding the equilibrium of forces
This paper describes the results of empirical research in which children between ages 7 and 13 were interviewed about simple experiments involving forces in equilibrium. The aim of the work was to explore the ways in which children's perceptions, explanations and concepts, as evoked by the experiments, differed between the age groups, in order to establish empirically based hypotheses about progression in learning of the topic. The analysis was b…
Progression in measuring
The Progression in Learning Science and Mathematics Project was set up to investigate to what extent progression in learning can be described in terms of a common framework for all pupils. Other aspects of the assumptions made by the structure of ten age‐independent levels adopted for national assessment in England and Wales were also studied, in particular differing rates of learning and the relation of age to progression. The degree of dependen…
Progression in measuring’: Response by the authors to the comments by Owen van den Berg and Lydia Austin
Single Concentration Clinical MSW Programs: A Descriptive Study
In the last three decades a number of schools have established clinical masters of social work programs. This paper identifies and reviews the existing single concentration clinical MSW programs in the U.S. Utilizing published program data, content analysis of descriptive program promotional materials and telephone interviews, single concentration clinical programs were examined along institutional, historical, structural, student and faculty dim…
Attitudes towards science: A review of the literature and its implications
This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students' attitudes to science if the nature of the problem is to be understood and remediated. Starting from a consideration of what is meant by attitudes to science, it considers the problems inhe…
TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse
This paper reports some methodological approaches to the analysis of argumentation discourse developed as part of the two‐and‐a‐half year project titled “Enhancing the Quality of Argument in School Scienc'' supported by the Economic and Social Research Council in the United Kingdom. In this project researchers collaborated with middle‐school science teachers to develop models of instructional activities in an effort to make argumentation a compon…
Enhancing the quality of argumentation in school science
The research reported in this study focuses on the design and evaluation of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over 2 years, between 1999 and 2001, in junior high schools in the greater London area. The research was conducted in two phases. In phase 1, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strat…
Learning to Teach Argumentation: Research and development in the science classroom
The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1‐year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts. Data were collected at the beginning and end of the year by audio‐recording and video‐recording lesso…
Constructing Worlds through Science Education: The Selected Works of John K. Gilbert Edited by John K. Gilbert
Constructing Worlds through Science Education: the Selected Works of John K. Gilbert. Edited by John K. Gilbert. Pp. 270. London: Routledge. 2005. £75.00 (hbk), £22.99 (pbk). ISBN 0-415-35217-7 (hbk), 0-415-35218-5 (pbk)
Advancing teacher knowledge of effective argumentation pedagogy
This paper provides a discussion of the methodological approach to a research project that builds on previous studies of effective argumentation pedagogy undertaken by one of the authors. In this study, teachers from six schools in a city location are taking part in a one-year project to use new web-based professional development materials to advance their practice in using group discussion and argumentation in science. The teachers attend worksh…
Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to…
Learning democratic participation? Meaning-making in discussion of socioscientific issues in science education
Learning democratic participation as future citizens is an important goal for science education for all students. To take part in debates and decision-making involving socioscientific issues, such as sustainability, students need to become aware of different positions and dilemmas regarding such issues. This study seeks to understand how democratic participation is constructed by 45 student participants aged 16 years, for whom science is not the …
Psychology (11 works) · Mathematics education (8 works) · Sociology (8 works) · Computer Science (7 works) · Pedagogy (7 works) · Educational Strategies and Epistemologies (6 works) · Science education (6 works) · Argumentation theory (5 works) · Epistemology (5 works) · Innovative Teaching and Learning Methods (5 works)