This piece was inspired by reading various issues of this journal especially ‘Quebrando as armadi... more This piece was inspired by reading various issues of this journal especially ‘Quebrando as armadilhas da opressao do mundo’, by Mia Couto (2008), and ‘Carta a los lectores que van a nacer (con un prologo que la justifica y un epilogo que le hace imprescindible)’, by Jorge Larrosa (2009). The piece by Couto was one of the first I read on discovering the journal and the quality and range of that piece inspired my thinking. It brought together for me a number of issues I had been thinking with and about. These ideas gradually spread rhizomatically to lead to this article, in search for understanding the experience we have been having in the project ‘Teachers and Young Children Exploring Their World Together’. The writing is also partly to find out what I think; it is written to develop my understanding, something I hope all writers will do in school and beyond.
The European Union has set ambitious goals: to promote smart, sustainable and inclusive growth, t... more The European Union has set ambitious goals: to promote smart, sustainable and inclusive growth, to find pathways to create new jobs and to offer a sense of direction to our societies. This requires significant strengthening of our knowledge and innovation capacity and our creative capability as drivers for future growth. As the world becomes more inter-connected and competitive and as research and technological know-how expands, new opportunities along with more complex societal challenges arise. Overcoming these challenges will require all citizens to have a better understanding of science and technology if they are to participate actively and responsibly in science-informed decision-making and knowledge-based innovation. It will involve input from user groups, specialists and stakeholder groups. Professionals, enterprise and industry have an important role to play. In this way, together with learns and benefits from the involvement. At the moment, Europe faces a shortfall in scien...
We report on an international collaboration between three teacher educator writers and researcher... more We report on an international collaboration between three teacher educator writers and researchers. We present our ways of investigating and reflecting on our practice through writing and our writings as ways of investigating our researching on teaching and learning science. We borrow from Pasolini (1990) and Deleuze and Guattari (1977) to affirm the possibility of resisting with/in reflexivity as we try to rewrite experiences of teaching in a plane of deconstruction. In this communication, understanding teachig as communicative, dialogic, we present our questioning around the centrality of knowlegde in the discussion of curriculum and teacher education.
O curriculo que planejamos, o que ensinamos e o que diferentes aprendizes recebem sao significati... more O curriculo que planejamos, o que ensinamos e o que diferentes aprendizes recebem sao significativamente distintos. Este artigo apresenta uma reflexao a respeito de dois aspectos da formacao de professores. O primeiro e principal deles e a formacao recebida pelo professor quando aluno e o impacto desta na sua pratica. Em segundo lugar esta o aspecto da formacao planejada e deliberada pelo autor como formador de professor. Com base nos estudos de uma gama de autores, particularmente na ideia de rizoma de Deleuze e Guattari, o estudo mostra o poder educativo da reflexao para os sujeitos envolvidos. Uma gama de dados foi coletada ao longo de quatro anos, a medida que alunos-professores aprendiam a se tornar professores de ciencias em educacao basica (para criancas de 5 a 11 anos de idade). O trabalho de Lucy e de outras alunas e apresentado aqui para mostrar como o ato de ouvir com atencao desenvolve o conhecimento de maneira que e impossivel prever como ocorre a compreensao para a cri...
In this article we present a case study in initial education of teachers studying the Primary Edu... more In this article we present a case study in initial education of teachers studying the Primary Education Degree of the University of Lleida. Students prepare a teaching plan for science content linked to community resources, and present it in English. The aim was the students experience "talking science" in English. We focus on the questions: What have we experienced doing this activity in English? Students refer to impotence and frustration at expressing themselves and their ideas in English. While the data shows that there was little focus on science content, they showed the value of the exercise in their development as teachers. They experience ‘otherness’ and connect this to their future roles as teachers in multi-lingual, multi-cultural classrooms. Preparing this case study shows the value of teacher educators reflecting on their practice.
Exploring long-term educational change, we investigate our re/construction of research methodolog... more Exploring long-term educational change, we investigate our re/construction of research methodology as we moved from a positivist framework to working with ideas drawn from Deleuze and Guattari. We reveal our becoming rhizomatic in data analysis in the metamodelling of the richness flowing horizontally through our practices. We tell of our struggles to escape hierarchical thinking and relations researching between the smooth and striated. A space of interactions, conversations and writings created relations between polyphonic voices, leading us to an emergent methodology. Our struggle against hierarchies in data analysis yielded rich educational possibilities for becoming that Deleuzo-Guattarian thinking offers us.
Http Dx Doi Org 10 1080 14623941003665935, Apr 1, 2010
... Stanford, P. (2002). Faith on the front line. CIIR News, 1011. Tortosa, G. (2002). Promenade... more ... Stanford, P. (2002). Faith on the front line. CIIR News, 1011. Tortosa, G. (2002). Promenade sur le lac. In G. Thierry, L'Express 31/10/2002. Retrieved November 15, 2008, from http://www.lexpress.fr/informations/promenade-sur-le-lac_ 649707.html Wilson, JP (2008). ...
Planning contains so much more than the written plan. Early in 2000, an invitation came from the ... more Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.
Revue Internationale D Education De Sevres, Jun 1, 1995
À l'aube du III e millénaire, après une longue histoire dont tous les pays européens portent les ... more À l'aube du III e millénaire, après une longue histoire dont tous les pays européens portent les traces dans leur patrimoine, enfin l'Europe de l'éducation est en train de naître après celle des marchands, des politiques, des industriels. Cette forteresse Europe a besoin d'unir tous ses citoyens pour faire face aux défis du futur et cette perspective ne peut faire l'impasse sur la formation des personnes dès les premières années de scolarisation. Déjà quelques initiatives d'associations d'enseignants avaient ouvert la voie de la coopération internationale dans le monde de l'éducation. Les Réseaux d'instituts de formation (RIF) veulent poursuivre cette action en lui donnant les formes les plus variées de la collaboration multiculturelle et en essayant de dépasser le cadre expérimental des premières actions pour modéliser et étendre le plus largement possible les expérimentations réussies. Cet article, écrit par trois formateurs d'enseignants de trois pays différents (France, Irlande, Royaume-Uni) est un essai de mise au net après cinq années de réflexion et de travail, et au terme de trois expérimentations concrètes d'une formation initiale des enseignants intégrant la dimension européenne.
Educacion Y Sociedad Actas Del Congreso Iberoamericano Educacion Y Sociedad Universidad De La Serena 5 6 Y 7 De Octubre De 2011 2012 Isbn 978 84 8138 017 0 Pags 232 238, 2012
Planning contains so much more than the written plan. Early in 2000, an invitation came from the ... more Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.
Reports on the use of story-telling to develop children's ideas about the water-cycle. Shows ... more Reports on the use of story-telling to develop children's ideas about the water-cycle. Shows that children remember abstract science ideas better when taught in a story format and that they can distinguish the real from the anthropomorphic. (Author/MM)
This piece was inspired by reading various issues of this journal especially ‘Quebrando as armadi... more This piece was inspired by reading various issues of this journal especially ‘Quebrando as armadilhas da opressao do mundo’, by Mia Couto (2008), and ‘Carta a los lectores que van a nacer (con un prologo que la justifica y un epilogo que le hace imprescindible)’, by Jorge Larrosa (2009). The piece by Couto was one of the first I read on discovering the journal and the quality and range of that piece inspired my thinking. It brought together for me a number of issues I had been thinking with and about. These ideas gradually spread rhizomatically to lead to this article, in search for understanding the experience we have been having in the project ‘Teachers and Young Children Exploring Their World Together’. The writing is also partly to find out what I think; it is written to develop my understanding, something I hope all writers will do in school and beyond.
The European Union has set ambitious goals: to promote smart, sustainable and inclusive growth, t... more The European Union has set ambitious goals: to promote smart, sustainable and inclusive growth, to find pathways to create new jobs and to offer a sense of direction to our societies. This requires significant strengthening of our knowledge and innovation capacity and our creative capability as drivers for future growth. As the world becomes more inter-connected and competitive and as research and technological know-how expands, new opportunities along with more complex societal challenges arise. Overcoming these challenges will require all citizens to have a better understanding of science and technology if they are to participate actively and responsibly in science-informed decision-making and knowledge-based innovation. It will involve input from user groups, specialists and stakeholder groups. Professionals, enterprise and industry have an important role to play. In this way, together with learns and benefits from the involvement. At the moment, Europe faces a shortfall in scien...
We report on an international collaboration between three teacher educator writers and researcher... more We report on an international collaboration between three teacher educator writers and researchers. We present our ways of investigating and reflecting on our practice through writing and our writings as ways of investigating our researching on teaching and learning science. We borrow from Pasolini (1990) and Deleuze and Guattari (1977) to affirm the possibility of resisting with/in reflexivity as we try to rewrite experiences of teaching in a plane of deconstruction. In this communication, understanding teachig as communicative, dialogic, we present our questioning around the centrality of knowlegde in the discussion of curriculum and teacher education.
O curriculo que planejamos, o que ensinamos e o que diferentes aprendizes recebem sao significati... more O curriculo que planejamos, o que ensinamos e o que diferentes aprendizes recebem sao significativamente distintos. Este artigo apresenta uma reflexao a respeito de dois aspectos da formacao de professores. O primeiro e principal deles e a formacao recebida pelo professor quando aluno e o impacto desta na sua pratica. Em segundo lugar esta o aspecto da formacao planejada e deliberada pelo autor como formador de professor. Com base nos estudos de uma gama de autores, particularmente na ideia de rizoma de Deleuze e Guattari, o estudo mostra o poder educativo da reflexao para os sujeitos envolvidos. Uma gama de dados foi coletada ao longo de quatro anos, a medida que alunos-professores aprendiam a se tornar professores de ciencias em educacao basica (para criancas de 5 a 11 anos de idade). O trabalho de Lucy e de outras alunas e apresentado aqui para mostrar como o ato de ouvir com atencao desenvolve o conhecimento de maneira que e impossivel prever como ocorre a compreensao para a cri...
In this article we present a case study in initial education of teachers studying the Primary Edu... more In this article we present a case study in initial education of teachers studying the Primary Education Degree of the University of Lleida. Students prepare a teaching plan for science content linked to community resources, and present it in English. The aim was the students experience "talking science" in English. We focus on the questions: What have we experienced doing this activity in English? Students refer to impotence and frustration at expressing themselves and their ideas in English. While the data shows that there was little focus on science content, they showed the value of the exercise in their development as teachers. They experience ‘otherness’ and connect this to their future roles as teachers in multi-lingual, multi-cultural classrooms. Preparing this case study shows the value of teacher educators reflecting on their practice.
Exploring long-term educational change, we investigate our re/construction of research methodolog... more Exploring long-term educational change, we investigate our re/construction of research methodology as we moved from a positivist framework to working with ideas drawn from Deleuze and Guattari. We reveal our becoming rhizomatic in data analysis in the metamodelling of the richness flowing horizontally through our practices. We tell of our struggles to escape hierarchical thinking and relations researching between the smooth and striated. A space of interactions, conversations and writings created relations between polyphonic voices, leading us to an emergent methodology. Our struggle against hierarchies in data analysis yielded rich educational possibilities for becoming that Deleuzo-Guattarian thinking offers us.
Http Dx Doi Org 10 1080 14623941003665935, Apr 1, 2010
... Stanford, P. (2002). Faith on the front line. CIIR News, 1011. Tortosa, G. (2002). Promenade... more ... Stanford, P. (2002). Faith on the front line. CIIR News, 1011. Tortosa, G. (2002). Promenade sur le lac. In G. Thierry, L'Express 31/10/2002. Retrieved November 15, 2008, from http://www.lexpress.fr/informations/promenade-sur-le-lac_ 649707.html Wilson, JP (2008). ...
Planning contains so much more than the written plan. Early in 2000, an invitation came from the ... more Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.
Revue Internationale D Education De Sevres, Jun 1, 1995
À l'aube du III e millénaire, après une longue histoire dont tous les pays européens portent les ... more À l'aube du III e millénaire, après une longue histoire dont tous les pays européens portent les traces dans leur patrimoine, enfin l'Europe de l'éducation est en train de naître après celle des marchands, des politiques, des industriels. Cette forteresse Europe a besoin d'unir tous ses citoyens pour faire face aux défis du futur et cette perspective ne peut faire l'impasse sur la formation des personnes dès les premières années de scolarisation. Déjà quelques initiatives d'associations d'enseignants avaient ouvert la voie de la coopération internationale dans le monde de l'éducation. Les Réseaux d'instituts de formation (RIF) veulent poursuivre cette action en lui donnant les formes les plus variées de la collaboration multiculturelle et en essayant de dépasser le cadre expérimental des premières actions pour modéliser et étendre le plus largement possible les expérimentations réussies. Cet article, écrit par trois formateurs d'enseignants de trois pays différents (France, Irlande, Royaume-Uni) est un essai de mise au net après cinq années de réflexion et de travail, et au terme de trois expérimentations concrètes d'une formation initiale des enseignants intégrant la dimension européenne.
Educacion Y Sociedad Actas Del Congreso Iberoamericano Educacion Y Sociedad Universidad De La Serena 5 6 Y 7 De Octubre De 2011 2012 Isbn 978 84 8138 017 0 Pags 232 238, 2012
Planning contains so much more than the written plan. Early in 2000, an invitation came from the ... more Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.
Reports on the use of story-telling to develop children's ideas about the water-cycle. Shows ... more Reports on the use of story-telling to develop children's ideas about the water-cycle. Shows that children remember abstract science ideas better when taught in a story format and that they can distinguish the real from the anthropomorphic. (Author/MM)
The European Union has set ambitious goals: to promote smart, sustainable and inclusive growth, t... more The European Union has set ambitious goals: to promote smart, sustainable and inclusive growth, to find pathways to create new jobs and to offer a sense of direction to our societies. This requires significant strengthening of our knowledge and innovation capacity and our creative capability as drivers for future growth. As the world becomes more inter-connected and competitive and as research and technological know-how expands, new opportunities along with more complex societal challenges arise. Overcoming these challenges will require all citizens to have a better understanding of science and technology if they are to participate actively and responsibly in science-informed decision-making and knowledge-based innovation. It will involve input from user groups, specialists and stakeholder groups. Professionals, enterprise and industry have an important role to play. In this way, together with learns and benefits from the involvement. At the moment, Europe faces a shortfall in science-knowledgeable people at all levels of society and the economy. Over the last decades, there has been an increase in the numbers of students leaving formal education with science qualifications. But, there has not been a parallel rise in the numbers interested in pursuing science related careers nor have we witnessed enhanced science-based innovation or any increase in entrepreneurship. Science education research, innovation and practices must become more responsive to the needs and ambitions of society and reflect its values. They should reflect the science that citizens and society need and support people of all ages and talents in developing positive attitudes to science. We must find better ways to nurture the curiosity and cognitive resources of children. We need to enhance the educational process to better equip future researchers and other actors with the necessary knowledge, motivation and sense of societal responsibility to participate actively in the innovation process. This is a good time to expand opportunities for science learning, in formal, non-formal and informal settings. Evidence shows that European citizens, young and old, appreciate the importance of science and want to be more informed and that citizens want more science education. Over 40 % believe science and technological innovation can have a positive impact on the environment, health and medical care and basic infrastructure in the future. This report identifies the main issues involved in helping all citizens acquire the necessary knowledge of and about science to participate actively and responsibly in, with and for society, successfully throughout their lives. It provides guidance concerning increasing the participation of enterprise and industry to science education policy and activities. It sets out the challenges we face and how science education can help Europe meet its goals and equip citizens, enterprise and industry in Europe with the skills and competences needed to provide sustainable and competitive solutions to these challenges. A more responsive science education can promote broader participation in knowledge-based innovation that meets the highest ethical standards and helps ensure sustainable societies into the future. The Framework for Science Education for Responsible Citizenship identifies six key objectives and associated recommendations, which in combination, can help bring about the systemic changes required to generate a sustainable effect across our societies and in our communities.
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Papers by Charly Ryan
As the world becomes more inter-connected and competitive and as research and technological know-how expands, new opportunities along with more complex societal challenges arise. Overcoming these challenges will require all citizens to have a better understanding of science and technology if they are to participate actively and responsibly in science-informed decision-making and knowledge-based innovation. It will involve input from user groups, specialists and stakeholder groups. Professionals, enterprise and industry have an important role to play. In this way, together with learns and benefits from the involvement.
At the moment, Europe faces a shortfall in science-knowledgeable people at all levels of society and the economy. Over the last decades, there has been an increase in the numbers of students leaving formal education with science qualifications. But, there has not been a parallel rise in the numbers interested in pursuing science related careers nor have we witnessed enhanced science-based innovation or any increase in entrepreneurship.
Science education research, innovation and practices must become more responsive to the needs and ambitions of society and reflect its values. They should reflect the science that citizens and society need and support people of all ages and talents in developing positive attitudes to science. We must find better ways to nurture the curiosity and cognitive resources of children. We need to enhance the educational process to better equip future researchers and other actors with the necessary knowledge, motivation and sense of societal responsibility to participate actively in the innovation process.
This is a good time to expand opportunities for science learning, in formal, non-formal and informal settings. Evidence shows that European citizens, young and old, appreciate the importance of science and want to be more informed and that citizens want more science education. Over 40 % believe science and technological innovation can have a positive impact on the environment, health and medical care and basic infrastructure in the future.
This report identifies the main issues involved in helping all citizens acquire the necessary knowledge of and about science to participate actively and responsibly in, with and for society, successfully throughout their lives. It provides guidance concerning increasing the participation of enterprise and industry to science education policy and activities. It sets out the challenges we face and how science education can help Europe meet its goals and equip citizens, enterprise and industry in Europe with the skills and competences needed to provide sustainable and competitive solutions to these challenges. A more responsive science education can promote broader participation in knowledge-based innovation that meets the highest ethical standards and helps ensure sustainable societies into the future.
The Framework for Science Education for Responsible Citizenship identifies six key objectives and associated recommendations, which in combination, can help bring about the systemic changes required to generate a sustainable effect across our societies and in our communities.