Pub Date : 2023-11-01DOI: 10.1007/s11422-023-10193-0
Line Ingulfsen, Anniken Furberg, Erik Knain
Abstract In this article, we study the role of teacher support in a collaborative learning setting that involves students’ constructions of visual representations in the environmental education context. Despite the consensus in the field of science education research that engagement with visual representations—such as diagrams, animations, and graphs—can support students’ conceptual understanding, studies reveal that learning from engagement with visual representations can be challenging for students. Adopting a sociocultural approach, this study contributes to extant research by analytically scrutinizing the role of teacher support in learning activities that revolve around students’ construction of visual representations. The empirical basis is a science project in which lower secondary school students drew and refined depictions of the effects of anthropogenic climate change. The analytical focus is on student–teacher interactions during group-based drawing activities in which students created representations of the carbon cycle and interacted with authorized representations. The analyses revealed how students found it challenging to compare, contrast, and integrate authorized representations and, additionally, to constructively use authorized representations in the process of designing their own representations. To support students in their efforts to construct scientific meaning, the teacher oriented the students’ attention towards the salient features of representations, supported students in making sense of ‘semiotic signs’, and enabled them to link scientific concepts with detailed depictions. In addition to the different forms of support provided by the teacher, the analyses of the student–teacher interactions also reveal the teacher’s use of specific ‘talk moves’ of elaboration and eliciting. The key implications include that teachers should select representations that are sufficiently different in terms of how concepts and phenomena are depicted, and that teachers should be prepared to support students in how to compare and contrast multiple representations. Further, strategies for supporting students’ exploration of their own ideas and suggestions are essential in the dynamics between students’ self-made representations and authorized representations.
{"title":"The role of teacher support in students’ engagement with representational construction","authors":"Line Ingulfsen, Anniken Furberg, Erik Knain","doi":"10.1007/s11422-023-10193-0","DOIUrl":"https://doi.org/10.1007/s11422-023-10193-0","url":null,"abstract":"Abstract In this article, we study the role of teacher support in a collaborative learning setting that involves students’ constructions of visual representations in the environmental education context. Despite the consensus in the field of science education research that engagement with visual representations—such as diagrams, animations, and graphs—can support students’ conceptual understanding, studies reveal that learning from engagement with visual representations can be challenging for students. Adopting a sociocultural approach, this study contributes to extant research by analytically scrutinizing the role of teacher support in learning activities that revolve around students’ construction of visual representations. The empirical basis is a science project in which lower secondary school students drew and refined depictions of the effects of anthropogenic climate change. The analytical focus is on student–teacher interactions during group-based drawing activities in which students created representations of the carbon cycle and interacted with authorized representations. The analyses revealed how students found it challenging to compare, contrast, and integrate authorized representations and, additionally, to constructively use authorized representations in the process of designing their own representations. To support students in their efforts to construct scientific meaning, the teacher oriented the students’ attention towards the salient features of representations, supported students in making sense of ‘semiotic signs’, and enabled them to link scientific concepts with detailed depictions. In addition to the different forms of support provided by the teacher, the analyses of the student–teacher interactions also reveal the teacher’s use of specific ‘talk moves’ of elaboration and eliciting. The key implications include that teachers should select representations that are sufficiently different in terms of how concepts and phenomena are depicted, and that teachers should be prepared to support students in how to compare and contrast multiple representations. Further, strategies for supporting students’ exploration of their own ideas and suggestions are essential in the dynamics between students’ self-made representations and authorized representations.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"51 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135271910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1007/s11422-023-10201-3
Anders Johansson, Anne-Sofie Nyström, Allison J. Gonsalves, Anna T. Danielsson
Abstract Higher education physics has long been a field with a disproportionately skewed representation in terms of gender, class, and ethnicity. Responding to this challenge, this study explores the trajectories of “unexpected” (i.e., demographically under-represented) students into higher education physics. Based on timeline-guided life-history interviews with 21 students enrolled in university physics programs across Sweden, the students’ accounts of their trajectories into physics are analyzed as choice narratives . The analysis explores what ingredients are used to tell a legitimate story of physics participation, in relation to dominant discourses in physics culture, and wider social and political discourses. Results indicate that students narrate their choice as based on motivations of physics being a prestigious and challenging subject, of a deep interest in and a natural ability for physics, as well as a wish to use physics for contributing to the world. While most of these affiliations to physics has been documented in earlier research, the study shows how they are negotiated in relation to social locations such as gender, class and migration history, and used to perform an authentic and legitimate choice narrative in the interview situation. Furthermore, the study reports and discusses the possibility of conceiving the role of physics in students’ lives as something beyond a “pure”, intellectually challenging, and “prestigious” subject. In contrast, and with implications for widening participation, the stories of “unexpected” physics students indicate that physics can be reconceived as socially and altruistically oriented.
{"title":"Performing legitimate choice narratives in physics: possibilities for under-represented physics students","authors":"Anders Johansson, Anne-Sofie Nyström, Allison J. Gonsalves, Anna T. Danielsson","doi":"10.1007/s11422-023-10201-3","DOIUrl":"https://doi.org/10.1007/s11422-023-10201-3","url":null,"abstract":"Abstract Higher education physics has long been a field with a disproportionately skewed representation in terms of gender, class, and ethnicity. Responding to this challenge, this study explores the trajectories of “unexpected” (i.e., demographically under-represented) students into higher education physics. Based on timeline-guided life-history interviews with 21 students enrolled in university physics programs across Sweden, the students’ accounts of their trajectories into physics are analyzed as choice narratives . The analysis explores what ingredients are used to tell a legitimate story of physics participation, in relation to dominant discourses in physics culture, and wider social and political discourses. Results indicate that students narrate their choice as based on motivations of physics being a prestigious and challenging subject, of a deep interest in and a natural ability for physics, as well as a wish to use physics for contributing to the world. While most of these affiliations to physics has been documented in earlier research, the study shows how they are negotiated in relation to social locations such as gender, class and migration history, and used to perform an authentic and legitimate choice narrative in the interview situation. Furthermore, the study reports and discusses the possibility of conceiving the role of physics in students’ lives as something beyond a “pure”, intellectually challenging, and “prestigious” subject. In contrast, and with implications for widening participation, the stories of “unexpected” physics students indicate that physics can be reconceived as socially and altruistically oriented.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"28 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1007/s11422-023-10197-w
Anastasia Sanchez
{"title":"Just worlding design principles: childrens’ multispecies and radical care priorities in science and engineering education","authors":"Anastasia Sanchez","doi":"10.1007/s11422-023-10197-w","DOIUrl":"https://doi.org/10.1007/s11422-023-10197-w","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136309193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-16DOI: 10.1007/s11422-023-10189-w
Laura Colucci-Gray
Abstract Addressing the critical question posed by Gudrun Jonsdottir and Anne Kristine Byhring who are asking what place for a common future in the science classroom, this paper focuses on and expands on the construct of dialogical space. Not simply as an abstract concept to describe the presence of divergent ideas or the exchange of idioms, but a space filled with metaphors and material artefacts that exist in the world . On this basis, science education takes seriously the affordances of sensorial perception in space, as physical and material doings , arising from and deeply concerned with the lived experiences of people. By making visible the material relations that give life to human experience, and by giving life to different imaginations, science education can thus become profoundly dialogical: turning away from the expectation of sameness, it houses in itself the invitation of taking authorship and to give form, that being a narrative, a personal journey, or a different way of looking at the world. This is what I call gesturing in plain sight, a science education that critically engages with material artefacts and their relations; one that inhabits the realm of the symbolic and the experiential, and one that speaks to sustainable futures in general, repurposing and reconceiving the work of science education in particular.
{"title":"Gesturing in plain sight: dialogical enactments of sustainable futures as being and doing in the world","authors":"Laura Colucci-Gray","doi":"10.1007/s11422-023-10189-w","DOIUrl":"https://doi.org/10.1007/s11422-023-10189-w","url":null,"abstract":"Abstract Addressing the critical question posed by Gudrun Jonsdottir and Anne Kristine Byhring who are asking what place for a common future in the science classroom, this paper focuses on and expands on the construct of dialogical space. Not simply as an abstract concept to describe the presence of divergent ideas or the exchange of idioms, but a space filled with metaphors and material artefacts that exist in the world . On this basis, science education takes seriously the affordances of sensorial perception in space, as physical and material doings , arising from and deeply concerned with the lived experiences of people. By making visible the material relations that give life to human experience, and by giving life to different imaginations, science education can thus become profoundly dialogical: turning away from the expectation of sameness, it houses in itself the invitation of taking authorship and to give form, that being a narrative, a personal journey, or a different way of looking at the world. This is what I call gesturing in plain sight, a science education that critically engages with material artefacts and their relations; one that inhabits the realm of the symbolic and the experiential, and one that speaks to sustainable futures in general, repurposing and reconceiving the work of science education in particular.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135305618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-26DOI: 10.1007/s11422-023-10194-z
Kristin L. Gunckel
{"title":"Radical care as a science and engineering education response to climate change","authors":"Kristin L. Gunckel","doi":"10.1007/s11422-023-10194-z","DOIUrl":"https://doi.org/10.1007/s11422-023-10194-z","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43744616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-11DOI: 10.1007/s11422-023-10192-1
Matheus dos Santos Barbosa da Silva, Ana Cláudia Kasseboehmer
{"title":"Comparative analysis of chemistry teaching in city center and suburban public schools in Brazil: how school reputation and social profile influence chemistry teaching and high school students’ performance in science","authors":"Matheus dos Santos Barbosa da Silva, Ana Cláudia Kasseboehmer","doi":"10.1007/s11422-023-10192-1","DOIUrl":"https://doi.org/10.1007/s11422-023-10192-1","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 1","pages":"985-1019"},"PeriodicalIF":1.2,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45666214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1007/s11422-023-10188-x
Aurelio Cabello-Garrido, D. Cebrián-Robles, Enrique España-Ramos, F. González-García, I. Cruz-Lorite, Paloma España-Naveira, Ángel Blanco-López
{"title":"The dominant model of meat production and consumption as a socially acute question for activist education","authors":"Aurelio Cabello-Garrido, D. Cebrián-Robles, Enrique España-Ramos, F. González-García, I. Cruz-Lorite, Paloma España-Naveira, Ángel Blanco-López","doi":"10.1007/s11422-023-10188-x","DOIUrl":"https://doi.org/10.1007/s11422-023-10188-x","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 1","pages":"911 - 935"},"PeriodicalIF":1.2,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44587092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1007/s11422-023-10195-y
Catherine L. Quinlan
{"title":"Framing and determining science content and standards for cultural representation of African American heritage in science content knowledge","authors":"Catherine L. Quinlan","doi":"10.1007/s11422-023-10195-y","DOIUrl":"https://doi.org/10.1007/s11422-023-10195-y","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42769119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1007/s11422-023-10190-3
Mariela Norambuena-Meléndez, Gonzalo R. Guerrero, Corina González-Weil
{"title":"What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile","authors":"Mariela Norambuena-Meléndez, Gonzalo R. Guerrero, Corina González-Weil","doi":"10.1007/s11422-023-10190-3","DOIUrl":"https://doi.org/10.1007/s11422-023-10190-3","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 1","pages":"937 - 958"},"PeriodicalIF":1.2,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47061328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-25DOI: 10.1007/s11422-023-10191-2
Charity R. Winburn
{"title":"Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards","authors":"Charity R. Winburn","doi":"10.1007/s11422-023-10191-2","DOIUrl":"https://doi.org/10.1007/s11422-023-10191-2","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44133667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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