Cultural Studies of Science Education最新文献

英文中文

Just worlding design principles: childrens’ multispecies and radical care priorities in science and engineering education 公正世界设计原则:科学和工程教育中儿童的多物种和激进关怀优先

4区教育学 Q1 Social Sciences

Cultural Studies of Science Education

Pub Date : 2023-09-20 DOI: 10.1007/s11422-023-10197-w

Anastasia Sanchez

引用次数: 1

Gesturing in plain sight: dialogical enactments of sustainable futures as being and doing in the world 明摆着的手势:可持续未来在世界上的存在和行动的对话表演

4区教育学 Q1 Social Sciences

Cultural Studies of Science Education

Pub Date : 2023-09-16 DOI: 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.

Gudrun Jonsdottir和Anne Kristine Byhring在科学课堂中提出了一个关于共同未来的关键问题，本文关注并扩展了对话空间的构建。它不是简单地作为一个抽象的概念来描述不同思想的存在或习语的交流，而是一个充满隐喻和物质人工制品的空间，它存在于世界上。在此基础上，科学教育重视感官对空间的感知能力，作为物理和物质的行为，源于人们的生活经验并与之密切相关。通过使赋予人类经验生命的物质关系变得可见，通过赋予不同的想象生命，科学教育因此可以成为深刻的对话:远离对同一性的期望，它本身就包含了获得作者身份和形式的邀请，这是一种叙述，一种个人旅程，或者一种看待世界的不同方式。这就是我所说的“在明处做手势”，一种批判性地与物质人工制品及其关系接触的科学教育;一个是象征和经验的领域，一个是一般意义上的可持续未来，特别是对科学教育工作的重新定位和重新思考。

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引用次数: 0

Radical care as a science and engineering education response to climate change 激进关怀作为科学和工程教育对气候变化的回应