如何从框架的角度理解和支持边缘化学生参与科学课堂

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES Cultural Studies of Science Education Pub Date : 2022-06-13 DOI:10.1007/s11422-022-10124-5
Jina Chang, Jisun Park
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引用次数: 0

摘要

Ha 和 Kim(本期)从定性角度描述了在小组讨论活动中,边缘化学生将自己定位为被接受的成员的尝试是如何受到其他成员的限制或支持的。作者从框架的角度描述了边缘化学生在科学课堂上参与小组讨论的特点和变化。在这篇评论中,我们根据所报告的边缘化学生参与的特点和变化,从框架的角度说明如何理解和支持边缘化学生参与科学课堂。特别是,我们将从框架的两个方面:互动动态和多层次结构,来解读Ha和Kim的论文以及现有研究中报道的边缘化学生参与的几个特点。最后,我们讨论了如何支持边缘化学生(重新)构建框架,以此作为建立科学课堂公平的基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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How to understand and support marginalized students’ participation in a science classroom from the perspective of framing

Ha and Kim (this issue) qualitatively portrayed how a marginalized student’s attempts to position himself as an accepted member were constrained or afforded by other members in the small-group argumentation activities. From a framing perspective, the authors described the features and changes of the marginalized student’s participation in small-group argumentation in a science classroom. In this commentary, based on the reported features and shift of the marginalized student’s participation, we illustrate how to understand and support marginalized students' participation in a science classroom from the perspective of framing. In particular, we interpret several features of marginalized students’ participation that were reported in Ha and Kim’s paper and existing studies from two aspects of framing: interactional dynamics and multilevel structures. Finally, we discuss how to support (re)framing of marginalized students as a basis of establishing equity in science classrooms.

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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
期刊介绍: Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
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