在科学教育中采用物质对话的方法

IF 4.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Science Education Pub Date : 2018-07-03 DOI:10.1080/03057267.2019.1598036
Lindsay Hetherington, M. Hardman, J. Noakes, R. Wegerif
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引用次数: 21

摘要

摘要科学关注的是理解世界。因此,参与这个世界的物质性对于科学中的实证实验和理论都是不可或缺的。然而,一段时间以来,人们已经认识到,科学家了解世界的方式和年轻人了解科学的方式不能简单地等同起来。近几十年来,建构主义和社会建构主义学习理论的主导地位突出了这种差异,它们关注的是人们头脑中概念的发展。虽然这些理论已经深入了解了学习的复杂性,但材料的作用仍然没有得到充分的理论化,不仅在实践科学探究中,而且与更广泛的课堂物质性有关。通过详细的批判性文献综述,本文表明需要一个更强大的理论框架来理解材料在科学学习和教育中的作用。在这篇综述揭示的空白和可能性的基础上,我们通过对巴拉德的代理现实主义和巴赫金对话理论的综合,勾勒出一种新的物质对话理论。本文的意义在于为更有效的实践提供了理论依据。
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Making the case for a material-dialogic approach to science education
ABSTRACT Science is concerned with understanding the world. As such, engaging with the materiality of that world is integral to both empirical experimentation and theorising within science. However, it has been recognised for some time that the way scientists learn about the world and the way that young people learn about science cannot be simply equated. This difference has been pronounced in recent decades by the dominance of constructivist and social-constructivist theories of learning, which focus on the development of concepts in the minds of people. Whilst these theories have yielded insight into the complexity of learning, the role of the material remains undertheorised, not only within practical science inquiry, but also in relation to the broader materiality of classrooms. Through a detailed critical literature review, this paper demonstrates the need for a stronger theoretical frame through which to understand the role of the material in the learning and pedagogy of science. Building upon the gaps and possibilities that this review reveals, we outline a new material-dialogic theory via a synthesis of Barad’s Agential Realism and Bakhtinian dialogic theory. The significance of this paper lies in offering a theoretical basis for more effective practice.
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来源期刊
Studies in Science Education
Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
15.30
自引率
2.00%
发文量
7
审稿时长
>12 weeks
期刊介绍: The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.
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