Roth Re/Structuring Science Education

ReUniting Sociological and Psychological Perspectives
1. Auflage 2009
ISBN: 978-90-481-3996-5
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 2, 381 Seiten

Reihe: Cultural Studies of Science Education

Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With little work being done on showing how the perspectives of these separate approaches might be integrated, this work aims to plug the gap. The book helps lay the groundwork for reuniting sociological and psychological perspectives on the knowing, learning, and teaching of science. Featuring a range of integrative efforts beginning with simple conversation, the chapters here include not only articles but also commentaries that engage with other papers, as well as a useful running narrative that, from the introduction to the epilogue, contextualizes the book and its sections. Specific attention is given to cultural-historical activity theory, which already offers an integration of psychological and cultural-historical (sociological) perspectives on collectively motivated human activities. A number of chapters, as well as the contextualizing narrative, explicitly use this theory as a framework for rethinking science education to achieve the reunification that is the goal of this work. All the contributors to this volume have produced texts that contribute to the effort of overcoming the extant divide between sociological and psychological approaches to science education research and practice. From very different positions-gender, culture, race-they provide valuable insights to reuniting approaches in both theory and method in the field. As an ensemble, the contributions constitute a rich menu of ideas from which new forms of science education can emerge.

Autoren/Hrsg.

Roth, Wolff-Michael

Inhaltsverzeichnis

1;Table of Contents;4
2;Preface;6
3;Chapter 1 ReUniting Sociological and Psychological Perspectives in/for Science Education An Introduction;8
3.1;Introduction;10
3.2;Learning Theories Across the History of Science Education;12
3.3;Social-Psychological Approaches;15
3.4;Structure of This Book;18
3.5;References;19
4;Chapter 2 Tuning in to Others’ Voices: Beyond the Hegemony of Mono-logical Narratives;20
4.1;Reflexively Choosing My Own Theoretical Frameworks;21
4.1.1;Dialectical Perspectives on Research Foci and Methods;22
4.1.2;Synchrony, Asynchrony and Lag;23
4.2;Hegemony of Psychological Models;26
4.3;Accepting Difference;29
4.4;Social and Cultural Theory;30
4.5;Commensurability and Incommensurability;32
4.6;The Problem of Reification;34
4.7;On the Road Ahead;34
4.8;Setting the Stage for the Remainder of the Book;35
4.9;References;35
5;Part A Social Psychological Frameworks;37
5.1;Chapter 3 Activity, Discourse, & Meaning Some Directions for Science Education;43
5.1.1;Conceptual Change in Context;44
5.1.1.1;Conceptual Change and the Need for Change;45
5.1.1.2;Theoretical Developments;46
5.1.2;Shifting the Epistemic Subject;47
5.1.2.1;Toward a Sociocultural View;47
5.1.2.2;Discourse, Activity, and Knowledge;50
5.1.2.3;Learning and Identity;51
5.1.3;Knowledge Legitimation;52
5.1.4;Conclusion;55
5.1.5;References;55
5.2;Chapter 4 Been There, Done That, or Have We?;57
5.2.1;Been There;58
5.2.2;Done That;59
5.2.3;References;60
5.3;Chapter 5 History, Culture, Emergence Informing Learning Designs;62
5.3.1;Learning as Contextual;63
5.3.2;Social and Personal Identities;64
5.3.3;Learning Whose Knowledge?;67
5.3.4;Closing Remarks;69
5.3.5;References;70
5.4;Chapter 6 Standing on the Shoulders of Giants A Balancing Act of Dialectically Theorizing Conceptual Understanding on the Grounds of Vygotsky’s Project;72
5.4.1;The Dialectical Method and Outlook on Reality;73
5.4.2;The Centrality of Meta-level Assumptions;79
5.4.3;Today’s “Big” Frameworks and Their Alternative Worldviews;82
5.4.4;Vygotsky’s Project as an Alternative Worldview and Its Implications for Theories of Conceptual Development;84
5.4.5;References;90
5.5;Chapter 7 A Sociological Response to Stetsenko;92
5.5.1;What Is Dialectical Materialism?;93
5.5.2;Stetsenko’s Critique of Traditional Psychology;94
5.5.3;Marxist Microsociology;96
5.5.4;Stetsenko’s Interpretation of Vygotsky’s Project;97
5.5.5;Reuniting the Psychological and the Sociological Perspectives;99
5.5.6;References;99
5.6;Chapter 8 Turbulence, Risk, and Radical Listening A Context for Teaching and Learning Science;101
5.6.1;Engaging Narrative Moments and Plans for the Chapter;102
5.6.2;Doing the Right Thing at the Right Place and the Right Time;103
5.6.3;Building Moral Solidarity Across Difference;104
5.6.4;Looking Ahead;106
5.6.5;Critique, Debate, and Opportunities for Radical Listening;106
5.6.6;Theory and Tension in Classroom Instruction;109
5.6.7;Continuing the Conversation While Experiencing Difference;112
5.6.8;References;113
5.7;Chapter 9 Thinking and Speaking A Dynamic Approach;114
5.7.1;A Brief Episode from a Physics Lecture;116
5.7.1.1;The Set Up;116
5.7.1.2;A First Adiabatic Lowering of the Temperature;122
5.7.1.3;Going All the Way to There (Zero);126
5.7.1.4;Assessing the Thought as (Possibly) Wrong;128
5.7.2;Developments at Longer Time Scales;129
5.7.2.1;Individual Development;130
5.7.2.2;A Brief History of the Entropy Concept;131
5.7.3;Emotion;132
5.7.4;Semantic, Pragmatic, and Syntactic Issues;134
5.7.4.1;Word Meaning: A Developmental Process;134
5.7.4.2;On Syntactic, Pragmatic, and Psychological Subjects;136
5.7.5;Units of Analysis;139
5.7.5.1;Towards the Analysis of Units;139
5.7.5.2;Extending Vygotsky’s Unit;141
5.7.6;Reflexive Comments;142
5.7.7;Acknowledgments;143
5.7.8;References;143
5.7.9;Appendix: Transcription Conventions;143
5.8;Chapter 10 Thinking and Speaking On Units of Analysis and Its Role in Meaning Making;145
5.8.1;Thinking and Speaking;146
5.8.2;Units of Analysis;147
5.8.2.1;Language and Gesture Unit;148
5.8.2.2;Beyond Word as Unit of Analysis?;150
5.8.3;Final Comments;152
5.8.4;References;153
5.9;Chapter 11 Thinking Dialogically About Thought and Language;154
5.9.1;Dialogism;155
5.9.2;Sensing the Voice of Language (Inscription);156
5.9.3;Hidden Dialogue with Language (Inscription);158
5.9.4;Dialogical Relationship Between Thought and Language;161
5.9.5;Enriching the Unit Analysis;162
5.9.6;Coda;163
5.9.7;Acknowledgments;163
5.9.8;References;164
5.10;References;42
6;Part B Positions and Perspectives;165
6.1;Chapter 12 How Does She Know? Re-visioning Conceptual Change from Feminist Research Perspectives;170
6.1.1;Introduction;170
6.1.2;Plan for the Remainder of This Chapter;173
6.1.3;When the Personal Is Political;173
6.1.4;Waves and Stages;174
6.1.5;Gender and Conceptual Change Research;176
6.1.6;What Makes Research Feminist?;178
6.1.7;Re-visioning and Re-visiting Conceptual Change Research;180
6.1.8;Conclusion;182
6.1.9;References;182
6.2;Chapter 13 Conceptions and Characterization An Explanation for the Theory-Practice Gap in Conceptual Change Theory;184
6.2.1;The Case: Logging the Heart with Microcomputer-Based Labs;185
6.2.2;Conceptual Change Theory;186
6.2.3;Conceptions and Practice;188
6.2.4;Characterization and Identity;189
6.2.5;Revisiting the Theory-Practice Gap;191
6.2.6;Coda;194
6.2.7;References;195
6.3;Chapter 14 Looking at the Observer Challenges to the Study of Conceptions and Conceptual Change;197
6.3.1;The Observer and the Observed;198
6.3.1.1;The Observer from a Psychological Perspective;199
6.3.1.2;The Observer from a Sociocultural Perspective;202
6.3.2;A Case in Point;204
6.3.2.1;How the Observer and the Observed Co-emerge;205
6.3.2.2;Students’ Actions Are Made with and for the Other(s);207
6.3.3;Research and the Ethical Ground;211
6.3.4;Conclusion;214
6.3.5;Acknowledgments;214
6.3.6;References;215
6.4;Chapter 15 It Doesn’t Matter What You Think, This is Real Expanding Conceptions About Urban Students in Science Classrooms;216
6.4.1;Versions of Science Education Reality;218
6.4.2;The Case for a Different View;218
6.4.3;The Nation and Nation State;219
6.4.4;Beneath the Surface of the Nation-State;221
6.4.5;Validating the Standpoints of Urban Youths;221
6.4.6;Understanding the Urban Student’s Reality;222
6.4.7;Expanding Ways to Connect Students to Science;222
6.4.8;Extending Citizenship to the Nation-State;223
6.4.9;Outside of Class Approaches to Connecting Students to Science;225
6.4.10;Witnessing and Reality Pedagogy;225
6.4.11;The Role of Cogenerative Dialogue;226
6.4.12;Conclusion;227
6.4.13;References;227
6.5;Chapter 16 Making Science Relevant Conceptual Change and the Politics of Science Education;228
6.5.1;Introduction: The Night Biology Class;228
6.5.2;Positioning Ideas;230
6.5.3;A Cry to Honor the Diversity of Voices in Science Education;230
6.5.4;Giving Birth to the Right Kind of Science Education;232
6.5.5;Back to the Night Biology Class;235
6.5.6;References;236
6.6;References;169
7;Part C Science Agency Across the Lifespan;237
7.1;Chapter 17 Glocalizing Artifact, Agency, and Activity An Argument for the Practical Relevance of Economic Injustice and Transformation in the Science Education of Mexican Newcomers;242
7.1.1;Introduction;243
7.1.2;Radically Agential Science Learning: Self-as-Leading-Activity;244
7.1.3;The New Borderlands in the Heartland;246
7.1.3.1;About Omar;247
7.1.3.2;About Mr. Roberts;249
7.1.3.3;The Research and the Researcher;250
7.1.4;Life-Moment 1: The House;252
7.1.5;Life-Moment 2: The Crossing;254
7.1.6;Life-Moment 3: The Science Lesson;255
7.1.7;Life-Moment 4: The Job;259
7.1.8;Rewriting the Social Warrant;260
7.1.8.1;Artifact;261
7.1.8.2;Agency;262
7.1.8.3;Activity;263
7.1.9;Teaching Science as if Selves Were at Stake;265
7.1.10;References;266
7.2;Chapter 18 Concept Development in Urban Classroom Spaces Dialectical Relationships, Power, and Identity;267
7.2.1;Jennifer’s Third Grade Classroom: Spaces as Learnerhoods;268
7.2.2;Competing Spaces: Fantasy or Science?;271
7.2.3;Lawrence’s Learnerhood: Who Is Allowed in?;275
7.2.4;How Can People, Ideas, and Rules Shape Fuzzy Boundaries?;277
7.2.5;Clashing Authorities: How Can Spaces Be Shaped by Texts?;281
7.2.6;Sociological Perspectives and Concept Development;285
7.2.7;Acknowledgments;287
7.2.8;References;288
7.2.9;Appendix: Transcription Conventions;288
7.3;Chapter 19 Science as Context and Tool The Role of Place in Science Learning Among Urban Middle School Youth;290
7.3.1;Conceptual Framework;292
7.3.1.1;Sense of Place;292
7.3.1.2;Cultural-Historical Perspectives;294
7.3.2;Making Sense of Place in Learning;296
7.3.2.1;Healthy Snacks;298
7.3.2.2;Antismoking Skit;303
7.3.3;Science as Context;307
7.3.3.1;Expanded Boundaries of Science Class Through Hybrid Spaces;308
7.3.3.2;Shifting the Position of Science;309
7.3.3.3;Repositioning of Science as a Tool;310
7.3.4;Coda;311
7.3.5;Acknowledgments;311
7.3.6;References;312
7.4;Chapter 20 Becoming an Urban Science Teacher Teacher Learning as the Collective Performance of Conceptions;313
7.4.1;Developing Schema, Resources, and Practices;313
7.4.1.1;Changing Practices and the Expansion of Schemas;314
7.4.1.2;Children’s Science Ideas and Teachers’ Instructional Goals;320
7.4.1.3;Developing Schemas, Resources, and Practices;324
7.4.2;Agency and Passivity in Individual | Collective Performance;327
7.4.3;Where Next?;329
7.4.4;References;329
7.5;Chapter 21 Science Agency and Structure Across a Lifespan A Dialogic Response;330
7.5.1;The Goal of Formal Science Learning Spaces;330
7.5.2;Encounters and Hybrid Spaces;333
7.5.3;Teacher’s Roles and Agency;335
7.5.4;Individual and Collective;337
7.5.5;The Role of Emotions in Science Learning;339
7.5.6;References;340
7.6;References;241
8;Part D Epilogue;341
8.1;Chapter 22 Sociology | Psychology | . . . Toward a Science of Phenomena;342
8.1.1;Unit (of) Analysis;345
8.1.2;Cultural-Historical Activity Theory;351
8.1.3;Building Capacity;357
8.1.4;Coda;360
8.1.5;References;361
9;Index;363