Toward a Theory of "Experience"

Autor/inn/en	Roth, Wolff-Michael; Jornet, Alfredo
Titel	Toward a Theory of "Experience"
Quelle	In: Science Education, 98 (2014) 1, S.106-126 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21085
Schlagwörter	Science Education; Scientific Concepts; Experience; Philosophy; Educational Theories; Theory Practice Relationship; Physics; Foreign Countries; Class Activities; Student Attitudes; Attitude Change; High School Students; Grade 11; Australia + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Erfahrung; Philosophie; Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung; Physik; Ausland; Schülerverhalten; Attitudinal change; Einstellungsänderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Australien
Abstract	"Experience" is one of the most used terms in (science) education, and it is recognized as being related to learning (education). Yet "what" experience is and "how" it is related to learning and change remains untheorized. In this paper, we mainly draw on the work of J. Dewey and L. S. Vygotsky but also on M. Bakhtin and more recent advances on the topic of experience from French philosophy to contribute to a theory of this important category. Accordingly, experience is not something that belongs to or is had by individuals but rather denotes "transactions" in and across space and time within irreducible person-in-setting units; and it is perfused with an affect that is not (only) the result of mental constructions. An episode from an Australian physics classroom is used to exemplify what such a theory and its method-related implications have to accomplish in the analysis of concrete science lessons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10