Recovering Knowledge for Science Education Research: Exploring the "Icarus Effect" in Student Work

Autor/inn/en	Georgiou, Helen; Maton, Karl; Sharma, Manjula
Titel	Recovering Knowledge for Science Education Research: Exploring the "Icarus Effect" in Student Work
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 14 (2014) 3, S.252-268 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2014.935526
Schlagwörter	Science Instruction; Scientific Concepts; Qualitative Research; College Students; College Science; Physics; Thermodynamics; Teaching Methods; Knowledge Level; Science Education; Semantics; Lecture Method; Observation; Student Evaluation; Questioning Techniques; Concept Formation; Data Analysis + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Collegestudent; Physik; Thermodynamik; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Naturwissenschaftliche Bildung; Semantik; Beobachtung; Schulnote; Studentische Bewertung; Befragungstechnik; Fragetechnik; Concept learning; Begriffsbildung; Auswertung
Abstract	Science education research has built a strong body of work on students' understandings but largely overlooked the nature of science knowledge itself. Legitimation Code Theory (LCT), a rapidly growing approach to education, offers a way of analyzing the organizing principles of knowledge practices and their effects on science education. This article focuses on one specific concept from LCT--semantic gravity--that conceptualizes differences in context dependence. The article uses this concept to qualitatively analyze tertiary student responses to a thermal physics question. One result, that legitimate answers must reside within a specific range of context dependence, illustrates how a focus on the organizing principles of knowledge offers a way forward for science education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10