Space, Relations, and the Learning of Science

Autor/inn/en	Roth, Wolff-Michael; Hsu, Pei-Ling
Titel	Space, Relations, and the Learning of Science
Quelle	In: Cultural Studies of Science Education, 9 (2014) 1, S.77-113 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-013-9533-4
Schlagwörter	Spatial Ability; Ethnography; High School Students; Secondary School Science; Internship Programs; Science Laboratories; Scientific Research; Space Utilization; Science Teachers; Science Instruction + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Ethnografie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Berufspraktische Ausbildung; Raumnutzung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	In the literature on the situated and distributed nature of cognition, the coordination of spatial organization and the structure of human practices and relations is accepted as a fact. To date, science educators have yet to build on such research. Drawing on an ethnographic study of high school students during an internship in a scientific research laboratory, which we understand as a "perspicuous setting" and a "smart setting," in which otherwise invisible dimensions of human practices become evident, we analyze the relationship between spatial configurations of the setting and the nature and temporal organization of knowing and learning in science. Our analyses show that spatial aspects of the laboratory projectively organize how participants act and can serve as resources to help the novices to participate in difficult and unfamiliar tasks. First, existing spatial relations projectively organize the language involving interns and lab members. In particular, spatial relations projectively organize where and when pedagogical language should happen; and there are specific discursive mechanisms that produce cohesion in language across different places in the laboratory. Second, the spatial arrangements "projectively" organize the temporal dimensions of action. These findings allow science educators to think "explicitly" about organizing "smart contexts" that help learners participate in and learn complex scientific laboratory practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10