Personal Universes: Revealing Community College Students' Competences though Their Organization of the Cosmos

Autor/in	Buck Bracey, Zoë
Titel	Personal Universes: Revealing Community College Students' Competences though Their Organization of the Cosmos
Quelle	In: Cultural Studies of Science Education, 13 (2018) 4, S.925-944 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buck Bracey, Zoë)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-017-9827-z
Schlagwörter	Community Colleges; Two Year College Students; Freehand Drawing; Misconceptions; Astronomy; Sociocultural Patterns; Student Attitudes; Cultural Background; English (Second Language); Second Language Learning; Scientific Concepts; Learning Theories; Learning Processes; Science Instruction; Educational Practices; Teaching Methods; California + Suchen Sie Ihr Suchwort? Community college; Community College; Drawing; Zeichnen; Missverständnis; Astronomie; Soziokulturelle Theorie; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning theory; Lerntheorie; Learning process; Lernprozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	In this article I present a study on learners' conceptions in cosmology by situating the results in the context of broader historical and sociocultural themes. Participants were community college students in California from non-dominant cultural and linguistic backgrounds finishing their first semester of astronomy. Data were collected through a drawing activity and card sort given during clinical-style interviews. This type of work is typically done from the perspective of conceptual change theory, using drawings to reveal student "misconceptions." I argue that in analyzing this kind of data, we need to come from the perspective that students are competent, and put their conceptions in context. I begin by presenting traditional frameworks for evaluating and describing learning, all of which rely on an outdated "banking" or "transmission" model of learning that puts an over-emphasis on the performance and attributes of individuals. Not only do these theories provide an incomplete picture of what learning looks like, they create and reify unnecessary divides between "scientific" and "unscientific" that can contribute to student alienation from the world of science. To illustrate this, I present my own results as a window into the logic of learners' assumptions within a sociocultural context, and suggest ways to support their learning trajectories, rather than figuring out how to unlearn their misconceptions. Through this analysis, I hope to show how taking student conceptions out of sociocultural context can potentially exclude students from non-dominant cultural and linguistic backgrounds from science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01