Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice
Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice
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检查课堂科学实践社区：教师和学生如何协商认知机构并学习科学实践
DOI：
10.1002/sce.21112
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发表时间：
2014
影响因子：
4.3
通讯作者：
David Stroupe
中科院分区：
文献类型：
--
作者：
David Stroupe
《下一代科学标准》和其他改革呼吁学生将科学作为实践来学习，我认为这要求学生成为认识论的代理人--塑造一个科学界的知识和实践。我研究了一个教学框架--雄心勃勃的教学--它支撑着学生学习科学即实践，因为他们扮演着认知主体的角色。运用情境理论框架和科学研究文献中的分析工具，我对五名初任教师进行了一项多案例研究。我发现：(A)教师和学生在决定什么是科学思想时，会就他们的角色进行谈判。参与者将一些想法定位为重要的，通过散漫的动作，向学生发出信号，要么作为认知主体来研究这些想法，要么判断信息是“对的”还是“错误的”；(B)参与者努力使科学成为一项“公共”或“私人”企业。然后，科学的框架影响了教师和学生参与其科学实践社区的方式；(C)“什么算得上”科学思想的谈判以及科学是“公共的”还是“私人的”的框架影响了(I)在公共层面上分享想法的学生的百分比，以及(Ii)在公共层面上发起并继续发挥作用的科学想法的数量。
The Next Generation Science Standards and other reforms call for students to learn science-as-practice, which I argue requires students to become epistemic agents—shaping the knowledge and practice of a science community. I examined a framework for teaching—ambitious instruction—that scaffolds students’ learning of science-as-practice as they act as epistemic agents. Using a situative theoretical framework and analytical tools from science studies literature, I conducted a multicase study of five beginning teachers. I found that (a) teachers and students negotiated their roles as they decided on “what counted” as science ideas. Participants positioned some ideas as important by making discursive moves, signaling students to either work on the ideas as epistemic agents or, alternatively, to judge the information as “right” or “wrong”; (b) the participants worked to make science a “public” or “private” enterprise. The framing of science then influenced how teachers and students participated in their science practice community; (c) the negotiation of “what counted” as science ideas and the framing of science as “public” or “private” influenced (i) the percentage of students sharing ideas on the public plane, and (ii) the number of science ideas initiated and kept in play on the public plane.
影响因子：
4.6
作者：
Chen, Z;Klahr, D
通讯作者：
Klahr, D