Ethnography and the perils of the single case: an example from the sociocultural analysis of primary science expertise
Ethnography and the perils of the single case: an example from the sociocultural analysis of primary science expertise
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民族志和单一案例的危险：初级科学专业知识的社会文化分析的一个例子
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发表时间：
2007
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通讯作者：
A. Traianou
中科院分区：
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作者：
A. Traianou
虽然民族志和质的研究方法的使用已经蔓延到教育调查的许多领域，但直到最近，这对科学教育的研究几乎没有影响。然而，目前这一领域正在发生方法上的转变，这是由于对认知的社会文化观点的兴起，这种观点认为知识与行动相联系，并将专门知识视为由相关的实践社区界定的。这一观点与民族志有着密切的联系。在本文中，我讨论了最近在这一视角指导下对小学科学专业知识的民族志调查：对单个教师的视角和实践的深入研究。我专注于本研究中涉及的一些问题，产生于研究者和从业者在他们的合作背景下的不同取向。这些困难威胁到研究的完成，但最终谈判成功。然而，他们提出了重要的问题，民族志研究的背景下，民族志和线人之间的关系。
While the use of ethnographic and qualitative research methods has spread across many fields of educational inquiry, until recently this has had little impact on research in science education. However, there is currently a methodological shift taking place in this area, prompted by the rise of a sociocultural perspective on cognition, which sees knowledge as tied to action, and treats expertise as being defined by relevant communities of practice. There is a close affinity between this perspective and ethnography. In this paper, I discuss a recent ethnographic investigation of primary science expertise guided by this perspective: an in-depth study of the perspective and practice of a single teacher. I focus on some of the problems involved in this study, arising from the divergent orientations of the researcher and the practitioner in the context of their collaboration. These difficulties threatened the completion of the study, but in the end were negotiated successfully. However, they raise important questions about the relationship between ethnographer and informant in the context of ethnographic research.