Rethinking diversity in learning science: The logic of everyday sense‐making
Rethinking diversity in learning science: The logic of everyday sense‐making
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重新思考学习科学的多样性：日常意义建构的逻辑
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
Josiane Hudicourt
中科院分区：
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作者：
Beth Warren;C. Ballenger;M. Ogonowski;Ann Rosebery;Josiane Hudicourt
有很多方法可以理解科学学习和成就的差距，将低收入，少数族裔和语言少数派与更经济特权的学生分开。在科学教育研究领域中，日期和科学知识和认识的方式已被概念化。这在根本上是不连续的，而另一种关系在根本上是连续的。学习和教学。我们通过分析海地美国和拉丁裔学生的谈话和活动来阐述这两个案例研究他们分别了解变态和实验，我们将这种新概念化对科学学习和教学的研究的含义包括在内。
There are many ways to understand the gap in science learning and achievement separating low-income, ethnic minority and linguistic minority children from more economically privileged students. In this article we offer our perspective. First, we discuss in broad strokes how the relationship between everyday and scientific knowledge and ways of knowing has been conceptualized in the field of science education research. We consider two dominant perspectives on this question, one which views the relationship as fundamentally discontinuous and the other which views it as fundamentally continuous. We locate our own work within the latter tradition and propose a framework for understanding the everyday sense-making practices of students from diverse communities as an intellectual resource in science learning and teaching. Two case studies follow in which we elaborate this point of view through analysis of Haitian American and Latino students' talk and activity as they work to understand metamorphosis and experimentation, respectively. We conclude with a discussion of the implications of this new conceptualization for research on science learning and teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 529–552, 2001