Methodological considerations for studying science-in-the-making in educational settings
Methodological considerations for studying science-in-the-making in educational settings
复制标题
在教育环境中研究正在形成的科学的方法论考虑
DOI：
--
复制
发表时间：
1998
期刊：
影响因子：
--
通讯作者：
Teresa Crawford
中科院分区：
文献类型：
--
作者：
G. J. Kelly;Catherine Chen;Teresa Crawford
在本文中，我们探讨了社会文化方法的科学知识和实践的研究方法的影响。在科学研究和科学教育的研究进行了审查，重点是方法上的考虑。从多学科视角对科学实践的实证研究出发，我们描述了我们结合民族志和话语分析来调查科学教育的视角。这种关于学校科学的社会建构的话语性质的理论立场构成了理论和方法论批判和讨论的基础。本文回顾了科学本质研究的历史，以追溯科学技术研究在科学教育中的方法论影响。与研究科学的文化实践的四个方法论问题进行了讨论：当地和偶然性的科学定位的定义;理论的依赖性和研究方法的连贯性;注意学校科学的研究，在决策;和反思。
In this paper we explore the methodological implications of sociocultural approaches for the study of scientific knowledge and practices. Research in science studies and science education is reviewed with a focus on methodological considerations. Informed by empirically-based studies of scientific practices from multiple disciplinary perspectives, we describe our perspective for investigating science education which combines ethnography and discourse analysis. This theoretical position on the discursive nature of the social construction of school science-in-the-making forms the basis for theoretical and methodological critique and discussion. We provide a review of the history of nature of science (NOS) research to trace the methodological influence of Science and Technology Studies in science education. Four methodological issues associated with studying science as cultural practices are discussed: the local and contingent nature of situated definitions of science; theory dependence and coherence of research methodologies; attention to the study of school science-in-the-making; and reflexivity.