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A Study of Scientific Practice through Ethnographic Fieldwork

通过民族志田野调查进行科学实践研究

基本信息

批准号：
13680208
负责人：
KAWATOKO Yasuko
金额：
$ 1.54万
依托单位：
Daito Bunka University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2002
项目状态：
已结题

项目摘要

Through ethnographic research on scientists' and technologists' practice,this paper explores that both scientists and technologists accomplish their learning through their constant participation in reorganizing their own social networks. For instance, scientists 'individual' experiments in a lab and the research theme formation are not conducted for themselves, but those are succeeded in participating in their own lab communities and social networks outside the lab including different research fields. In the plant biotechnology lab I visited, a professor, a research assistant and fellow students equally work as functional resources for organizing members' learning. The professor and the research assistant organize joint research projects with chemical companies, intentionally having their students participated in practical networks of plant biotechnology. On the other hand, there are various cognitive artifacts such as experimental notebooks accumulated in the lab community, which support the members access to both formal and informal knowledge and technologies. This lab community is organized and maintained by the guarantee system of access to plant biotechnology practice. Individual members change their cognitive and social roles through the process of participation in the community of practice, and develop their knowledge and technologies. Technologists' practice is not exception. The formation of technology is deeply embedded in the relationship with social systems. There is no technology independent from social systems. Thus, both scientists and technologists learning occur in the process of organizing, maintaining and reorganizing social networks and systems.

本文通过对科技人员实践的民族志研究，探讨了科技人员通过不断参与重组自身的社交网络来完成学习的过程。例如，科学家在实验室中的“个人”实验和研究主题的形成不是为他们自己进行的，而是通过参与他们自己的实验室社区和实验室外包括不同研究领域的社交网络而成功的。在我参观的植物生物技术实验室里，一位教授、一位研究助理和同学们同样作为组织成员学习的功能资源。教授和研究助理与化学公司组织联合研究项目，有意让学生参与植物生物技术的实践网络。另一方面，有各种认知工件，如实验室社区积累的实验笔记本，支持成员获得正式和非正式的知识和技术。这个实验室社区是由植物生物技术实践的保障系统组织和维护的。个体成员通过参与实践社区的过程改变其认知和社会角色，并发展其知识和技术。技术人员的实践也不例外。技术的形成深深地嵌入了与社会系统的关系之中。没有任何技术可以独立于社会系统之外。因此，科学家和技术人员的学习都发生在组织、维持和重组社交网络和系统的过程中。