The Importance of Socio-Cultural Context for Understanding Students' Meaning Making in the Study of Genetics

Autor/inn/en	Furberg, Anniken; Arnseth, Hans Christian
Titel	The Importance of Socio-Cultural Context for Understanding Students' Meaning Making in the Study of Genetics
Quelle	In: Cultural Studies of Science Education, 4 (2009) 1, S.211-219 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-008-9158-1
Schlagwörter	Stellungnahme; Genetics; Science Education; Sociocultural Patterns; Cultural Context; Interaction; Scientific Concepts; Hermeneutics + Suchen Sie Ihr Suchwort? Humangenetik; Naturwissenschaftliche Bildung; Soziokulturelle Theorie; Interaktion; Hermeneutik
Abstract	In this rejoinder to Ann Kindfield and Grady Venville's comments on our article "Reconsidering conceptual change from a socio-cultural perspective: Analyzing students' meaning making in genetics in collaborative learning activities," we elaborate on some of the critical issues they raise. Their comments make apparent some of the crucial differences between a socio-cultural and a socio-cognitive approach towards conceptual change. We have selected some issues that are addressed, either implicitly or explicitly, in their comments. The main issues discussed are talk and interaction as data, the significance of context in interaction studies, the feasibility of generic claims in small-scale interaction studies, and the difference between studying students' understanding of science concepts as opposed to studying the construction of meaning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10