Altering Conditions for Student Participation and Motive Development in School Science: Learning from Helena's Mistake

Autor/in	Andree, Maria
Titel	Altering Conditions for Student Participation and Motive Development in School Science: Learning from Helena's Mistake
Quelle	In: Cultural Studies of Science Education, 7 (2012) 2, S.425-438 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-011-9314-x
Schlagwörter	Foreign Countries; Science Instruction; Science Education; Cultural Background; Student Motivation; Learning Motivation; Student Characteristics; Classroom Environment; Class Activities; Learning Theories; Constructivism (Learning); Student Participation; Ethnography; Grade 7; Sweden + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Schulische Motivation; Motivation for studies; Lernmotivation; Klassenklima; Unterrichtsklima; Learning theory; Lerntheorie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ethnografie; School year 07; 7. Schuljahr; Schuljahr 07; Schweden
Abstract	Previous research on science education has described various factors influencing students' participation and produced categorizations of students based on e.g. cultural background. In this article it is argued, theoretically and empirically, that an understanding of students' participation in science education needs to begin with an analysis of what activity students are engaged in. The aim is to explore how altering conditions of classroom work may open up opportunities for students mainly participating in an activity of education or schooling to engage in an activity of science learning. Activity is conceptualized in a Cultural-Historical Activity Theory perspective as object-oriented and transformative. Drawing on an ethnographic study in a Swedish compulsory school, a critical incident of the participation in science education of a 7th grade girl called Helena is analyzed. The results show that altered conditions of classroom practice may produce new possibilities for student participation, and point to the impossibility of determining students as "different kinds of students" based on a priori categories e.g. sex, ethnicity, socio-economic background. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10