Technology and science in classroom and interview talk with Swiss lower secondary school students: a Marxist sociological approach
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In much of science education research, the content of talk tends to be attributed to the persons who produce the sound-words in a speech situation. A radically different, sociological perspective on language-in-use grounded in Marxism derives from the work of L. S. Vygotsky and the members of the circle around M. M. Bakhtin. Accordingly, each word belongs to speaker and recipient simultaneously. It represents collective consciousness and, therefore, shared ideology, which can no longer be attributed to the individual. The purpose of this study is to develop a sociological perspective on language in science education, a perspective in which language continuously changes. I articulate this position in the context of classroom and interview talk with 14-year-old Swiss non-academically streamed lower secondary students about technology and science. In this context, science classrooms and interviews are shown to be microcosms of Swiss (German) culture and society reproduced in and through the situated talk about science and technology.
Cultural Studies of Science Education
© 2013 Springer Netherlands. This is an electronic version of an article published in Cultural Studies of Science Education, Volume 8, Issue 2, pp 433-465, 2013. Cultural Studies of Science Education is available online at: http://link.springer.com/ with the open URL of your article.
Science, Technology and Engineering Curriculum and Pedagogy