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  • Space, relations, and the learning of science

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    101548_1.pdf (2.684Mb)
    Author(s)
    Roth, Michael
    Hsu, Pei-Ling
    Griffith University Author(s)
    Roth, Michael
    Year published
    2014
    Metadata
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    Abstract
    In the literature on the situated and distributed nature of cognition, the coordination of spatial organization and the structure of human practices and relations is accepted as a fact. To date, science educators have yet to build on such research. Drawing on an ethnographic study of high school students during an internship in a scientific research laboratory, which we understand as a "perspicuous setting" and a "smart setting," in which otherwise invisible dimensions of human practices become evident, we analyze the relationship between spatial configurations of the setting and the nature and temporal organization of knowing ...
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    In the literature on the situated and distributed nature of cognition, the coordination of spatial organization and the structure of human practices and relations is accepted as a fact. To date, science educators have yet to build on such research. Drawing on an ethnographic study of high school students during an internship in a scientific research laboratory, which we understand as a "perspicuous setting" and a "smart setting," in which otherwise invisible dimensions of human practices become evident, we analyze the relationship between spatial configurations of the setting and the nature and temporal organization of knowing and learning in science. Our analyses show that spatial aspects of the laboratory projectively organize how participants act and can serve as resources to help the novices to participate in difficult and unfamiliar tasks. First, existing spatial relations projectively organize the language involving interns and lab members. In particular, spatial relations projectively organize where and when pedagogical language should happen; and there are specific discursive mechanisms that produce cohesion in language across different places in the laboratory. Second, the spatial arrangements projectively organize the temporal dimensions of action. These findings allow science educators to think explicitly about organizing "smart contexts" that help learners participate in and learn complex scientific laboratory practices.
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    Journal Title
    Cultural Studies of Science Education
    Volume
    9
    Issue
    1
    DOI
    https://doi.org/10.1007/s11422-013-9533-4
    Copyright Statement
    © 2014 Springer Netherlands. This is an electronic version of an article published in Cultural Studies of Science Education, Volume 9, Issue 1, pp 77-113, 2014. Cultural Studies of Science Education is available online at: http://link.springer.com/ with the open URL of your article.
    Subject
    Curriculum and Pedagogy Theory and Development
    Curriculum and Pedagogy
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/67644
    Collection
    • Journal articles

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