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  • Towards a theory of experience

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    101549_1.pdf (276.9Kb)
    Author(s)
    Roth, Michael
    Jornet, Alfredo
    Griffith University Author(s)
    Roth, Michael
    Year published
    2014
    Metadata
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    Abstract
    Experience is one of the most used terms in (science) education, and it is recognized as being related to learning (education). Yet what experience is and how it is related to learning and change remains untheorized. In this paper, we mainly draw on the work of J. Dewey and L. S. Vygotsky but also on M. Bakhtin and more recent advances on the topic of experience from French philosophy to contribute to a theory of this important category. Accordingly, experience is not something that belongs to or is had by individuals but rather denotes transactions in and across space and time within irreducible person-in-setting units; and ...
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    Experience is one of the most used terms in (science) education, and it is recognized as being related to learning (education). Yet what experience is and how it is related to learning and change remains untheorized. In this paper, we mainly draw on the work of J. Dewey and L. S. Vygotsky but also on M. Bakhtin and more recent advances on the topic of experience from French philosophy to contribute to a theory of this important category. Accordingly, experience is not something that belongs to or is had by individuals but rather denotes transactions in and across space and time within irreducible person-in-setting units; and it is perfused with an affect that is not (only) the result of mentalconstructions. An episode from an Australian physics classroom is used to exemplify what such a theory and its method-related implications have to accomplish in the analysis of concrete science lessons.
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    Journal Title
    Science Education
    Volume
    98
    Issue
    1
    DOI
    https://doi.org/10.1002/sce.21085
    Copyright Statement
    © 2014 Wiley Periodicals, Inc. This is the pre-peer reviewed version of the following article: Towards a theory of experience, Science Education, Volume 98, Issue 1, pages 106–126, 2014, which has been published in final form at http://dx.doi.org/10.1002/sce.21085.
    Subject
    Science, Technology and Engineering Curriculum and Pedagogy
    Curriculum and Pedagogy
    Sociology
    Publication URI
    http://hdl.handle.net/10072/67780
    Collection
    • Journal articles

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