Towards a theory of experience
File version
Author(s)
Jornet, Alfredo
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)
Date
Size
283555 bytes
File type(s)
application/pdf
Location
License
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 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.
Journal Title
Science Education
Conference Title
Book Title
Edition
Volume
98
Issue
1
Thesis Type
Degree Program
School
Publisher link
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights 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.
Item Access Status
Note
Access the data
Related item(s)
Subject
Science, Technology and Engineering Curriculum and Pedagogy
Curriculum and Pedagogy
Sociology