Conceptualizing Science Learning as a Collective Social Practice: Changing the Social Pedagogical Compass for a Child with Visual Impairment

Autor/inn/en	Fleer, Marilyn; March, Sue
Titel	Conceptualizing Science Learning as a Collective Social Practice: Changing the Social Pedagogical Compass for a Child with Visual Impairment
Quelle	In: Cultural Studies of Science Education, 10 (2015) 3, S.803-831 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-014-9616-x
Schlagwörter	Science Instruction; Visual Impairments; Genetic Disorders; Fairy Tales; Scientific Concepts; Concept Formation; Teaching Methods; Imagination; Inclusion; Early Childhood Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Visual handicap; Sehbehinderung; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	The international literature on science learning in inclusive settings has a long history, but it is generally very limited in scope. Few studies have been undertaken that draw upon a cultural-historical reading of inclusive pedagogy, and even less in the area of science education. In addition, we know next to nothing about the science learning of preschool children with visual impairment using cultural-historical theory. This paper seeks to fill this gap by presenting a study of one child with Albinism who participated in a unit of early childhood science where fairy tales were used for learning about the concepts of sound and growth. This paper reports upon the social and material conditions that were created to support learning in the preschool, whilst also examining how the learning of growth and sound were supported at home. The study found three new pedagogical features for inclusion: "Imagination in science"; Ongoing "scientific narrative"; and "Scientific mirroring." It was found that when a dialectical reading of home and centre practices feature, greater insights into inclusive pedagogy for science learning are afforded, and a view of science as a collective enterprise emerges. It is argued that a cultural-historical conception of inclusion demands that the social conditions, rather than the biology of the child, is foregrounded, and through this greater insights into how science learning for children with visual impairment is gained. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01