Literaturnachweis - Detailanzeige
| Autor/in | Short, Mary E. |
|---|---|
| Titel | A Framework for Identifying Evidence of Global Thinking in Student Discourse about Socioscientific Issues |
| Quelle | (2023), (291 Seiten)
PDF als Volltext Ed.D. Dissertation, The George Washington University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-0327-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Science and Society; Global Approach; Epistemology; Discourse Analysis; Student Attitudes; Science Education; Scientific Attitudes; Relevance (Education); Environmental Education |
| Abstract | The instantaneous movement of information and imagery in the current era has fundamentally altered our constructions of reality as the outer world of media becomes a central aspect of the "inner world of society" (Beck, 1996, p.1). In this vein, the very stuff that makes up knowledge, the basic building blocks of our cognition are also associated with and influenced by globalization. This dissertation draws on social theory of globalization to understand how educators may reliably activate various sets of conceptual and epistemological resources that are tied to systems of globalization and their inescapable presence. This effort takes place as the science education community is hard-pressed to develop a vision for reorienting science education research in ways that more fully attend to students' experiences within the context of globalization. However, no framework for investigating how theories of globalization manifest in student science classroom discourse exists. Furthermore, there is no formally established methodology for analyzing student discourse for evidence of global thinking. As a result, science education research literature offers little insight into how students' globalized experiences inform their thinking about science and science-related issues. This dissertation begins to address these gaps in several ways. First, I begin by identifying key elements of sociology of globalization found across global education literature. Second, I apply those key elements to existing socioscientific issues-based (SSI) science education research to examine the extent to which global thinking is already present in research on SSI-based science education. Third, I present a new methodology for interactive analysis that systematically identifies evidence of students' global discourse about socioscientific issues. Finally, I present findings through selected illustrative events to highlight how each of the key elements of globalization in the conceptual framework manifest in student discourse to establish in the field of science education a systematic method for identifying global thinking in science classrooms. This study used video elicitation within semi-structured interviews to surface students' cognitive resources related to a variety of environmental issues identified by them and their peers. Data was analyzed through a multimodule analysis consistent with previous research on student epistemological framing to better understand the types of cognitive resources that are activated within discourse frames. Findings indicate that students' epistemological framing was deeply dependent on interviewer cues. Furthermore, findings indicate that the types of cognitive resources students considered relevant to the discussion were reflective of classroom norms developed prior to the video elicitation interviews in which students focused on the quality of student environmental videos. However, when conversations were framed around specific content found in the videos, students' discourse patterns shifted toward sensemaking about specific aspects of environmental issues. Within those discourse frames, evidence of global thinking was consistently found. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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