Using the Sociology of Associations to Rethink STEM Education

Autor/inn/en	Buxton, Cory; Harper, Susan; Payne, Yolanda Denise; Allexsaht-Snider, Martha
Titel	Using the Sociology of Associations to Rethink STEM Education
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 53 (2017) 6, S.587-600 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2017.1369087
Schlagwörter	STEM Education; English Language Learners; Physical Sciences; Science Instruction; Summer Programs; Enrichment Activities; Grade 8; Grade 6; Middle School Students; Earth Science; Interaction; Intention; Science Teachers; Secondary School Science; Inquiry; Social Sciences; Group Activities; Student Projects; Hands on Science; Science Laboratories; Vignettes; Science Activities + Suchen Sie Ihr Suchwort? STEM; Natural sciences; Naturwissenschaften; Naturwissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sommerkurs; Bereicherungsprogramm; School year 08; 8. Schuljahr; Schuljahr 08; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Earth sciences; Geowissenschaften; Interaktion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Gruppenaktivität; Schulprojekt
Abstract	Using three constructs taken from Latour's 2005 book, "Reassembling the Social," we consider our work in 2 contexts that were part of a project to support science teachers working with English learners: an 8th-grade physical science class in a summer science enrichment academy, and a 6th-grade Earth science class in a public middle school. We utilize Latour's constructs of (a) group formation, (b) mediators and intermediaries, and (c) traces of intentionality to interpret the interactions that occur in these spaces. We analyze these interactions to make a broader argument about the limitations of "improvement science" perspectives that are increasingly influential in science, technology, engineering, and mathematics (STEM) education research in the U.S. context. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01