Invented Science: A Framework for Discussing A Persistent Problem of Practice

Autor/inn/en	Russ, Rosemary S.; Berland, Leema K.
Titel	Invented Science: A Framework for Discussing A Persistent Problem of Practice
Quelle	In: Journal of the Learning Sciences, 28 (2019) 3, S.279-301 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2018.1517354
Schlagwörter	Science Education; Educational Change; Science Instruction; Concept Formation; Learning Processes; Learning Theories; Social Theories; Discovery Learning; Invented Spelling + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Learning process; Lernprozess; Learning theory; Lerntheorie; Gesellschaftstheorie; Entdeckendes Lernen; Rechtschreibdidaktik
Abstract	A central goal of science education reform is for students to participate in scientific sense making rather than to merely acquire science facts. However, even in classrooms utilizing reform-based pedagogies, students are typically allowed to construct knowledge only insofar as they construct expected knowledge. In this report and reflection, we use activity theory to demonstrate how this pervasive tension between learning correct ideas and constructing one's own ideas often results in unacknowledged slippage between competing activity systems within reform efforts. We use an analogy to the domain of spelling to introduce invented science--a framework for describing the activity of science learning that reduces this slippage by giving knowledge construction true priority over the canon. We describe the origins and purposes of invented spelling to theorize the nature of learning in invented science. We conclude by articulating the theoretical and practical implications of this analogy for science teaching and learning. (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