The Resurgence of Everyday Experiences in School Science Learning Activities

Autor/inn/en	Kervinen, Anttoni; Roth, Wolff-Michael; Juuti, Kalle; Uitto, Anna
Titel	The Resurgence of Everyday Experiences in School Science Learning Activities
Quelle	In: Cultural Studies of Science Education, 15 (2020) 4, S.1019-1045 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kervinen, Anttoni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-019-09968-1
Schlagwörter	Science Education; Learning Activities; Outdoor Education; Relevance (Education); Discovery Learning; Familiarity; Humor; Experience + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Lernaktivität; Freiluftunterricht; Relevance; Relevanz; Entdeckendes Lernen; Humoristische Darstellung; Erfahrung
Abstract	Science education can be alienating for students, as it is apart from the mundane world with which they are familiar. Science education research has approached the gap between everyday understandings and science learning largely as a challenge arising while learning about science concepts and the kinds of instructional approaches that may support this. However, the forms of everyday ways of relating to the world fundamentally expand beyond conceptual understandings. In this study, we use data from an outdoor science learning setting to examine a range of non-conceptual but culturally possible and intelligible ways in which students actually connect science learning processes to their everyday world and its characteristic commonsense understandings. Our study shows how students' (a) spontaneous embodied explorations, (b) humor in all of its bodily and grotesque forms, and (c) narrative representation and interpretation of the world are used to contextualize science learning, namely its environment and content, within their familiar world. We show how students draw on these fundamental cultural forms of understanding the world even without particular instructional support while, at the same time, completing their science tasks according to the goals set by their teachers. Our findings suggest that the ways in which students connect their everyday world with science learning do not have to be explicitly related to the particular conceptual learning goals but can parallel conceptual learning while contextualizing it in affectively meaningful ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01