A Critical Search for the Learning Object across School and Out-of-School Contexts: A Case of Entrepreneurship Education

Autor/inn/en	Engeström, Ritva; Käyhkö, Leena
Titel	A Critical Search for the Learning Object across School and Out-of-School Contexts: A Case of Entrepreneurship Education
Quelle	In: Journal of the Learning Sciences, 30 (2021) 3, S.401-432 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2021.1908296
Schlagwörter	Networks; Entrepreneurship; Case Studies; Middle School Students; Epistemology; Teaching Methods; Concept Formation; Learning Processes; Global Approach; Climate; Economic Factors; Definitions; 21st Century Skills; Mediation Theory; Foreign Countries; Course Descriptions; Writing Assignments; Student Attitudes; Parent Attitudes; Meetings; Teacher Student Relationship; Finland + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Case study; Fallstudie; Case Study; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Learning process; Lernprozess; Globales Denken; Klima; Ökonomischer Faktor; Begriffsbestimmung; Mediationsverfahren; Ausland; Kursstrukturplan; Schülerverhalten; Elternverhalten; Meeting; Tagung; Teacher student relationships; Lehrer-Schüler-Beziehung; Finnland
Abstract	Background: Recent alternative concepts of school knowledge emphasize knowledge creation via networks of learning around real-world phenomena. We studied entrepreneurship education as an example of new epistemic activity which opens institutional boundaries for active engagement with society in learning. Methods: We used a case-study strategy and a methodology informed by the cultural-historical activity theory for investigating an entrepreneurship course of a middle school. We focused on meaning making in object formation of learning of the groups involved in boundary crossing. Meaning making was studied in a context-sensitive way with an analytic tool designed in the study. Findings: Lacking a knowledge system of a disciplinary school subject, the findings show that entrepreneurship becomes constructed in practice epistemologically as a value-free and politically neutral learning object. In light of these findings we discuss the theoretical link between conceptual learning and learning around real-world phenomena. Contribution: In addition to economic activity, globalization and climate change are also presently forming the social realities of school learners. Our study shows that more theoretical and empirical research on intermediate epistemological practices is needed to avoid a risk that teachers are left on their own to sort out the complex epistemic interrelationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01