Chapter 1: Redefining Disciplinary Learning in Classroom Contexts

Autor/inn/en	Ford, Michael J.; Forman, Ellice A.
Titel	Chapter 1: Redefining Disciplinary Learning in Classroom Contexts
Quelle	In: Review of Research in Education, 30 (2006) 1, S.1-32 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
Schlagwörter	Classroom Research; Science Education; Educational Research; Science Instruction; Social Influences; Sociolinguistics; Educational Psychology; Cognitive Processes; Learning Processes; Classroom Environment; Educational Trends; Teaching Methods; Intellectual Disciplines + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungsforschung; Pädagogische Forschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sozialer Einfluss; Soziolinguistik; Erziehungspsychologie; Pädagogische Psychologie; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Klassenklima; Unterrichtsklima; Bildungsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Geisteswissenschaften
Abstract	In this chapter, the authors aim to review recent, sociocultural studies of classroom-based research in science education in light of a sample of practice-based research within the field of science studies. They provide a framework for examining the discipline of science that can also be useful for assessing its impact on students. The framework for conceptualizing disciplinary learning in science is organized around three points from the science studies literature: (1) Social aspect of scientific practice; (2) Material aspect of scientific practice; and (3) Practice as an interplay of Roles. They also provide a historical overview and conceptual review of the "practice turns" in two fields: in the psychology of learning and in science studies. They also summarize some recent work in science studies along the lines of the three points and apply their understanding of these issues to a small sample of the literature on learning in science classrooms to illustrate the value of this approach. In their conclusion, the authors speculate about the ways a "grasp of practice" might serve as a disciplinary resource for students, in contrast to the more familiar notion of "transfer." (Contains 1 table and 10 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10