Literaturnachweis - Detailanzeige
Autor/inn/en | Case, Jennifer; Jawitz, Jeff |
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Titel | Using Situated Cognition Theory in Researching Student Experience of the Workplace |
Quelle | In: Journal of Research in Science Teaching, 41 (2004) 5, S.415-431 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4308 |
DOI | 10.1002/tea.20013 |
Schlagwörter | Student Experience; Focus Groups; Chemical Engineering; Gender Issues; Science Education; Foreign Countries; Engineering Education; Higher Education; Interviews; Self Concept; Racial Factors; Social Environment; Educational Environment; Work Experience; Civil Engineering; Participation; Learning Theories; Learning Processes; South Africa Studienerfahrung; Chemisches Prüfverfahren; Geschlechterfrage; Naturwissenschaftliche Bildung; Ausland; Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Selbstkonzept; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Employment experience; Job experience; Occupational experience; Berufserfahrung; Teilnahme; Learning theory; Lerntheorie; Learning process; Lernprozess; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | It has been proposed that situated cognition theory, in which learning is conceptualized as induction into a community of practice through the activity of legitimate peripheral participation, offers an appropriate theoretical perspective for examining issues of gender in science education. This study critically engages with this proposal by means of an investigation of the vacation work experiences of a group of South African final-year civil and chemical engineering students. Issues of race and gender appeared prominently and spontaneously in focus group and interview data. An analysis of these data using the situated cognition framework allowed for a deeper understanding of these issues and their impact on learning. It was found that access to legitimate peripheral participation was critical for good learning outcomes (associated with positive identity formation) while denial of this access (as sometimes experienced by black and female students) appeared to be related to less effective learning and poor feelings of self-worth. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |