Time and Temporality as Mediators of Science Learning

Autor/inn/en	Roth, Wolff-Michael; Tobin, Kenneth; Ritchie, Stephen M.
Titel	Time and Temporality as Mediators of Science Learning
Quelle	In: Science Education, 92 (2008) 1, S.115-140 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20238
Schlagwörter	Ethnography; Time Factors (Learning); High Schools; Educational Environment; Science Instruction; Institutional Characteristics; Longitudinal Studies; Urban Schools; Science Achievement; Organizational Change; Student Placement; School Schedules + Suchen Sie Ihr Suchwort? Ethnografie; High school; Oberschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Organisationswandel; Schülerpraktikum; Schulzeiteinteilung
Abstract	Few studies have focused on understanding how teaching and learning in classrooms are mediated by other dimensions of the organizational systems of which education is an integral part. Our 7-year ethnographic study of an urban high school shows how time and temporality constitute key practical and theoretical resources to the actors in the cultural organization of schools, a product of transactions involving individuals and artifacts that traverse multiple cultural fields, each with its own distinctive structures. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10