Search Results

You are looking at 1 - 2 of 2 items for :

  • All: "hybridity" x
  • Science Education x
  • Status (Books): Published x
Clear All
Since its appearance in 1995, Authentic School Science has been a resource for many teachers and schools to rethink and change what they are doing in and with their science classrooms. As others were trying to implement the kinds of learning environments that we had described, our own thinking and teaching praxis changed in part because of our dissatisfaction with our own understanding. Over the years, we have piloted ever-new ways of organizing science lessons to figure out what works and how both successful and not-so-successful ways of doing science education should be theorized. In this period, we developed a commitment to cultural-historical activity theory, which does not dichotomize individual and collective, social and material, embodied and cultural forms of knowing, and so on. It turns out now that the problem does not lie with the level of agreement between school science and laboratory science but with the levels of control, authority, mastery, and authorship that students are enabled to exercise. Thus, as this book shows, even field trips may deprive students of science authenticity on outdoor activities and even classroom-based science may provide opportunities for doing science in an authentic manner, that is, with high levels of control over the learning environment, authority, master, and authorship. Ultimately, our understanding of authenticity emphasizes its heterogeneous nature, which we propose to think in terms of a different ontology, an ontology of difference, which takes mixtures, heterogeneity, and hybridity as its starting point rather than as poor derivatives of self-same, pure entities including science, scientific concepts, and scientific practice. In Authentic Science Revisited, the authors offer a refreshing new approach to theorizing, thinking, and doing authentic science.
A Multisited Ethnography of Learning and Becoming in an Afterschool Program, a Garden, and a Math and Science Upward Bound Program
Author: Jrène Rahm
We know little about diverse youths’ engagement in science outside of school, the form such engagement takes and its impact on science literacy development and identity as a potential insider to science. We need to know more about why, how, and for whom out-of-school settings make a difference. Science in the Making at the Margin offers some answers through an in-depth and theoretically well-grounded multisited ethnography of three very different out-of-school settings: an afterschool program for girls only, a youth garden program, and a Math and Science Upward Bound Program. Grounded in sociocultural-historical theory, this book explores, youths’ meaning making of science and co-constructions of new levels of understandings of science, as well as how they come to position themselves in relation to science through participation in science practices at the margin. The author highlights the multiplicity of learning, becoming and hybridity that constitute the learning of science in the three sites studied. Her analysis suggests that most youth position themselves as science users, as youth who are creating with and learning through science with others in textually rich environments and situations, and in ways that are meaningful to them. Their identity as users of science is grounded in the forms of engagement supported by the three science practices. The challenge is then to leverage such literacy beyond the practices themselves.