Material Practice and Materiality: Too Long Ignored in Science Education
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Beschreibung
In this book various scholars explore the material in science and science education and its role in scientific practice, such as those practices that are key to the curriculum focuses of science education programs in a number of countries.
As a construct, culture can be understood as material and social practice. This definition is useful for informing researchers' nuanced explorations of the nature of science and inclusive decisions about the practice of science education (Sewell, 1999). As fields of material social practice and worlds of meaning, cultures are contradictory, contested, and weakly bounded. The notion of culture as material social practices leads researchers to accept that material practice is as important as conceptual development (social practice).
However, in education and science education there is a tendency to ignore material practice and to focus on social practice with language as the arbiter of such socialpractice. Often material practice, such as those associated with scientific instruments and other apparatus, is ignored with instruments understood as "inscription devices", conduits for language rather than sources of material culture in which scientists share “material other than words” (Baird, 2004, p. 7) when they communicate new knowledge and realities. While we do not ignore the role of language in science, we agree with Barad (2003) that perhaps language has too much power and with that power there seems a concomitant loss of interest in exploring how matter and machines (instruments) contribute to both ontology and epistemology in science and science education.
Discusses how the material, such as the physical arrangement of laboratories and laboratory equipment influence the teaching and learning of scienceExplores the nature of material practice from the perspective of technologyIncludes implications for research, teaching and learning
Challenges science educators to understand that when matter and materiality are ignored, they are failing to capture the richness of learning Explores how post humanistic theories provide unique insights into the teaching and learning of science Examines the role of matter and materiality across education levels and through different topics
Autor*in
Catherine Milne
Themen in »Material Practice and Materiality: Too Long Ignored in Science Education«
New Materialism material practice scientific practice material culture science classroom material feminism agential realism agential cuts apparatus intra-actions agential materials material practice in science education materiality in science education Socio-material relations learning and instruction