ISBN:
9781351139915
Language:
English
Pages:
1 Online-Ressource (299 pages)
Series Statement:
Teaching and Learning in Science Ser
Parallel Title:
Print version Kelly, Gregory J Theory and Methods for Sociocultural Research in Science and Engineering Education
DDC:
306.450721
Keywords:
Science-Study and teaching-Social aspects
;
Science-Study and teaching-Research
;
Engineering-Study and teaching-Social aspects
;
Engineering-Study and teaching-Research
;
Next Generation Science Standards (Education)
;
Science-Study and teaching-Social aspects..
;
Science-Study and teaching-Research..
;
Engineering-Study and teaching-Social aspects..
;
Engineering-Study and teaching-Research..
;
Next Generation Science Standards (Education)
;
Electronic books
Abstract:
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures and Tables -- Figures -- Tables -- List of Contributors -- Foreword: Meeting Methodological Challenges -- References -- Chapter 1: Framing Issues of Theory and Methods for the Study of Science and Engineering Education -- Introduction -- Epistemology, Methodology, and Educational Research -- Overview of Perspectives: Discourse, Interaction, and Interactional Ethnography (IE) -- Taking an Interactional Ethnographic Perspective on Science and Engineering Education -- Research Considerations, Approaches, and Methods -- Overview of Forthcoming Chapters -- Critical Methodological Considerations for Research in Education -- References -- Chapter 2: Making Science and Gender in Kindergarten -- Positioning of Young Girls in Science -- Science Reform, Practices, and Positioning -- Methods and Flexibility -- Reflexivity: Examining Perspective -- Analysis and Flexibility -- Results Informed by Ethnographic Methods -- Discussion for Science Teacher Education and Research -- References -- Chapter 3: Multimodal Analysis of Decision Making in Elementary Engineering -- Introduction -- Overview and Relevance of Study -- Context and Data Analysis: A Developing Logic-of-Inquiry -- Theoretical Framework: Building an Interactive Ethnographic Perspective -- Representing the Classroom Discourse -- Initial Findings: Making Visible Rich Points for Opportunities for Learning -- Discussion and Implications for Future Research -- References -- Transcription Conventions -- Chapter 4: Translanguaging about Socioscientific Issues in Middle School Science -- Introduction -- Logic of Inquiry for the Study of Translanguaging in Middle School Science -- Results -- Discussion -- References
Abstract:
Chapter 5: Learning through Improvement from Failure in Elementary Engineering Design Projects -- Introduction -- Asking Ethnographic Questions -- Identifying Site for Knowledge Construction and Negotiating Access -- Recognizing the Relevant Data Sources for Interactional Ethnography -- Discourse and Sociocultural Practices in Everyday Life, in Time and Space -- Data Representation and Units of Analysis, in and over Time -- Building Representations of Practice, Finding Patterns, Reaching Conclusions -- Interpreting Results -- Conclusion -- References -- Chapter 6: An Interactional Ethnography Perspective to Analyze Informal Formative Assessments (IFAs) to Build Epistemic and Conceptual Coherence in Science Learning -- Building Coherence through Participation into Epistemic Practices -- On the Role of Formative Assessments in Coherence Building -- Research Approach -- Analysis and Findings -- Discussion -- References -- Chapter 7: Emotional Discourse as Constructed in an Environmental Science Course -- Introduction to Researching Emotions in Learning Climate Change -- Emotions as Social and Situated -- A Program of Research on Emotional Sense-Making of Climate Change -- Challenges of Studying Emotions in Classroom Settings -- Logic of Inquiry for Examining Emotional Expressions -- Conclusion -- References -- Chapter 8: Discourse of Professional Pedagogical Vision in Teacher Education -- Learning Ambitious Practices -- Professional Pedagogical Vision -- Research Methods -- Methodological Challenges We Faced during the Study -- Discussion: Building Professional Pedagogical Vision -- Note -- References -- Chapter 9: Analyzing the Generative Nature of Science Teachers' Professional Development Discourse -- Studying Teacher Learning -- Generative Teacher Talk -- Theoretical-Methodological Perspective for Researching Teacher Discourse
Abstract:
Context of the Study -- Data Sources and Collection Methods -- Methodological Decisions and Analytic Processes -- Identifying and Representing Key Events throughout the Data Set -- Defining an Emergent Analytic Focus -- Identifying the Relevant Unit of Analysis -- Constructing Explanations from Data Analyses -- Illustrative Example of Analysis of Professional Learning Discourse -- Conclusion -- References -- Chapter 10: Commentary: Constructing Transparency in Designing and Conducting Multilayered Research in Science and Engineering Education - Potentials and Challenges of Ethnographically Informed Discourse-Based Methodologies -- Approach to Reading within and across Chapters -- Constructing Ethnographically Informed Discourse-Based Studies in Science and Engineering Education: Researcher Actions in Constructing the Logic of Inquiry -- Transparency in What Is Studied: What Phenomena Are Studied in Science and Engineering Education and How Are These Phenomena Conceptualized? -- Transparency in Methodology, the How: Exploring What Data and Analyses Are Utilized to Examine the Processes and Practices of Science and Engineering Education -- Transparency in So What: What Knowledge Is Constructed in Ethnographically Informed Discourse-Based Studies in Science and Engineering Classrooms and What Does it Contribute to the Field? -- References -- Chapter 11: Commentary: Research Methods for the Advancement of Possibility Knowledge and Practice in Science and Engineering Education -- References -- Appendix A: How We Look at Discourse: Definitions of Sociolinguistic Units -- Units of Analysis for Discourse Analysis within an Interactional Ethnographic Research Project -- References -- Index
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