A cultural historical activity theory perspective to understand preservice science teachers’ reflections on and tensions during a microteaching experience

Sezen-Barrie, Asli; Tran, Minh Dan; McDonald, Scott; Kelly, Gregory J.

doi:10.1007/s11422-013-9503-x

Cited by 19 publications

(6 citation statements)

References 17 publications

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“…Related to activity theory, cultural‐historical activity theory (CHAT) emphasizes the historical development of activity situated within a cultural context (Jonassen & Rohrer‐Murphy, 1999). Previous applications of activity theory and CHAT to science education contexts include explorations of preservice science teachers' reflections on microteaching (Sezen‐Barrie et al, 2014), beginning science teachers' transition into the teaching profession (Saka et al, 2009), elementary teachers' professional development related to teaching science (Goodnough, 2016), and the development of secondary science teachers without their own classrooms (Dubois & Luft, 2014). Notably, these studies all focus on adults, which is often the case when CHAT or activity theory serves as the theoretical framework (Stroupe et al, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“There are other ways to help besides using the stuff”: Using activity theory to understand dynamic student participation in small group science, technology, engineering, and mathematics activities

2021

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Integrated approaches to teaching science, technology, engineering, and mathematics (STEM) are increasingly being implemented in elementary and middle school classrooms, and despite a variety of conceptions of integrated STEM, researchers agree that small group activities and teamwork play a central role in STEM learning. However, little is known about how students participate in the small group portions of integrated STEM curricular units. In this study, a microvideo ethnography framed within activity theory was used to examine small group interactions among sixth‐grade students completing integrated STEM activities related to the properties of light. Students working in three different small groups (all‐girl, all‐boy, and mixed‐gender) were included in the analysis. Findings highlight differences in the activity systems across activity type (science vs. engineering) and across small groups, with students focusing on different objectives for completing STEM activities, utilizing different tools as they sought to reach their objectives, and dividing labor differently. Findings from this study suggest that these students, and girls in particular, were less prepared to navigate open‐ended engineering activities than highly structured science activities. Theoretical and practical implications for curriculum development and pedagogical strategies are discussed.

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Section: Theoretical Frameworkmentioning

confidence: 99%

“There are other ways to help besides using the stuff”: Using activity theory to understand dynamic student participation in small group science, technology, engineering, and mathematics activities

2021

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“…While many CHAT studies examine large organizational change, other research utilizes the framework to investigate smaller units of analysis. For example, Sezen-Barrie, Tran, McDonald, and Kelly (2014) used CHAT to examine how preservice teachers made sense of a microteaching experience. Engeström's (1987) diagram for modeling interactions among components of activity systems.…”

Section: Cultural Historical Activity Theorymentioning

confidence: 99%

Fostering students’ epistemic agency through the co‐configuration of moth research

2018

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We argue that students should take on roles as epistemic agents—those who shape knowledge production and practices of a community. In this study, the research team—a science educator and two scientists—worked with a sixth‐grade teacher to provide 90 students with opportunities to take up epistemic agency over a 22‐day unit about moth ecology. We used cultural historical activity theory (CHAT) to analyze the co‐configuration of activity. During planning, tensions arose among the research team around how and why to position students as epistemic agents, while still attending to meaningful science questions. During instruction, students prompted the constant negotiation of epistemic roles and practices as they acted on shifting agentic participation structures.

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“…The decisions made before by the design team or during the instruction by the instructor and students are not independent for the norms and rules that govern the interactions in the classroom (Engeström, 1999). As science classrooms are informed by practices of scientists (Crawford, 2005;Sezen-Barrie, Tran, McDonald, & Kelly, 2014), we see epistemic practices of scientists, particularly those of climate scientists, providing norms for both the complex interactions between the interdisciplinary design team and the classroom community. In the unique case of our study, these communities were trying to reach instructional goals on a complex, interdisciplinary, and (assumed) controversial topic of modern climate change.…”

Section: This Work Was Supported By National Science Foundation [Grant Number 1239758] This Materials Is Based Upon Work Supported By Thementioning

confidence: 99%

Theory and Methods for Sociocultural Research in Science and Engineering Education

Kelly¹,

Green

2018

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Index viii Figures and Tables 7.1Overview of logic of inquiry about students' emotional sense-making of climate change in an environmental science course 7.2 Subset of questions in the inquiry to explore what counted as emotional expressions 7.3 Subset of questions in the inquiry to make salient the nuances of emotional expressions 7.4 Subset of questions in the inquiry to analyze how individuals-within-the-collective emotionally engaged with particular aspects of climate change 7.5 Subset of questions in the inquiry to examine why emotions were expressed differently across time and space 8.1 Example Studio Code timeline 8.2 A section of the event map showing the highlighted transcribed events and episodes within each event 8.3 Example coding framework table 9.1 Meeting-level event map from the September 24, 2014 meeting 9.2 Excerpt of an episode-level event map of the September 24, 2014 meeting 9.3 Initial domain analysis 9.4 Excerpt from year-long event map with codes 9.5 Conversational factors that construct associated with moreand less-generative talk 9.6 Concept map: "Chemistry Phenomena" episode, September 2014 10.1 Researcher actions (x is a kind of y) 10.2 x is a kind of aspect influencing conceptualizing phenomena to be studied Tables 4.1 Phases of constructing an archive of records 4.2 Field notes example 4.3 Overview of construction of curriculum intervention 4.4 Portion of event map format 4.5 Sample transcript 5.1 A description and comparison of the activities in the experimental curriculum (EiE) and the comparison curriculum (E4C) 5.2 Descriptive statistics of the classrooms studied

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A cultural historical activity theory perspective to understand preservice science teachers’ reflections on and tensions during a microteaching experience

Cited by 19 publications

References 17 publications

“There are other ways to help besides using the stuff”: Using activity theory to understand dynamic student participation in small group science, technology, engineering, and mathematics activities

“There are other ways to help besides using the stuff”: Using activity theory to understand dynamic student participation in small group science, technology, engineering, and mathematics activities

Fostering students’ epistemic agency through the co‐configuration of moth research

Theory and Methods for Sociocultural Research in Science and Engineering Education

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