Disciplinary authenticity and personal relevance in school science

Kapon, Shulamit; Laherto, Antti; Levrini, Olivia

doi:10.1002/sce.21458

Cited by 65 publications

(57 citation statements)

References 56 publications

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“…Barton and Tan () argued that positioning students within this kind of situation allows them “a platform in which to engage in scientific ideas and discourses while also offering students the freedom to work and be in their community in ways that mattered to them” (p. 221). Students thus may spontaneously establish epistemic authority and hold each other accountable for their knowledge (Forman, Ramirez‐DelToro, Brown, & Passmore, ; Kapon, Laherto, & Levrini, ; Rodriguez, ; Schoerning et al, ; Varelas et al, ). Future research should investigate how students develop their epistemic authority and accountability when regulating uncertainty as well as how these relate to the productive practice of uncertainty management.…”

Section: Discussionmentioning

confidence: 99%

Managing uncertainty in scientific argumentation

2019

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Argumentation is a core practice of science that inherently contains uncertainty. Relatively few studies have examined the role of uncertainty within argumentation and how teachers manage uncertainty leading to conceptual development. This design-based, multiple-case study employed the constant K E Y W O R D S argumentation, dialogue, epistemic understanding, managing uncertainty, social negotiation

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Section: Discussionmentioning

confidence: 99%

Managing uncertainty in scientific argumentation

2019

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“…Such results illustrate a central tension surrounding outdoor science learning in formal education. At school, students are generally taught with the aim of succeeding on assessments (Kapon et al, 2018) disciplinary authenticity, and common school science as three perspectives that entail different educational goals.…”

Section: Discussion Factors Related To Students' Perception Of Learningmentioning

confidence: 99%

Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings

Ayotte-Beaudet

Potvin

2020

Int J Env Sci Ed

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The research presented in this paper answers the question: What factors are most related to students' perception of learning during outdoor science lessons occurring in schools' immediate surroundings? Twenty-six science teachers, as well as 71 classes of seventh (51 classes) and eighth (20 classes) graders participated in our study (n = 2007). All 26 teachers agreed to plan and carry out five outdoor lessons in their schools' immediate surroundings for each class they decided to include in the study. The 11 influencing factors we examined in this quantitative study were: the duration of the outdoor lesson, the students' level of preparation, the students' opportunity to make choices, the outdoor environment, the position in the lesson sequence, the presence of a laboratory technician, the scientific discipline, the grouping of the students, the teacher's outdoor teaching experience, the type of activity, and the weather conditions. To identify the factors most related to students' perception of learning, we ran a bivariate correlation analysis and then used a three-level hierarchical linear model (HLM) with the significant factors from the bivariate correlation. Our results showed that students' perception of learning was significantly and positively correlated with the factors listening to scientific explanations, being grouped with the entire class, students' level of preparation, and students' opportunity to make choices, and negatively correlated with observing. We conclude this paper by arguing that students' perception of learning is really a perception that is based on their anticipated success on school assessments.

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“…This phenomenon was favoured by the polyphony and multidimensionality created in the classroom by the materials. This articulated structure encouraged authentic processes of identifying and positioning with respect to the discipline, personal tastes and others (Kapon, Laherto & Levrini, 2018;Levrini, Levin & Fantini, 2018). The materials also allowed the teacher to enact specific orchestration strategies that resulted very effective in supporting and legitimising such dynamics (Levrini, Levin, Fantini & Tasquier, 2019).…”

Section: Appropriation and Its Contribution To Reflecting On How Sciementioning

confidence: 99%

The present shock and time re-appropriation: rethinking science education in the pandemic era

Levrini¹,

Fantini²,

Barelli³

et al. 2020

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The crisis due to the COVID-19 pandemic is so huge that raises enormous questions about its implications for our societies and personal lives. In this article, we focus on science education and the role it can play to prepare future generations to grapple with this complex, fast-changing and fragile society. The approach we chose is centered on the concept of time, whose perception and organisation has been deeply affected by pandemic-induced changes. An exploratory qualitative study has been carried out with secondary school students to investigate how they were experiencing time during lockdown and which (if any) scientific knowledge they were activating to grapple with the current uncertainty and change in time structures.The main result concerns the discovery of the potential of the dichotomy between alienation from time and time re-appropriation to highlight the difference between future shock, (characteristic of the pre-crisis society of acceleration) and present shock (characteristic of the pandemic era). The analysis of students’ interviews allowed us to start unpacking time re-appropriation and its links with science learning and identity development.On the basis of the analysis, we identified three directions that science education research could explore to support schools and science teaching in playing a leading role in this fast-changing society. The directions concern new thematic and epistemological priorities for science curricula, new emphasis on learning and teaching rituals fostering appropriation, and arguments for revising the institutional role of schools.

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Disciplinary authenticity and personal relevance in school science

Cited by 65 publications

References 56 publications

Managing uncertainty in scientific argumentation

Managing uncertainty in scientific argumentation

Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings

The present shock and time re-appropriation: rethinking science education in the pandemic era

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