Making the case for a material-dialogic approach to science education

Hetherington, Lindsay; Hardman, Mark; NOAKES, J.; Wegerif, Rupert

doi:10.1080/03057267.2019.1598036

Cited by 31 publications

(17 citation statements)

References 105 publications

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“…Resulting from our ongoing theorisation of creative pedagogies using new materialist ideas, we are also engaged in an iterative and emergent reconfiguring of the practice-oriented CREATIONS features, seeing creativity as a more-than-human, entangled and intra-active material dialogue within space and time. An emergent outcome from previous work (Chappell et al, 2019) that is relevant to the analysis in this chapter is that question-driven STEAM transdisciplinary practice is grounded in the idea that matter and meaning are mutually constituted in a material-dialogic space (Hetherington et al, 2019c). This has wider implications for the question-driven practice described above, because if what is emerging through intra-actions in the dialogic "gap" between temporarily bounded, entangled and intra-acting objects/subjects is subjectivities -rather than unique human subjects/mindsthen practice is continually (re-)configured through unique assemblages of teachers, students, ideas and materials as they respond to emergent inquiry questions by drawing on intra-acting disciplinary practices.…”

Section: Creativity and Creative Pedagogiesmentioning

confidence: 96%

“…In the broader literature on creative pedagogies described above and, indeed, in the CREATIONS definition itself, there is a dominantly humanist conception of creativity in research and practice. Our recent research is moving away from this (whilst acknowledging its influence) as we are increasingly engaged with new materialist theorising (Chappell, 2018;Hetherington et al, 2019c). Therefore, the articulation of the relevant features in this chapter is rooted in a new materialist stance.…”

Section: Creativity and Creative Pedagogiesmentioning

confidence: 99%

“…Related to Barad's concept of intra-action, we have elsewhere (Chappell et al, 2019), developing an earlier conceptualisation of "living dialogic space" (Chappell & Craft, 2011), articulated in detail how embodied dialogue can contribute to the enactment and materialisation of creative transdisciplinary pedagogies. Further, in Hetherington et al (2019bHetherington et al ( , 2019c we explore how bringing theory from Barad and Bakhtin together can help us consider where and how such an embodied dialogue can occur. Citing Shotter (2013), Carlile et al (2013) also note how the work of these two theorists can be usefully brought together as they both work with a relational ontology.…”

Section: [Place Figure 136 Here]mentioning

confidence: 99%

“…Chappell and Craft (2011) termed the dialogic spaces that are produced in creative pedagogical practices "living dialogic spaces" in order to encapsulate their fluidity and dynamism as those engaged in creative dialogue respond to and create (with) each other. Hetherington et al (2019c) explore the materiality of dialogic space where other-than-human and embodied human voices are foregrounded with/in the dialogue.…”

Section: [Place Figure 136 Here]mentioning

confidence: 99%

See 3 more Smart Citations

Creative Pedagogy and Environmental Responsibility

Hetherington¹,

Chappell²,

Keene³

et al. 2019

Why Science and Art Creativities Matter

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This chapter explores the entanglement of research and practice, offering an account of science|arts practice in which research-driven "features of creative pedagogy" were used within an action research project to engage young people with the problem of ocean plastics. Thinking with Barad's theory of agential realism, we explore the ongoing emergence of new matter and meaning for the young people, teachers and researchers engaged in this transdisciplinary practice-research.One component of a large H2020-funded project exploring creativity in science/arts transdisciplinary practices across Europe was a study of action research in six UK secondary schools with science/art teacher pairs. This chapter draws on research conducted within one school in which the issue of plastics in the ocean was explored with 52 students aged 14-15 within an "arts-science project", to develop the young people's ideas about environmental responsibility understood, explored and expressed together through science and art.An approach to researching emergent and creative pedagogies which brings agency to the fore within a material-dialogic, intra-active understanding of (post)human creativity was used. Data gathered through mixed methods, including questionnaires, interviews and photographs, and selected via "glow moment" assemblages, were analysed with and through theory using diffractive analysis to iteratively unfold data, theory, research and practice. This stance embodies a material-dialogic approach, with research, theory and "data" in dialogue.In the chapter, a sequence of diffractions is described, responding to initial questions posed by the book editors: "When/where/how do objects/subjects of inquiry, and embodiment, come to matter in STEAM (re-)configurings in practice?" These diffractions unfold the emergence of matter and meaning through intra-active material dialogue in a science|art practice, raising questions from/for practice about the concept of ethics, trusteeship and responsibility in environmental education.

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Section: Creativity and Creative Pedagogiesmentioning

confidence: 96%

Section: Creativity and Creative Pedagogiesmentioning

confidence: 99%

Section: [Place Figure 136 Here]mentioning

confidence: 99%

Section: [Place Figure 136 Here]mentioning

confidence: 99%

See 2 more Smart Citations

Creative Pedagogy and Environmental Responsibility

Hetherington¹,

Chappell²,

Keene³

et al. 2019

Why Science and Art Creativities Matter

View full text Add to dashboard Cite

show abstract

“…However, the influence of such 'materiality' has generally been omitted from dialogic educational theory. Hetherington, Hardman, Noakes & Wegerif (2018), synthesising Bakhtin's (1986) work on dialogue and Barad's (2007) agential realism, propose a material-dialogic theoretical framework in which 'learning is an emergent and dynamic process performed through agentic intra-action with embodied teachers, learners and materials ' (p.168). The concept of agency is important in our conception of the dialogic use of technology in classrooms, but requires explanation.…”

Section: Enacting DI Through Digital Technologymentioning

confidence: 99%

Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms

Warwick

Cook

Vrikki

et al. 2020

Learning, Culture and Social Interaction

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In this paper we argue that joint teacher and student awareness of dialogic intentions (DIs) in lessons can focus and guide students' spoken dialogic interactions in the context of the use of digital technology. We focus on DI as a factor in promoting metacognitive awareness of productive dialogue amongst students, considering how teachers in 'dialogic classrooms' express DIs and how the use of a microblogging tool (Talkwall) can support, enhance or disrupt students' realisation of these intentions. Data consist of 17 lessons with Year 7 students (aged 11-12), taught by six teachers and covering three subject areas: English, science and geography. A systematic model is used for analysis of technology-focused student interactions, revealing how technology affordances and constraints are implicated in the realisation of DI. This paper is significant in examining how the ability to engage in dialogue can be focused through learning intentions, or set of intentions, within lessons. Further, it considers how specific technological affordances are central to the ways in which technology is implicated in the creation of a relational space for intra-action that might support teaching and learning.

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Students' Meaning‐Making of Nature of Science: Interaction Between Visual, Verbal, and Written Modes of Representation

Cheung,

Oancea,

Erduran

2024

Science Education

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Students' understanding of nature of science (NOS) has been largely examined primarily in written or verbal modes. The visual, verbal, and written modes are essential for students' meaning‐making of NOS. However, research has sidelined the interaction among these three modes in understanding students' collaborative discourse of NOS. Informed by theories of multimodality and social semiotics, this paper investigates the interactions between the visual, verbal, and written modes as groups of students engaged in explicit‐reflective multimodal representation during NOS instruction. Utilizing a collective case study approach, we planned NOS instruction with teachers, and videotaped how each focal group of students in two grade seven classes in Hong Kong constructed multimodal representations of NOS. Multimodal discourse analysis revealed that the three modes fulfill various purposes during students' co‐construction of multimodal representations of NOS. The interaction between the three modes facilitates meaning‐making of NOS in four ways: (a) students' re‐semiotization of discursive scientific practices into their multimodal ensembles; (b) bridging students' writing of scientific reports to scientists' social certification and dissemination; (c) connecting students' decontextualized meaning‐making to contextualized meaning‐making of methods and methodological rules; and (d) facilitating students' embodied semiosis in social organizations and interactions of science. Focusing on four episodes of co‐constructing multimodal representations of NOS, we illustrate how students' meaning‐making of NOS is multimodal in nature and how various modes have their own affordances. We discuss future research directions on how multimodality can facilitate students' meaning‐making of NOS.

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Making the case for a material-dialogic approach to science education

Cited by 31 publications

References 105 publications

Creative Pedagogy and Environmental Responsibility

Creative Pedagogy and Environmental Responsibility

Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms

Students' Meaning‐Making of Nature of Science: Interaction Between Visual, Verbal, and Written Modes of Representation

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